Ridgewood School of Caloocan, Inc.: English 9 - Hand Outs

Ridgewood School of Caloocan, Inc.
31 L27, Acacia St., Rainbow 5, Ph.2 Bagumbong

Caloocan City
ENGLISH 9 - HAND OUTS
DATE: 06 SEPTEMBER 2021

SUBJECT: English 9
OBJECTIVES:
 Identify the meaning of figurative language/speech;
 Differentiate Figurative to Literal language;
 Understand the use of Figurative Language in Poetry;
 Differentiate simile, metaphor, personification, hyperbole, onomatopoeia,
alliteration and idiom;
 Write figurative sentences;
 Recognize each type of figurative languages;
 Convert figurative sentences into literal sentences;
STRATEGY:
 Task-Based Approach
The teacher will send random figurative sentences and ask students to read and give
the literal meaning of the sentence.
TOPIC: Figurative Languages in Poetry

 Figurative Language is used when establishing imagery. It makes readers or listeners
use their imagination and understand much more than the plain words.
 The sentences that mean exactly what they say is called literal languages. While, The
sentences that mean something different and usually more than what they say on the
surface. They are called figurative languages.
 Types of Figurative Language
1. Similes - are comparisons that use like, as or than. The comparison is not between things
of the same kind, but between things that are different.
For example:
Starlings
This cold grey winter afternoon
The starlings
On the television aerial
Look like sultanas
On a stalk - Lucy Hosegood
*Likening the starlings on the television aerial to sultanas on a stalk is a most unexpected comparison.
2. Metaphor - Like a simile, metaphor also makes a comparison, not by saying that one
thing is „like‟ or „as‟ another, but by asking us to picture it as though it is the other thing. In
this way, the comparison is more direct than with a simile.
For example:
The Beach
The beach is a quarter of golden fruit,
a soft ripe melon sliced to a half moon curve,
having a thick green rind of jungle growth;
and the sea devours it with its sharp, sharp white teeth.
- William Hart-Smith
*In this poem, the poet directly compares the beach to a quarter of soft ripe melon being eaten.
3. Personification - It is a special kind of metaphor in which human qualities are given to non-
living things.
For example:
Busy old fool, unruly Sun, Why dost thou thus,
Through windows, and through curtains call on us?
From „The Sun Rising‟ by John Donne
*In this example, the sun is called a fool and abused because of its annoying habit of peeking in through the
windows and curtains on the activities of the speaker and his mistress.
4. Alliteration - It is the repetition of the same letter or sound at the beginning of two or more
words in a line of poetry.
For example:
The fair breeze blew, the white foam flew,
The furrow followed free;
From the „Rime of the Ancient Mariner‟ by Samuel Taylor Coleridge
The alliteration of the f and the b creates a sense of the sailing ship’s speed through the water and the excitement of
the experience.
5. Hyperbole - It is nothing more than a very large exaggeration or overstatement and is often
used for emphasis. In other words, it expresses exaggeration to emphasize the grandness of an
image.
My Dog
His bark breaks the sound barrier
His nose is as cold as an ice box.
A wag of his tail causes hurricanes
His jumping causes falling rocks.
He eats a mountain of dog food
And drinks a water fall dry.
But though he breaks the bank
He’s the apple of my eye.
*The poem above is a description of the speaker’s dog. In the first line of the poem, the dog’s bark is described as
being so loud that it breaks the sound barrier while the second line is an example of simile, comparing the coldness
of the dog’s nose to an ice box. Using hyperbole, the poet is emphasizing the qualities of the dog.
6. Onomatopoeia - Many words in English actually suggest the sound of the action they are
describing: the sound echoes the sense of the word. Words such as oozing, purr, gurgle, and
smash are a few examples of the many sound words we come across every day. The use of
sound-words in poetry is called onomatopoeia.
For example:
Inside, the hammered anvil’s short-pitched ring,
The unpredictable fantail of sparks
Or hiss when a new shoe toughens in the water.
From „The Forge‟ by Seamus Heaney
*We are presented here with the sounds of a horseshoe being made at the forge through the poet’s use of
onomatopoeia.
7. Idiom - A phrase that has a meaning different from the dictionary definition.
For example:
Don't rock the boat-do not cause problems
Going out on a limb-taking a risk
Hit the road-leave
Hit the hay/sack-you are going to go to sleep
I'm all ears-ready to listen
Lend someone a hand-help someone out
That is over her/his head-they don't understand
ACTIVITY:
Practice identifying types of figures of speech used in the given statements or
sentences. (Worksheets in each type will be given.)

