Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LEARNING ACTIVITY SHEET IN CREATIVE NON-FICTION
Imagery, Diction and Figures of Speech
Name of Learner:
______________________________________
Grade Level:
______________________________________
Strand/Track:
______________________________________
Section:
______________________________________
Date:
AS SCHEDULED________________________
A. Learning Competency with code
Use imagery, diction, figures of speech and specific experiences to evoke meaningful
responses from readers (HUMSS_CW/MP11/12-Ia-b-4)
B. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. If you have any questions, contact, or see your teacher through messenger
or text.
C. Lesson
Imagery as a general term covers the use of language to represent objects, actions,
feelings, thoughts, ideas, states of mind and any sensory experience. It is a figurative
language used to appeal to the senses through vivid descriptive language. Imagery creates
mental pictures in the reader as they read the text.
Example:
An excerpt from Peter Redgrove’s Lazarus and the Sea contains imagery:
The tide of my death came whispering like this
Soiling my body with its tireless voice.
I scented the antique moistures when they sharpened
The air of my room, made the rough wood of my bed, (most dear),
Standing out like roots in my tall grave.
Diction refers to the selection of words in a literary work. A work’s diction forms one of its
centrally important literary elements as writers use words to convey action, reveal character,
imply attitudes, identify themes, and suggest values. It includes the formality of the
language, the emotional content, the imagery, the specificity, and the sounds of the words.
Example:
“I prize thy love more than whole mines of gold,
Or all the riches that East doth hold.”
- Anne Bradstreet, “To My Dear and Loving Husband”
The use of antiquated words such as “thy” instead of “your” and “doth” instead of “do” gives
the poem a formal diction.
These antiquated words are considered grand, elevated, and sophisticated language.
FIGURES OF SPEECH
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
Figures of speech are words or phrases used in a non-literal sense for rhetorical or vivid
effect.
The most common figures of speech are simile, metaphor, onomatopoeia,
personification, apostrophe, hyperbole, synecdoche, metonymy, oxymoron, and
paradox.
1. Simile – a stated comparison (formed with “like” or “as” between two fundamentally
dissimilar things that have certain qualities in common.
Example: “Does it dry up like a raisin in the sun?” – Langston Hughes, “Harlem”
2. Metaphor – an implied comparison between two unlike things that have something in
common.
Example: “Hope is the thing with feathers –
That perches in the soul –”
- Emily Dickinson, “Hope is the Thing with Feathers”
3. Onomatopoeia – uses words that imitate sounds associated with objects or actions.
Example: “The crooked skirt swinging, whack by whack by whack.”
- James Joyce, “Ulysses”
4. Personification – endows human qualities or abilities to inanimate objects or
abstraction.
Example: “Ah, William, we’re wary of the weather,” said the sunflowers shining with
dew. – William Blake, “Two Sunflowers Move in the Yellow Room”
5. Apostrophe – is addressing an absent person or thing that is an abstract, inanimate,
or inexistent character.
Example: “Death be not proud, though some have called thee.”
- John Donne, “Death Be Not Proud”
6. Hyperbole – a figure of speech which contains an exaggeration for emphasis.
Example: “To make enough noise to wake the dead.”
– R. Davies, “What’s Bred in the Bone”
7. Synecdoche – a figure of speech in which the part stands for the whole, and thus
something else is understood within the thing mentioned.
Example: “Give us this day out daily bread”
*Bread stands for the meals taken each day.
8. Metonymy – a figure of speech in which the name of an attribute or a thing is
substituted for the thing itself.
Example: “Friends, Romans, countrymen, lend me your ears.”
– William Shakespeare, “Julius Caesar”
*Lend me your ears = to pay attention; to listen
9. Oxymoron – a figure of speech which combines incongruous and apparently
contradictory words and meanings for a special effect.
Example: “Here’s much to do with hate, but more with love.
Why then, O brawling love! O loving hate!
O anything! of nothing first create!
O heavy lightness! serious vanity!
Mis-shapen chaos of well-seeming forms!”
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
- William Shakespeare, “Romeo and Juliet”
10. Paradox – a statement which seems on its face to be logically contradictory or
absurd yet turns out to be interpretable in a way that makes sense.
Example: “One short sleep past, we wake eternally
And death shall be no more; Death, thou shalt die.”
- John Donne, “Death Be Not Proud
REMEMBER:
Imagery is used to signify all the objects and qualities of sense perception referred to
in works of literature.
Diction refers to the kinds of words, phrases, and sentence structures, and
sometimes also figurative language, that constitute any work of literature.
Figure of speech is an expression that departs from the accepted literal sense or
from the normal order of words, or in which an emphasis is produced by patterns of sound.
D. Learning Tasks/Performance Task
Quarter 3 Lesson 1 Learning Task 1 Bring Out the Musician in ME!
Directions: Select one song inside the boxes which piqued your interest. Using your
smartphone or computer, listen to the song in any video or music streaming website you
prefer. After listening, read and accomplish what is described below.
