“I love you, O LORD, my strength.

”
Psalm 18: 1

Basic Education Department

Senior High School
S.Y. 2020 – 2021

First Quarter Learning Modules

in
Creative Writing
Grade 12-Humss Specialized

Dear Parents/ Guardians,

It is the goal of King’s College of the Philippines - Basic Education
Department through our Continuity learning Operation Plan for school year 2020-
2021 to sustain the delivery of quality, accessible, relevant and liberating basic
education services for all school – age learners in the midst of COVID-19 pandemic
by adhering to the new learning modalities prescribed by the Department of
education.
To ensure the continuous learning of your child / ward, the school wants to
reach you through these learning modules. We have simplified the content yet
profound to meet the learning competencies required by the K-12 curriculum of the
Department of Education. Kindly help your child/ ward reach his potential amidst
this pandemic.
This learning module is exclusively for the KCP- Basic Education learners. No
part of this module be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, mimeographing or by
any information and retrieval system, without written permission.
Stay home and God bless.

Stay home and God bless.

 LEARNING MODULE IN CREATIVE WRITING

Dear student,

Welcome to Creative Writing! This is one of your specialized subjects where you will have to show your
creative side. This will help you put your imagination into words and help you discover your talent in
writing. As we try to explore what is creative writing all about, you will come to understand how powerful
written words can be. You will see how it changes a person’s life merely by the words used in a piece. As
you take the challenge of sharing your experiences and ideas, you will also come to appreciate the
importance of literary texts such as poems and short stories in understanding the history, culture, language,
politics, etc. of your own country and the other countries. You will also meet famous authors who made
their experiences be their inspiration in producing award winning literary pieces.

This module is designed to help you understand what Creative Writing is all about. You will learn some
strategies that can help you in writing your own poem and short story. You might also find the readings
included in this subject, a helpful tool in developing your own literary pieces. You might be asking
yourselves why you still need to read in creative writing class. Of course, reading is always a part of any
subject. From the readings that you will have to deal with, you will see the various techniques of writers
in writing their piece and it can help you develop your own techniques in the future.

As part of your learning, you must at least have a pen and a piece of paper, or a notebook (can be your
notebooks previously with some unwritten pages) where you can write your queries regarding the lessons
so that you can ask them during your class schedule. You must also use your time wisely and never escape
from reading what is written on your module for you get a full grasp of the lesson.

You are also required to do all the activities given. Your responses on each activity will be graded based
on how you thoroughly answered each activity. It is a way of saying that you need to be serious in doing
your activities. In order to be able to do the activities well, you must not forget to read the instructions, to
avoid confusion. Apart from the activities included in this module, you will have to write an original story
as part of your performance for the 1st quarter. The table below serves as your guide for your lessons for
the first quarter.

WEEK LESSON NUMBER

OF HOURS
Week 1 General Orientation and Subject Orientation
Week 2 Lesson 1: Creative Writing vs Other Forms of Writing 4 hours
Lesson 2: Language
Week 3 Lesson 3: Poetry as a Genre 4 hours
Lesson 4: Elements of Poetry (Conventional Poetry)
Week 4 Lesson 5: Elements of Poetry (Free Verse and Other Experimental Texts) 4 hours
Techniques in reading and writing poem
Week 5 Lesson 6: Fiction as a Genre, Elements of Fiction (Setting, Scene) 4 hours
Week 7 Lesson 7: Elements of Fiction (Characters, Point of View) 4 hours
Week 8 Lesson 8: Elements of Fiction (Plot, Conflict and Theme) 4 hours
Week 9 Lesson 9: Techniques and literary devices 4 hours

IN CASE OF ASSISTANCE: If you find trouble in answering your module, please feel free to contact me
from the following:

CONTACT NUMBER 09123798181/09976141602

EMAIL ACCOUNT teresalyn.matiwtiw@kcp.edu.ph
MESSENGER Teresa Lyn Matiwtiw

Your Teacher,

Teresa Lyn D. Matiwtiw

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 CONTENT The learners have an understanding of imagery, diction, figures of speech, and
STANDARDS variations on language.
PERFORMANCE The learners shall be able to produce short paragraphs or vignettes using imagery,
STANDARDS diction, figures of speech, and specific experiences
The learners…
a. differentiate imaginative writing from among other forms of writing
MOST ESSENTIAL
b. cull creative ideas from experiences
LEARNING
c. utilize language to evoke emotional and intellectual responses from readers
COMPETENCIES
d. use imagery, diction, figures of speech, and specific experiences
e. read closely as writers with a consciousness of craft
DURATION/TIME
Week 2 Date: August 24- 28, 2020
FRAME

LESSON 1: CREATIVE WRITING vs OTHER FORMS OF WRITING

A. OBJECTIVES
At the end of this lesson, you should be able to:
a. differentiate creative writing from other forms of writing;
b. identify the given types of writing whether creative, academic or technical; and
c. create a sample of a company manual.

B. KEY CONCEPTS

Creative Writing/ Imaginative Writing

 A mode of writing characterized by inventiveness of situation, perspective, or story, and
distinguished from other modes such as expository and persuasive writing.
 The author creates events, scenes and characters, sometimes even a world out from his
imagination.
Common Types: Poetry, Plays, Movie and television scripts, Fiction (novels, novellas, and short
stories), Songs, Speeches, Memoirs, Personal essays.

