6

English
Quarter 1-Module 1
Poems and Literary Devices

Department of Education ● Republic of the Philippine

English - Grade 6
Alternative Delivery Mode
Quarter 1 - Module 1: Poems and Literary Devices
First Edition, 2020

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 6
English
Quarter 1- Module 1
Poems and Literary Devices
TO THE LEARNER OF THIS MODULE
Welcome to this module! As a grade six learner you must be very eager to start with
the learning activities prepared for you. The activities in the module have been designed to
provide you with rich and stimulating learning experience that will help you communicate better
and enhance your understanding to different poems. But before you begin, try to familiarize
yourself with the different parts of this module. It is important that you know and follow what
each part covers so that you can achieve its learning objectives.
In this module, you will learn about analyzing poem in relation to how the author or
writer developed its element such as: rhyme, sound devices, imagery and figurative language.
As you go over, you will be introduced to different poems. Hopefully, this will help you
appreciate the importance of reading poems and other narratives and aid you to analyze how
the author presented the different elements.
The different parts of the module are presented with headings and icons. Familiarize
yourself with these headings and icons so you would know what to do in each part. All answers
should be written on your English notebook.

How do you work on this module?

Follow these simple steps:
1. Take the pretest. Check your answers against the key to corrections on the Self-check
section at the back of the module. Keep a record of your score.
2. Do the activities. For the exercises, you are to check your answers against the Self-check
section.
3. Take the posttest after you are done with all the activities in the module. Remember to
check your answer against the key to correction on the self-check section.
You are to write all your answers to the module tests and exercises on a separate
notebook. For this purpose, you should have an English notebook or journal. Please do not
write on the module itself. Your notebook will have an important record of accomplishments
for English.

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at lrmdsldn@gmail.com.
We value your feedback and recommendations.
 Department of Education ● Republic of the Philippines
TABLE OF CONTENTS

Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENT

Lesson 1 – Writing a 3-line 4-Stanza Poem 1

What I Need to Know 1

What I Know 1
What’s In 2
What’s New 2
What is It 3
What’s More 5
What I Have Learned 6
What I Can Do 6
Assessment 6
Additional Activities 7
Lesson 2 - Rhymes, Sound Devices, Imagery, and
Figurative Language 8
What I Need to Know 8
What I Know 8
What’s In 9
What’s New 12
What is It 13
What’s More 15
What I Have Learned 16
What I Can Do 16
Assessment 16
Additional Activities 17

Lesson 3 –Analyzing Sound Devices (onomatopoeia, alliteration,

assonance and consonance) 18

What I Need to Know 18

What I Know 18
What’s In 18
What’s New 19
What is It 19
What’s More 20
What I Have Learned 22
What I Can Do 22
Assessment 23
 Additional Activities 23

Page
Lesson 4 – Analyzing Sound Devices (onomatopoeia, alliteration,
assonance, personification, irony and hyperbole) in a
text heard. 24

What I Need to Know 24

What I Know 24
What’s In 25
What’s New 26
What is It 26
What’s More 28
What I Have Learned 28
What I Can Do 29
Assessment 29
Additional Activities 30

Answer Keys 31
References 35
 Lesson
Writing a 3-line 4-Stanza
1 Poem

What I Need to Know

Hello learner! Maybe you are thinking about writing a poem but you don’t know how
to get started or you might already be writing poems but want to learn how to make it better.
If so, you are in the right place. Welcome to our first lesson in English.
At the end of this lesson you are expected to:
1. identify the elements used in the poem;
2. write a 3- line 4- stanza poem (EN6WC-Ia-2.2.2); and,
3. appreciate poems as one’s work of art.

What I Know

Below you will find a short quiz about some information within this module. Make sure
you read each question carefully and write on your notebook the letter of the correct answer.
1. What is the rhyme scheme of this excerpt from Sometimes I Dream That I can Fly?
Sometimes I dream that I can fly
I lift and flap my arms just so
And soon I’m soaring the sky
Graceful like a bird I go
A. aabc B. abab C. abac D. aba
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
-Donald Barthelme 2.
2. The rhyme scheme for this is:
A. aabb B. abcd C. abab D. abac
3. What figure of speech/ poetic device is used in the poem below?
Clouds
Clouds are like waves
Rolling into the sky’s blue cave.
-Paul Kuramoto
A. Simile B. Metaphor C. Personification D. Alliteration
4. Which of these sentences contains a metaphor?
A. The candles screamed with fury.
B. Some people soak up information like sponges.
C. My father is a fountain of information on sports.
D. Purple penguins prefer pink pickles

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 5. What figure of speech is illustrated in the poem below?
Candles
The candles screamed with fury
Her tears trickled down her face.
With figure slumped,
She slowly dwindled into shadows.
Susan Heither
A. Simile B. Metaphor C. Alliteration D. Personification
6. The author of a poem is called a
A. Speaker B. Poet C. Writer D. Orator
7. A group of lines in a poem is called
A. Verse B. Paragraph C. Stanza D. Story
8. Which of the following is a type of language that poets often use in order to make their
poems more interesting? Examples of this language are similes, metaphors, alliterations,
irony, etc.
A. Figurative language B. Synonyms
C. Antonyms D. Words with multiple meanings
9. What words rhyme?
A. jump, swim, hop B. jump, joke, joy
C. jump, kick, scream D. jump, lump, bump
10. How many lines does a tercet have?
A. 1 B. 2 C. 3 D. 4

What’s In

Do you enjoy reading poems? I guess you have read a lot of poems in your previous
grades.
Directions: Read the following statements about poems, and on your notebook, write T if the
statement is correct; F if it is wrong.
1. Poetry or poem is always serious.
2. A well- written poem does not include figurative language.
3. All poems must rhyme.
4. The tone of a poem is the same as the speaker’s attitude.
5. Poets encourage readers to use their five senses when reading poems.

What’s New

Welcome to our main lesson about writing a 3- line 4- stanza poem. Before going through
it, do the exercise on Vocabulary Building.
Directions: Match the words in Column A with their meanings in Column B.
Read and study the poem below then answer the comprehension questions.

Column A Column B
1. Poet A. a child’s nurse
2. poem B. strength of mind or spirit that enables man to encounter danger
3. nanny C. a collection of spoken or written words that expressed ideas or
emotions in a powerfully vivid and imaginative style
4. precious D. courteously and elaborately attentive
5. valor E. of great value or high price
6. gallant F. the author of the poem

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Read and study the poem below then answer the comprehension questions.
Shade
by Theodosia Garrison

The kindliest thing God ever made,

His hand of very healing laid
Upon a fevered world, is shade.
His glorious company of trees,
Throw out their mantles, and on these
The dust- stained wanderer finds ease.
Green temples, closed against the beat
Of noontide’s blinding glare and heat,
Open to any pilgrim’s feet.
This is God’s hospitality
And who so rests beneath a tree
Hath cause to thank Him gratefully.

