Sample Poetry

Trees
Antonio Carpio

I think that I shall not plant a tree

I shall not follow this decree
I’m neither cowardly nor brave
I just don’t wanna be a slave
Of any mortal same as me!
God made us free;
and free I’ll be!

Why should they rob me of the joy

I’ve known since I was still a boy?
The thrill of growing what I chose—
A pili, mango or a rose!
That’s why I will not plant a tree
I say—“to hell with that decree!”

Why let the loggers roam at will

Denuding every virgin hill
Then let the burden on us fall?
Where is the justice of it all?
Poems are made by fools like me
But greater fools made this decree!

Sample Close Analysis

A Close Reading of Trees for Adolescent Readers

by Marvin Dominic B. Buena
(Unpublished Review)

Trees by Judge Antonio Carpio talks about a man questioning the law of planting a
tree. In this essay, I applied close reading to unlock the significance of this poem in
today’s issues of the country. The form of this lyric poem is notable. It follows a rhyme
scheme of AABBCC DDEEAA FFGGAA in a structure of three stanzas with six equal
lines. The entire poem is designed as if it forms a tree. Notice how the lines on top form
the branches while those at the middle form the trunk, and the bottom lines form the
roots of a tree. In the first stanza, the speaker is asking why should he plant a tree. He
feels like he is enslaved by that law, as a result, he doesn’t want to do it anymore
because just like any other individual, he was made by God with freedom which he
believes should have a choice of not doing it. The trees may symbolize his freedom that
is being cut down by the illegal loggers.
In the second stanza, the speaker goes back to his childhood when he wanted to
grow various trees such as pili, mango, or a rose. He states that there is someone who
forces him to grow these trees and accuse them of robing of his joy. By this time, he is
introducing what happened in the next stanza.
In the third stanza, the speaker accuses loggers cutting down trees in virgin hills
which means they target forests that were not touched before. He cites that this is unfair
because as these loggers chunk down trees, an individual like him is burdened by a
following law that requires him to plant trees. He then ends by telling that this poem is
made by foolish people like him but those that made this law are more foolish that he
seems to be.
More than the issue of illegal logging which is still a global prevalent issue to date,
what this poem really talks about is injustice. The speaker questions the inequality of
citizens planting a tree while illegal loggers still get away with their unlawful acts. To
him, the illegal loggers are the laws while the trees symbolize our freedom. This poem
further opens up timely issues in the country since laws in our country slowly cuts down
our freedom as citizens. Soon, there will be a time when like losing trees, we also lose
our own rights and we are exploited by these illegal loggers.

Sample Performance Task Rubric for Close Analysis

Criteria 5 4 3 2 1
Advanced Proficient Approaching Developing Beginning
Proficiency Proficiency Proficiency Proficiency
Ideas about the The poem was The poem was The poem wasn’t The poem wasn’t
poem was made literally analyzed explained using interpreted. explained and
Interpretation
and was supported and was supporting details but interpreted.
by evidence and supported by wasn’t able to identify
details. details. the literal meaning.
All necessary Necessary Necessary Information were Information weren’t
information were information were information were presented logically logically presented.
presented logically presented presented logically in in few parts of the
Organization
and flow of logically in most some parts of the text
thoughts made it parts of the text. text.
easy to
understand.
Punctuations and Punctuations Punctuations and Punctuations and Punctuations and
spelling were and spelling spelling were correct spelling were spelling were
correct in all parts were correct in in some parts of the correct in few parts correct in few parts
Grammar and
of the text. No most parts of the text. At least ten (10) of the text. At least of the text. More
Mechanics
grammatical errors text. At least five grammatical errors fifteen (15) than 15
present. (5) grammatical were present. grammatical errors grammatical errors
errors were were present. were present.
present.

Sample Graphic Organizer for Close Analysis with Rubrics

Criteria 5 4 3 2 1
Advanced Proficient Approaching Developing Beginning
Proficiency Proficiency Proficiency Proficiency
Phase 1 All provided details Missed one Missed two or more Completely missed Detailed what the
show what the text detail that show details that show what the text says. texts says to no
says. what the text what the text says. avail.
 says.
All evidences were Missed one Missed two or more Completely missed Explained the text
cited and supported evidence that presented logically in all the evidences to without evidences.
Phase 2 what the text says. could have cited some parts of the what the text says.
and supported text.
what the text
says.
Determines the Determines the Determines the Failed to determine Says what the
purpose of the text, purpose of the purpose of the text, the purpose of the purpose of the text
what it means, and text, what it but failed to mention text, what it means, it without
relate its importance means, and but what it means, and its and its importance justification.
Phase 3 to real life situations, fails to relate its importance to real life to real life
other texts, and importance to situations, other texts, situations, other
even bigger ideas. real life and even bigger texts, and even
situations, other ideas. bigger ideas.
texts, and even
bigger ideas.
Phase 1: What the Text Says

Phase 2: How the Text Says it

Phase 3: What the Text Mean