DEPARTMENT OF EDUCATION

Creative Writing
Quarter 1 — Module 2B
Reading and Writing Poetry

ALTERNATIVE DELIVERY MODE

 SENIOR HIGH SCHOOL

CREATIVE WRITING
Quarter 1 – Module 2B
Reading and Writing Poetry

Most Essential Learning Competency:

Identify the various elements, techniques,
and literary devices in specific forms of poetry.
(HUMSS_CW/MP11/12c-f-6)

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@deped.gov.ph.
 Before you go further, you should remember the
o General following:

⚫ do not put some markings on this Module as

there are still other students who will be using it. Use a separate notebook as a
REFLECTIVE JOURNAL to keep your answer in each activity. Be sure to LABEL
your work according to the Module, lessons and the date you work on it;
⚫ each Module has a brief instruction and followed by a list of objectives. Read them
and follow instructions carefully;
⚫ before going over the activities, answer the PRE-TEST first then find out how well
you did by checking your answers given in the self-assessment activity. Each
activity must be according to the objectives of this Module. Note the skills or
strategies you tried to develop;
⚫ after each activity, you need to go over the items which you think you failed.
Take the POST TEST when you think you have mastered all the activities.

3
 Lesson
LINE BREAK &
5 ENJAMBMENTS
What I Need To Know

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

1. Determine line break and enjambments.

What I Know

Direction: Before going further, answer the given statements below to

determine how much you already know about the topic.
Match the concepts in Column A below with the corresponding definition or
description in Column B. Write only the letter of your answer.

A B
1. Imagery A. a figure of speech that makes an implicit, implied, or
hidden comparison between two things that are
unrelated, but which share some common
characteristics.
2. Typography B. refers to the typical structures used by writers in their
works to convey his or her messages in a simple manner
to the readers
3. Enjambments C. This type of written text is different from poetry in that
it has complete sentences organized into paragraphs
5. Line Breaks D. is an attitude of a writer toward a subject or
an audience
7. Tone E. a “no rules” poems that doesn’t have to have rhyme,
patterns, or meter.
8. Prose Poetry F. a poetic device that used at the end of the line
G. uses figures of speech to be more effective,
9. Literary Device persuasive, and impactful.

10. Metaphor H. means moving over from one line to another without
terminating punctuation mark
I. is the style, arrangement or appearance of printed
letters on a page
J. the visual of figurative language to create imaginary
visual representations of actions, objects, and ideas

Source: https://literarydevices.net

4
 If all your answers are correct, very good! This shows that you already know
much about the topic. You may still study the module to review what you already know.
Who knows, you might learn some new things as well.
If you got a low score, don’t feel bad. This means that this module is for you. It
will help you understand some innovative techniques in writing poetry in your daily life.
If you study this module carefully, you will learn the answers to all the items in the test
and a lot more! Are you ready?

You may now go to exploring the innovative techniques in writing free verse
which are: line breaks, enjambment, and metaphor. You will also get to encounter
other experimental texts like typography and genre-crossing text. Lastly, dive into the
different tones of poetry.

What’s New
Read the lyrics/sing the song “Pero Atik Ra” by Jacky Chang.
“Pero Atik Ra” by Jacky Chang

5
Source:https://www.musixmatch.com/lyrics/Clark-Mantilla/Pero-
AtikRa/translation/english

What Is It

In this lesson, we are going to focus on how line, line breaks can affect
the meaning of the song/poem and how structure of the song/poem can actually be
used by the poet/songwriter to help them develop the theme of their poems or songs.
Poems/songs just like stories, have patterns that can help readers/audience interpret
the poet/songwriter’s message. The way that a poem/song is organized is called its
poetic structure. This refers to the so-called line, line breaks and enjambment. These
are present in free verse.