Comprehension Check-up (Self- Check)

1. What is the poem all about?
2. How many stanzas are there in the poem?
3. What words rhyme at the end lines in the poem?
4. What kind of rhythmic pattern do you notice in the poem?
5. How does this poem make you feel? Why?

What is It

A poem has rhyming words. It has rhythm. It is not lengthy and it has poetic devices. Poetic
devices are the tools that a poet can use to create rhythm, enhance a poem’s meaning, or
intensify a mood or a feeling. In this lesson, you will learn some of these poetic devices that
would definitely help you.
Before you can write a simple poem, you need to know what makes a poem “a poem” in the
first place. So what is a poem? A poem is a literary text that conveys emotions, thoughts and
ideas in a clear and creative way yet in limited number of words. Its elements include line,
stanza, sound devices, figurative languages, mood, tone and theme. Look at the illustration
below.
Line
Mood
and
Tone
Stanza

Poetry
Elements

Sound
Theme
Devices
Figurative
Language

3
Let us talk about the meaning of each element.
a. Line – a single line in a poem
b. Stanza- a group of lines in a poem
Common types of stanza are:
1. Couplet- a stanza with two lines that rhyme
2. Tercet or triplet- a stanza with three lines
3. Quatrain- a stanza with four lines
c. Sound devices – Poems use techniques of sound such as:
1. Rhythm- the pattern of beats or stresses in a poem
2. Rhyme- repetition of the same sound usually in the stressed syllable at the
end of the lines. (Keep in mind, not all poems have to rhyme.)
3. Rhyme Scheme- the rhyming pattern that is created of lines of poetry
For example:
True friends are by your side. A
Through it all, B
True friends are there. C
To catch you when you fall. B
If a poem does not have a rhyme scheme, it is considered a free verse.
4. Alliteration- repetition of consonant sound at the beginning of word
5. Imagery- Poets use words that appeal to reader’s senses of sight, sound,
touch and smell.
d. Figures of speech- words that create pictures by making comparisons such as:
1. Simile- compares using like or as
2. Metaphor-comparing two different things without the use of “like” nor “as”
3. Personification-gives human characteristic to something non-human
e. Mood/ Tone-the feeling of the author’s word choices in the poem.
f. Theme- it is the poem’s central or main idea.
Go back to the poem, “Shade” which you read. What does the poem have, instead of
sentences and paragraphs?
A poem uses lines and stanzas instead of sentences and paragraphs.
How many lines are there in every stanza? What type of stanza is used by the poet? It is
a triplet poem. Can you tell its rhythmic scheme? Yes, the poem has AAA rhythmic scheme.
Here are some verses or poems for you to read. Can you tell the figurative language used
by the poet?
Our Angel
She is our guardian angel so dear
Like a sweet nanny full of love and care
She’ a precious gift to us from God
Who leads our way to the Lord above.
Our Idol
A man of valor we look up to
Who has his heart set on us so
As a gallant soldier on the go
Protects and guides us in all we do.
For whom is the verse Our Angel? (Mother)
For whom is the verse Our Idol? (Father)
What are the phrases that describe the mother? the father?
1. our guardian angel
2. like a sweet nanny full of love and care
3. a precious gift
4. gallant soldier
5. man of valor

4
 What can you say about the lines? What are they made of? Now make two columns.
Write Simile in the first column. Write Metaphor in the next column. Put the lines in the verse
under the proper column.
Is your work the same as the one below?
Simile Metaphor
Like a sweet nanny full of love and care. She is our guardian angel so dear.
As a gallant soldier on the go. She is a precious gift to us from God.
A man of valor we look up to.

Well done! You have now the concept of the different poetic tools/ elements of a poem used
by poets. You too can write a simple verse and even a 3-line 4- stanza poem. How?

Here are some points for you to remember:

1. Choose the person or thing of your interest.
2. Think of his or its special characteristics that appeal to you. List them down.
3. Decide on your own style and form. Choose figurative languages, sound devices that
fit his/ or its characteristics that best appeal to you. List them down.
4. Now, you are ready to write a poem.

What’s More

Let’s try and do the writing exercise below.

Directions: Complete the poems by writing on the blanks the appropriate figurative language
from the small box. Do this in your notebook.
Night
A. My kitten _________
And makes _______ at all
And in the doorway nightly sits
To watch the ________.
I think he loves the _______
And feels akin to her
Whose footsteps are _____
Whose touch __________.

lady night no sound

walks on velvet feet darkness fall
as still as his as soft as fur

My Friend
I have a friend
B. With _______ face
She smiles __________
Displaying teeth ___________

so pearly
as sweet as honey
an angelic

5
 What I Have Learned

What are the elements of a poem? Can you name them? Can you write a poem
without these elements? Why?

What I Can Do

Directions: Fill in the blanks with the appropriate words to complete the poem. The first
letter is provided for you. See if you can use the elements of poetry. The first one is done for
you.
Mom
By Aprill Joy A. Lee
I wish I had words to tell
How much you mean to me
Without you, there would be no me.

Your genuine love

Makes me happy all d a y
The best thing is, it never fades a _ _ _.

Your smile is like a sunshine

Your face is the most beautiful flower in the g _ _ _ _ _
Your eyes are as bright as shining stars in h _ _ _ _ _.

I am so glad you are my mom

Always grateful to T _ _ _ _
The person, my whole life I want to s _ _.

Assessment

You are now going to find out how much you have learned in our lesson.
Test A. (5 points)
Directions: Match the poetry elements in Column A with their corresponding definition in
Column B. Write on your notebook the letter of your correct answer.
Column A Column B
Poetry Elements Definition
1. metaphor A. Words that end in the same sound

2. stanza B. A group of lines in a poem

3. simile C. A stanza with three lines

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 4. tercet D. compares two different things without the use
of “like” nor “as”

5. rhyme E. Compares using like or as

Test B. (5 points)
Directions: On your notebook, write a poem about any person or thing or place of your
interest. It must have a minimum of four stanzas with three lines each. You may
read your poem to your family members and show it to your teacher too.
Use the rubrics below to evaluate your work.

5 points 3 points 1 point

Cohesiveness The poem goes perfectly The poem somewhat The poem does
together. There is unity goes together but not go together.
between lines and needs more The poems lines
stanzas, which connect cohesiveness. The and stanzas
with the topic. poem’s lines and away from the
stanzas sometimes topic.
away from the topic.
Use of poetic The poem uses 3 or poetic The poem uses 1 or 2 The poem uses
elements elements to enhance the poetic elements. no poetic
poem and the reader’s elements.
emotions.
Creativity The poem uses 3 or more The poem uses 1 or 2 The poem does
similes and metaphors to similes and metaphors not use similes
describe situations, people to describe situations, and metaphors.
and objects. people and objects.

Additional Activities

Directions: Read the poem and write on your notebook the different elements as guided by
the questions below.
Trees
By Joyce Kilmer
I think that I shall never see
A poem lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.

