CREATIVE

WRITING
Senior High School

Quarter 1

Our Lady of Perpetual Help Academy

 CREATIVE
WRITING
Module No. 1
Understanding of Imagery, Diction, Figures
of Speech and Variations of Language

Module Duration: Quarter 1 Week 1-4

 Lesson 1: Introduction to Creative Writing

Lesson Objectives
By the end of this module, you are expected to:
1. differentiate creative writing from other forms of writing
2. learn the various genres in creative writing
Warm Up
Choose the correct answer by encircling the letter.
1. Symbols help the reader understand and remember a certain character or part of the
story by making the novel deeper in meaning and richer in imagery.
a. true
b. false
c. neither
d. none
2. Which device draws the reader into poetic experiences by touching on the images
and senses which the reader already knows?
a. imagery
b. figurative language
c. hyperbole
d. form
3. Language which works to evoke images in your mind is:
a. double entendre
b. imagery
c. prose
d. pun
4. Which of the following means the writer’s attitude toward his/her subject or topic?
a. Figurative language
b. Tone
c. Imagery
d. Hyperbole

5. “It’s raining cats and dog” is an example of:

a. imagery
b. exaggeration/hyperbole
c. metaphor
d. alliteration
6. I’m so thirsty, I could drink the entire ocean! is an example of:
a. simile
b. hyperbole
c. imagery
d. acrostic
7. Raisin being defined as a partially dried grape is considered the _______ of the word.
a. Denotation
b. Imagery
c. Connotation
 d. rhyme
8. Using words that sound like what they describe is ___________.
a. metaphor
b. alliteration
c. imagery
d. onomatopoeia
9. __________________________ refers to the language of a poem, and how each
word is chosen to create a specific meaning.
a. Imagery
b. Diction
c. Figures of speech
d. Meter
10. It is writing something using your imagination to create a fictional story.
a. novel
b. journal
c. creative writing
d. poem

Task 1 Spot the Difference

Read the two text and write the differences on how it was written (like for example if it
uses imagination) on the space provided.

First text:

Professor Fizz clutched the miracle potion in his gloved hand. For many days and
nights, he had been trying to perfect his dangerous recipe. Now it was exactly right, it
was time to test the fragrant brew. Removing his gloves, he pulled the cork from the
top of the bubbling beaker. In one gulp, he drank the green flavourless potion and
waited.

Second text:

Owls are known as the bird of prey. They are nocturnal, which means they sleep
during the day and hunt at night. Owls have forward –facing eyes and a hooded beak.
As they do not have teeth, they use their sharp beak to help them tear apart their
food. They also have powerful claws which help them to catch their prey. The colour
of an owl’s feathers can be brown, grey, white, and black. The mix colours provides a
camouflage for the owl in the environment.

Questions:
1. What are the differences between the two text that you had read?
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2. What kind of text is the first one? Second one?
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3. How did you find out the difference of the text?
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 4. Did this activity help you for this lesson?
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Task 2 Mapping Memories

You are to think back to when you were seven years old, draw detailed map of your
bedroom. To do this try to relax, close your eyes, and think back to when you were seven years
old. Picture yourself sitting in your bedroom, look around your bedroom and take a few minutes
to bring back this memory. Map the floor plan of your room in the center of the paper. Mark the
placement of doors and windows, and sketch in the furniture as it was positioned in the room.
(Note as many specific details as possible on your map or on a list beneath like the color of the
curtains, the color of the paint or wallpaper, posters hanging on the walls, plants on the dresser,
and toys, etc.)

Prepare a short bond paper for your map floor plan of your bedroom.
“Only in men’s imagination does every
truth find an effective and undeniable
existence. Imagination, not invention, is
the supreme master of art as of life.”
– Joseph Conrad

Writing is viewed by many young writers as a

complicated process. This is made true by the fact that
writing involves expressing the writer’s innermost
thoughts, feelings, and ideas.

What is Creative Writing?

Also known as 'the art of making things up,'
creative writing is a vital part of modern society.
Traditionally referred to as literature, creative writing is
an art of sorts - the art of making things up. It's writing
done in a way that is not academic or technical but still
attracts an audience. Though the definition is rather
loose, creative writing can for the most part be
considered any writing that is original and self-
expressive.

Purpose

The purpose of creative writing is to both

entertain and share human experience, like love or loss.
Writers attempt to get at a truth about humanity
through poetics and storytelling. If you'd like to try your
hand at creative writing, just keep in mind that whether
you are trying to express a feeling or a thought, the first
step is to use your imagination.

Genres of Creative Writing

 Creative writing involves a wide range of literary forms. This writing forms illustrate a
style that centers on expressing one’s feelings and thoughts rather than merely giving facts or
details.

Creative Writing can be found basically everywhere from TV

commercials to funny sign like “God knows
Hudas not pay,” but for a piece of writing to
be regarded a literary, one usually
writes in one of these genres: poetry, fiction,
drama, essay and more.