A Line Break is a poetic device which is used at the end of a line and the
beginning of the next line in a poem. It could be employed without traditional
punctuation. A line break in poetry is a method by which lines of poetry are divided to
show a change in a metrical pattern. Unlike prose, the poetry’s rhythmic pattern can
be visually seen when written using line breaks (Jose and Laroque, 2017: 96).
Looking at the lyrics of the song, it is broken down into stanzas with no exact
number of lines in each. There are 4 lines in the first stanza, followed by 3 lines and
so on. Take note that there is no exact metrical pattern for each line and no rhyme is
required as long as the writer is able to convey his/her message in a free verse style
of writing poem/song. This is now the beauty of writing a free verse poetry/song
because there are instances that we should go away with the traditional type of writing
poetry/song especially in our modern writers today. This writing style gives rise to
modern writers/aspirant writers to showcase their ideas/subject creatively and
uniquely. This is one of the evolutions of writing poetry today.
Line-breaks may or may not deal with different lines of thoughts. Each line of
poetry should seamlessly blend into the next line of poetry like the waves meet
together at the shore yet each holds on to its identity. Line breaks can be loosely
classified into *end-stopped line, enjambments, and *caesuras.
Some additional key details about line breaks:

• Line breaks divide poems into lines, and the length of lines determines the
appearance of the poem on the page: long and skinny, short and wide, or a
shape entirely its own.
• The location of a line break is often dictated by the number of syllables in the
line, but just as often it is freely chosen by the poet.
• Line breaks serve as an important function in setting the rhythm of a poem,
since they insert a pause between the final word of one line and the first word
of the next line. For this reason, line breaks conventionally occur where
natural pauses in language also occur—such as after punctuation, at the end
of a thought, or between distinct images.

6
Example

#1: Cymbeline (By William Shakespeare)

“With his own sword,
Which he did wave against my throat, I have ta’en
His head from him
I am absolute
‘Twas very Cloten”
Explanation:
There are two line break examples in the given passage. One line break cuts
the line, “I have ta’en his head from him” in the middle, placing the line break at the
end of the second line.
Another line break is used in the fourth line, “I” being a person has an absolute
meaning. These line breaks are determining the visual shape of this text.

Source: https://www.litcharts.com/literary-devices-and-terms/line-break

Notes to Teacher:
*End-stopped line put a rhythmic break at the end of each line, often reinforced by a
comma or period (Jose & Larioque, 2017). Look at these lines from William
Wordsworth’s poem “She Dwelt Among the Untrodden Ways”:
She live unknow, and few could know
When Lucy ceased to be,
But she is in her grave, and, oh,
The difference to me!

Explanation: Each line of the poem is an individual sentence of fragment of thought and
is in independent of the rest of the poem to make a meaning.
*Caesuras is a Latin word for cut. Caesura is a natural pause in a verse or a sentence,
usually reinforced by punctuation. When it is accompanied by a punctuation mark, it is
called a strong caesura. If there no punctuation, it is a weak caesura. More than one
caesura can occur in the same line or verse (Jose & Larioque, 2017).
Strong Caesura: Alas! For the days and months wasted
Weak Caesura: Alas if I but known the trials of life a little earlier Not in the
hands of boys,// but in their eyes

30
 What Is It

Enjambment is derived from the French word enjambment

which means to step over, or put legs across. In poetry, it means
moving over from one line to another without a terminating punctuation mark. It can
be defined as a thought or sense, phrase or clause, in a line of poetry that does not
end at the line break, but moves over to the next line. In simple words, it is the running
on of a sense from one couplet or line to the next without a major pause or syntactical
break. Conversely, it runs into each other and make meaning in conjunction with each
other rather than independent units like end-stopped lines.

Features of an Enjambment

• Enjambment lines usually do not have a punctuation mark at the end.

• It is a running on of a thought from one line to another without final punctuation.
• It is used in poetry to trick a reader. Poets lead their readers to think of an idea,
then move on the next line, giving an idea that conflicts with it.
• Poets can achieve a fast pace or rhythm by using enjambment.
• Multiple ideas can be expressed without using semi-colons, periods, or commas.
• It helps reinforce the main idea that might seem to be confusing with pauses.
• It can be seen in different songs and poems.
• It helps readers to continue thinking about the idea, which is expressed in one line,
and which continues through to the next.

Functions of Enjambment
Enjambment can be used to surprise readers by delaying the meaning of a line
until the following line is read. Some writers use this technique to bring humorous
effects to their work. It is good to use in verse in order to create a sense of natural
motion.
In poetry, the role of enjambment is normally to let an idea carry on beyond the
restrictions of a single line. Another purpose of enjambment is to continue a rhythm
that is stronger than a permanent end-stop, wherein complicated ideas are expressed
in multiple lines.

