ASUNCION S.

MELGAR NATIONAL HIGH SCHOOL

DAILY LESSON PLAN IN CREATIVE WRITING

December 8, 2017 (Friday)

Grade 11- GAS A Bonifacio 8:30-9:30
Grade 11- GAS B Del Pilar 10:45-11:45

I. Objective:
Identifies the various elements, techniques, and literary devices in poetry.
HUMSS_CW/MP11/12-c-f-6
II. Subject Matter:
A. Reading and Writing Poetry
6.1. Elements of Genre
a. Essential Elements
a.1. Theme a.2. Tone
B. Creative Writing Curriculum Guide p.1
C. Visual aid, bond paper and ball pen
III. Procedures:
Primary Activity:
A. Review:
What was our topic last meeting?
B. Motivation:
Have you ever experienced a poem?
C. Presentation:
The students will be asked to explain in his/her own understanding of the following statement:
 Love is like a rosary that full of mystery
What do you think our lesson this morning? (Posting the objective on the board.)

Developmental Activity:

A. Activity:

“Guess What?”
The teacher will scramble the words and provide the definition of the given word and some
examples.Then, let the students guess what word was being scrambled.
1. ismeli (simile) - indirect comparison between 2 unlike objects using the words “like” and
“”as.”
Example: She is as beautiful as Venus Raj.
2. porhtame (metaphor) - a direct comparison of 2 unlike things without the use of “like” and
“as.”
Example: Your brain is a computer.
3. perhylebo (Hyperbole) - an overstatement or exaggeration that can be used for dramatic
effect or to help paint a word picture.
Example: I’m dying of hunger.
4. soncatiperonifi (personification) - an inanimate object or animal is given human qualities or
characteristics.
Example: The leaves are dancing.
 5. notomapooeia (Onomatopoeia) - use of words whose sounds seem to imitate the sound of
the object or action being named.
Example: The birds are chirping.

B. Analysis:
1. How did you find the activity?
2. What are the insights you gained in the activity?
3. What do you think are those jumbled words?
C. Abstraction:

The teacher will discuss the following;

 Various elements, techniques, and literary devices in fiction

Figures of Speech
1. Simile
2. Metaphor
3. Hyperbole
4. Personification
5. Onomatopoeia
6. Allusion
7. Irony
8. Oxymoron
9. Metonymy
10. Alliteration

D. Application:
“Find Me!”
The class will be grouped into 5, each group must contain 3-5 members (depends on the class
size).
I will provide a poem and the students will look and identify the literary devices that was used in
the poem. Then, the teacher will divide the poem in each group.

Group 1 - Stanza 1
Group 2 - Stanza 2
Group 3 - Stanza 3
Group 4 - Stanza 4
Group 5 - Stanza 5

IV. Evaluation:
In a one-half crosswise, the students will make their own example for each literary
device.
V. Assignment:
Research the Elements for Specific Forms of Genre.
 Ode to the West Wind
BY PERCY BYSSHE SHELLEY

O wild West Wind, thou breath of Autumn's being,

Thou, from whose unseen presence the leaves dead
Are driven, like ghosts from an enchanter fleeing,

Yellow, and black, and pale, and hectic red,

Pestilence-stricken multitudes: O thou,
Who chariotest to their dark wintry bed

The winged seeds, where they lie cold and low,

Each like a corpse within its grave, until
Thine azure sister of the Spring shall blow

Her clarion o'er the dreaming earth, and fill

(Driving sweet buds like flocks to feed in air)
With living hues and odours plain and hill:

Wild Spirit, which art moving everywhere;

Destroyer and preserver; hear, oh hear!

II
Thou on whose stream, mid the steep sky's commotion,
Loose clouds like earth's decaying leaves are shed,
Shook from the tangled boughs of Heaven and Ocean,

Angels of rain and lightning: there are spread

On the blue surface of thine aëry surge,
Like the bright hair uplifted from the head

Of some fierce Maenad, even from the dim verge

Of the horizon to the zenith's height,
The locks of the approaching storm. Thou dirge

Of the dying year, to which this closing night

Will be the dome of a vast sepulchre,
Vaulted with all thy congregated might

Of vapours, from whose solid atmosphere

 Black rain, and fire, and hail will burst: oh hear!

III
Thou who didst waken from his summer dreams
The blue Mediterranean, where he lay,
Lull'd by the coil of his crystalline streams,

Beside a pumice isle in Baiae's bay,

And saw in sleep old palaces and towers
Quivering within the wave's intenser day,

All overgrown with azure moss and flowers

So sweet, the sense faints picturing them! Thou
For whose path the Atlantic's level powers

Cleave themselves into chasms, while far below

The sea-blooms and the oozy woods which wear
The sapless foliage of the ocean, know

Thy voice, and suddenly grow gray with fear,

And tremble and despoil themselves: oh hear!

IV
If I were a dead leaf thou mightest bear;
If I were a swift cloud to fly with thee;
A wave to pant beneath thy power, and share

The impulse of thy strength, only less free

Than thou, O uncontrollable! If even
I were as in my boyhood, and could be

The comrade of thy wanderings over Heaven,

As then, when to outstrip thy skiey speed
Scarce seem'd a vision; I would ne'er have striven

As thus with thee in prayer in my sore need.

Oh, lift me as a wave, a leaf, a cloud!
I fall upon the thorns of life! I bleed!

A heavy weight of hours has chain'd and bow'd

One too like thee: tameless, and swift, and proud.

V
Make me thy lyre, even as the forest is:
 What if my leaves are falling like its own!
The tumult of thy mighty harmonies

Will take from both a deep, autumnal tone,

Sweet though in sadness. Be thou, Spirit fierce,
My spirit! Be thou me, impetuous one!

Drive my dead thoughts over the universe

Like wither'd leaves to quicken a new birth!
And, by the incantation of this verse,

Scatter, as from an unextinguish'd hearth

Ashes and sparks, my words among mankind!
Be through my lips to unawaken'd earth

The trumpet of a prophecy! O Wind,

If Winter comes, can Spring be far behind?