Academic Writing
 Academic writing is any formal written work produced in an academic setting.
 Academic writing is generally quite formal, objective (impersonal) and technical.
 It is formal by avoiding casual or conversational language, such as contractions or informal
vocabulary.
 It is impersonal and objective by avoiding direct reference to people or feelings, and instead
emphasizing objects, facts and ideas.
 It is technical by using vocabulary specific to the discipline or specialization you are writing for.
 Academic writing is characterized by evidence-based arguments, precise word choice, logical
organization, and an impersonal tone. It informs, analyzes, and persuades in a straightforward
manner and enables the reader to engage critically in a scholarly dialogue.
Common Types
A. Descriptive: The simplest type of academic writing is descriptive. Its purpose is to provide
facts or information. The kinds of instructions for a purely descriptive assignment include;
'identify', 'report', 'record', 'summarize' and 'define'.
Example: a summary of an article or a report of the results of an experiment.
B. Persuasive: Writer uses words to convince the reader that the writer's opinion is correct in
regards to an issue. Each claim a writer make needs to be supported by some evidence The
kinds of instructions for a persuasive assignment include 'argue', 'evaluate', 'discuss', and 'take
a position'.
Example: Marijuana should be legalized. There should be a reference to research findings or
published sources regarding marijuana.
C. Critical: Critical writing is common for research, postgraduate and advanced undergraduate
writing. The kinds of instructions for critical writing include 'critique', 'debate', 'disagree' and
'evaluate'.
Example: a critique of a journal article, or a literature review that identifies the strengths and
weaknesses of existing research.

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 Technical Writing
Technical writing is broadly defined as “any form of communication that shows one of more of the
following qualities:
 Communicating about technical or specialized topics, such as computer applications, medical
procedures, or environmental regulations.
 Communicating by using technology, such as web pages, help files, or social media sites.
 Providing instructions about how to do something, regardless of how technical the task is or
even if technology is used to create or distribute that communication.”
 Technical writing is a writing discipline defined as simplifying the complex information to those
who need it to accomplish some task or goal.

Common Types
A. Technical Documentation: Include repair manuals, owner manuals, maintenance guidelines,
engineering specifications, technical manuals, and reference works.

B. End User Instructions: Provide instructions on how to use software program, install a
computer peripheral, technological gadget or consumer appliance, in an electronic or hard copy
user guide. It usually contain: Photographs; disclaimers; numbered diagrams; sequenced
directions; flow charts; a trouble shooting guide; the warranty; and contact information for the
Help Desk or Customer Support.

C. Technical Reports: Convey information on product's history, evolution, or structural or

operational revisions.

D. Policies and Procedures: Include policy and procedures guidelines to govern company’s
organization and employee handbook.

Creative Writing vs. Technical writing

Purpose: Creative Writing’s main purpose is to both entertain and share human experience, like love
or loss while technical writing is to provide crucial information on a very particular subject, such as
a medical condition or software issue, in the most comprehensible way possible, and to make sure
their readers understand them.
Audience: Creative writing has a generalized audience, although there are some literary texts that
are designed for adults and children depending on the author. Part of what makes technical writing
so 'technical' is that an article, journal, or manual is usually geared toward a very specific audience,
like lawyers, doctors, and mechanics. Some technical material is also written for a general, non-
technical audience.

Tone: While novels and short stories use a narrative tone to tell a story, technical writing uses a
descriptive or instructive approach. Whereas their literary cousins might employ anecdotes,
metaphors, and many other literary and rhetorical devices throughout their narratives, technical
writers tend to exclude these tools and techniques from their work. Instead, they usually rely on
concise, straightforward language to convey information and make it as reader-friendly as possible.

Diction: Creative writing uses bigger or more colorful words and can go with slang or evocative phrases
the audience can perceive while technical writing uses straightforward diction that uses specialized
vocabulary, such as scientific terms.

Creative Writing Academic/Technical

 Fictional and imaginative  Factual
 Entertaining, provocative and captivating  Informative, instructional or
 Artistic, figurative, symbolic or even persuasive
vague  Clear, precise and straightforward
 Subjective  Objective
 Generalized vocabulary  Specialized vocabulary

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 C. LEARNING TASKS

1. Ask yourself, who am I? Try to ponder on the question before giving a description about yourself.
You have to describe yourself creatively using 20 descriptive words that can make whoever reads
it know you as if they have known you personally.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Assume that you are the head of the Human Resource Department in your company. Your boss
wants you to pass a revised manual regarding the compensation and benefits that each employee
is entitled to get. Since employees often consider these the most important pieces of employment
information, you have to make sure that it will be a winning agreement between the company and
the employees. There are tips that will guide you in doing the activity.

Compensation & Benefits

Pay. Being a key part of the employee-employer relationship, new recruits will want to know about
pay-grade structure, pay frequency and distribution.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Insurance Benefits. What do you offer? Hint: common benefits include dental, vision, disability,
flexible spending, life insurance and employee discounts.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Retirement Plans. Explain what the employee can expect in terms of retirement plans.
Bonuses. What kind of bonuses or incentives should the employee be working toward? Are holiday
bonuses standard? What about profit-sharing?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Employee Resources. State if your company offers employee assistance programs, counseling
services, advisory services or other available resources.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 D. ASSESSMENT

ACTIVITY 1:

Instruction: Identify whether the given belongs to academic, technical or creative writing.
Write your answers on the provided answer sheet.

1. Research paper 6. Memoirs

2. The Moth and the Lamp 7. Operations Guides
3. Literary Analysis 8. Argumentative Essay
4. Instruction Manuals 9. Novels
5. Literature Review 10. Standard Operating Procedures (SOP)

_______________________cut here ____________________ cut here___________________

ACTIVITY 1:

Name: ______________________________ Subject: ______________________

Grade/ Strand/ Section: ________________ Teacher: ______________________

1. ______________________ 6. ______________________

2. ______________________ 7. ______________________

3. ______________________ 8. ______________________

4. ______________________ 9. ______________________

5. ______________________ 10. ______________________

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LESSON 2: LANGUAGE
A. OBJECTIVES

At the end of this lesson, you should be able to:

a. explain the importance of imagery;
b. analyze the text and draw the image that comes to mind; and
c. identify the different types of imagery used in a literary piece.