Example of Enjambment from Literature

It is a Beauteous Evening
William Wordsworth

31
 “It is a beauteous Evening, calm and free;
The holy time is quiet as a Nun
Breathless with adoration; the broad sun
Is sinking down in its tranquility;
The gentleness of heaven is on the Sea;
Listen! The mighty Being is awake,
And doth with his eternal motion make
A sound like thunder―everlastingly. …
“Thou liest in Abraham’s bosom all the year;
And worshipp’st at the Temple’s inner shrine,
God being with thee when we know it not.”
Explanation

This poem is a perfect example of enjambment. In this poem, every line is

running over to the next, while the sense is not finished at the end of lines, without
pause or break. None of the lines make sense – or stand on their own – without the
next line.

What’s More

Below are texts with specified cues on line break and enjambment. Identify the
item utilizes line break or enjambment.
1. The poet labors all his days//
To build the beauty in his rhyme.
2. When rain drops are
Exposed to sunlight, even
Colorless become vibrant.
3. Amongst the bushes and thorns//
Beautiful red rose blooms.
4. Cold morning time //
Ice crystals reflect the rays //
Of blazing sunrise.
5. Lovely nature has something to
offer//
you; so inhale the fresh air//
And, beautifully, learn by
deciding where to go.

What I Can Do

Put a double bar lines to show line break and underline once the word that
displays enjambment. The first one is done for you.
Sample: I have eaten the plums that were in the icebox.

32
 Answer: I have eaten //the plums// that were in //the icebox.
1. I think I had never seen a verse as beautiful as a flower.
2. Amongst the bushes and thorns beautiful red rose blooms.
3. The sunlight brightens the horizon like the sky lightens a small island.
4. Breezy blue sky so clear, so bright and relaxing that escapes daily toil.
5. How beautiful are sunflowers that yield without difficulty, blooming so fully now
in the light of the sun.

Assessment

Perfect Match!
Match the words in the box with the following statements/words below. Write
A or B as your answer.

A. Line Break B. enjambment

1. These are devices used to
separate one line of the poetry from the other.

2. These are the lines where the line ends in the middle of the sentence. Therefore,
the line continues across several lines of the poem.
3. It helps the poet emphasize important words and hint at double meanings.
4. It can be classified into end stopped line, enjambment, and caesuras.
5. It is also called run on lines as it run into each other. Through this, it run forwards in
sense and punctuation into the next line.

33
 Lesson
METAPHOR
6

What I Need To Know

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

1. Distinguish metaphor and write metaphorically.

What I Know

Metaphoric Magic! Choose which between the two sentences in each item is an
example of metaphor. Write the answer of your choice.
1. A. My dad is a bear.
B. My dad is as big as a bear.

2. A. The light is bright like the sun.

B. The light was the sun during our test.
3. A. This class is a three-ring circus
B. This class is just like a three-ring circus.

4. A. Audie was like a nervous cat before his test.

B. Audie was a nervous cat before his test.
5. A. My teacher’s steps sounded like thunder as she entered the
classroom.
B. My teacher’s steps were thunder as she entered the classroom.

What Is It

Metaphor, (as discussed in Module 1) is a figure of speech that makes an

implicit, implied, or hidden comparison between two things that are unrelated, but
which share some common characteristics. In other words, a resemblance of two
contradictory or different objects is made based on a single or some common
characteristics.

34
 In simple English, when you portray a person, place, thing, or an action
as being something else, even though it is not actually that “something else,” you are
speaking metaphorically. For example, the phrase, “My brother is the black sheep of
the family,” is a metaphor because he is not a sheep, nor is he black. However, we
can use this comparison to describe an association of a black sheep with that person.
A black sheep is an unusual animal, which typically stays away from the herd, and the
person being described shares similar characteristics.

Common Speech Examples of Metaphors

1. My brother was boiling mad. (This implies he was too angry.)

2. The assignment was a breeze. (This implies that the assignment was not
difficult.)
3. It is going to be clear skies from now on. (This implies that clear skies are not a threat
and life is going to be without hardships)
4. The skies of his future began to darken. (Darkness is a threat; therefore, this
implies that the coming times are going to be hard for him.)
5. Her voice is music to his ears. (This implies that her voice makes him feel
happy)

What’s More

METAPHORICALLY SPEAKING
Directions: Identify the two unlike objects/things being compared in each
statement. The first one is done for you. Write your answer on your creative writing
interactive notebook.
Sample: The teacher is an encyclopedia of information.
Answer: teacher – encyclopedia of information
1. Procrastination is a thief that steals time.
2. The ship is a tiger roaring through the water.
3. The airplane is an elephant running on the runway.
4. Her birthday is a storm of happiness.
5. Annie’s memory is cloudy since she can never remember anything.

