School: Kapatagan National High School Grade Level: Grade 11

Teacher: Mosmirah B. Abduljalil Learning Area: Creative Writing

Date: February 28, 2023 Quarter: 1

At the end of the lesson, you are expected to:

I. OBJECTIVES a. define and identify the basic elements of poetry (line, stanza, rhythm),
b. write a poem employing the elements in writing poetry, and
c. appreciate the importance of basic elements of poetry.

The learners have an understanding of poetry as a genre and how to analyze its
Content Standards
elements and techniques
Performance
The learners shall be able to produce a short, well-crafted poem
Standards
Learning At the end of the lesson, the students are expected to:
Competencies/Obj a. Identify the various elements, techniques, and literary devices in specific forms of
ectives poetry.

(Write the LC code HUMSS_CW/MP11/12c-f-6

for each)
II. CONTENT Elements of Poetry (line, stanza, rhythm)
III. LEARNING
RESOURCES
A. References Creative Writing Quarter 1-Module 2
1.Teacher’s
Guide pages
2.Learner’s
Materials
pages
3. Textbook
pages
4.Additional
Materials from
Learning https://www.bbc.co.uk/bitesize/topics/zqsvbqt/articles/zmpxbdm#:~:text=Rhythm
Resource (LR)
portal
Other Learning Materials: PowerPoint, laptop, projector, handouts
Resources
IV.
PROCEDURES
I. Activity

Preliminary/Introductory Activities
Reviewing 1. Prayer
previous lesson or
2. Greetings
presenting the new
lesson 3. Classroom management
4. Checking of attendance
5. Review
 Figure of speech – it is an expressive, nonliteral use of language.

1. Simile
2. Metaphor
3. Onomatopoeia
4. Personification
5. Apostrophe
6. Hyperbole
7. Synecdoche
8. Metonymy
9. Oxymoron
10. Paradox

6. Activation of Prior Knowledge

A. Pre-Test
Instruction: Read carefully and choose the correct answer for each question.
Write your answer on a ¼ sheet of paper.

1. It can be described as the beat and pace of a poem.

a. line b. rhythm c. stanza
2. It is a piece of writing in which the words are chosen for their beauty and sound and
are carefully arranged, often in short lines.
a. poetry b. poem c. rhythm
3. A unit of language into which a poem is divided.
a. Poem b. stanza c. line
4. A series of lines grouped together and separated by a space from other stanzas.
a. Syllables b. stanza c. line
5. This is the unit of sounds that construct words.
a. line b. stanza c. syllables

B. Motivation
#2 Pics, 1 Word

Instruction: Identify the word described based on the picture and letter clues.

L_ N_ S _ A_ _A R _ _T_ _M
II. Analysis
a. What is poetry?
Presenting b. What is the difference between a poem and poetry?
examples/instance c. How can we construct a poem using the basic elements of poetry?
s of the new lesson d. Why elements of poetry are important in writing a poem?
e. Why poetry is important in our life?
Note: The teacher recognizes every answer of the learners by giving praise.
 III. Abstraction

Poetry – it is a piece of writing in which the words are chosen for their beauty and sound
and are carefully arranged, often in short lines.

Poem - is the fundamental unit of poetry.

Basic Elements of Poetry:

1. Line
2. Stanza
3. Rhythm
4. Meter
5. Rhyme
6. Rhyme scheme
7. Theme
8. Mood
9. Tone
1. Line - a unit of language into which a poem is divided.

Example:
Girl On Fire – Alicia Keys

She’s just a girl, and she’s on fire

Hotter than a fantasy, lonely like a highway
She’s living in a world, and it’s on fire
Discussing new
Feeling the catastrophe, but she knows she can fly away
concepts and
practicing new
2. Stanza – a series of lines grouped together and separated by a space from other
skills
stanzas.

Example:

“A Red, Red Rose”

by Robert Burns
Types of Stanza
O my Luve is like a red, red rose • monostich (1 line)
That’s newly sprung in June; • couplet (2 lines),
First
O my Luve is like the melody • tercet (3 lines),
stanza
That’s sweetly played in tune. • quatrain (4 lines),
• cinquain (5 lines),
So fair art thou, my bonnie lass, • sestet (6 lines) (sexain),
So deep in luve am I; • septet (7 lines),
Second
And I will luve thee still, my dear, • octave (8 lines).
stanza
Till a’ the seas gang dry.

Till a’ the seas gang dry, my dear,

And the rocks melt wi’ the sun; Third Quatrain (four lines)
I will love thee still, my dear, stanza
While the sands o’ life shall run.

And fare thee weel, my only luve!

And fare thee weel awhile!
And I will come again, my luve, Fourth
stanza
Though it were ten thousand mile.
Another example is the excerpt:

“I do not like green eggs and ham.

