CHAPTER II – Rhyme, Repetition, Tone

and Mood

LESSON 1

Rhyme and Repetition in Poetry

LEARNING OUTCOMES
Scan poetic lines to identify repeated
sounds and words.
Discuss how rhyming and repetition of sounds,
words, and phrases affect the feeling of the
poem.

BEFORE READING

A Poem by Jose Rizal (translated by Mauro Mendez)

ABOUT THE POEM

The poem is an expression of one’s sense of nation. It speaks of the

Filipino youth as the hope of his motherland.

MAKE CONNECTIONS

Have you ever done something that made a change in your school or
community? How would you describe the experience?

I used to do small things in school as a student, such as:

1. 1.Planting trees and watering them in the garden area.

2. Joined the Philippine Boy Scouts and swore an oath to protect nature and
its resources.
3. Proper garbage disposal through the use of dustbins, as well as
encouraging our classmates to do the same.
CASS-DELL | Literature of the Philippines 1
 4. Reduce the amount of waste water generated.
5. Save electricity by turning off lights and fans when they are not in use.

We don't need to do big things; instead, we should concentrate on small things. I

believe that by doing those small things, you will achieve the intended result and
be able to witness the change you desire.

ANALYZE LITERATURE: Rhyme and Repetition

Poems have a musicality to them. They are meant to be

read aloud to hear the sound, the rhythm, and the rhyme.
Repetition in poetry can refer to the repetition of syllables,
sounds, words, or phrases. Repetition in sounds, such as rhyming
and in syllables, such as rhythm, help to create a flow throughout
the poem. Repetition of words and phrases helps the poet to
emphasize an important aspect of the poem. Often times, when
phrases are repeated, it creates a more emotional experience for
the reader.

Repetition of Single Sounds

➢ Alliteration is the repetition of the same consonant sounds at the

beginning of words near each other.
E.g. “Sleep gently my dear Amira
Sleep snugly in your crib
Grow gently
Into the raging rains
Mind not the rushing of my tears”—Mae Monteclaro Roca,
“Lullaby for Amira”

➢ Assonance is the repetition of the same vowel sound in words near each
other.
E.g. “I never meant the words I said,
So trouble not your honest head.”—Angela Manalang-Gloria, “Words”

➢ Consonance is the repetition of the same consonant sounds typically

within or at the end of words.
E.g. “Huwag kang iibig nang dahil sa pilak
pilak ay may pakpak
dagling lumilipad
pag iniwan ka na, ikaw’y maghihirap.”—Jose Corazon de Jesus,
“Sa Pamilihan Ng Puso”

CASS-DELL | Literature of the Philippines 2

 ➢ Rhyme is the repetition of similar sounds in two or more words. It can
occur at the end of a line, called end rhyme, or it can occur in the middle of
the line, called internal rhyme. Rhyme Scheme is the pattern of rhyme
form that ends a stanza or a poem. The rhyme scheme is designated by
the assignment of a different letter of the alphabet to each new rhyme

E.g. “Ikaw baga’y daing ng nakaligtaan? - a

Ikaw baga’y hibik ng pinagtaksilan? - a
Matutulog ako sa gabing kadimlan -a
ay umuukilkil hanggang panagimpan.”- a
—Jose Corazon de Jesus, “May Mga Tugtuging Hindi Ko Malimot”

“I never meant the words I said -a

So trouble not your honest head -a
And never mean the words I write -b
But come and kiss me now goodnight”- b
—Angela Manalang-Gloria, “Words”

Repetition of Words

“Don’t Mr. Jacobson,

Don’t say you’ve found
Paradise in my country,”— Romulo P. Baquiran, Jr.,
“My Country’s No Paradise, Mr. Jacobson

“Huwag kang iibig nang dahil sa pilak

pilak ay may pakpak
dagling lumilipad”—Jose Corazon de Jesus, “Sa Pamilihan Ng Puso”

Repetition of Sentences or Phrases

“It was not love-why should I love you?-

It was not folly, for I was wise,
Yet when you looked at me, your looking
Opened a kingdom to my eyes,

It was not love, it was not folly,

I have no name to know it by,
I only know one shining instant
You held my earth, you held my sky.”—Angela Manalang-Gloria,
“To Don Juan”

CASS-DELL | Literature of the Philippines 3

 USE READING SKILLS: Scan for Repetition

When you scan a text, you quickly move your eyes over a page or section to find
words, patterns, or information. Before reading, scan the poem for repeated
sounds, words and phrases. Complete the Repetition Chart below with the word
and phrase and where it appears in the line or stanza. After reading, fill in the
third column with the effect that the repetition has on the meaning of the poem.
An example is provided.

