ENGLISH- GRADE 9

DISTINGUISHING FEATURES OF POEM/ELEMENTS OF POETRY

WILLIAM SHAKESPEARE
POET
William Shakespeare was an English poet, playwright,
and actor, widely regarded as the greatest writer in the
English language and the world's pre-eminent dramatist.
He is often called England's national poet, and the
"Bard of Avon". Wikipedia
To the Learner

Good day! In your previous lessons you have learned about features of poems. This
time, we will understand the features of poems/elements of poems better and enjoy
studying poems using the activities on this module.

Let’s Learn This

In this module, we will learn more about the features of poems/elements of poetry.

Let’s Try This

Task 1. Let’s Play the Animal Sound!

Divide the class into five. Somebody will serve as a moderator. The moderator will stay
at the center while the groups will stay together in their places. (Chairs are remove/move back
to make them move freely) When the moderator said the name of the animal while pointing to
the group, that chosen group will produce the sound of that animal with an action. The animals
can be a dog, tiger, lion, cat and goat. Each group will be given 50 points already. Every
mistake is equivalent to 5 points and will be deducted to their existing points.
Task 2. Find the Rhyming Words

Read the poems and observe the words that create a sound. Copy the right lines that
shows end rhyme, internal rhyme and near rhyme and write it on your answer sheets.
And all the men and women And one man in his time Mewling and puking in the
merely players: plays many parts, nurse's arms.
Mewling and puking in the
nurse's arms.
And shining morning face, And then the lover And then the whining school-
creeping like snail Then a soldier boy, with his satchel
Jealous in honour, sudden
and quick in quarrel,
They have their exits and their With spectacles on nose Is second childishness and
entrances; and pouch on side, mere oblivion
Full of wise saws and modern His youthful hose, well Seeking the bubble
instances; saved, a world too wide reputation

And one man in his time plays For his shrunk shank; and
many parts his big manly voice,
And so he plays his part.
 TITLE OF POEM 1: The Seven Ages of Man
END RHYMES INTERNAL RHYMES NEAR RHYMES

Task 3. Paint it Right!

Match the word on the first column to its Meaning and Example by using the same color
used. (5points in each correct answer- 60pts.)

Features of
Meaning Example
Poem
RHYME Repeated VOWEL All at once, everybody shouted,
sounds in a line or The cat said meow, meow, meow.
lines of poetry. The dog said aw, aw, aw.
The bird said tweet, tweet, tweet.
And they were very happy.

Words sound alike If you plan to plant a plant

because they share Do not just plan to plant a plant
ALLITERATION
the same ending vowel Plan to plant more plants to plant
and consonant If you plan to plant.
sounds.
At first the infant
The repetition of Mewling and puking in the nurse’s arms.
consonant And then the whining school-boy, with his
ONOMATOPOEIA sounds at the satchel
beginning of the words And shining morning face, creeping like snail
Unwillingly to school.
Humpty Dumpty sat on a wall
Humpty Dumpty had a great fall
Words that imitate the
and of all the king’s horses and all of the
sound they are naming
ASSONANCE or sounds that imitate
King’s men
couldn’t put Humpty Dumpty together
another sound
again.
Let’s Study This

DISCUSSION
What is poetry?
POETRY

 A type of literature that expresses ideas, feelings, or tells a story in a specific form (usually using
lines and stanzas)

What is poem?
Poem. ˈpōəm,pōm

 A piece of writing that partakes of the nature of both speech and song that is nearly
always rhythmical, usually metaphorical, and often exhibits such formal elements as
meter, rhyme, and stanzaic structure.
What are the elements or features of poem?
ELEMENTS OF POETRY OR FEATURES OF POEMS

RHYTHM- The beat created by the sounds of the words in a poem. Rhythm can be created
by meter, rhyme, alliteration and refrain.

RHYME

Words sound alike because they share the same ending vowel and consonant sounds. (A word
always rhymes with itself.)
LAMP
STAMP
Share the short “a” vowel sound
Share the combined “mp” consonant sound

END RHYME
A word at the end of one line rhymes with a word at the end of another line

Hector the Collector

Collected bits of string.
Collected dolls with broken heads
And rusty bells that would not ring.

INTERNAL RHYME - A word inside a line rhymes with another word on the same line.
Once upon a midnight dreary, while I pondered weak and weary.
From “The Raven”
by Edgar Allan Poe
NEAR RHYME - imperfect rhyme, close rhyme.The words share EITHER the same vowel or
consonant sound BUT NOT BOTH
ROSE
LOSE
Different vowel sounds (long “o” and “oo” sound)
Share the same consonant sound

ONOMATOPOEIA - Words that imitate the sound they are naming or sounds that imitate
another sound

BUZZ

“The silken, sad, uncertain, rustling of

each purple curtain . . .”

ALLITERATION - Consonant sounds repeated at the beginnings of words

If Peter Piper picked a peck of pickled peppers, how many pickled peppers did Peter Piper pick?

CONSONANCE - Similar to alliteration EXCEPT the repeated consonant sounds can be anywhere
in the words

“silken, sad, uncertain, rustling . . “

ASSONANCE - Repeated VOWEL sounds in a line or lines of poetry. (Often creates near rhyme.)