SUBJECT: English 9
OBJECTIVES:
 Define imagery or sensory language
 Understand imagery as an effective style of writing
 Differentiate the seven types of imagery
 Recognize type of imagery present in the poem
STRATEGY:
 Task-Based Approach
The students will draw what image they visualize in the given lines in a poem.
TOPIC: IDENTIFYING IMAGERY OR SENSORY LANGUAGE IN

POETRY
 IMAGERY IS A LITERARY DEVICE THAT SUGGESTS LIVELY ILLUSTRATION
BY USING DESCRIPTION. IT IS ALSO KNOWN AS THE USE OF SENSORY
LANGUAGE.
 AN IMAGE IS A PORTRAYAL IN WORDS OF A SIGHT, SOUND, TOUCH,
TASTE, OR SMELL. WRITER USES IMAGES FOR TWO PURPOSES:
- TO CREATE PICTURES IN WORDS OF PEOPLE AND PLACE
- TO CREATE FEELINGS OR MOODS.
 SENSORY LANGUAGE USES WORDS THAT APPEAL TO THE SENSES OF
SIGHT, SMELL, TASTE, TOUCH AND SOUND. BY USING THESE SENSORY
WORDS, THE READERS WILL BE ABLE TO IMAGINE AND EXPERIENCE THE
THINGS THE WRITER WANTS TO CONVEY.
 TYPES OF IMAGERY
1. VISUAL IMAGERY - APPEALS TO THE SENSE OF SIGHT.
2. AUDITORY IMAGERY - APPEALS TO THE SENSE OF HEARING.
3. OLFACTORY IMAGERY - APPEALS TO THE SENSE OF SMELL.
4. GUSTATORY IMAGERY - APPEALS TO THE SENSE OF TASTE.
5. TACTILE IMAGERY (SENSORY IMAGERY) - APPEALS TO THE SENSE OF
TOUCH.
6. KINESTHETIC IMAGERY - PERTAINS TO MOVEMENT.
7. ORGANIC IMAGERY - PERTAINS TO FEELINGS LIKE FATIGUE, SHYNESS,
DESIRE. (OF THE SEVEN TYPES, ORGANIC IMAGERY IS THE MOST COMPLEX AS
IT COMBINES SEVERAL OF THE OTHER IMAGERY TYPES.)
 THEREFORE, SENSORY LANGUAGE ADDS COLOR AND DEPTH TO WRITING.
IF YOU CREATE PICTURES, SOUNDS, AND SENSATIONS BY USING WORDS
THAT TAP THE SENSES, YOU WILL BE ABLE TO GAIN THE ATTENTION OF
THE READERS, ENGAGE THEM IN YOUR WRITING, AND EVEN PERSUADE
THEM TO YOUR CAUSE.
ACTIVITY:
 Identify the examples of Sensory languages (images) from the poem, “When I Went to
the Circus” found on pp. 58-59 of English Spectrum 9 book.
Images Examples from the Poem
Visual Imagery
Auditory Imagery
Olfactory Imagery
Tactile Imagery
Kinesthetic Imagery

SUBJECT: English 9
OBJECTIVES:
 Form conclusions based on premises
 Reinforce knowledge on premises and conclusions with the use of conjunctions
 Identify the premises and conclusions in a text
 Understand the concept of causality
 Recall the use of subordinating conjunctions
STRATEGY:
 Read and Response Approach
The teacher will give a short passage and the students are tasked to get the conclusion
based on their understanding.
TOPIC: Casuality: Premises and Conclusions, Conjunctions

 Recall of different conjunctions
 A premise is a statement that is linked to other statements to drive a point.
 A conclusion is the sum of all premises leading to a general observation.
 Conjunction is a part of speech that connects words, phrases, clauses and
sentences.
 Subordinating Conjunction connects one independent clause to a dependent
clause.
 Independent clause is a clause that has subject and predicate and it can stand
alone as a sentence.
 Dependent clause is a clause that cannot stand alone as a sentence since it
needs an independent to make it a complete sentence.
 Subordinating conjunctions are because, after, although, as, as if, before, even
if, even though, if, in order that, now that, once, rather than, since,etc.
ACTIVITY:
Practice # 1: Supplying the correct subordinating conjunctions to complete the given
statements.
Practice #2: Making conclusions out of the given premises.