Repetition Chart

Repeated Sound, Word, Where it Appears Effect/ Possible Meaning

or Phrase

Youth In the title, at the beginning of The audience was addressed by

the first stanza, and in the the speaker. The main purpose,
third line of the third stanza. according to the poem, is to
allow the children to show their
capabilities because the
country's future is in their
hands.

Profound and unbound
First and third line of the
first stanza
The poem's message is related
to the rhyming of the phrases,
which is that the mind's ability
to speak meaningful words and
reflect on those words is
boundless.

Unconfined and noble First and Fourth line in The choices are many, but we
mind the second stanza must consider moral goals that
will surely help mould the youth
for the country's development.

Stand and motherland
First and fourth line of
first stanza
The phrases "stand" and
"motherland" are synonymous,
meaning that we should fight for
the development of our country,
our motherland.

Raise and resplendent First and third line of the Providing youth with
first stanza opportunity to contribute to a
more successful country.

Brow, profound, First and second line of Showcase the youth's abilities,
proudly and unbound the first stanza knowledge, and skills so that
they can be used when we are
oppressed in the future.

CASS-DELL | Literature of the Philippines 4

Supreme and dream Second and fourth line of The youth are the greatest hope
the third stanza for the future.

Art and heart Second and fourth line of
the third stanza
Art and heart have similar
meanings: art is a person's
creative thought, while heart is
what a person truly wishes. The
art of growing mankind, led by
the hands of youth.

CASS-DELL | Literature of the Philippines 5

 DURING READING

A Poem by Jose Rizal (translated by Mauro Mendez)

Note the Facts

1Raise, Youth, that brow profounda, __a__
Read lines 1-4. To whom is the speaker
2This day, and proudly stand, __b__ of the poem talking?

3Resplendentb and unboundc, __a__ The speaker of the poem is talking to

4Hope
the youth.
of my Motherland! __b__
Analyze literature

5Fly, genius unconfined, __a__ Alliteration and Assonance

Read lines 1-4, then underline
6Wind-borne to peaks supremed; __b__ the words that contain similar
initial consonant sounds. Read
7Unleash on wings of dream __b__ lines 5-8, then underline the
words that contain similar
8Thoughts of your noblee mind. __a__
vowel sounds.

Analyze literature
9Descendf with light of truth __a__
Rhyme and Repetition
10With gloriousg Science, Art, __b__ Give the rhyme scheme of the
11And
poem using the letters of the
lift the chains, O Youth, __a__
alphabet. Write your label on
12That would oppressh your heart. __b__ the space provided after each
of the lines.

a profound (adj.): having or showing great knowledge Use Reading Skills

or insight.
b resplendent (adj.): attractive and impressive
Scan the poem to identify
c unbound (adj.): not tied up; not confined words that contain repeated
d supreme (adj.): highest sounds. Put them in the Scan
e noble (adj.): superior; righteous
Chart. Then tell why you think
f descend (verb): move downward
g glorious (adj.): wonderful; famous; worthy of admiration
the author repeated these
h oppress (verb): to burden by abuse of power; to deprive details.
of freedom

CASS-DELL | Literature of the Philippines 6

 AFTER READING

Name: Kristine Rain C. Panal Subject: Lit111A

Yr/Cr/Sec: 2BPEd-A Date: November 01, 2021

READING CHECK

Grasp the poem’s full implications and suggestions to answer the following
questions.

1. In the first stanza, what does the speaker tell the Youth to encourage them?
Give words or details to support your answer.
− The first sentence contains the words profound, proudly stand,
resplendent and unrestrained, and hope of my nation. These
statements imply that the speaker is encouraging people to be proud
of themselves since they possess talents, skills, and abilities that can
help a nation rise.

2. What does the line “Hope of my Motherland!” imply?

− Having hope for one's nation despite being taken captive by Spaniards
has been the meaning of this poem since it was written at the time.