I do not like them Sam I am.”

It consists of two lines. Hence, the stanza is called couplet.

3. Rhythm - it can be described as the beat and pace of a poem.

• The best method of understanding this is to read the poem aloud and understand the
stressed and unstressed syllables.
• Rhythm can help to strengthen the meaning of words and ideas in a poem.

Syllables are units of sound that construct words. When we speak in ordinary
conversation, we pronounce different parts of words, or syllables, separately.
Within poetry, the beat is the pattern of stresses within a line of verse.

• In music, rhythm is the placement of sounds in time or arrangement of notes.

Example: a drummer or bass guitarist might create the beat for the rest of the
band to follow, or a conductor might signal the beat to an orchestra or choir,
but in poetry the rhythm is usually set by the ‘stresses’ in the words themselves.

Is rhythm the most important part of music?

➢ Rhythm is the essential ingredient in all music. You can mix together any
sounds you want, but if there is no underlying rhythm to the sounds, there is no
music.

(Play the song, “Wonderful Tonight” by Eric Clapton and let your students to listen)

Stressed and unstressed

Different rhythmic patterns are created by choosing where the emphasis (stress)
falls in the line. These patterns all have names:

An iamb: unstressed (u)/ stressed (/)– da-DUM (u / )

Example: today to-DAY apart a-PART

A trochee: stressed / unstressed – DUM-da

Example: pretty PRET-ty sunny SUN-ny

An anapaest: unstressed / unstressed / stressed – da-da-DUM

Example: understand un-der-STAND disagree dis-a-GREE

A dactyl: stressed / unstressed / unstressed – DUM-da-da

Example: elephant EL-e-phant syllable SYL-la-ble

A spondee: stressed / stressed – DUM-DUM

Example: toothache TOOTH - ACHE airplane AIR-PLANE

Troilus and Cressida by William Shakespeare

“CRY, CRY! TROY BURNS or ELSE let HELen GO.”

 Remember:
• Put stress on the first syllable when saying a noun. Put stress on the
second syllable when saying a verb. Caution: This rule does not apply to
all words that can be used as either a noun or verb.

How do I know if a syllable is stressed or unstressed?

• A stressed syllable has a longer, louder, and higher sound than the other
syllables in the word. Syllables with the schwa sound in them are rarely
the stressed syllable.

IV. Application

Activity. 30 minutes

“WRITE ME”

The class will be divided into four.

Instructions:
A. Write a unique/original poem. (5 minutes)
B. Each group will choose a color on the slide.
C. The theme of the poem is written in the color you have chosen.
D. After constructing the poem, you will be given another 5 minutes to practice the
assigned task in your group. Another 3 minutes for presentation.
▪ group 1 will sing the poem
▪ group 2 will read the poem
▪ group 3 will interpret their poem through a simple dance
▪ group 4 will act out the poem through role play
Finding practical E. Lastly, each of the groups will be given 2 minutes to explain the message of the
applications of poem, the number of lines, the type of stanza, and the rhythmic patterns applied
concepts and skills in the poem.
in daily living

Rubric #1

20 Points
Excellent Average Poor
(5 Points) (3 Points) (1 Point)
COHESIVENESS The poem goes The poem somewhat The poem does not
perfectly together. goes together but go together. The
There is a unity needs more poem’s lines and
between lines and cohesiveness. The stanzas sway from
stanzas, which poem’s lines and the theme.
connect with the stanzas sometimes
theme. sway from the
theme.
USE OF POETIC The poem uses the The poem uses one The poem uses no
ELEMENTS three basic elements or two of the three poetic elements.
of poetry to enhance basic elements of
the poem and the poetry but they
reader’s emotions. sometimes distract
the reader.
 The poem uses The poem The poem does not
RHYTHM rhythm throughout, sometimes uses have any noticeable
which benefits the rhythm but may rhythm.
poetic tone. waver in a way that
distracts the reader
and negatively affects
the tone.
CREATIVITY The poem uses 3 or The poem uses one The poem does not
more unique or two unique use unique figurative
figurative language to figurative languages language.
describe situations, to describe
objects, and people. situations, objects,
and people

RUBRIC #2 (for presentation)

15 points

Excellent Average Poor

(5 Points) (3 Points) (1 Point)
INTERPRETATION Interpretation of the The interpretation of Interpretation of the
poem shows the poem has some poem is superficial
excellent insight and depth and insight and or faulty and
a large amount of and shows some shows only minimal
time working with amount of time insight and only a
the poem. spent with the poem. short amount of time
spent with the poem.
UNDERSTANDING Excellent Some understanding Weak understanding
understanding of the uses of of uses of figurative
of uses of figurative figurative language, language, poetic
language, poetic poetic terms, and terms, and literary
terms, and literary literary elements in elements in the
elements in the the poem. poem.
poem.
EXPLANATION The group The group The group
explanation is very explanation is explanation is weak,
strong, and very somewhat weak, confusing, and
clearly explained and somewhat confused, unclear and the
all required elements and sometimes required elements are
are very clearly unclear and some missing.
presented to the required elements are
class. missing.