SUBJECT: English 9
OBJECTIVES:
 Identify methods and techniques of definitions
 Recall the scientific method of Defining
 Differentiate Intensional Definition to Extensional Definition
 Give the synonyms and antonyms of words using thesaurus
STRATEGY:
 Structural Approach
The teacher will directly teach the topic step by step.
TOPIC: Defintions: Methods and Techniques, Scientific Method of
Defining, Intensional and Extensional Definition, Synonyms and
Antonyms.
 Definition - a statement expressing the essential nature of something.
 Methods used in Definition
1. Scientific Definition - most common method which give definition of the
word based on its word origin which usually found in encyclopedias.
2. Ostensive Definition - it involves giving examples to provide the definition
of a word.
 Techniques used in Definition
a. Intensional Definition - It is used when the characteristics of a term are
listed. These characteristics or properties must be necessary for the definition to
be valid.
b. Extensional Definition - involves listing down every characteristic or
property which falls under the term.
 You can also provide definition of a term using synonyms and antonyms.
 Definitions that rely on similarities use synonyms.
 In contrast, you can use definition by negation. This method typically relies on
antonyms.
 Thesaurus- a reference book for synonyms and antonyms of a word.
ACTIVITY:
Activity # 1: Defining a term using specific method and technique of definition.
Activity # 2: Supplying the antonyms and synonyms using thesaurus.

SUBJECT: English 9
OBJECTIVES:
 Define phrases and clauses
 Differentiate phrases from clauses
 Distinguish dependent and independent clauses
 Construct simple paragraph using phrases and clauses
STRATEGY:
 Guided Response
How are phrases and clauses different from each other?
TOPIC: Differentiating Phrases from Clauses

 A phrase is a set of words with the following characteristics-
- has incomplete thought (as compared to a sentence ‘complete thought)
- identifies, describes, or explains a word or word group in a sentence.
- lacks a subject and/or a predicate
Examples: the colorful box did tell
will finish some great memories
 A clause is a set of words with the following characteristics-
- contains a subject and a verb
- some clauses have complete thought
2 Types of Clauses
1. Independent clause - clause that has subject and predicate but has
incomplete thought. They need to be attached to an independent clause in order
to have complete meaning. It is also known as simple sentence.
2. Dependent clause - is a clause that has subject and predicate and it can
stand alone as a sentence fo it has a complete thought.
Examples:
Where I developed my values. {Dependent clause}
I will go back to school. {Independent
clause}
I will go back to school, where I developed my values.

{Dependent clause attached to independent clause to have a
complete thought}
ACTIVITY:
Activity # 1: Phrases or Clauses Worksheet
Activity # 2: Make a simple descriptive paragraph entitled, “My Unforgettable Day”.
Encircle the phrases and underline the clauses used in the paragraph.
PREPARED BY:
HAZEL MAE M. HERRERA

ENGLISH TEACHER

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Ridgewood School of Caloocan, Inc.

31 L27, Acacia St., Rainbow 5, Ph.2 Bagumbong

ENGLISH 9 - HAND OUTS

DATE: 06 SEPTEMBER 2021

TOPIC: Figurative Languages in Poetry

From „The Sun Rising‟ by John Donne

From „The Forge‟ by Seamus Heaney

DATE: 07 SEPTEMBER 2021

TOPIC: IDENTIFYING IMAGERY OR SENSORY LANGUAGE IN

Images Examples from the Poem

DATE: 08 SEPTEMBER 2021

TOPIC: Casuality: Premises and Conclusions, Conjunctions

DATE: 09 SEPTEMBER 2021

DATE: 10 SEPTEMBER 2021

TOPIC: Differentiating Phrases from Clauses

I will go back to school, where I developed my values.

HAZEL MAE M. HERRERA

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