3. For what does “wings of dream” stand?

− It means giving up on that dream. In order to figure it out

4. In the second stanza, to whom is the speaker of the poem talking? What does
he ask them to do? Provide details from the poem to support your answer.
− In the second stanza, the speaker addressed the youth, encouraging
them to use their knowledge to be free to accomplish whatever they
choose, and that if they free their thoughts from the chains that bound
them, they will be able to soar high into the bliss of glory.

5. To whom is the speaker talking in the third stanza? What does he ask them to
do?
− The third verse describes the descent of great geniuses in order to fill
the earthly strokes of art and science with their brilliant notions. Rizal
challenges them to free their minds from the chains that imprison
them.

CASS-DELL | Literature of the Philippines 7

6. What does the imagery created by the line “lift the chains… that would oppress
your heart connote?
− That they were able to break free from their captivity. To keep from
getting stymied by something that forces them to do something they
don't want to do.

7. What particular feeling or emotion is created by the repetition of sounds such

as “profound, unbound, unconfined, mind, dream, supreme” in the poem?
− A person who is determined, I believe, was represented by the
emotion caused by the repetition of sounds.

8. What do the lines “Fly, genius unconfined, descend with light of truth” mean?
How do the contrasting images created by these lines bring out the main
purpose of the poem?
− It means that you should be humble, fight with information, and avoid
dishonesty. These lines emphasize the poem's central theme: the
battle for freedom through knowledge.

9. How would you describe the “Youth” based on the positive imagery created
by the words “profound, resplendent, noble, etc.”?
− Youth are bright, informed, and talented.

THINK AND REFLECT

Is the Filipino youth of today still the hope of the Motherland that Rizal
envisioned? Explain your answer.

− In all honesty, and without sugarcoating my response, I do not believe

that the youth are the motherland's hope, as Rizal envisioned. As far as
I was concerned, I was a member of this group. We keep up with the
most recent fashion trends. Rather than doing what we want, we do
what society tells us to do. We are out of control; instead of
constructing our own future route, we should simply follow the one
that has been laid out for us. We don't argue or say anything; we
simply let things happen as long as no one gets hurt. Worse, the youth
who are the most out of control are those who live in poverty; the
majority of these individuals rob and murder people; the majority of
them abuse drugs and alcohol; and the majority of them start
parenting at a young age. We, the youth, should be guided by a focused
and powerful leadership in dealing with the challenges we face today,
providing activities that will help us discover the true essence of being
a youth, and, of course, teaching what is genuinely right, necessary,
and beneficial to our country.

CASS-DELL | Literature of the Philippines 8

ANALYZE LITERATURE: Rhyme and Repetition

Think about the rhyme scheme, alliteration, and assonance you noticed while
reading the poem. How does the author’s use of these affect the feeling of the
poem? Do you think the author’s method is effective? Why?

− The strategy succeeds since the poem's sound was improved by the
choice of words. Because the author's emotions were well-developed,
readers would be able to understand what he was attempting to
express.

USE READING SKILLS: Scan for Repetition

Underline the end rhyme/s, and give the rhyme scheme of the stanzas or lines
using the letters of the alphabet. Write your label on the space provided after
each line. Determine also the feeling that is conveyed in each stanza or poem. A
sample has been done for you.

1. “I had fun when I was a child __a__

I’d go crazy and I’d go really wild __a__
Thought that childhood was for eternity __b__
And this wouldn’t be my destiny”__b__
—Jaime Rivera, “Set Me Free” Feeling: Nostalgia

2. “Shall I compare you to a rainbowed shower __a__

Drawing to earth the very arc of dream,__b__
Or shall I say you are an orchid flower __a__
That fevers men beside a jungle stream?” __b__
—Angela Manalang-Gloria, “To Lovely Woman” Feeling: ____Love____

3. “Bituin sa langit at rosas sa hardin, __a__

parang nagtipanan at naghalikan din; __a__
nang di na mangyaring sa umaga gawin, __a__
ginanap sa gabi’y lalo pang napansin.” __a__
—Jose Corazon de Jesus, “Ang Posporo Ng Diyos” Feeling: ____Sad____

CASS-DELL | Literature of the Philippines 9