Poem Title: _______________________Author: ________________________________

7
 1. Explain the main idea of the poem
______________________________________________________________________
2. Identify and describe the poetic devices used in the poem
_______________________________________________________________________
3. What is the tone/ mood of the poem?
_______________________________________________________________________
4. What is the rhyming scheme used in the poem?
_______________________________________________________________

8
 Lesson
Analyzing Poem with 4 or More
2 Stanzas in Terms of Its Elements

What I Need to Know

After going through this lesson, you will be able to:

1. analyze poem with 4 or more stanzas in terms of its elements; rhyme, sound
devices, imagery and figurative language (EN6RC Ib. 6.1 to 6.4);
2. read poems and tongue twisters with fluency; and,
Show appreciation of the beauty of nature.

Directions: Read and understand each statement carefully. Write the letter of your answer in
your notebook.

1. It is a comparison of two unlike things but have one quality in common with the use of the
expression like or as.
A. Hyperbole B. Metaphor C. Simile D. Personification

2. It is the giving of human qualities to animal, objects and ideas.

A. Personification B. Metaphor C. Hyperbole D. Simile

3. It is a direct comparison of two unlike things that have something in common without the
use of the expression like or as.

A. Simile B. Metaphor C. Hyperbole D. Personification

4. It is a repetition of vowel sounds in words with different consonants in a line.

A. Alliteration B. Assonance C. Onomatopoeia D. Alliteration

5. It is an extreme exaggeration used to make a point; exaggerated statements or claims not

meant to be taken literally.

A. Hyperbole B. Assonance C. Metaphor D. Consonance

6. It is a repetition of similar sounds in two or more words, most often in the final syllables of
lines in poems and songs.

A. Sound device B. Elements C. Rhyme D. Imagery

9
7. They are pieces of writing written in separate lines that usually have figurative language,
repeated and irregular rhythm which convey experiences, or emotions in vivid and
imaginative way.
A. Essay B. Poems C. Riddles D. Articles
The moon is like a flower
In heaven’s high bower
With silent delight
Sits and smile in the night
-From: NIGHT by William Blake
8.Which line in the above poem is an example of personification?
A. The moon is like flower B. In heaven’s high bower
C. With silent delight D. Sits and smile in the night
9. “Whoosh, whoosh” of the howling wind can be heard in darkness is example of:
A. Onomatopoeia B. hyperbole C. Alliteration D. consonance

People talking without speaking

People hearing without listening
People writing songs that voices never share
(expert from “The Sound of Silence” by Paul Simon)
10.The above lines are example of:

A. Personification B. Irony C. Hyperbole D. Alliteration

In your previous lesson, you have already learned about the elements used in writing
a poem. Now, answer the activity on poetry elements below.
Directions: Choose from the box the poetry element being described. Write your
answers in your notebook.

metaphor stanza simile tercet rhyme

1. compares between two things using like or as

2. comparing two different things without the use of “like” nor “as”
3. a group of lines in a poem
4. words that end with the same sound
5. a stanza with three lines

What’s New

It’s reading time kid! Read and learn new poem and be ready to perform the
activities given.
Do you get lonely at times? What do you do when you feel lonely? Think of an experiences
that caused you sadness and who cheered you up during this time of sadness.

10
Directions: Match column A to column B to find the meaning of the difficult words in the
poem.
A B
1. vales A. cheerful or lighthearted
2. jocund B. reflecting deep or serious thought
3. wander C. move aimlessly
4. pensive D. valley
5. solitude E. situation of being alone

Find out what the speaker in this poem does. Read the poem aloud with accuracy.
I Wandered Lonely as a Cloud
(by William Wordsworth)

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.

Continuous as the stars that shine

And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay;
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they

Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed- and gazed- but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
Comprehension Check-up:

1. Where do you think is the location of the speaker in the poem?

2. What was he doing?
3. What does he mean when he said “wandering lonely as a cloud”?
4. What did he see around him?
5. How did he describe the daffodils? The cloud?
What do you notice with the ending sound of each line in the first stanza?
Let us identify the rhyme pattern used and the rhyming words:
I wandered lonely as a cloud (A)
That floats on high o’er vales and hills (B)

11
 When all at once I saw a crowd, (A)
A host, of golden daffodils; (B)
Beside the lake, beneath the trees, (C)
Fluttering and dancing in the breeze. (C)

The rhyme pattern of the first stanza is ABABCC

The rhyming words are:
Cloud-crowd
Hills- daffodils
Trees- breeze

What is it?

You learned that poems are pieces of writing written in separate lines. Aside from
sound device and figurative language, there are elements that add beauty and creativity to
poems. These are rhyme and imagery.
Understanding Rhyme
A rhyme is a repetition of similar sounds (or the same sound) in two or more words, most often
in the final syllables of lines in poems and songs.
e.g. It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
- (excerpt from “Annabel Lee” by Edgar Allan Poe)
Understanding Sensory Images
Words are not just letters printed on paper. They tell of things you see, hear, smell, taste
and feel.
There are six sensory images in literature namely:
1. Sight, which appeals to the sense of seeing
2. Sound, which appeals to the sense of hearing
3. Touch, which appeals to the sense of feeling
4. Taste, which appeals to sense of taste
5. Smell, which appeals to the sense of smelling
6. Motion, which appeals to the sense of seeing with another dimension, that is
movement
Understanding Sound Devices
Sound Devices are tools used by poets to convey and reinforce the meaning
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 images.
Types of Sound Devices
Onomatopoeia - 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
Alliteration- is a repetition of the same initial consonant sounds at the beginning
of at least two words in a line of poetry.
Examples: The frog frolicked frivolously on the forest floor.

12
 Little skinny shoulder blades sticking through your clothes
… stuck out by a steel flying fearless and fleet
Assonance- is a 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” (by Edgar Allan Poe)

Consonance- is a repetition of consonant sounds at the middle or end of at

least two words in a line of poetry.

Examples: He fumbles at your spirit

As players at the keys
Before they drop full music on;
He stuns you by degrees
(by Emily Dickinson)
Understanding Figurative Language
Writers use words in many different ways, sometimes they tell what happened is very
simple. To make their meaning clearer, they compare one thing to something else. When
they do this, they are using figurative language. Figurative language gives clearness, force,
and beauty to ideas and adds effectiveness to one’s speech and writing. Figurative language
uses figures of speech. A figure of speech is any use of words in a sense different from their
literal definition.
The most common figures of speech are:
1. Simile. It is a comparison between unlike objects that have something in common. It uses
the words like and as in comparing.
Example: The clouds are as white as cotton.
2. Metaphor. It is a direct comparison of two unlike things that have something in common. It
does not use the word like or as.
Example: Her brother was a tower of strength during those hard times.
3. Personification. It is the giving of human qualities to animals, objects and ideas.
Example: The leaves whisper their words to each other as the wind passes by.
4. Hyperbole. It is an extreme exaggeration used to make a point; exaggerated statements
or claims not meant to be taken literally. Remember that hyperbole should be used with
tactfulness to avoid hurting the feelings of others.
Example: The car goes faster than the speed of light.
5. Irony. It is the expression of one’s meaning by using language that normally signifies the
opposite.
Example: Oh great! Now you have broken my new camera.