B. KEY CONCEPTS

Imagery
 A vivid and vibrant form of description that appeal to readers’ senses and imagination. When a
writer attempts to describe something so that it appeals to our sense of smell, sight, taste, touch,
or hearing; he/she has used imagery.
 The use of figurative language to evoke a sensory experience that helps readers to picture the
scene as if it were real.
 Mental pictures which are created by description of the senses, so we can see and feel what the
character is experiencing.
Types
A. Visual imagery: appeals to the reader’s sense of sight by describing something the writer
sees. It may include colors, brightness, shapes, sizes, and patterns.
This allows the reader to see, or imagine in their mind, what scenes or settings the
author is describing.
Example: It was already dark. The moon and the stars began to shine over the dark city
giving a light to the dark alleys where the rats began to feast. I started to walk
towards the dark alley.
B. Auditory imagery: appeals to the reader’s sense of hearing or sound. It may include music
and other pleasant sounds, harsh noises, or silence. In addition to describing a sound, the
writer might also use a sound device like onomatopoeia, or words that imitate sounds.
This is imagery where the reader can hear the sounds that are being made or can be
heard.
Example: I heard the squeaking of the rats trying to communicate with each other and was
met by the howling of dogs and the sudden hustling of the wind.
C. Tactile imagery: appeals to the reader’s sense of touch by describing something the writers
feels on their body. It may include the feel of temperatures, textures, and other physical
sensations.
This allows the reader to imagine the feel or texture of certain things.
Example: A gust of cold wind pierced my body as I stood on the center of the alley. I felt
numb for a moment especially when the rats started to move to my direction.
D. Gustatory imagery: Appeals to the reader’s sense of taste by describing something the
writer tastes. It may include sweetness, sourness, saltiness, or spiciness.
Where the reader can imagine the taste of certain things.
Example: The bittersweet taste of my chocolate reminded me of my hometown where I
can eat as many milky, chocolatey and minty chocolates depending on the flavor
available.
E. Olfactory imagery: appeals to the reader’s sense of smell by describing something the
writer inhales. It may include pleasant fragrances or off-putting odors.
This allows the reader to imagine the smell of the odors and scents in the writing.
Example: The alley’s smell is a combination of decaying vegetables and diapers. I moved
fast towards the building because I cannot take the stinky smell of the place. As I enter
the building, I can smell the sweet aroma of cakes being baked in one of the apartments.
F. Kinesthetic Imagery: conveys a sense of movement or tension and also kinesthetic imagery
can be further divided into sense of touch, temperature, movement, and feeling.
Where the reader can envision the movements and actions of a character or object.
G. Organic Imagery: represents an inner sensation like thirsty, hunger, tire, fatigue, and fear
in poetry.
This allows the reader to feel what the character feels, such as thirst, hunger, or
fatigue.

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 Figures of Speech
A word or phrase that possesses a separate meaning from its literal definition.
Figures of Speech Use Example
Directly addressing a nonexistent person or an "Oh, you stupid car, you
Apostrophe inanimate object as though it were a living never work when I need you
being. to," Bert sighed.
An extravagant statement; the use of
exaggerated terms for the purpose of emphasis
I have a million things to do
Hyperbole or heightened effect. The word “hyperbole”
today.
(“Hyper” – beyond; “ballo” – throw) literally, “a
throwing beyond”, means exaggeration.
A figure of speech consisting of an
A million dollars is no small
Litotes understatement in which an affirmative is
chunk of change.
expressed by negating its opposite.
An antithesis, ‘anti’ – against; ‘thesis’ – placing,
Patience is bitter but it has a
Antithesis Two contrasting ideas or words in the same
sweet fruit
statement to create a contrasting effect.
it was the season of Light, it
was the season of Darkness
Juxtaposition Placing two comparable ideas side by side we had everything before
us, we had nothing before
us
I entered the house with
Includes word and ideas opposite in meaning hope of seeing someone but
placed one after the other. I was met with a deafening
Oxymoron The word is derived from two ancient Greek silence I could have never
words: oxys, which means "sharp," and imagined.
moronos, which means "dull" or "stupid." My bag is the best example
of a genuine imitation.
Less is more.
A statement that turns out to express an often-
Be cruel to be kind.
Paradox striking truth although at first, it seems to be
There is light in total
self-contradictory.
darkness.
A figure of speech in which an inanimate object Example: The wind slowly
Personification or abstraction is endowed with human qualities walked to me and whispered
or abilities. some word of advice.
A stated comparison (usually formed with "like"
Ana’s mother is like a tiger
or "as") between two fundamentally dissimilar
Simile: every time she had a quarrel
things that have certain qualities in common.
with her neighbors.
The word “Simile” comes from the Latin ‘similis’ –
‘like’ and means ‘likeness’.
An implied comparison between two dissimilar
things that have something in common. The
His father’s words are a
Metaphor word “metaphor” comes from the Greek, ‘meta –
bullet to him.
over; ‘phero’ – carry. It means, literally, “a
carrying over”.
A figure of speech in which a word or phrase is I offered my hand but I was
Metonymy substituted for another with which it is closely rejected. (hand stands for
associated. help)
A figure of speech that uses a part to represent I bought a new wheel
the whole. Its name ‘syn’ – with, ‘ekdoche’ – yesterday as a gift to my
Synecdoche
succession, means literally, “the understanding graduating son. (Wheel refer
of one thing by another”. to a car)
“Leaving my wallet and ID
A figure of speech in which a writer or speaker
at the crime scene might
Understatement deliberately makes a situation seem less
have been a small mistake,”
important or serious than it is.
admitted the criminal.
A common phrase with a figurative meaning in
which their figurative meanings are mostly Kill two birds with one stone
Idioms
known within a particular language, culture, or Beating around the bush
group of people.

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 Using a word to signify the opposite of its real
meaning.
A state of affairs or an event that seems
deliberately contrary to what one expects and is
often amusing as a result.
Three types:
1. Verbal irony: veiled sarcasm. Speaker says
Irony something that is the opposite of what
they mean.
2. Irony of situation: the outcome of a
situation is totally different from what
people expect.
3. Dramatic irony: audience has more
information than your character(s) in a
story.
"Oh, I love spending big
bucks," said my dad, a
notorious penny pincher.
In "The Necklace" by Guy de
Maupassant, a woman
borrows what she thinks is a
costly necklace from a friend
and loses it. She and her
husband sacrifice to replace
it, only to learn years later
that the necklace was a fake.