Lake Fate Base Fade

(All share the long “a” sound.)

ASSONANCE
Examples of ASSONANCE:
“Slow the low gradual moan came in the snowing.”
John Masefield

“Shall ever medicine thee to that sweet sleep.”

- William Shakespeare

FIGURATIVE LANGUAGE

SIMILE - A comparison of two things using “like, as than,” or “resembles.”

“She is as beautiful as a sunrise.”

METAPHOR - A direct comparison of two unlike things

“All the world’s a stage, and we are merely players.”

- William Shakespeare

HYPERBOLE- Exaggeration often used for emphasis.

Let’s Do This

Task 4. ELEMENTS OF POETRY: ALLITERATION, ASSONANCE, CONSONANCE

Read the poem and observe the words that create a sound under ALLITERATION,
CONSONANCE and ASSONANCE. Write your answers on the columns.

TITLE OF POEM:

ALLITERATION CONSONANCE ASSONANCE

Task 5. RHYMES
RHYMING WORDS
End Rhyme Internal Rhyme

Task 6. FIGURATIVE DEVICES

Title of Poem 1:

Words/phrases that use figurative Figurative Devices used

devices
Ex. I wandered lonely as a cloud SIMILE

Let’s Do More

(Differentiated Instruction)

Task 1. THE GREAT PERFORMERS

Direction: Let the students perform the following activities that will show how well they perform
their roles and at the same time will showcase the different features of poem.

Group 1. The Singers and Dancers (Rhyme)

Let the students perform the trending song, “Three Little Ducks”.

Three Little Ducks

"Three little ducks that I once knew.

Short ones, fat ones, skinny ones, too.
But the one little duck with the feather on his back.
He lead the others with a quack, quack, quack.
Quack, quack, quack! (2x)

Down through the river they would go.

Wibble wobble, wibble wobble, to and fro.
But the one little duck with the feather on his back.
He led the others with a quack, quack, quack.
Quack, quack, quack! (2x)

Down through the river they would come.

Wibble wobble wibble wobble ho ho hum.
But the one little duck with the feather on his back.
He led the others with a quack, quack, quack.
Quack, quack, quack! (2x)
 Group 2. The Sound of Nature (Onomatopoeia)

The students will create the sounds of nature by producing different

sounds of animals, water, and other things. Let them use their body parts and
other materials/objects in producing the sounds.

Group 3. The Twisters (Alliteration)

They will memorize the poem and recite it in chorus.

Peter Piper picked a peck of pickled pepper

A peck of pickled pepper Peter Piper picked
If Peter Piper picked a peck of pickled pepper
Where’s the peck of pickled pepper Peter Piper picked.

Group 4. The Great Poets

They will write a one stanza poem with four lines. Each line should
have a rhyme scheme of aabb, abab or aaaa. The poem is all about their roles
in life. After writing, they will recite it in class.

Group 5. The Artists

They will draw the seven ages of man; one drawing in each coupon
bond. After the drawing, they will color it to make it lively, and then present it in
class.

Final Task: MY REFLECTION

 Ask them the importance of studying the features of poem. Is it very helpful in
understanding the poem? Write their answers on their journal.

Let’s Remember This!

 Poetry is difficult because very often its language is indirect. But so is experience - those
things we think, feel, and do. The lazy reader wants to be told things and usually avoids poetry
because it demands commitment and energy. Moreover, much of what poetry has to offer is not
in the form of hidden meanings. Many poets like to "play" with the sound of language or offer an
emotional insight by describing what they see in highly descriptive language. In fact, there can
many different ways to enjoy poetry; this reflects the many different styles and objectives of
poets themselves. For an overview of the many ways to read a poem. Finally, if you are the
type to give up when something is unclear, just relax! Like we just said, there can be many
different approaches to examining poetry; often these approaches (like looking for certain poetic
devices or examining the meaning of a specific phrase) do not require a complete and
exhaustive analysis of a poem. So, enjoy what you do understand!

Prepared by:

LIBY JOY P. NAGNAP

English Teacher

References: LM & TM Book- English Grade 9

Other details & Information- Lifted from the Internet

NOTE: For further enhancement of learning, there are other activities/learning materials that
can be used to ensure mastery of the subject matter. (See Attachment.)
LOVER- SOLDIER
SATCHEL- QUARREL
ENTRANCES- INSTANCES

Mewling and puking in the nurse’s arms

Sighing like furnace

Sudden and quick in quarrel

Creeping like snail

His big manly voice

Childish treble, pipes, and whitles in his sound

At first the infant,

Mewling and puking in the nurse's arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school.
All the world's a stage,
The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide

Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth.

Last scene of all,

That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans
I am a teapot
Short and stout;
This is my handle
And this is my spout.

When the water’s boiling

Hear me shout;
Just lift me up
And pour me out.
The repetition of
consonant sounds
at the beginning,
within and at the
end of the words, or
simply anywhere in
the word
The repetition
of vowel sounds
within words
The repetition of
consonant sounds
at the beginning of
the words

A sound device used

by poets to suggest

Words that sound

alike/ share the
same ending sound