Holy Spirit School of Tagbilaran

SY. 2024 - 2025

English Grade 9 Third Summative Test

Name: __________________________________ Grade 9 _____ Date: ________ Score:

I.A. Knowledge: Identify poetry terms defined in each sentence.
1. ____________is identified as the creator and language is the material out of which she/he creates
his/her work of art.
2. _____________ are special literary tools that make use of words, sounds, and phrases to convey
meaning.
3. _____________ a poem named after Italian poet, Francesco Petrarch.
4. _____________ a stanza of seven lines.
5. _____________ a poem of two feet in a line
6. ______________ a type of poem that tells a story; its structure resembles the plot line of a story.
7. _____________ poem that describes the world that surrounds the speaker. It uses elaborate
imagery and adjectives.
8. _____________ 2 syllables that are always together 1st 1 unstressed and 1 stressed.
9. _____________ modern poems that may not have any identifiable structure.
10._____________ another term for Shakespearean Sonnet.

B. Choose the letter that corresponds to the kind of poem described in each sentence.
11. modern poetry no longer follows strict rules of meter or rhyme
A. haiku B. Ballade C. Free Verse D. Name Poem
12. can be defined as a one-to-one correspondence between a series of abstract ideas and a series
of images or pictures presented in the form of a story or a narrative.
A. Allegory B. Irony C. Metaphor D. Synecdoche
13. means to use figurative language to represent objects, actions and ideas in such a way that it
appeals to our physical senses.
A. Alliteration B. Hyperbole C. Imagery D. Repetition
14. is a word that actually looks like the sound it makes, and we can almost hear those sounds as we
read.
A. Irony B. Hyperbole C. Metonymy D. Onomatopoeia
15. A combination of two words that appear to contradict each other.
A. Assonance B. Imagery C. Oxymoron D. Personification

II. Understanding:
16. "Hope is the thing with feathers That perches in the soul" – Emily Dickinson
What is the central idea of the line?
a. Birds symbolize beauty in nature. c. The soul can be compared to a bird.
b. Hope resides within every individual. d. Feathers represent fragility.

17. What literary device is used in the line?

a. Alliteration c. Metaphor
b. Hyperbole d. Personification

18. “Once upon a midnight dreary, while I pondered, weak and weary,”
What mood does the line convey?
a. Cheerfulness c. Confidence and hope
b. Mystery and gloom d. Excitement and adventure

19. "And the silken, sad, uncertain rustling of each purple curtain."
Question: What literary device is used in this line?
a. Alliteration. c. Hyperbole.
b. Simile. d. Metaphor.
20. a light humorous poem consisting of five lines. The 1st, 2nd , and 5th lines must have 7-10 syllables
while rhyming and having the same verbal rhythm. The 3rd, and 4th lines have 5-7 syllables , and
have to rhyme with each other.
a. Clerihew c. Haiku
b. Limerick d. Free Verse
 II. Process: Identify the structure of the given sentences by writing (S) for simple, (CPD) for
compound, (CPLX) for complex and (CPD-CPLX) for compound complex. Determine the
independent and dependent clauses by copying them in the right column.
21. Grade 9 learners practiced for the speech contest because they wanted to build their confidence.
22. Students review their notes before the quiz.
23. The class organized a cleanup drive, and they raised awareness about waste management.
24. The students who attended the seminar on career planning shared their experiences, and they encouraged
their classmates to explore different career paths.
25. While the students were brainstorming ideas for the poster-making contest, the teacher provided tips on
how to design effectively.
26. Some students presented their projects, but others worked on finishing their reports.
27. The teacher assigns a project about environmental awareness.
28. After the team finalized their science experiment, they presented their findings to the class, and everyone
applauded their effort. (25)pts
Independent Dependent Structure
21.

22.

23

24.

25.

26.

27.

28.

III. Understanding: Answer the questions briefly.

a.) In what ways can analyzing a poem’s meaning help us better understand and relate to real-life
situations? Provide a specific example of how a poem’s theme or message could offer guidance or
insight into a personal challenge or experience. 3pts.

b.) "What are the benefits of writing poems, and how can it contribute to our personal growth and self-
expression?" 2pts.

Poetry is when an emotion has found its thought and the thought has found words."
Robert Frost

Ms. Jennette Trinity M. Carido

Ms. Jevi Jeunesse Baliar

Subject Teachers
 ANSWER KEY

1. poet
2. poetic devices
3. Italian Sonnet
4. septet
5. dimeter
6. narrative
7. descriptive
8. iamb
9. free verse
10. English Sonnet

11.C
12. A
13. C
14. D
15. Oxymoron
16. B
17.D
18. B
19. A
20. B. Limerick

Independent Dependent Structure

21 Grade 9 learners practiced for the speech because they wanted to build their CPLX
. contest confidence.

22 Students review their notes before the quiz. S

.
23  The class organized a cleanup drive, CPD
 they raised awareness about waste
management.

24  The students shared their who attended the seminar on career CPD-
. experiences planning CPLX
 they encouraged their classmates to
explore different career paths.

25  the teacher provided tips on how to While the students were brainstorming CPLX
. design effectively ideas for the poster-making contest

26  Some students presented their CPD

. projects,
 others worked on finishing their
reports

27  The teacher assigns a project about S

. environmental awareness
 28  they presented their findings to the After the team finalized their science CPD-
. class experiment CPLX
 everyone applauded their effort

21. complex
22. simple
23. compound
24. compound complex
25.) complex
26. compound
27. simple
28. compound-complex

II. Understanding
a.)
Analyzing a poem’s meaning helps us uncover themes and emotions that often mirror the
complexities of real-life situations. Poems capture universal truths about love, loss, resilience, or self-
discovery, offering perspectives that can guide and inspire us.
For example, in Robert Frost’s poem “The Road Not Taken,” the theme of making choices and living
with their consequences resonates deeply with real-life decision-making. A student deciding between
two career paths might relate to the poem’s depiction of uncertainty and individuality. The poem could
offer insight into the value of embracing one’s unique journey and remind the student that every
choice shapes their life in meaningful ways, even if the outcomes are uncertain.

b.) Writing poems allows us to express emotions, thoughts, and experiences creatively, helping us
process feelings and gain clarity. It fosters self-reflection, enhances our ability to communicate ideas,
and nurtures imagination. Additionally, poetry can build confidence, improve language skills, and
provide a therapeutic outlet for personal growth and emotional well-being.