Rhetorical Devices
Linguistic tool that employs a particular type of sentence structure, sound, or pattern of meaning in
order to evoke a particular reaction from an audience.
Rhetorical Devices Use Example

Alliteration The repetition of an initial consonant She sells seashells by the seashore.
sound.
Anaphora The repetition of the same word or Unfortunately, I was in the wrong
phrase at the beginning of successive place at the wrong time on the wrong
clauses or verses. day.
Assonance Identity or similarity in sound between On a proud round cloud in white high
internal vowels in neighboring words. nigh.
Anadiplosis Use of the same word at the end of one “Fear leads to anger. Anger leads to
sentence and at the beginning of the hate. Hate leads to suffering.”
subsequent sentence, forming a chain of
thought that carries your audience to the
point you have chosen.
Onomatopoeia The use of words that imitate the The clap of thunder went bang and
sounds associated with the objects or scared my poor dog.
actions they refer to. Comes from the Chug, chug, chug. Puff, puff, puff.
combination of two Greek words Ding-dong, ding-dong. The little train
‘onoma’ – name and ‘poiea’ – make, rumbled over the tracks.
Diction
 Refers to the linguistic choices a writer makes to effectively convey an idea, a point of view, or tell
a story. In literature, the words used by an author can help establish a distinct voice and style.
 It is the careful selection of words to communicate a message or establish a particular voice or
writing style.
 Many authors can be said to have their own “diction,” because they tend to use certain words
more than others or phrase things in a unique way. In fact, every author has developed a unique
diction.
 In novels and short stories, diction can also help you craft a portrait of your characters. The way
someone talks tells us a lot about them, and good authors use this to their advantage in
character-creation.
Types
A. Formal Diction
 This diction entails the use of formal language, which is used to address formal situations,
such as business meetings, press conferences and presentations. Additionally, you can also
find formal diction in legal papers, business documents, and professional text.
B. Informal Diction
 Refers to the use of informal, casual, and conversational words while speaking or writing. It
is more relaxed compared to formal diction, and it is what people use in real life to interact
with their colleagues and friends. In many contexts, it’s fine to use informal diction. This
includes personal emails to people you know well, and certain creative projects.

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 a. Colloquial Diction
 This refers to the use of phrases or words that are used and understood by a
particular community or region. These words are used in day-to-day speech, but they
vary from one region or community to the other.
b. Slang Diction
 Slang could be shortened words, new words, or modified words that originate from a
particular subgroup or culture. At times, they help people identify with a specific group
since some slang words are used by a particular ethnic group, economic group, or
social group.
C. LEARNING TASKS
1. How does imagery give life to literary texts such as poems or what is the importance of
using imagery?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Read the given text and draw the image that comes to mind with each of the scenarios given. Draw
it on the space provided.

The sun slowly hides beneath the clouds giving way to the moon and stars to light the vast sky. I
decided to sit in the park to look for the northern star but instead I saw a wishing star. I folded my
hands, closed my eyes and then I began to murmur my wish for the night.

I laid down my back on the grass and I heard some noise coming from my stomach. I remembered
that I had not eaten anything since lunch so my stomach keeps on grumbling as if there is war
happening inside.

I stood up to find some place to fill my stomach and as I walk towards a restaurant, I can smell
the familiar scent of adobo being cooked and some fish being fried.

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 3. Identify what figure of speech or rhetorical device are used in the following.
_________________________1. “The exam is a piece of cake for me!” said the student after the exam.
_________________________2. The monitor is staring at me as I do my work.
_________________________3. The groom asked the parents bride for her hand.
_________________________4. Tweet, tweet, tweet, said the birds singing on the branches.
_________________________5. Peter piper picked a pack of pickled peppers.
_________________________6. The woman bought a cookie and ate it in the bakeshop. She did not like the
taste so she exclaimed, “These cookies are really good!”
_________________________7. Cellphone, where are you? I cannot find you so please show yourself.
_________________________8. The boots on the ground sacrificed their lives for the sake of the country.
_________________________9. Please don’t disturb me, I have a million things to do today.
_________________________10. Ana is a rose who is misplaced among the sunflowers.

D. ASSESSMENT

ACTIVITY 2:

Instruction: Read the following lyrics from the song entitled “Against the Wind” by Bob Seger &
The Silver Bullet Band. Identify the different types of imagery used in the song. If in case there is a
type of imagery that you cannot identify from the song, just leave it blank. You can also play the
music while reading, to get a clearer picture of it. Answer sheet is provided in the next page.

“Against the Wind”

It seems like yesterday
But it was long ago
Janey was lovely she was the queen of my nights
There in the darkness with the radio playing low, and
And the secrets that we shared
The mountains that we moved
Caught like a wildfire out of control
'Til there was nothing left to burn and nothing left to Against the wind
prove
And I remember what she said to me
How she swore that it never would end
I remember how she held me oh-so-tight
Wish I didn't know now what I didn't know then
Against the wind
We were runnin' against the wind
We were young and strong, we were runnin' against
the wind
The years rolled slowly past
And I found myself alone
Surrounded by strangers I thought were my friends
I found myself further and further from my home,
and I
Guess I lost my way
There were oh-so-many roads
I was living to run and running to live
Never worried about paying or even how much I
owed
Moving eight miles a minute for months at a time
Breaking all of the rules that would bend
I began to find myself searching
Searching for shelter again and again
Against the wind
A little something against the wind
Well those drifter's days are past me now
I've got so much more to think about
Deadlines and commitments
What to leave in, what to leave out
I'm still runnin' against the wind
I'm older now but still runnin' against the wind
Well I'm older now and still runnin'
Against the wind
Against the wind
Against the wind
Still runnin' (against the wind)
I'm still runnin' against the wind
(Against the wind) I'm still runnin'
(Against the wind)
I'm still runnin' against the wind
(Against the wind) still runnin'
(Against the wind)runnin' against the wind, runnin'
against the wind
(Against the wind) see the young man run
(Against the wind) watch the young man run
(Against the wind) watch the young man runnin'
(Against the wind) he'll be runnin' against the wind
(Against the wind) let the cowboys ride
(Against the wind) aah
(Against the wind) let the cowboys ride
(Against the wind) they'll be ridin' against the wind
(Against the wind) against the wind
(Against the wind) ridin' against the wind...

