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?

When I suggest an idea for our school project that everyone will benefit from it. I
think that is the thing that I contribute in my community.

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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”

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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, Where it Appears Effect/ Possible

Word, or Phrase Meaning

Youth In the title, at the A youngster that is

beginning of the first capable to make a change
stanza, and in the third in their country.
line of the third stanza.

profound, unbound In the beginning and A person that is brave to

the third line of the first try to make a change for
stanza. his country. Having a
great insight for the.

stand, Motherland In the second line and We should fight for our
at the fourth line of the country.
first stanza.

dream, supreme In the second and third To become fearless in

line of the second achieving our ambitious.
stanza.

unconfined, mind In the third line of the The youth’s great idea.
second stanza.

In the first line and The youth should be

truth, Youth third line of the third truthful of everything
stanza. they do.

art, heart In the second and third The dreams for our
line of the third stanza. country.

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 DURING READING

A Poem by Jose Rizal (translated by Mauro Mendez)

1Raise, Youth, that brow profounda, ___b__ Note the Facts

2This day, and proudly stand, __a___ Read lines 1-4. To whom is the
speaker of the poem talking?
3Resplendentb and unboundc, __ b___
The speaker is talking to the youth
4Hope of my Motherland! __a__
Analyze literature

5Fly, genius unconfined, __a__ Alliteration and Assonance

Read lines 1-4, then underline
6Wind-borne to peaks supremed; __e___ the words that contain similar
initial consonant sounds. Read
7Unleash on wings of dream ___e___ lines 5-8, then underline the
8Thoughts
words that contain similar
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
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 AFTER READING

Name: Riza Mae D. Rangas Subject: Literature of the Philippines

Yr/Cr/Sec: 1DVM-A Date: November 1, 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 speaker tells the Youth that we are the hope of the Motherland. So we
should raise and proudly stand because we will shine brilliantly coz we
are the hope of the Motherland.

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

➢ The line “Hope of my Motherland” means that the youth is the hope of our
nation. The speaker is telling that the youth will bring the prosperity in
our country.

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

➢ The “wings of dreams” stand as our ambitions and goals in our life.

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 of the poem is still talking to the youth.
The speaker asks them to fly high in achieving their ambitions and
become free.
5. To whom is the speaker talking in the third stanza? What does he ask them to
do?
➢ In the third stanza the speaker is still talking to the Filipino youth. He asks
them to be truthful in everything they do.
6. What does the imagery created by the line “lift the chains… that would oppress
your heart connote?
➢ The imagery created by the line “lift the chain…that would oppress your
heart” is that the youth is the hope to carry and solve the problems in the
country. The youth will be the one who will make our country abundant.

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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?
➢ The particular feeling or emotion that is created by these repetitions of
sound is the feeling of having a strong personality and will-power.

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?
➢ This line means that the youth should speak for the truth in order to
achieve the dreams in our country. These contrasting images created by
these lines bring out the main purpose of the poem because gives an
clearer idea what does the author trying to imply in his poem.
9. How would you describe the “Youth” based on the positive imagery created
by the words “profound, resplendent, noble, etc.”?
➢ Based on the positive imagery created by these words, I can describe the
“Youth” as a brave and fearless character with incredible ideas and
principles. A character with great personality that is willing to fight what
is right.

THINK AND REFLECT

Is the Filipino youth of today still the hope of the Motherland that Rizal
envisioned? Explain your answer.
➢ For me I believe that Filipino youth is still the hope of the Motherland
because there still a hope here in my heart that Filipino youth will do
their best to make our country abundant and free. I still believe that we,
the youth will stand and fight for the right and will make a right decision
for the betterment of the country.

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 author used those rhyme scheme, alliteration, and assonance to make
his poem creative and imaginative. This created imagery affect the
feelings of the reader because it gives them a clearer idea what does the
author trying to imply. In that way they will really feel the emotions and
feeling being put in the poem.

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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 ___-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: Being compared

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: Describing

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