“Photograph”
“The Scientist”
“Fast Car”
“Dance
with
My
by Ed Sheeran
by Coldplay
by Tracy Chapman
Father”
“Flashlight” by Jessie “Easy On Me” by
“Magbalik” by Calla
“Tatsulok” by
J
Adelle
Lily
Bamboo
*Note: If you are not familliar with the songs given, you may choose a song you like
and include the copy of its lyrics for the teacher’s reference.
Write a paragraph about a memory triggered by the music you have chosen. Think of where
you are when you last heard the music and what it meant for you. Include any images that
come into mind. Be sure to make your paragraph interesting by using different figures of
speech. Identify the different figure of speech you used by coloring the words or phrases and
put a legend. Example: Blue- Metaphor,Red -Simile
Performance 3.1 What is it Like?
Directions: In a whole bondpaper, paste an unforgettable picture for you.Write a brief
paragraph of the picture using imagery, diction, and figures of speech. You may incorporate
the experience you have in the photo to make your literary description more vivid.
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LEARNING ACTIVITY SHEET IN CREATIVE NON-FICTION
Structure of Poetry
Name of Learner:
______________________________________
Grade Level:
______________________________________
Strand/Track:
______________________________________
Section:
______________________________________
Date:
AS SCHEDULED________________________
A. Learning Competency with code
Identify the various elements, techniques, and literary devices in specific forms of poetry.
(HUMSS_CW/MP11/12c-f-6)
B. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. If you have any questions, contact, or see your teacher through messenger
or text.
C. Lesson
Poetry has remained a vital part of art and culture. Like other forms of literature, poetry is
made to express thoughts and emotions in a creative and imaginative way. It conveys
thoughts and feelings, describes a scene or tells a story in a concentrated, lyrical
arrangement of words.
In this module, we will explore on the elements of poetry based on the following
partitions: structure, sound and meaning. This particular lesson will highlight the poetry
according to structure namely stanza and form.
STRUCTURE OF POETRY
One significant way to analyse poems is by looking into the stanza structure and the
form of the poem. Generally speaking, structure refers to the overall organization of lines
and/or the conventional patterns of sound. However, various modern poems may not have
particular structure.
A. Stanza
Stanzas refer to series of lines grouped together and separated by a space from other
stanzas. They correspond to a paragraph in an essay. Identifying the stanza is done by
counting the number of lines. The following are some of the terms used to refer to the
number of stanzas: monostich (1 line) couplet (2 lines), tercet (3 lines), quatrain (4 lines),
cinquain (5 lines), sestet (6 lines) (sometimes it's called a sexain), septet (7 lines), octave (8
lines).
For example, the excerpt,
“I do not like green eggs and ham.
I do not like them Sam I am.
consists of two lines. Hence, the stanza is called couplet.
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
B. Form
In many cases, a poem may not have specific lines or stanza, and metrical pattern, however,
it can still be labelled according to its form or style. Here, we will discuss the three most
common types of poetry according to form are: lyric, descriptive and narrative. We will also
include other popular types of poetry.
1. Lyric Poetry. It is any poem with one speaker (not necessarily the poet) who
expresses strong thoughts and feelings. Most poems, especially modern ones, are lyric
poems. Below are some types of lyric poetry.
a. Ode. An ode is a lyric poem that praises an individual, an idea or an event. The
length is usually moderate, the subject is serious, the style is elevated and the stanza
pattern is elaborate. In Ancient Greece, odes were originally accompanied by music. In
fact, the word “ode” comes from the Greek word aeidein, which means to sing or to
dance.
Example: “Ode to the West Wind” by Percy Bysshe Shelley
Scatter, as from an unextinguish’d hearth
Ashes and sparks, my words among mankind!
Be through my lips to unawaken’d earth
The trumpet of a prophecy! O Wind,
If Winter comes, can Spring be far behind?
b. Elegy. An elegy is written with a purpose to “mourn the dead”. It usually begins by
reminiscing about the dead person, then weeps for the reason of death, and then
resolves the grief by concluding that death leads to immortality. It has no set stanza or
metrical pattern. It often uses "apostrophe" as a literary technique.
Example: Excerpt from Walt Whitman’s “O Captain, My Captain,” (written following the
assassination of Abraham Lincoln)
O Captain! My Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle trills;
For you bouquets and ribbon’d wreaths—for you the shores a-crowding;
For you they call, the swaying mass, their eager faces turning;
Here captain! dear father!
This arm beneath your head;
It is some dream that on the deck,
You’ve fallen cold and dead.
c. Sonnet. It is a lyric poem consisting of 14 lines and, in the English version, is usually
written in iambic pentameter. The three basic kinds of sonnets are:
• Italian/Petrarchan sonnet is named after Petrarch, an Italian Renaissance poet.
The Petrarchan sonnet consists of an octave (eight lines) and a sestet (six
lines). It tends to divide the thought into two parts (argument and conclusion).