What’s More

A. Directions: Copy the tongue twisters in your notebook then underline the repeated same
initial consonant sound.
1. Three thin thinkers thinking thick thoughtful thoughts
2. Round the rough and rugged rock, the ragged rascal rude
3. She sells seashells by the seashore
4. Which witch is which?
5. Betty Botter bought some butter
But she said, the butter’s bitter
If I put it in my batter, it will make my batter bitter

13
 But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter

Recognizing Sensory Images

B. Directions: Write the letter of the phrase that does not appeal to same sense as that of the
phrase in bold print.
1. The grating of cartwheels on the pebbles

A. the murmuring haunt of flies B. the cracking of the fire

C. vast ridges of forest D. whooshing of the morning breeze
2. Gentle swaying of the reeds

A. Golden daffodils B. the eternal note of sadness

C. Tiny human figures laboring in the distant fields
D. Curls of smoke rising lazily from farm house chimney
3.Wet grass between my toes

A. Dressed in rude and gaudy attire B. Completely wet and icy

C. A grain of sand in the eye D. frying heat of the sun
4.Chocolate, ice cream and apple pie

A. Tang of salt spray B. many sweet thoughts

B. Ice cold mango juice D. refreshing sour grapes
5.Scent of cologne, jasmine and body spray

A. Pungent like old wine B. acrid fumes of burning wax

C. Guttural twang of the bull frog D. stench of a rotten garbage

Recognizing Figurative Language

C. Directions: Read each of the five sets of sentences that follow. For each sentence in the
set, write O if the sentence uses ordinary language and F it uses figurative language. Write
your answers in your notebook.
Set-1 ___1. The wind howled like a wounded animal
___ 2. The wind blew hard and made noises.
___ 3. The wind was wounded animal, howling in the night.
Set -2 ___1. When night ends and daylight begins, people become active again.
___ 2. The dawn of day is like a beginning of a play.
___ 3. The curtain of night lifted and we, the actors come on stage once more.
Set -3 ___1. The grass formed a velvet cushion for her head.
___2. The grass felt like velvet when she put her head down.
___3. She put her on the grass.
Set -4 ___1. He seeks money like a squirrel seeks nuts.
___2. He is selfish and greedy.
___3. He is a hungry squirrel storing loot for the future.
Set- 5 ___1. When I held the ice, I felt shiver down my spine.
___2. The ice cube froze my spine.
___3. Holding the ice cube was like lying on a frozen pond.

What I have Learned

14
 Directions: Fill in the blanks the appropriate words to complete the statement.
Poems are pieces of writing written in separate lines that use common sound devices
like onomatopoeia, alliteration, ___________, and__________. Common figures of speech
were also used such as simile, metaphor, personification, ___________ and_____________
which clearness and beauty to one’s speech and writing. Words are not just letters printed on
paper, they also tell of things that you see, hear, smell, taste and feel. These are called
__________images.

What I Can Do

Read the poem.

I Am Proud To Be A Filipino
Toribia Maňo
I am a Filipino. I came from islands rippled with sun
Where days are green fires and nights are warm
With moon and stars. Girdling in my loins is blood rich as milk
For I was born of sultans, rajahs, kings,
Soldiers, heroes who fought to sing
The poetry of freedom. My house is my land
Virgin, brown, wombed out of loam, volcanic rock and shells,
Carpeted with rice, corn, coconut, cane, trees
That rise as temples to grapple winds
Rains, mighty rivers furrowing the earth.
Where I walk, my shadow is a marriage of flags.
Malay, Chinese, Spanish, American, Japanese
While in my bones sleep quietly as a bride
Vanquished desires of conquerors who dreamt the empires,
Gold, trade and spice. Though a paly breed

I stand with the ancients for my love and loyalty

Are as fish to the sea. I am proud of my Brownness,
My duty and destiny are thirty-million brown men
Planting rice, husky coconut, throwing nets far into the Pacific
Hacking mountains of iron, coal, chrome, manganese and timber
To live. We are one and the same. A moving, restless caravan
Of dark brown skins building a holy heritage of democracy
Piece by piece with our dreams, sweat and death
As a bird builds patiently twig by twig
The warm, brown circle of its nest.
I am a Filipino. I believe in the goodness and the bounty of God,
I believe in the grandeur of charity and peace as a cure for the ills of man
For I am a Christian who looks upon all men
As brothers whose task it is to love.
I believe in my people and the deathlessness of my flag
For its every color is a history of courage, sacrifice, death
Against injustice, tyranny, oppression and hate.
I believe in my people as noble keepers of the faith:
That all men are equal; that all men are free.
I believe with verdant and sprawling mountains, hills, valleys, plains,

15
 Lakes, waterfalls, rivers, sunsets, beaches
And a generous sea. Alive, sovereign, wondrously happy in work and
Abundant with Hope for my people.
I am proud to be a Filipino.
Directions: Before we proceed with analyzing the poem, let us read more words
rippled girdling soldiers fought poetry

wombed volcanic carpeted grapple marriage

vanquished conquerors ancients brownness hacking

heritage patiently grandeur deathlessness oppression

keepers sprawling verdant generous sovereign

wondrously history courage sacrifice abundant

How many words were you able to read correctly?

30 correct words
23-29 correct words
16-22 correct words
9-15 correct words
0-8 correct words
Directions: Let’s see how well you understand the poem. Choose the phrase that completes
the sentence. Write your answer in your notebook.
1. The poem is mainly about_______.
A. Pride in being a Filipino B. Equality of all Filipinos
C. Characteristics of a Filipino D. Love of Filipinos

2. The writer says that the Filipino is _______.

A. A victim of injustice B. Of noble origin
C. Basically generous C. Hardworking people
3. The Filipino is by nature_______.
A. Poor but brave and religious
B. Peace-loving but proud and ambitious
C. Charitable, hardworking and freedom-loving
D. Lovers of nature
4. The value that the poem aims to develop in the reader is ____
A. Industry B. Obedience C. Nationalism D. Fanaticism

Assessment

Directions: Analyze each statement carefully. Write the letter of your answer.

1. The flash of lightning ran after the man who is walking alone in the open field. What is
being personified in the statement?

A. flash B. lightning C. man D. walking

16
 2. I like to see the flowers smile at me every morning. Which human quality is given to
the flowers?

A. like B. see C. smile D. morning

3. Which of the following is not a metaphor?

A. The smoke was cotton balls billowing from the chimney.

B. The stage was a canvass upon which the play was painted.
C. The sun was a furnace.
D. Don ate his salad like a vacuum cleaner.