35
 What I Can Do

Metaphorical Magic
Directions: Write 3 sentences describing yourself using metaphor. The first one is
done for you.
Sample: I am the wind beneath your wings.
1.
2.
3.

Write 2 sentences describing the ocean using metaphor.

4.
5.

Assessment

Metaphor Matters
Directions: Read the story below. Write or identify all the words/phrases which are
metaphorical.

The Haircut

When I woke up on Saturday, mom said I was a sheepdog with my long,

shaggy hair, and it was time for me to get my hair cut. When I looked at her, she was
a zebra, half hidden behind the drapes of my overgrown bangs. I couldn’t help it. I
laughed. She was right; my hair had to be cut.
The barber’s chair was a tower, and he pumped it higher and higher. I didn’t
really mind. I was an explorer, looking at the world in a whole new way. The pieces of
hair on the floor were an exotic carpet of strange brown fibers that criss-crossed in a
crazy pattern. The floor was an odd new planet, and I was an astronaut looking down
from above.
The barber pumped the chair again, and I was a rocket coming in for a landing.
I couldn’t believe the adventure was over so soon.
On the way home, we stopped at the store to buy some milk. Unfortunately,
there was some amazing sale going on at the time. We were tiny fish swimming in a
sea of people. I could not wait to get out of there and go home. The drive home was a
frustrating experience, because the holiday traffic had turned the street into a parking
lot. I hope it’s a long time before I’m a sheepdog again!

36
 Lesson
OTHER EXPERIMENTAL
7 TEXTS
What I Need To Know

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

1. Write typographical poem.

2. Write concrete poem
3. Write acrostic poem.

What Is It

I. Typography or ‘Shape Poem’, in creative writing, is the style,

arrangement, or appearance of printed letters on a page. The typological arrangement of
words is as important in conveying the intended effect as the meaning of words, rhythm, rhyme
and so on.

What’s More

Source:http://newplacenewmenewmrscrouch.blogspot.com/2010/07/my-concrete-poem-i-am-your-
sun.html
 HANDS ON, MINDS ON POETRY
The Challenge: Now it is your time to give a shot on writing your own shape poem.
Write a poem about LOVE in a heart form by following the steps below.
Step 1.
Draw an outline of a heart which symbolizes love. Make sure it is big enough
because you will write your poem inside it.
Step 2: Brainstorming
Write at least 10 words or phrases about it (LOVE or Heart).

Brainstorm Box:

Step 3: Write your Poem

You are now ready to write your poem inside your heart-shaped drawing below.
Be sure to use the ideas you generated in your brainstorm box in step 2.

38
II. Concrete Poem is written to represent objects which they describe. The poem can be
written in the shape of the object. This form is also known as visual poetry.

Source: Swan and Shadow, John Hollander,

The Norton Anthology of Poetry
(New York, London, W.W. Norton & Company 1996).

39
 What’s More

HANDS ON, MINDS ON POETRY

Step 1.
Draw an outline of a leaf. Make sure it is big enough because you will write your
poem on the framework or outline of it.
Step 2: Brainstorming
Write at least 10 words or phrases about a leaf. Examples could be your
favourite color to represent a leaf, how it is important to you (in your life as human
being), it’s size, it’s function, purpose, or usage in your life and so on. You may add
/apply some figurative language on it. One or two figurative language(s) is/are alright.

Brainstorm Box:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

Step 3: Write your own concrete poem

You are now ready to write your poem and write it on the outline of the leaf you
have drawn ahead. Be sure to use the ideas you generated in your brainstorm box in
step 2.

40
III. Acrostic Poem uses the letter in a topic word to begin each line. All lines in the poem
should relate to or describe the poem.

Here’s the ‘free-form’ style, or ‘free verse’ structure that gives much freedom to
let your creativity flourish. Whether or not the lines in the poem should rhyme, is
optional. Below is an example of acrostic poem dedicated to ALMA.
Sample 1 Sample 2
A A – Amazing persona
L- Lady of L – Loving teacher
M- Many M – Most beautiful inside out
A- Admirers A - An angel on earth

Sample 3
A is for ATTRACTIVE, you charm with your beauty
L is for LIMBER, flexible in nature
M is for MODEST, to the core
A is for ANGELIC, you have a kind heart
ALMA, a once-in-a-lifetime persona!