The rhyming pattern is ABBA ABBA CDECDE, or some accepted sestet such
as CDCCDC, CDDCDE or CDCDCD
When I consider how my light is spent, A
Ere half my days in this dark world and wide, B
And that one talent which is death to hide B
Lodged with me useless, though my soul more bent A
To serve therewith my Maker, and present A
My true account, lest He returning chide; B
“Doth God exact day-labor, light denied?” B
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
I fondly ask. But Patience, to prevent A
That murmur, soon replies, “God doth not need C
Either man’s work or His own gifts. Who best D
Bear His mild yoke, they serve Him best. His state E
Is kingly: thousands at His bidding speed, C
And post o’er land and ocean without rest; D
They also serve who only stand and wait.” E
- When I Consider How My Light is Spent” by John Milton
• Shakespearean sonnet consists of three quatrains (four lines each) and a
concluding couplet (two lines). The final couplet is the summary. The rhyming
pattern is ABAB CDCD EFEF GG.
Two households, both alike in dignity, A
In fair Verona, where we lay our scene, B
From ancient grudge break to new mutiny, A
Where civil blood makes civil hands unclean. B
From forth the fatal loins of these two foes C
A pair of star-cross’d lovers take their life; D
Whose misadventured piteous overthrows C
Do with their death bury their parents’ strife. D
The fearful passage of their death-mark’d love, E
And the continuance of their parents’ rage, F
Which, but their children’s end, nought could remove, E
Is now the two hours’ traffic of our stage; F
The which if you with patient ears attend, G
What here shall miss, our toil shall strive to mend. G
- Romeo and Juliet by William Shakespeare
• Spenserian Sonnet is divided into three quatrains, or segments of four lines,
followed by a rhyming couplet. The rhyming pattern is usually ABAB BCBC
CDCD EE.
One day I wrote her name upon the strand, A
But came the waves and washed it away: B
Again I write it with a second hand, A
But came the tide, and made my pains his prey. B
Vain man, said she, that doest in vain assay, B
A mortal thing so to immortalize, C
For I myself shall like to this decay, B
And eek my name be wiped out likewise. C
Not so, (quod I) let baser things devise C
To die in dust, but you shall live by fame: D
My verse, your virtues rare shall eternize, C
And in the heavens write your glorious name. D
Where when as death shall all the world subdue, E
Our love shall live, and later life renew. E
- Amoretti #75 by Edmund Spenser
2. Narrative Poetry. It is a poem that tells a story; its structure resembles the plot line of
a story [i.e. the introduction of conflict and characters, rising action, climax and the
denouement. The most common types of narrative poetry are ballad and epic. a.
Ballad. It is a narrative poem that has a musical rhythm and can be sung. A ballad is
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
usually organized into quatrains or cinquains, has a simple rhythm structure, and tells
the tales of ordinary people.
Example: Excerpt from “Annabel Lee” by Edgar Allan Poe
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;
And this maiden she lived with no other thought
Than to love and be loved by me.
b. Epic. It is a long narrative poem in elevated style recounting the deeds of a
legendary or historical hero. Examples of epic include Iliad by Homer,
Beowulf, The Divine Comedy by Dante Alighieri, Metamorphoses by Ovid and many
more.
3. Descriptive Poetry. It is a poem that describes the world that surrounds the speaker.
It uses elaborate imagery and adjectives. While emotional, it is more "outward-focused"
than lyric poetry, which is more personal and introspective.
Example: Excerpt from William Wordsworth’s “I Wandered Lonely as a Cloud”
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;
OTHER FORMS OF POETRY
1. Haiku. It has an unrhymed verse form having three lines (a tercet) and usually 5,7,5
syllables, respectively. It is usually considered a lyric poem.
Example: “By the Old Temple” by Matsuo Bashō
By the old temple,
peach blossoms;
a man treading rice.
2. Limerick. It has a very structured poem, usually humorous & composed of five lines
(a cinquain), in an AABBA rhyming pattern; beat must be anapestic (weak, weak,
strong) with 3 feet in lines 1, 2, & 5 and 2 feet in lines 3 & 4. It is usually a narrative
poem based upon a short and often ribald anecdote. Example: A poem by Dixon
Lanier Merritt
A wonderful bird is the pelican,
His bill can hold more than his beli-can.
He can take in his beak
Food enough for a week
But I’m damned if I see how the heli-can.
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
REMEMBER:
D. Learning Tasks/Performance Task
Quarter 3 Lesson 2 Learning Task 1 Haiku
Directions: You are challenged to write your haiku. Choose your subject from the picture
below. (Haiku copied from the internet is PROHIBITED! You will REPEAT your work
once verified that your HAIKU is not an original composition.)
BUKAL INTEGRATED NATIONAL HIGH SCHOOL
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
PADRE GARCIA, BATANGAS
FACE MASK
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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
Performance 3.2 POEM CONSTRUCTION
Performance 3.3 POEM RECITAL (Video Presentation)
Directions: Choose ONE form of poetry and compose your own poem. Secure a
copy of it in a short bond paper and identify the form of poetry you made. Through a
Video Presentation, deliver your poem and submit it through messenger. (POEM
copied from the internet is PROHIBITED! You will REPEAT your work once verified
that your work is not an original composition.)
Prepared by:
Noted by:
FRANCIS ALYANA B. MAGTIBAY
Creative Non-Fiction Teacher
DON CARLO F. GOLLENA
Officer-In-Charge, Bukal INHS
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