Types of Creative Writing

Poetry
Plays
Movie and television scripts
Fiction (novels, novellas, and short stories)
Songs
Speeches
Memoirs
Personal essays

Task 3 Instamemory
You are going to describe a real or make-believe photograph. You imagine a favorite
memory as a cellphone picture with the sentence starter: My memory snapshot shows… and
include who is in it, what is happening, where it is happening, and when it is happening. Note
colors, emotions, facial expressions, and other visual details about the moment.

Write your answer on the space provide below.

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Task 4 Show Me A Picture

A. Write the beginning of the story in your own creative way.

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B. Write the end of the story in your own creative way.

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 Rubrics for Creative Writing
5 10 15
Partial Command Adequate Command Strong Command
Content Sketchy ideas, information, The piece needs more details The writing is clear, detailed,
and details make the paper and support to define the topic and well supported
unfocused. More than one of or tell the story Details expand the main topic
these is true: General information needs to giving the piece a strong focus
The main topic is unclear be supplemented with details The organization of the piece
Details are limited or Contains repetitions and/or clearly guides the reader
unrelated clichés through the text and
No sense of direction carries highlights its key points
the reader from point to point
Voice The writing lacks life, spirit, The writing is functional and The writing is lively and
and energy seems sincere but is not very designed to hold the reader’s
expressive attention
Total
 Lesson 2 What is Sensory Experience?
Lesson Objectives

By the end of this module, you are expected to:

1. Identify the imagery used in the sentences
2. master descriptive writing by using the five senses
3. creates an experience for the reader that evokes the senses

Warm-up

Go to an area where there is a concentration of sound in the surroundings of your house.

Close your eyes and focus on what you hear. Using your journal or notebook, describe what you
hear.

1. What is the noise like? Too soft or loud?

2. Are there voices? High or Low?
3. Can you describe the pitch?
4. Do the sounds go together or not?
5. How would you describe these sounds individually? How would you describe them
altogether?

T he writer's ability to create a gripping and

memorable story has much to do with engaging our five
senses.

Sensory details include sight, sound, touch, smell,

and taste. Writers employ the five senses to engage a
reader's interest. If you want your writing to jump off the
page, then bring your reader into the world you are
creating. When describing a past event, try and
remember what you saw, heard, touched, smelled, and
tasted, then incorporate that into your writing. Sensory
details are used in any great story, literary or not. Think
about your favorite movie or video game. What types of
sounds and images are used? What do your favorite
character’s taste, smell, and touch? Without sensory
details, stories would fail to come to life.

When sensory details are used, your

readers can personally experience whatever you're
trying to describe, reminding them of their own
experiences, giving your writing a universal feel. A
universal quality is conveyed when the writer is
able to personally connect with the readers.
Another note about sensory details: there is no one
sense that's more important than another. It all
depends on the scene you're trying to create. However, imagery, the sight sense, is a common
feature in vivid writing.

Let's look at sensory details in action. Compare the following two passages describing a
trip to the grocery store.

Here's a passage without sensory details: Read this revised version with the addition of
sensory details:

Upon entering the grocery store, I headed

I went to the store and bought some
flowers. Then I headed to the meat department.
Later I realized I forgot to buy bread.
Now, does this pull you in? Of course it
doesn't. There's nothing to bring you into the
writer's world.
directly for the flower department, where I
spotted yellow tulips. As I tenderly rested the
tulips in my rusty shopping cart, I caught a whiff
of minty dried eucalyptus, so I added the fragrant
forest green bouquet of eucalyptus to my cart.
While heading for the meat department, I smelled
the stench of seafood, which made my appetite
disappear.
See how the extra details made that scene
come to life?

It has been said that we think in images and not just what we only see , but one
that evokes all our senses.

Imagery is language used by poets, novelists and other writers to create images in the
mind of the reader. Imagery includes figurative and metaphorical language to improve the
reader’s experience through their senses.

Example 1 Imagery using visuals (SIGHT):

The night was black as ever, but bright stars lit up the sky in beautiful and varied
constellations which were sprinkled across the astronomical landscape.

In this example, the experience of the night sky is described in depth with color
(black as ever, bright), shape (varied constellations), and pattern (sprinkled).

Example 2 Imagery using sounds (AUDITORY):

Silence was broken by the peal of piano keys as Shannon began practicing her concerto.

Here, auditory imagery breaks silence with the beautiful sound of piano keys.
Example 3 Imagery using scent (smell) OLFACTORY:

She smelled the scent of sweet hibiscus wafting through the air, its tropical smell a
reminder that she was on vacation in a beautiful place.

The scent of hibiscus helps describe a scene which is relaxing, warm, and
welcoming.

Example 4 Imagery using taste (GUSTATORY):

The candy melted in her mouth and swirls of bittersweet chocolate and slightly sweet but
salty caramel blended together on her tongue.
 Thanks to an in-depth description of the candy’s various flavors, the reader can
almost experience the deliciousness directly.