What’s More
Fill-in the blanks to complete the acrostic poem below:

HOMEWORK
Hard to do and sometimes
O
My teacher gives us homework
E
Writing for hours
O
Reading for hours
K
Jose and Larioque , 2017: 104
Creative Writing (for Senior High School)

What I Can Do

Have fun about your name (can be your first name, nick name, or last name) using
acrostic poem. Choose words that can speak/describe about your character, personality and
behavior.

41
Lesson
GENRE-CROSSING TEXTS
8

What I Need To Know

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

1. Transpose poetry to prose and vice versa.

What I Know

1. Write at least five words or phrase about your knowledge about GENRE-CROSSING
TEXT. Write it in each circle below.

42
 What Is It

A GENRE-CROSSING TEXT

Have you ever imagined that poems can also be transformed onto prose or the
other way around? Yes! You can do some tricks and tweaks like making your poems
become narrative essays, descriptive paragraphs, scripts, and many more. We call
this work as GENRE-CROSSING TEXTS.

Prose Form Poetry Form

Sample 1 Sample 1

for good or for evil,

Source https://zumpoems.com/2011/10/12/
wednesday-poetry-challenge-1/
Source https://en.wikipedia.org/wiki/
A_Tale_of_Two_Cities

43
Explanation

Prose is written in a paragraph form, while poetry is in verse/stanza style. In the evolution
of prose poetry, this has become a new trend in poetry writing today. Based from the example,
it shows how poetic has become the opening to Charles Dickens ’s A Tale of Two
Cities.

The above examples just simply pick a passage from a novel, essay or short
story that qualifies as prose, but for you is particularly poetic. Then without changing
a word or punctuation mark, reformat that so it appears to be poetry.

Prose Form Poetry Form

Sample 2 Sample 2

Time has come for us to leave this Time has come

island: a way to do such must be for us to leave this island:
discovered. a way to do such
must be discovered.

In the 2nd example, “Time has come for

us to leave this island: a way to do such must be discovered”, in its
simple form and written as a one-liner declarative sentence is reformatted
to a poetry having four (4) lines.
“Time has come
for us to leave this island:
a way to do such
must be discovered”.

Another way is you may choose to convert the text into poetry is by imposing
regular meter on the text such as given below:

We seek a ship to sail us from this place

And steer us on a course that takes us home
or maybe both meter and rhyme:
We seek a ship to sail us from this shore to
take us to the home we knew before

or maybe you are more inclined to an expressive open style:

Time
Time
Time
Ticking
Like the restless heart

44
 Informing us
We must move on —
Leave this island.
Now.

What’s More

Across the Borderline. Convert the given prose into poetry. Apply the techniques
given to you in the discussion.
Given Prose:

Before the sunrise a chain of red clouds and all else is in the darkness.

Poetry:

What I Can Do

Getting Across the Line. Transform the given poem into a prose. Apply the
techniques given to you in the discussion.

Poetry:
The moon moved above
The clouds, suspended
between
Night and dawn.

4
5
Prose:

Assessment

Write at least 5(five) key ideas you can associate with genre-crossing text. Write
them inside a box like the one below.

46
 Lesson
TONE
8

What I Need To Know

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

1. Identify the tone inherent in poetry.

What I Know

“Tone Me Up”
Directions: Read and analyze the given lines from the selected poems. Extract the
tone conveyed in the lines of each item. Write only the letter of your answer.
1. All that I love?
Why, yes, but for the moment-
And for all time, both.
A. loneliness
Something that folds and keeps easy,
Son’s note or Dad’s one gaudy tie, B. sorrow
A roto picture of a queen,
A blue Indian shawl, even C. love
A money bill. D. apathy

“ Bonsai” by Edith Tiempo

2. This paper is a crane. A. happiness

When its wings unfold,
B. loneliness
The paper will be pure and empty.
C. excitement
“Oregami” by Marjorie Evasco
D. fulfilment

3. ”Life is difficult.” from “The Road Less Travelled” by M. Scott Peck

A. Joy C. sadness
B. Surprise D. excitement

47
4. I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
“The Road Not Taken” by Robert Frost

A. apathy
B. gladness
C. loneliness
D. nostalgic

48
5. Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.