4. “Peter Piper picked a peck of pickled peppers” is an example of:

A. alliteration B. consonance C. onomatopoeia D. assonance

“How they tinkle, tinkle, tinkle
In the icy air of night
While the stars that over sprinkle
All the heavens seem to twinkle
With crystalline delight”
5. The underlined words are examples of:
A. assonance B. alliteration C. onomatopoeia D. consonance
I think that I shall never see
A poem lovely as a tree
A tree whose hungry mouth is pressed
Against the earth’s sweet flowing breast.
6. The things that are being compared in the above lines are:

A. Tree and mouth B. Tree and breast C. Poem and tree D. Earth and breast
A tree that looks at God all day
And lifts her leafy arms to pray
A tree that may in summer wear
A nest of robins in her hair.
7.The underlined phrases show________.
A. personification B. simile C. metaphor D. irony
8. Poems are made by fools like me. But only God can make a tree.
The underlined phrase is a _________.
metaphor B. simile C. hyperbole D. personification
9-10 Underline the words what made you “see” what were described. What feelings do they
evoke in you?
The sea was wet as wet could be,
The sands were dry as dry,
You could not see a cloud, because
No cloud was in the sky:
No birds were flying overhead----
There were no birds to fly.
(from The Walrus and the Carpenter
By Lewis Carroll)

17
 Additional Activities

Activity 12. Find a poem and copy it in your notebook. Then, make a list of the words from
the poem that show different elements used by the author. Follow the format below.
Rhyming
Simile Metaphor Personification Onomatopoeia
words

Lesson
Analyzing Sound Devices
3 (Onomatopoeia, Alliteration,
Assonance and
Consonance)
This lesson focuses on analyzing sound devices used in literature especially poems.
There are several forms of sound devices that add beauty to the literary pieces of writing.
However, this module will focus only on the basic forms of sound devices such as
onomatopoeia, alliteration, assonance, and consonance.

What I Need to Know

After completing this lesson, you are expected to:

1. examine sound devices used in literary pieces such as poems, narratives, and simple
sentences and songs;
2. define each sound device and differentiate it from the others; and,
3. appreciate the use of sound devices in making poems and other more meaningful
literary pieces.

What I Know

Directions: Analyze and identify the sound device/s used. Write on your notebook whether
it is onomatopoeia, alliteration, or assonance.
1. She sells sea shells at the sea shore.
2. I’m alive, alert, awake enthusiastic.
3. The zoom of an airplane.
4. Belly has a ball in big box.
5. I spy with my eye.
6. The fat cat sat on the mat.
7. The house of my friend is hard to reach but when I arrived, I enjoy the

18
 nearby beach.
8. The homeless and the nameless shall be restless.
9. “Whoosh, whoosh” of the howling wind can be heard in darkness.
10. The dogs are howling late at night.

What’s In

Did you have fun working on your previous lessons in Grade 5 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 6. I know you are eager to learn more so get
ready to learn new lessons and perform challenging tasks ahead.

What’s New

In your previous lessons in Grade 5, you learned to appreciate literature through its
various forms such as short stories and poems. These literary pieces are made using
creative play with words that are called sound devices.
Do you remember the songs you always used to sing when you were in lower grades? Let
us sing one of our favorite nursery rhymes!

Baa, baa, black sheep

Have you any wool?
Yes, sir, yes, sir
Three bags full.

This nursery song “Baa Baa Black Sheep” is very popular because it uses different
sound devices. The first line uses onomatopoeia because of the word ‘baa baa. What kind of
a word is “baa baa”? The song also uses alliteration in the first line because of a repeated
initial sound. What is this initial sound?
Directions: Read the following sentences. Note the following highlighted letters or words
ineach number.
1. Kaboom! The bite of dynamite cut deep inside the earth!
(excerpt from “Kaboom” by Denise Rodgers)
 Which word in this sentence creates a sound? (Kaboom)
2.Peter Piper picked a peck of pickled pepper. (Alliteration)
 Are there any repeated sounds of the letters in this sentence? (yes/ Initial
sound)
3. Day after day, day after day! (Assonance)
(excerpt from “The Rime of Ancient Mariner” by Samuel Taylor Coleridge,
1834)
 Are there any repeated sounds of the letters in this sentence? (yes/medial
sounds)
4. Water rushing, gushing, pushing past the limits of the edge.
(excerpt from Great Lakes Rhythm & Rhyme). (Consonance)
 What do you notice in the fourth sentence? (three words have the same sound at
the final syllable)
 What sound devices are used in each sentence? (Onomatopoeia, alliteration,
assonance, consonance)

19
 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
In the song ‘Baa Baa Black Sheep’, how was onomatopoeia used?
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
What line in the song Baa Baa Black Sheep was alliteration used?

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)

What’s More

Practice!
As you have learned, poems use sound devices a lot to make the words not only
meaningful but also to have good rhyme. Identifying the sound devices used by a poem will
make you appreciate its composition more.

20
Directions: Read the following excerpt from the poem “The Wedding Bells” by Edgar Allan
Poe. As you read, take down the words from the poem that exemplify the
following sound devices: Alliteration, Assonance and Consonance. On your
notebook, write your answers in each column
Leaping higher, higher, higher,
With a desperate desire,
And a resolute endeavor
Now -- now to sit or never,
By the side of the pale-faced moon.
Oh, the bells, bells, bells!
What a tale their terror tells Of Despair!
How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!
Alliteration Assonance Consonance

B. More Practice!
Onomatopoeia are words that imitate the sound associated with the objects or
actions they refer to.
Directions: On your notebook, complete each sentence with the “sound word or words” that
best fits the word or animal.
Example: The bird makes the_____________________ sound.
The bird makes the chirp chirp chirp sound.
1. The snake makes the ___________________ sound.
2. The duck makes the ____________________ sound.
3. The car makes the _____________________ sound.
4. The cow makes the ____________________ sound.
5. The water makes the___________________ sound.

C.Practice Makes Perfect! Read, Analyze, Pick Out!

Read the following short poem titled “Running Water” by Lee Emmett. Pick out words
from the poem that exemplify onomatopoeia, alliteration, assonance, and consonance. On
your notebook, write your answers in each column.

“Running Water”
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

21
 Onomatopoeia Alliteration Assonance Consonance

What I Have Learned

Poems are literary pieces of writing written in lines. They are meant to be listened just
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.
Directions: Define each sound device.
1. onomatopoeia
2. alliteration
3. assonance
4. Consonance

What I Can Do
Activity 1.
Directions: 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.

22
 Assessment

Directions: Identify the sound device found in each of the following sentences.

1. A wicked whisper came and changed

my life.
2. Theophilus Thistle, the successful
thistle sifter, thrust three thousand
thistles through the thick of his thumb.
3. In my dream, I was somewhere and I
saw the cutler, antler, battler.
4. The house of my friend is hard to
reach but when I arrived, I enjoy the
nearby beach.
5. The mouse can bounce.
6. “Woosh, woosh” of the howling wind
can be heard in darkness.
7. He hid the book in his hood and was
doomed.
8. The birds were chirping so loudly in
the morning.
9. The loud mouse howled all around.
10. Bang! Bang! Bang!

