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?
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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”
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 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”
USE READING SKILLS: Scan for Repetition
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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, or Phrase
Where it Appears
Youth
In the title, at the
beginning of the first
stanza, and in the third
line of the third stanza.
DURING READING
Effect/ Possible
Meaning
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A Poem by Jose Rizal (translated by Mauro Mendez)
1Raise,
Youth, that brow profound a, _____
Note the Facts
2This
Read lines 1-4. To whom is the
speaker of the poem talking?
day, and proudly stand, _____
3Resplendentb
4Hope
and unboundc, ______
of my Motherland! _____
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__
Analyze literature
5Fly,
genius unconfined, _____
6Wind-borne
7Unleash
on wings of dream _____
8Thoughts
9Descendf
of your noble e mind. _____
Analyze literature
with light of truth _____
10With
11And
to peaks supreme d; _____
gloriousg Science, Art, _____
lift the chains, O Youth, _____
12That
would oppress h your heart. _____
a profound
(adj.): having or showing great knowledge
or insight.
b resplendent (adj.): attractive and impressive
c unbound (adj.): not tied up; not confined
d supreme (adj.): highest
e noble (adj.): superior; righteous
f descend (verb): move downward
g glorious (adj.): wonderful; famous; worthy of admiration
h oppress (verb): to burden by abuse of power; to deprive
of freedom
AFTER READING
Alliteration and Assonance
Read lines 1-4, then underline
the words that contain similar
initial consonant sounds. Read
lines 5-8, then underline the
words that contain similar
vowel sounds.
Rhyme and Repetition
Give the rhyme scheme of the
poem using the letters of the
alphabet. Write your label on
the space provided after each
of the lines.
Use Reading Skills
Scan the poem to identify
words that contain repeated
sounds. Put them in the Scan
Chart. Then tell why you think
the author repeated these
details.
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Name: ____________________________
Subject:____________________
Yr/Cr/Sec:_______________________
Date:_______________________
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.
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2. What does the line “Hope of my Motherland!” imply?
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3. For what does “wings of dream” stand?
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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.
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5. To whom is the speaker talking in the third stanza? What does he ask them to
do?
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6. What does the imagery created by the line “lift the chains… that would oppress
your heart connote?
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7. What particular feeling or emotion is created by the repetition of sounds such
as “profound, unbound, unconfined, mind, dream, supreme” in the poem?
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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?
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9. How would you describe the “Youth” based on the positive imagery created
by the words “profound, resplendent, noble, etc.”?
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THINK AND REFLECT
Is the Filipino youth of today still the hope of the Motherland that Rizal
envisioned? Explain your answer.
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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?
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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 ______
I’d go crazy and I’d go really wild_____
Thought that childhood was for eternity______
And this wouldn’t be my destiny”______
—Jaime Rivera, “Set Me Free”
Feeling: Nostalgia
2. “Shall I compare you to a rainbowed shower________
Drawing to earth the very arc of dream,________
Or shall I say you are an orchid flower_________
That fevers men beside a jungle stream?”________
—Angela Manalang-Gloria, “To Lovely Woman”
Feeling: _______________
3. “Bituin sa langit at rosas sa hardin,________
parang nagtipanan at naghalikan din;________
nang di na mangyaring sa umaga gawin,_______
ginanap sa gabi’y lalo pang napansin.”__________
—Jose Corazon de Jesus, “Ang Posporo Ng Diyos”
Feeling: _______________
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