I found myself seeking shelter against the wind

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ACTIVITY 2:

Name: ______________________________ Subject: ______________________

Grade/ Strand/ Section: ________________ Teacher: ______________________

Types of Imagery Imagery found

A. Visual

B. Auditory

C. Olfactory

D. Gustatory

E. Tactile

F. Kinesthetic

G. Organic

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CONTENT The learners have an understanding of poetry as a genre and how to analyze its
STANDARDS elements and techniques.
PERFORMANCE The learners shall be able to produce a short, well-crafted poem.
STANDARDS
The learners…
a. identify the various elements, techniques, and literary devices in poetry
MOST ESSENTIAL b. determine specific forms and conventions of poetry
LEARNING c. use selected elements of poetry in short exercises
COMPETENCIES d. explore innovative techniques in writing poetry
e. write a short poem applying the various elements, techniques, and literary
devices
DURATION/TIME Week 3 Date: August 28- September 4, 2020
FRAME

LESSON 3: POETRY AS A GENRE

A. OBJECTIVES

At the end of this lesson, you should be able to:

a. infer the meaning of the poem given;
b. identify the different types of poems; and
c. compare the content of folk songs and today’s generation songs.

B. KEY CONCEPTS

Poetry
A form of literary art that uses expressive words in conveying its message.
It is also an imaginative awareness of experience expressed through meaning, sound and
rhythmic language choices to evoke an emotional response.
It is designed to be recited or read aloud. The recitation of a poem reveals its rhythm and
thought units that help bring out the meaning it wishes to convey.

A. Narrative Poetry
A poem that tells a story.
1. Epic: This is an extended narrative about heroic exploits often under supernatural control.
a. Folk/Ancient/Popular Epic: The author as unknown/unidentified
b. Modern Epic: Purposely written by a definite or known author.
2. Metrical Tale: Metrical tales, also known as a metrical romance, typically revolved
around the adventures, trials and tribulations of chivalrous knights and their men who
were away from court on quests, their chivalrous deeds and the romantic rewards they
often gleaned as a result.
3. Ballad: Of the narrative poems, this is considered the shortest and simplest. It has a
simple structure and tells of a single incident. There are also variations of these: love
ballads, war ballads, and sea ballads, humorous, moral and historical of mythical ballads.
In the early time, this referred to a song accompanying a dance.

B. Lyric Poetry
Originally, this refers to the kind of poetry meant to be sung with the accompaniment of lyre;
but now, this applies to any type of poetry that expresses emotions and feelings of the poet.
They are usually short, simple and easy to understand.
1. Folk songs (Awiting Bayan): a song made and handed down among the common
people: folk songs are usually of anonymous authorship and often have many versions.
The common theme is love, despair, grief, doubt, joy, hope and sorrow.
2. Sonnets: The sonnet is a popular classical form that has compelled poets for centuries.
Traditionally, the sonnet is a fourteen-line poem written in iambic pentameter, employing
one of several rhyme schemes, and adhering to a tightly structured thematic organization.
3. Elegy: A lyric poem which expresses feelings of grief and melancholy, and whose theme
is death.
4. Ode: This is a poem of noble feeling, expressed with dignity, with no definite number of
syllables or definite number of lines in a stanza.
5. Psalm (Dalit): A song praising God or the Virgin Mary and containing a philosophy of
life.
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 6. Awit (Song): It has a measure of twelve syllables (dodecasyllabic) and is slowly sung
with the accompaniment of a guitar or bandura.
7. Corrido (Kuridos): It has a measure of eight syllables (octosyllabic) and is recited to a
martial beat.
C. Dramatic Poetry
 It is any dramatic work written in line or verse which encompasses a highly emotional story
is meant to be recited. It usually tells a story or refers to a specific situation.
1. Dramatic Monologue: A combination of drama and poetry. It can have multiple
characters but with only one speaker. The speaker addresses one or more persons who
are present and who are listening to the speaker, but remain silent.
2. Comedy: Some dramatic verse is comedy. It may be comedy in the humorous sense that
readers think of today, or it may be comedy in the classical sense, in that it ends happily
in spite of the sometimes very serious trouble that unfolds throughout the story.
3. Tragedy: A tragedy is any story that ends unhappily.
4. Farce: It is an exaggerated comedy. It seeks to arouse mirth by laughable lines; situations
are too ridiculous to be true
5. Melodrama: This is usually seen in musical play with the opera. It arouses immediate
and intense emotion and is usually sad but there is a happy ending for the principal
character.

C. LEARNING TASKS
1. Ask your parents, guardians or grandparents to share to you some of the folk songs from your
community or from the Cordilleran Region. If they will be willing to sing it for you, it would be
better. If no one is available to share some folksongs to you, you can listen or sing the familiar
ones like Bahay Kubo, Magtanim ay di Biro, Leron, Leron Sinta, and others. Afterwards, explain the
meaning of that folk song. Try to compare the content of the folk song and the songs of today’s
generation.
____________________________________________________________________
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D. ASSESSMENT

ACTIVITY 3:
Instruction: Identify what is being asked. Write your answers on the answer sheet provided.
1. A song handed down from generation to generation among the common people. Author is
usually unidentified and different versions are made.
2. It is an extended narrative about heroic exploits often under supernatural control, which is
written by a definite author.
3. This is a combination of drama and poetry where there is only one speaker but can portray
multiple characters.
4. It tells the adventures of chivalrous knights and their men who were away from court on quests,
their chivalrous deeds and the romantic rewards they often gleaned as a result.
5. It has a measure of twelve syllables and is slowly sung with the accompaniment of a guitar or
bandura.
6. Sitsiritsit is an example of ___________.
7. Florante at Laura is an example of ________________.
8. A fourteen-line poem written in iambic pentameter, employing one of several rhyme schemes.
9. A story that it ends happily in spite of the sometimes very serious trouble that unfolds
throughout the story.
10. A song praising God or the Virgin Mary and containing a philosophy of life.