“Richard Cory” by Edwin Arlington Robinson

A. gladness
a. happiness
b. admiration
c. envy

What Is It

Tone, in written composition, is an attitude of a writer toward a subject or

an audience. Tone is generally conveyed through the choice of words, or the viewpoint
of a writer on a particular subject.
Every written piece comprises a central theme or subject matter. The manner in
which a writer approaches this theme and subject is the tone. The tone can be formal,
informal, serious, comic, sarcastic, sad, or cheerful, or it may be any other existing
attitude. Consider the following examples of tone:
• “I want to ask the authorities what is the big deal? Why do they not control the
epidemic? It is eating up lives like a monster.”
• “I want to draw the attention of the appropriate authorities toward damage caused
by the epidemic. If steps are not taken to curb it, it will further injure our community.”
The theme of both tone examples is the same. The only way we can
differentiate between them is their separate tone. The tone in the first example is
casual or informal while, it is more formal in the second.

Function of Tone
Tone, in a piece of literature, decides how the readers read a literary piece, and
how they should feel while they are reading it. It stimulates the readers to read a piece
of literature as a serious, comical, spectacular, or distressing manner. In addition,
tone lends shape and life to a piece of literature because it creates a mood. Moreover,
tone bestows voice to characters, and throws light on the personalities and
dispositions of characters that readers understand better.

Examples in Common Speech

49
 We adopt a variety of tones in our day-to-day speech. This intonation of our
speech determines what message we desire to convey. Read a few examples below.

Example #1
Father: “We are going on a vacation.”
Son: “That’s great!!!”
– The tone of son’s response is very cheerful.
Example #2
Father: “We can’t go on vacation this summer.”
Son: “Yeah, great! That’s what I expected.”
– The son’s tone is sarcastic.

Example #3
“Yeah, your grades on this exam will be as good as the previous exams.”
– The tone is pessimistic in this example.
Example #4
“Can someone tell me what the hell is going on here?”
– This has an aggressive tone.

Examples in Literature

Example #1: The School (By Donald Barthelme)

Observe the tone of a short story, The School,
by Donald Barthelme:

“And the trees all died. They were orange trees. I don’t know why
they died, they just died. Something wrong with the soil possibly or
maybe the stuff we got from the nursery wasn’t the best. We
complained about it. So we’ve got thirty kids there, each kid had his or
her own little tree to plant and we’ve got these thirty dead trees. All
these kids looking at these little brown sticks, it was depressing.”

Explanation
The use of the adjectives “dead” and “depressing” sets a gloomy tone in the
passage. As trees signify life here, their unexpected “death” from an unknown cause
gives the above passage an unhappy and pessimistic tone.

Example #2: The Road Not Taken (By Robert Frost)

Robert Frost, in the last stanza of his poem The Road Not Taken, gives us an
insight into the effect of tone:

“I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I,

50
 I took the one less traveled by,
And that has made all the difference.”
Explanation
Frost tells us about his past with a “sigh,” this gives the above lines an unhappy
tone. This tone leads us into thinking that the speaker in the poem had to make a
difficult choice.

What’s More

Fearful happy frustrated enthusiastic

Despair excited mood
bored sad

Making use of the tone listed inside the box, write:

I. Write one free verse
II. Write acrostic poem
III. Write one tanaga

What I Have Learned

Let’s summarize the important concepts we learned from this lesson:

1. Free Verse is also called vers libre, which is a French word meaning “free verse.” It
is a literary device that is free from limitations of regular meter or rhythm, and does
not rhyme with fixed forms
2. Line Break is a poetic device which is used at the end of a line and the beginning of
the next line in a poem. It could be employed without traditional punctuation. It is a
method by which lines of poetry are divided to show a change in a metrical pattern.
3. Enjambment is derived from the French word enjambment which means to step over,
or put legs across. Enjambed lines are the lines in the middle of a sentence.
Therefore, the sentence continues across several lines of the poem
4. Metaphor is a figure of speech that makes an implicit, implied, or
hidden comparison between two things that are unrelated, but which share
some common characteristics. In other words, a resemblance of two
contradictory or different objects is made based on a single or some common
characteristics.