Additional Activities

Tongue twisters are a great way to master poems that have difficult-sounding words.
Aside from being so entertaining, they are also packed with sound devices! Try to memorize
one these tongue twisters that is very popular all around the world!
Directions: Identify the sound devices used.
Peter Piper
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

23
 Lesson Analyzing Sound Devices
(Onomatopoeia, Alliteration,
4 Assonance, Personification,
Irony and Hyperbole) in a
Text Heard
What I Need to Know

How to Learn from this lesson?

Welcome to this lesson! You must be very excited to begin the learning activities
prepared specifically for you. This will give you insights and appreciations of some of literary
pieces you previously learned and are about to learn. This lesson will help you develop strong
visual images, reinforcing the tone of the literary piece. What are sound devices? Is repetition
a sound device? How to analyze sound devices?

In this lesson, you are expected to:

1. analyze sound devices (onomatopoeia, alliteration, assonance,
personification, irony and hyperbole) in a text heard (EN6LC-Ia.2.3.7);
2. identify sound devices and figurative language; and
3. show politeness at all times.

This lesson will focus only on the basic forms of sound devices as onomatopoeia, alliteration
and assonance. Additionally, this will tackle also about the figurative language such as
personification, irony and hyperbole.

What I Know

As you read this lesson and do the activities/ exercises, you will develop many skills, which
hopefully, make you excel in this lesson. But before starting your work, you need to take the
pretest.
Directions: Read and answer each sentence carefully. Choose the letter of the correct
answer. Write it in your notebook.
1. The earthquake rumbled the foundations of our house. Which of the following
words in the sentence suggests sound?
A. earthquake B. rumbled
C. foundations D. house
2. The master carpenter said he was an expert and yet he was to be taught what
to do in the project. This sentence expresses __________________.
A. Alliteration B. Onomatopoeia
C. Personification D. Irony
3. The moon gently embrace the lonely night. What word in the sentence

24
 suggests human quality?
A. embrace B. gently
C. lonely D. night
4. A sentence that suggests exaggeration is called ___________.
A. Alliteration B. Assonance
C. Hyperbole D. Irony
5. Johnny played a mellow music using his guitar. This sentence is an example of ___.
A. Onomatopoeia B. Alliteration
C. Assonance D. Hyperbole
6. Repetition at the beginning of words in the forms of consonant
sounds is known as ____________.
A. Alliteration B. Assonance
C. Hyperbole D. Onomatopoeia
7. The repetition of vowel sounds at the beginning , middle or end is known as___
A. Alliteration B. Onomatopoeia
C. Assonance D. Personification
8. The walls of the courthouse speak only of the truth.
This sentence is a ____________________
A. Hyperbole B. Irony
B. Personification D. Simile
9. Refers to the expression of one’s meaning by using language that normally signifies
the opposite.
A. Irony B. Alliteration
C. Consonance D. Onomatopoeia
10. A sound device which refers to the use of words whose sounds suggest their
meanings.
A. Alliteration B. Irony
C. Hyperbole D. Onomatopoeia

What’s In

Activity 1:
Directions: Read the following sentences. Note on the following bold letters or words in each
number.
1. Kaboom! The bite of dynamite cut deep inside the earth!
(excerpt from “Kaboom” by Denise Rodgers)
 Which word in this sentence creates a sound? (Kaboom)
2. Peter Piper picked a peck of pickled pepper. (Alliteration)
 Are there any repeated sounds of the letters in this sentence? (yes/ Initial
sound)
3. Day after day, day after day! (Assonance)
(excerpt from “The Rime of Ancient Mariner” by Samuel Taylor Coleridge,
1834)
 Are there any repeated sounds of the letters in this sentence? (yes/medial
sounds)
4. Water rushing, gushing, pushing past the limits of the edge.
(excerpt from Great Lakes Rhythm & Rhyme). (Consonance)
 What do you notice in the fourth sentence? (three words have the same sound at
the final syllable)
 What sound devices are used in each sentence? (Onomatopoeia, alliteration,
assonance, consonance)

25
 What’s New

Let us move on to another more challenging learning experience English now that you
are in Grade 6. I believe that you are very eager to learn more so get ready to learn new
lessons and perform challenging tasks ahead to enhance your skill using sound device.
You will know the different forms of sound devices that add beauty to the literary pieces
of writing. In addition, this will discuss figurative language and its types such as personification,
hyperbole and irony.

Activity 1: Reading of a poem.

Thank You, For All These

By S. R. Enriquez

Flowers growing in the sunshine

Waves and waves of rice field green,
Mountains kingly at a distance
Standing proudly to be seen.
Whistling birds and gay cicadas
Brooklet singing with the breeze
From a distance speaks the echo
Oh God. Thank you for all these.

Answer the questions based on the poem you have just read.
1. What are some examples of onomatopoeia?
2. Do you see lines that used assonance sound device?
3. Do you notice human qualities compared to things?
.

What Is It

To understand the concept of this module, you have to consider the following
information:

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

26
 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 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)
However, figurative language communicates ideas beyond the ordinary or literal
meaning of words. And it is very common to poetry.
Types of figurative language.

Simile is a clear and direct comparison between two things that are not alike. It often
uses the words “like” or “as.”
Example: “Mother is as pretty as an angel.

Metaphor on the other hand, is a comparison made between two different things
without using the words “like” or “as.”

Example: “The stream is a huge bed of water.

Other types of figurative language are which are our focus in this module:
1. Personification. Human qualities are attributed to an object, an animal or
an idea.
Example: After the days of rain, the sun peeped out of the clouds once
again.
2. Irony. Intends to convey the opposite of what is being expressed.
Examples: a. I lost my wallet. This must be my lucky day.
b. 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: a. My eyes widened at the sight of the mile-high ice cream
cone we were having for dessert.
b. I have a mountain of dirty laundry to wash.

Activity 1
Directions: Read the sentences below and write on your notebook the word used to give
human qualities. Number 1 is done for you.
1. The sun smiles at the farmers the whole day. (Sun- smiles)
2. The fire laughs at us crackling with a loud noise.
3. The rain dances on the leaves of the plants.
4. It was a disaster when the fire ran out all over the neighborhood.

27
 5. It is during rainy seasons that weeds usually marched through the
playground.
Activity 2
Directions: Identify the sound that make the onomatopoeia.
1. The earthquake rumbled the foundations of our house.
2. The musician used a coin to strum the guitar.
3. The bullet whizzed by his ear.
4. Her heels clacked on the hardwood floor.
5. Beth’s little dog didn’t stop yapping.