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 ACTIVITY 4:
Instruction: Read and analyze the ballad then answer the questions given.

1. What is the message of the poem?

2. What do you think is the greatest sacrifice that every mother had done for her children? Explain.
3. If you were the young lover in the poem, would you do the same act of killing your own mother for
your own personal wants and desire? Why?

4. List at least five ways on how you can show your love and appreciation to your mother.

BALLAD OF A MOTHER'S HEART BY JOSE LA VILLA TIERRA

The night was dark, Youth left and went to his mother dear.
For the moon was young, He opened her breast and took her heart!
And the Stars were asleep and rare, But he did not shed a tear.
The clouds were thick, Then back to his Maiden fair,
Yet Youth went out, He run unmindful of the rain.
To see his Maiden fair. But his feet slipped, And he fell down,
Dear one, And loud, he groaned with pain!
he pleaded as he knelt before her feet in tears.
My love is true, Still in his hand he held the prize,
Why you have kept me waiting all this years? That would win his Maiden's hands.
The maiden looked at him. But he thought of his mother dear,
Unmoved it seemed, So kind,so sweet,so fond.
And whispered low.
And then,
Persistent Youth,
he heard a voice!
You have to prove by deeds,
Not from his lips,
Your love is true.
But all apart!
"There's not a thing
I would not do for you, Beloved" said he. "Get up" it said.
"Then, go." said she. "To your mother dear, "Were you hurt,Child?"
And bring her heart to me. It was his mother's heart
Without another word,

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ACTIVITY 3:
Name: ______________________________ Subject: ______________________

Grade/ Strand/ Section: ________________ Teacher: ______________________

1. ______________________ 6. ______________________

2. ______________________ 7. ______________________

3. ______________________ 8. ______________________

4. ______________________ 9. ______________________

5. ______________________ 10. ______________________

ACTIVITY 4:

1. ________________________________________________________________________
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2. ________________________________________________________________________
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3. ________________________________________________________________________
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4. ________________________________________________________________________
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LESSON 4: ELEMENTS OF POETRY

A. OBJECTIVES
At the end of this lesson, you should be able to:
a. identify the rhyme scheme used in a poem;
b. explain the importance of rhyme in traditional poetry; and
c. write a poem using figures of speech with rhyme and meter.

B. KEY CONCEPTS
Essential Elements of Poetry
1. Theme: The main idea or the overall meaning of a literary work that may be stated directly
or indirectly.
2. Tone: Tone is about the author's attitude towards certain events or situations; how he/she
wants to express them.
Elements for Specific Forms
1. Conventional Forms
A. Rhyme
The correspondence of two or more words with similar-sounding final syllables placed to echo
one another. A rhyme is a tool utilizing repeating patterns that bring rhythm or musicality to
poems. This differentiates them from prose, which is plain. A rhyme is employed for the specific
purpose of rendering a pleasing effect to a poem, which makes its recital an enjoyable
experience.
a. Classifying Rhymes by Stressed and Unstressed Syllables
1. Perfect Rhymes include words whose stressed syllables share identical sounds, as do all
sounds that follow the stressed syllable. The words "compare" and "despair" are perfect
rhymes because both have final stressed syllables with identical sounds. The words "plunder"
and "thunder" are also perfect rhymes because both their first stressed syllable and the
syllable after it share common sounds.
2. Imperfect Rhymes include words that rhyme the stressed syllable of one word with the
unstressed syllable of another word, as in "uptown" and "frown," or "painting" and "ring."
b. Classifying Rhymes by Sound
1. Assonance, while also sometimes defined as its own figure of speech, assonance can
also be described as a type of rhyme involving the repetition of the same or similar vowel
sounds, as in "roof" and "tooth," or "wow" and "sound."
2. Consonance, like assonance, is often described as a figure of speech in its own right.
But it can also be described as a type of rhyme involving the repetition of the same or
similar consonant sounds, as in "cut" and "mate," or "half" and "file."
3. Alliteration is often treated as a figure of speech, but can also be categorized as a type
of rhyme. It is a specialized form of consonance or assonance involving the repetition of
the same sounds (consonant or vowel) either at the beginning of words or in the stressed
syllable of words, as in "Peter Piper picked a pint of pickled peppers."
4. Slant Rhyme is similar to consonance and assonance in that it involves the repetition of
similar consonants or vowel sounds, but slant rhyme requires the repeated sounds to
occur in the final syllables of words, as in "poncho" and "crunchy," or "crate" and "braid."
5. Eye Rhymes don't actually share any of the same sounds, but they look as though they
should because they have the same spelling. Examples of eye rhyme include any words
that look the same but sound different, as in "rough" and "cough," or "Christ" and "wrist."
6. Identical Rhymes are just the opposite of eye rhymes: they include words that sound
exactly the same but look different, as in "two" and "too," or "ball" and "bawl."
7. Mono rhyme is the term used for a poem that uses a single rhyme throughout. In other
words, the rhyme scheme for a mono rhyming poem would just be AAAA, etc
c. Classifying Rhymes by Their Placement Within Lines
1. Single: a perfect or slant rhyme in which the emphasis falls on the last syllable, as in
"stop" and "mop," or "compare" and "despair."
2. Double: a perfect or slant rhyme in which the emphasis falls on the penultimate (second-
to-last) syllable, as in "plunder" and "thunder."
3. Dactylic: a perfect or slant rhyme in which the emphasis falls on the third-to-last syllable,
as in "indicate" and "vindicate."