51
5. Topography or shape poetry , in creative writing, is the style, arrangement, or
appearance of printed letters on a page.
6. Concrete poetry, or also known as visual poetry, is written to represent objects
which they describe.
7. Acrostic poetry uses the letter in a topic word to begin each line. All lines in the poem
should relate to or describe the poem.
8. Genre-crossing texts are a type of technique employed to transform prose into
poetry or the other way around.
9. Tone is an attitude of a writer toward a subject or an audience. Tone is
generally conveyed through the choice of words, or the viewpoint of a writer
on a particular subject.

What I Can Do

Analyze the poem, The Rainy Day and answer the items that follow.
The Rainy Day

The day is cold, and dark, and dreary;

It rains, and the wind is never weary;
The vine still clings to the mouldering wall,
But at every gust the dead leaves fall,
And the day is dark and dreary.

My life is cold, and dark, and dreary;

It rains, and the wind is never weary;
My thoughts still cling to the mouldering Past,
But the hopes of youth fall thick in the blast,
And the days are dark and dreary.

Be still, sad heart! and cease repining;

Behind the clouds is the sun still shining;
Thy fate is the common fate of all,
Into each life some rain must fall,
Some days must be dark and dreary.

1. The speaker says his life is “cold, dark and dreary. This means
a. happy b. sad c. alone d. sick
2. Defend your answer in No. 1. You may include clue words in the context to solidify
your claim.

52
 Assessment

Directions: Read the passage carefully taken from “The Passing of

Loku” and answer the questions that follow.
(The tale of Loku is applied to a large, ugly lizard which climbs to the rafters of houses
and gives the peculiar cry that suggests its name. This lizard, although hideous, is
harmless; it lives on centipedes. Its strange cry may be heard everywhere in the
Philippine Islands.)

Hundreds of years ago a very wicked king named Loku ruled the Philippines.
He was cruel and unjust, and condemned to death all who refused to do his bidding.
He had vast armies and made war on all until his name was feared everywhere.
His power was very great. He conquered every nation that opposed him and
killed so many people that the god, viewing the slaughter from his throne above,
sent an angel to order him to cease from warfare and to rule the land in peace.

1. What word in the passage indicates killing and death?

A. cruel B. cease
C. bidding D. slaughter
2. The mood in the second paragraph is best described as
A. concerned B. sad
C. alarming D. frightening

Loku was in his palace, planning an assault on his neighbors, when a soft
light filled the chamber, and a beautiful angel appeared and delivered the mandate
of the master.
The cruel king paid no heed, but dismissed the holy messenger in scorn. "Tell
your master," said he, "to deliver his message in person. I do not deal with
messengers. I am Loku. All fear my name. I am the great Loku."
Hardly had he spoken when the palace shook to its foundations and a mighty
voice thundered, "Is it thus thou Slightest my word? Thou art Loku. All shall indeed
know thy name. From every crevice thou shalt forever cry it in a form that suits thy
ill nature."

53
3. It could be inferred in the second paragraph that Loku is
A. a hospitable king B. a shy ruler
C. a brave warrior D. an arrogant person
4. Based on the dialogue between Loku and the messenger, it could be predicted that
A. Loku will kill many people B. the god will be punishing Loku
C. the messenger will go home D. a feast will be held in the palace

The courtiers, alarmed by the shock, rushed to the king's chamber, but Loku
was nowhere to be found. The royal robes lay scattered on the floor and the only
living thing to be seen was an ugly lizard that blinked at them from among the plans
on the table.
They searched far and wide, and when no trace of the king could be found
the courtiers divided the kingdom and ruled so wisely and well that there was peace
for many years.
As for Loku, you may still hear him fulfilling his punishment. From crack and
crevice, tree and shrub, he calls his name from dark till dawn: "Lok-u! Lok-u! Lok-
u!"
And he must cry it forever.

5. What tone is expressed in the first paragraph of the passage?

A. pleasant B. stressful
C. hateful D. exciting
6. What could be concluded in the passage?
A. Loku was still angry with god.
B. Crying was Loku’s punishment.
C. Loku felt sorry for his arrogance.
D. Loku turned to a lizard.

Additional Activity

“Enrich Me Here!”

To enrich your knowledge on tone, research about more types of tone as a form
of literary device.

54
 For inquiries or feedback, please write or call:

Department of Education - Bureau of learning Resources

Zone 1, DepEd Building Masterson Avenue, Upper Balulang,
Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail address: region10@deped.gov.ph

Australian
Aid =*/›*•