What’s More

Activity 1
Directions: Read the following sentences. Write whether it is onomatopoeia, alliteration,
assonance, personification, irony and hyperbole in your notebook.
1. The sun smiled at me.
2. I’m alive, alert, awake enthusiastic.
3. The zoom of an airplane.
4. A ball in a big box.
5. It’s a very good fortune. I’m nothing.
Activity 2
Directions: Analyze what is being personified from the sentences heard.
1. The water murmurs softly as it flows near the garden.
2. During rainy seasons, weeds marched through the ground.
3. Last night, the rain whispered as it passed through my window.
4. The gentle raindrops played a lullaby on our roof and sent me to sleep.
5. The sun tickled my nose as I walk in the park.
Activity 3
Directions: Analyze and identify the figurative language used in a sentence. Write irony or
hyperbole in your notebook.
1. It was very nice of you to open my letter. Thank you very much.
2. The teacher said, “Boy I told you a million times not to write on the wall”.
3. Carla has a mountain of clothes to wash.
4. Joy is a bright girl but sometimes gets zero in the test.
5. The line at the known restaurant was a kilometer long.

What I Have Learned

Based on the discussion and the activities given, it seems that you already have the
knowledge about the different kinds of sound devices and also the figurative language.
Can you enumerate the different kinds of sound devices? What are they?
What are the different kinds of figurative language? Can you name them

28
 What I Can Do

Activity 1.
Directions: Write whether the sentence uses sound devices like onomatopoeia, alliteration
and assonance.
1. The ringing of the bell in the church signalled prayer for the community.
2. Black bats fly across the moonless sky.
3. Mike’s microphone made much music.
4. Crash! Boom! Blag!
5. The active ant gathers food to prepare for the coming storm.
Activity 2
Directions: Read each sentences. Write on your notebook whether the sentence is true or
false.
1. Another way to describe a person or an event is by hyperbole. It is an
intentional exaggerated statement made for a dramatic effect.
2. Poems are pieces of writing written in separate lines that usually have
figurative language.
3. Assonance is a repetition of the same initial consonant sounds of at least
two words in a line of poetry.
4. A sound device that refers to the use of words whose sounds suggest its
meanings is onomatopoeia.
5. Personification refers to the expression of one’s meaning by using
language that signifies the opposite

Assessment

Now that you’ve finished the activities in this module, let’s see if you still
remember some things. You may now do the Posttest.
Directions: Read each test item carefully. Choose the letter of the correct answer. Write it in
your notebook.
1. The repetition of the initial consonant sound in two or more neighbouring
words or syllables.
A. onomatopoeia B. personification C. simile D. alliteration
2. Fleet fleet sweep by sleeping geese is an example of _______
A. assonance B. hyperbole C. metaphor D. simile
3. Boom. Woof. Crash! Splash. Oink!
A. personification B. assonance C. onomatopoeia D. hyperbole
4. The repetition of consonant sounds in the beginning of words.
A. alliteration B. irony C. onomatopoeia D. assonance
5. The use of words that imitates sounds.
A. alliteration B. irony C. onomatopoeia D. assonance
6. The repetition of vowel sounds in the series of words.
A. onomatopoeia B. hyperbole C. irony D. assonance
7. The buzzing bee flew away.
A. consonance B. rhyme C. onomatopoeia D. assonance

29
 8. Which of the examples below is NOT an example of alliteration?
A. Tiny Timmy teleported through time
B. Billy Bozzle buckled buttons before bedtime.
C. A boat wrote a quote and floated over a moat.
D. Mike’s microphone made much music.
9. If consonance is the repetition of consonant sounds at the middle or end of at
least two words in a line of poetry, what is assonance?
A. the repetition of letters in a line of poetry
B. the repetition of sounds in a line of poetry
C. the repetition of vowel sounds in poetry
D. the repetition of consonant sounds in poetry
10. Which of the following statement below means personification?
A. expression of one’s meaning by using language that normally
signifies the opposite.
B. exaggerated statements or claims not meant to be taken literally.
C. represents sound
D. attribution of human qualities, nature characteristics to something
non-human or inanimate object

Additional Activities

A. Directions: Identify the sound device or the figurative language exemplified by each of
the following sentences.
1. A wicked whisper came and changed my life.
2. Her brain is the size of the pea.
3. The homeless survived in their palaces.
4. The leaves danced in the wind on the cold October afternoon.
5. The fire station burned last night.

B. Directions: Add a word from a word box to create alliteration.

Friendly slept apple microphone

straws fed dug fun

1. Fred had _______ with family.

2. Susan ________ silently.
3. Mike’s ________ made music.
4. Sam has six ___________.
5. Dan’s dog ________ a ditch.

30
 31
What’s New
Comprehension Check
1.The poem is about the trees
created by God.
2. There are four stanzas.
3.The poem is using rhythmic
pattern.
Vocabulary 4.It made me feel grateful and
Building happy.
1. F What I have Learned
2. C
3. A
4. E 1.The elements of poetry are:
5. B
6. D  Line
 Stanza
 Sound devices
 Figures of speech
What’s More
 Mood
 Theme
A. 2.No, because it adds beauty,
Night
clearness and meaning of the
My kitten walks on velvet feet
And makes no sound at all of the poem.
And in the doorway nightly sits
To watch the darkness fall.
I think he loves the Lady night
Assessment What I Can Do
And feels akin to her What’s In What I Know
Test A away Whose footsteps are as still as
his 1. F 1. B
garden
Whose touch as soft as fur. 2. F 2. A
1.D heaven
B. 3. F 3. A
2.B Thee 4. T 4. C
3.E see 5. T 5. D
4.C My Friend
I have a friend 6. B
5.A 7. C
With an angelic face
8. A
She smiles as sweet as honey
9. D
Displaying teeth so pearly 10. C
Lesson 1
Answer Key
 32
What I Know What I have learned
1. C
2. A assonance and consonance (any order)
3. B irony and hyperbole (any order)
4.D sensory
5.A
6.B What I can Do
7.B 1.A
8.D 2.B
9.A 3.C
10.B 4.C
What’s In Assessment
1.D 1.B 6.C
2.A 2.C 7.A
3.C 3.D 8.B
4.B 4.A 9. no cloud was in the sky
5.E 5.C 10.
No birds were flying
What’s New (Comprehension Check) wet as wet
1.The speaker is in an open field near the bay. Dry as dry
2. He was walking and enjoying the view.
3.He was just walking aimlessly without any plan in mind, sad, and alone.
4. He saw the daffodils and the waves in the bay.
5. They were golden and happy. They were joyfully dancing.
What’s More
A.
1. Three thin thinkers thinking thick thoughtful thoughts
2. Round the rough and rugged rock, the ragged rascal rude
3. She sells seashells by the seashore
4. Which witch is which?
5. Betty Botter bought some butter
But she said, the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter
B.
1.C
2.A
3.A
4.B
5.C
C.
Set 1 Set 2 Set 3 Set 4 Set 5
1.F 1.O 1.F 1.F 1.O
2.O 2.F 2.F 2.O 2.F
3.F 3.F 3.O 3.F 3.O
Lesson 2
 33
What’s More
A.
Alliteration Assonance Consonance
desperate desire desperate desire higher, higher,
higher
Now-now to sit or clang and clash bells, bells, bells
never
bells, bells, bells horror they outpour What a horror they
outpour
tale their terror tells
Clang and clash
B.
1. The snake makes the hiss hiss hiss sound.
2. The duck makes the quack quack quack sound.
3. The car makes the vroom vroom sound.
4. The cow makes the moo-moo-moo sound.
5. The water makes the wish-wash-wiah-wash sound
.
Lesson 3
 34
What I Know
A. 1. B 6. A
2 D 7. C
3. A 8. B
4. C 9. A
5. B 10. D
What’s In :
 Kaboom!
 Yes/initial consonant sound
 Three words have the same sound at the final syllable
 1. Onomatopoeia
2. Alliteration
3. Assonance
4. Assonance
What’s New: 1. Whistling birds What’s It:
Brooklet singing 1. sun - smiles
2. Yes/ flowers growing 2. Fire - laughs
3. Flowers growing 3.Rain- dances
Whistling birds 4. Wind - blow
Brooklet singing 5. Weeds- marched
What’s More:
Activity 1 Activity 2 Activity 3
1. Personification 1. Water 1. Irony
2. Assonance 2. Weeds 2. Hyperbole
3. Onomatopoeia 3. Rain 3. Hyperbole
4. Alliteration 4. Raindrops 4. Irony
5. Irony 5. sun 5. Hyperbole
What Have I learned: The different kinds of sound devices are:
Onomatopoeia, alliteration, assonance and consonance
The different kinds of figurative language are:
Personification, hyperbole and irony
What Can I Do:
Activity 1: Activity 2
1. Onomatopoeia 1. True
2. Alliteration 2. True
3. Alliteration 3. False
4. Onomatopoeia 4. True
5. Assonance 5. False
Assessment:
1. D 6. A
2. A 7. C
3. C 8. C
4. A 9. C
5. C 1
Additional Activities
A. 1. Personification B. 1. Friendly
2. Hyperbole 2. Slept
3. Irony 3. Microphone
4. Personification 4. Straws
5. Irony 5. Dug
LESSON 4
References:

Lesson 1

Printed Sources:

Other Types of Figures of Speech. From Reading for Meaning 5) pp.214-215

Galapon, Agnes P. et. al. Shade. English for All Times Reading 6 (pp 114-115) JTW
Corporation,1281 G. Araneta, Quezon City (Public Domain)

Living with Words. Experiencing Reading 6 pp. 31-33

Write a three-line, four stanza poem. From Essential English) p.10

Open Roads to Communication Worktext 6 pp. 268-270

Online Source:

https://www.familyfriendpoems.com/poem/sometimes-i-dream-that-i-can-ly.

Lesson 2
Printed Sources:
Alayon, Denn Marc P. Activity Sheets for Grade 6. Accessed June 10,2020

Eusebio, Maria Fe G. Sound Devices. Essential English 6 (2017 Revised Edition) p. 122

DLP Compilation in English 6- First quarter Week 2, 2019. (Unpublished). Accessed June
10, 2020

Lesson 3

Printed Sources:

Activity Sheet in English 6 (Quarter 1, Week 1) by Denn Marc P. Alayon

Sound Devices Used in Poetry. Accessed May 8, 2017.

Online Source:

http://homepage.smc.edu/meeks_christopher/SOUND%20DEVICES%20USED%20IN%20P
OETRY.htm. Accessed _____________ (Secondary Use)
Lesson 4

Online Sources:

“Types of Irony”. https://kidsconnect.com Retrieved May 31, 2020 (Secondary Use)

http://homepage.smc.edu/meeks_christopher/SOUND%20DEVICES%20USED%20I
Retrieved May 27, 2020 (Secondary Use)

35
“Figurative Language”. https://www.easyteachersworksheets.com. Retrieved May 31,2020
(Secondary Use)

“Irony Examples and Worksheets”. https://kidsconnect.com Retrieved May 31, 2020

(Secondary Use)

“Fill IN Alliteration Worksheets” https://kidsconnect.com Retrieved May 31, 2020

(Secondary Use)

“Hyperbole Worksheets” www.englishlinx.com Retrieved June 2, 2020 (Secondary Use)

Printed Sources:

Balingit, Purificacion E. and Visaya , Lourdes C. (2010). “Interpreting Figurative Language”.

Reading for Meaning 6, (pp. 142- 151) . Future Builder Publications, Inc. Unit 2217
Embarcadero St. Sta. Mesa Manila (SECONDARY USE)

Castillo, Kristine Erika C.,Angeles, Evelyn B.” Analyzing Two Stanza Poem”. Joy in Learning
English 5. (pp.64-66).Department of Education. Bureau of Learning Resources (DepEd-
BLR, Ground Floor, Bonifacio Bldg, Deped Complex, Meralco Avenue, Pasig City (PUBLIC
DOMAIN)

Padin, Ma. Angelica S. and Sioson, Ivory C.(2016). “ Sound Device”. English Encounters :
READING 5 , (pp. 51, 76). REX Printing Company, 84-86 P. Florentino St.. Sta. Mesa
Manila (SECONDARY USE)

Sound Devices Used in Poetry (activity sheets) English 6 Quarter 1 Week 1 day 1-2.
Accessed May 27, 2020

Talosig, Grace E. et. al. (2017). Identifying Onomatopoeia. Soaring to New Heights in
Reading 6 Second Edition ( p. 112) Abiva Publishing House, Inc. ). Abiva Publishing House
,Inc. Abiva Bidg., 851 G. Araneta Ave.,Quezon City . (SECONDARY USE

Talosig, Grace E. et. al. (2017). “Identifying Synecdoche and Assonance”. Soaring to New
Heights in Reading 6 Second Edition (pp. 135-136). Abiva Publishing House ,Inc. Abiva
Bidg., 851 G. Araneta Ave.,Quezon City. (SECONDARY USE )

Talosig, Grace E. et. al. (2017). ” Recognizing Personification. Soaring to New Heights in
Reading 6 Second Edition ( p.72 ) Abiva Publishing House, Inc. ). Abiva Publishing House
,Inc. Abiva Bidg., 851 G. Araneta Ave.,Quezon City . (SECONDARY USE)

“How Do I See Myself”. EASE ( Effective Alternative Secondary Education) (p. 2).
Curriculum Development Division, Meralco Ave., Pasig City (PUBLIC DOMAIN)

36
For inquiries or feedback, please write or call:

Department of Education – Division of Lanao del Norte

Office Address:Gov. A. QuibranzaProv’l. Gov’t. Compound,
Pigcarangan, Tubod, Lanao del Norte
Telephone Nos.: (063)227 – 6633, (063)341 – 5109
E-mail Address :lrmdsldn@gmail.com

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