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 Rhyme Scheme
 It is an integral part of the constitution of a poem, which includes meter, length of phrase,
and rhythm. In fact, rhyme scheme, like other writing tools, is used to create balance and
relieve tension, manage flow, create rhythm, and highlight important ideas. Its basic
function is to form units of sound and suggest units of sense. It also communicates the
idea in a more effective way.
A. Alternate rhyme. In an alternate rhyme, the first and third lines rhyme at the end, and
the second and fourth lines rhyme at the end following the pattern ABAB rhyme scheme,
it rhymes as “ABAB CDCD EFEF and so on.”. This rhyme scheme is used for poems with
four-line stanzas.
Example #7: The One (By Crystal R. Adame)
The one who brought me down to earth, (A)
And held me every day. (B)
The one who gracefully gave me birth, (A)
And said, I love you in every way. (B)
The one who taught me everything, (C)
Like how to crawl and walk. (D)
The one who taught me how to sing (C)
After learning how to talk. (D)
B. Ballade. A ballade is a lyric poem that follows the rhyme scheme “ABABBCBC” followed
by “BCBC.”. Ballades typically have three, eight-line stanzas and conclude with a four-
line stanza. The last line of each stanza is the same, which is called a refrain.
Example: Ballade of Modest Confession by Hilaire Belloc
My reading is extremely deep and wide; (A)
And as our modern education goes— (B)
Unique I think, and skilfully applied (A)
To Art and Industry and Autres Choses (B)
Through many years of scholarly repose. (B)
But there is one thing where I disappoint (C)
My numerous admirers (and my foes). (B)
Painting on Vellum is my weakest point. (C)

Prince! do not let your Nose, your royal Nose, (B)

Your large imperial Nose get out of Joint. (C)
For though you cannot touch my golden Prose, (B)
Painting on Vellum is my weakest point. (C)
C. Couplet or Coupled rhyme. A coupled rhyme is a two-line stanza that rhymes
following the rhyme scheme AA BB CC, or a similar dual rhyming scheme. The rhymes
themselves are referred to as rhyming couplets. Shakespeare’s sonnets end with
rhyming couplets, such as this one:
Example: Twinkle Twinkle Little Star (By Donald Barthelme)
Twinkle, twinkle, little star, (A)
How I wonder what you are. (A)
Up above the world so high, (B)
Like a diamond in the sky. (B)
D. Monorhyme. In a monorhyme, all the lines in a stanza or entire poem end with the
same rhyme.
Example: Shower (By Dick Davis)
Lifting her arms to soap her hair (A)
Her pretty breasts respond – and there (A)
The movement of that buoyant pair (A)
Is like a spell to make me swear… (A)
E. Enclosed rhyme. The first and fourth lines and the second and third lines rhyme with
each other in an enclosed rhyme scheme. The pattern is ABBA, in which A encloses the B.
Example: Cynthia's Desperate Cry
Not all the soldiers have returned home, (A)
even the owling wind has a reason to weep; (B)
Cynthia's legs start to shake, she had little sleep, (B)
her dark hair is flapping, pain chills to the bone, (A)
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 F. Simple four-line rhyme. These poems follow a rhyme scheme of ABCB throughout
the entire poem.
Example: Mary Had a Little Lamb by Sarah Josepha Hale
Mary had a little lamb (A)
Its fleece was white as snow (B)
And everywhere that Mary went (C)
The lamb was sure to go (B)

G. Triplet. A triplet is a set of three lines in a stanza—called a tercet—that share the

same end rhyme. Uses rhyme scheme of “AAA.”
Example: Roller Coaster
The roller coaster makes me dizzy (A)
But keeps me busy (A)
While making my drink fizzy (A)

H. Terza rima. An Italian form of poetry that consists of tercets, a terza rima follows a
chain rhyme in which the second line of each stanza rhymes with the first and last line
of the subsequent stanza. It ends with a couplet rhyming with the middle line of the
penultimate stanza. The pattern is ABA BCB CDC DED EE.
Example: Divine Comedy (By Dante Alighieri)
As I drew nearer to the end of all desire, (A)
I brought my longing’s ardor to a final height, (B)
Just as I ought. My vision, becoming pure, (A)
Entered more and more the beam of that high light (B)
That shines on its own truth. From then, my seeing (C)
Became too large for speech, which fails at a sight… (B)

I. Limerick. A limerick is consist of a single stanza with exactly five lines with the rhyme
scheme AABBA. Line 1: 7-10 syllables A, Line 2: 7-10 syllables A, Line 3: 5-7 syllables
B, Line 4: 5-7 syllables B, Line 5: 7-10 syllables A
Example: Opening poem from A Book of Nonsense by Edward Lear
There was an Old Man with a beard, (A)
Who said, 'It is just as I feared! (A)
Two Owls and a Hen, (B)
Four Larks and a Wren, (B)
Have all built their nests in my beard!'(A)

J. Villanelle. A type of poem with five three-line stanzas that follow a rhyme scheme of
ABA. The villanelle concludes with a four-line stanza with the pattern ABAA.
Example: “The Waking” by Theodore Roethke
Great Nature has another thing to do (A)
To you and me; so take the lively air, (B)
And, lovely, learn by going where to go. (A)
This shaking keeps me steady. I should know. (A)
What falls away is always. And is near. (B)
I wake to sleep, and take my waking slow. (A)
I learn by going where I have to go. (A)

B. METER
A poetic device that serves as a linguistic sound pattern for the verses, as it gives poetry
a rhythmical and melodious sound.
It is a stressed and unstressed syllabic pattern in a verse, or within the lines of a poem.
Stressed syllables tend to be longer, and unstressed shorter.
The number of feet, which is a specific group of syllable types in a line, determines it.