Total Score: 35 points

Note: The teacher recognizes every answer of the learners by giving praise.
 • Poetry – it is a piece of writing in which the words are chosen for their beauty
and sound and are carefully arranged, often in short lines.
• Poem - is the fundamental unit of poetry.
• There are basic elements of poetry namely: line, stanza, rhythm
• Line - a unit of language into which a poem is divided.
• Stanza – a series of lines grouped together and separated by a space from other
stanzas
• Types of Stanza
✓ monostich (1 line)
✓ couplet (2 lines),
✓ tercet (3 lines),
✓ quatrain (4 lines),
✓ cinquain (5 lines),
✓ sestet (6 lines) (sexain),
✓ septet (7 lines),
✓ octave (8 lines).
• Rhythm - it can be described as the beat and pace of a poem.

Rhythm is the essential ingredient in all music. You can mix together any
sounds you want, but if there is no underlying rhythm to the sounds, there is no
music.
Making
1. iamb: unstressed (u)/ stressed (/)– da-DUM (u / )
generalizations and
abstractions about 2. trochee: stressed / unstressed – DUM-da
the lesson 3. anapest: unstressed / unstressed / stressed – da-da-DUM
4. dactyl: stressed / unstressed / unstressed – DUM-da-da
5. spondee: stressed / stressed – DUM-DUM

Why elements of poetry are important in writing a poem?

➢ Poetic devices are tools that a poet can use to create rhythm, enhance a poem's
meaning, or intensify a mood or feeling.

➢ These devices help piece the poem together, much like a hammer and nails join
planks of wood together.

Why is poetry important in our life?

➢ Poetry is a form of expression.
➢ Writing lets us get out our feelings and thoughts on a subject while reading it
encourages us to connect and find meaning in our experiences.
➢ Poetry can have a positive impact on the social and emotional learning of
children.
➢ It may offer them a new way of thinking about something.
 Evaluation:
Matching Type. 5 minutes
Directions: Match column A with the correct answer in column B, and write only the
letter of the answer on your ¼ sheet of paper.
Column A Column B
1. Stressed-Unstressed syllables G A. spondee
2. Stressed-Stressed syllables A B. rhythm
Evaluating learning 3. Stressed-Unstressed C C. trochee
4. Stressed-Unstressed-Unstressed E D. line
5. Unstressed-Unstressed-Stressed F E. dactyl
6. unit of language into which poem D F. anapest
is divided
7. beat and pace of a poem B G. iamb
8. stanza that has seven lines I H. stanza
9. series of lines grouped together H I. septet
10. stanza that has one line K J. poem
K. monostich

Assignment:

1 whole sheet of paper

▪ Write your own original song with poetic lyrics using the
three elements: line, stanza, rhythm (20 points)

Rubric:
Excellent Average Poor
(5 Points) (3 Points) (1 Point)
COHESIVENESS The poem goes The poem somewhat The poem does not go
perfectly together. goes together but together. The poem’s
There is a unity needs more lines and stanzas sway
between lines and cohesiveness. The from the theme.
stanzas, which connect poem’s lines and
with the theme. stanzas sometimes
Additional sway from the theme.
activities for USE OF POETIC The poem uses the The poem uses one or The poem uses no
application or ELEMENTS three basic elements of two of the three basic poetic elements.
remediation poetry to enhance the elements of poetry but
poem and the reader’s they sometimes distract
emotions. the reader.
The poem uses rhythm The poem sometimes The poem does not
RHYTHM throughout, which uses rhythm but may have any noticeable
benefits the poetic waver in a way that rhythm.
tone. distracts the reader and
negatively affects the
tone.
CREATIVITY The poem uses 3 or The poem uses one or The poem does not use
more unique figurative two unique figurative unique figurative
language to describe languages to describe language.
situations, objects, and situations, objects, and
people. people

▪ Browse the internet, and search for the other elements of poetry. (10 points)
V. REMARKS

VI.
REFLECTION
A. No. of
learners
who earned
80% in the
evaluation
B. No. of
learners
who
require
additional
activities
for
remediatio
n
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue to
require
remediatio
n
E. Which of
my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?
G. What
innovation
 or localized
materials
did I
use/discov
er which I
wish to
share with
other
teachers?

Prepared by:

MOSMIRAH B. ABDULJALIL
SHS - Teacher II

Checked:

LYDIA H. GORECHO
Master Teacher I

Approved:

RODULFO C. VILLAROSA, EdD

Secondary School Principal I