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 Poetic Foot
Iamb - Made famous by the
Shakesperian sonnet, closest
to the natural rhythm of
human speech
Trochee- Often used in
children’s rhymes to help
with memorization, gives
poem a hurried feeling.
Spondee- Used to add
emphasis and break up
monotonous rhythm.
Anapest - Often used in
longer poems or rhymed
stories.
Dactyl - Used in classical
Greek or Latin text, later
revived by the Romantics
then again by the Beatles,
often thought to create
heartbeat or pulse in a
poem.
Pattern Example
Two syllables, the first of which is Com/PUTE
unstressed and the second of
which is stressed. 1st syllable 2nd syllable
(unstressed/stressed)
Two syllables, the first of which is ARgue, DOCtor
stressed and the second of which
is unstressed.
(stressed/unstressed)
Two syllables, both of which are ICE CREAM, HOT LINE,
stressed. CELL PHONE.
stressed/stressed
Three syllables, the first two of Un/der/STAND
which are unstressed and the
third of which is stressed.
1st syllable 2nd syllable 3rd syllable
(unstressed/unstressed/ stressed)
Three syllables, the first of which is ELephant, TRInity
stressed and the next two of
which are unstressed.
(stressed/unstressed/unstressed)

Poetic Meter commonly used in poems:

Monometer (one foot) Tetrameter (four feet) Heptameter (seven feet)
Dimeter (two feet) Pentameter (five feet) Octameter (eight feet)
Trimeter (three feet) Hexameter (six feet)

Common combination of poetic meter and foot

a. Iambic Pentameter: Most common poetic meter in English poetry, which uses five feet of
two syllables each (for a total of ten syllables) alternating between unstressed and stressed
syllables. Much of William Shakespeare’s work is written in iambic pentameter.

Example: “Sonnet 18: Shall I compare thee to a summer’s day?”

U S U S U S U S U S
Shall/ I /com/pare/ thee/ to/ a/ sum/mer’s/ day/?
1 2 3 4 5

U stands for unstressed syllable and S stands for stressed syllable.

The encircled letter at the top part of the example given is the poetic foot type, which
is Iamb. While the number enclosed in a rectangular shape represents the number of
meter and that is the pentameter. The un underlined syllables is the unstressed syllable
while the underlined syllables are the stressed syllables,

b. Iambic Tetrameter: Four metrical feet of two syllables each (for a total of eight syllables)
alternating between unstressed and stressed syllables.
U S U S U S U S
I've/ heard/ it/ in/ the/ chill/est/ land/
1 2 3 4

c. Trochaic Tetrameter: Four metrical feet of two syllables each (for a total of eight syllables)
alternating between stressed and unstressed syllables.
Example: The Explosion (By Philip Larkin)
S U S U S U S U
DOWN the LANE came MEN in PIT boots.
1 2 3 4
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 d. Anapestic Tetrameter: Four metrical feet of three syllables each (for a total of twelve
syllables) which alternates between two unstressed syllables and one stressed syllable.
Example: “A Visit From St. Nicholas” by Clement Clark Moore
U U S U U S U U S U U S
Twas/the/NIGHT be/fore/CHRISTmas,/when/ALL through/the/HOUSE.
1 2 3 4
e. Dactylic Hexameter: Six metrical feet of three syllables each (for a total of eighteen
syllables) which alternates between one stressed syllables and two unstressed syllable.
Example: “A Tale of Acadie” by Henry Wadsworth Longfellow

THIS is the FORest priMEval, the MURmuring PINES and the HEMlocks.
f. Dactylic Dimeter: Two metrical feet of three syllables each (for a total of six syllables) which
alternates between one stressed syllables and two unstressed syllable.
Example: “The Charge of the Light Brigade” by Alfred Lord Tennyson
HALF/a/league/, HALF/a/league

C. LEARNING TASKS

1. Why is rhyme an important element of traditional poetry?

_____________________________________________________________________________
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_____________________________________________________________________________
2. What do you think is the significance of meter in poetry?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. Identify the rhyme scheme used in the poem by putting the pattern. Refer to the examples given.

This floor and I were hiding in a tree. (____)

along with many things. (____)
It took the work of man to set us free (____)
as we hid in the rings. (____)
It took some skill to find us, that is true. (____)
Imagine what might be inside of you. (____)

D. ASSESSMENT

ACTIVITY 5:
Instruction: Write a 4-stanza poem about this pandemic using different figure of speech. It can
be a poem about hope for those who experienced having the Covid19 or those experiencing
depression, it can also be a poem about the act of sharing your blessings to those in need
especially in times like this, or it can also be a poem about your own experience during this
pandemic. Make sure to observe the rhyme scheme and the meter of your poem.

ACTIVITY 6:
Instruction: Identify the rhyme scheme used in the poem by putting the pattern. The poem
is in your activity sheet.

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ACTIVITY 5:
Name: ______________________________
Grade/ Strand/ Section: ________________
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ACTIVITY 6:
Shall I compare thee to a Summer's day?
Thou are more lovely and more temperate:
Rough winds do shake the darling buds of May,
And Summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd: (_____)
But thy eternal Summer shall not fade
Nor lose possession of that fair thou ow'st;
Nor shall Death brag thou wander'st in his shade, (_____)
When in eternal lines to time thou grow'st:
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.
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Subject: ______________________
Teacher: ______________________
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REFERENCES:
Rhyme. Retrieved from https://www.litcharts.com/literary-devices-and-terms/rhyme
Meter. Retrieved from https://literarydevices.net/meter/
Meter. Retrieved from http://www.literarydevices.com/meter/
Poetic Foot vs. Poetic Meter. Retrieved from https://www.dictionary.com/e/poetic-foot-vs-meter/
Dactyl. Retrieved from https://www.litcharts.com/literary-devices-and-terms/dactyl
Types of Rhyme Scheme. Retrieved from https://literarydevices.net/rhyme-scheme/
10 Different Rhyme Schemes. Retrieved from https://www.masterclass.com/articles/what-is-a-rhyme-
scheme-learn-about-10-different-poetry-rhyme-schemes#10-different-rhyme-schemes
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Prepared by:
Teresa Lyn D. Matiwtiw

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