Example 5 Imagery using touch (TACTILE):

After the long run, he collapsed in the grass with tired and burning muscles. The grass
tickled his skin and sweat cooled on his brow.

In this example, imagery is used to describe the feeling of strained muscles,

grass’s tickle, and sweat cooling on skin.

Task 1 Identify the imagery type used in the following:

1. He fumed and charged like an angry bull.

2. He fell down like an old tree falling down in a storm.
3. He felt like the flowers were waving him a hello.
4. The eerie silence was shattered by her scream.
5. He could hear his world crashing down when he heard the news about her.
6. The F-16 swooped down like an eagle after its prey.
7. The word spread like leaves in a storm.
8. The lake was left shivering by the touch of morning wind.
9. Her face blossomed when she caught a glance of him.
10. He could never escape from the iron grip of desire.
11. He could hear the footsteps of doom nearing.
12. She was like a breath of fresh air in fusing life back into him.
13. The pot was red as a tongue after eating a cherry flavoured ring pop.
14. Her blue eyes were as bright as the Sun, blue as the sky, but soft as a silk.
15. The music coursed through us, shaking our bodies as if it came from within us.

Task 2 Building Descriptive Pyramids

As you see in the picture is a scoop of ice cream in a dish.

You are going to build a descriptive pyramid, and this ice
cream is the basis. Write the word ice cream on the space
provided.

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This time add a word or phrase one at a time, and develop

the details of the ice cream.

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After two or three additions, add a topping or two. The pyramid might look like this.
 marshmallow
chocolate mashmallow
delicious chocolate marshmallow
soft delicious chocolate marshmallow

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Examine the words you added. Which ones are the most descriptive? Which one specifically
appeal to the sense of taste? How does the last line compare to the first?

Task 3 Paragraph Making

Use one of the phrases from the exercise above to develop into a longer paragraph or
based on any one of several sensory impressions drawn from the last lines of the pyramid.
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Task 4 Four –Star Food Review

You will list the food items that
would make up your ideal summer meal.
Include one main dish, one side dish, one
dessert, and one drink. Describe the looks,
smells, and tastes associated with the meal.
Finish the sentence: My meal reminds me
of summer, because… Use the details
collected to write a review of the meal in
one or two paragraphs. Write it on the box
below.

Title
 Rubrics for Food Review
Category 4 3 2 1
Organization Information is very Information is organized Information is The information
organized with well- with well-constructed organized, but appears to be
constructed paragraphs. Most paragraphs are not disorganized.
paragraphs and paragraphs include well-constructed. Paragraphing structure
introduction, body and introductory sentence, was not clear and
conclusion explanations or details sentences were not
and concluding typically related within
sentence. the paragraphs.
Use of A large variety of A variety of descriptive Descriptive terms are There are few
Descriptive descriptive food terms food terms are used used sporadically and descriptive terms used
Food terms are used in a creative correctly throughout not in the proper in this article.
and innovative way the article. context.
correctly throughout
the article.
Quality of Infromation clearly Information clearly Information clearly Information has little
Information relates to the meal relates to the meal relates to the meal or nothing to do with
review. It includes review. It provides 1-2 review. No details the meal review in
several supporting supporting details and/or examples are each paragraph
details and/or and/or examples in given in each
examples in each each paragraph. paragraph.
paragraph.
Total
 Lesson 3: DICTION
Lesson Objectives

By the end of this module, you are expected to:

1. utilize language to evoke emotional and intellectual responses from readers
2. use accurate, precise, concrete, and appropriate words when writing
3. discover what happens to a poem when the words are replaced with their
synonyms

Warm Up
Give the synonyms of the following words.
1. born
2. weather
3. accept
4. effect
5. lose

Diction is simply the words the writer chooses to convey a particular meaning. When
analyzing diction, look for specific words or short phrases that seem stronger than the others
(ex. Bragg’s use of slingshot instead of travel).
Diction is NEVER the entire sentence! Also, look for a pattern (or similarity) in the words
the writer chooses (ex. Do the words imply sadness, happiness, etc?). This pattern helps to
create a particular kind of diction. This pattern can also include repetition of the same words or
phrases.
Repeating the same word or phrase helps the reader emphasize a point, feeling, etc.
Effective diction is shaped by words that are clear, concrete, and exact. Good writers avoid
words like pretty, nice, and bad because they are not specific enough. Instead, they rely on
words that invoke a specific effect in order to bring the reader into the event being described.
Examples: A coat isn’t torn; it is tattered.
The US Army does not want revenge; it is thirsting for revenge.
A door does not shut; it thuds.

Diction depends on subject, purpose, occasion, and audience.

The subject often determines how specific or sophisticated the diction needs to be. For
example, articles on computers are filled with a specialized language: e-mail, e-shopping, web,
interface. Many topics generated special vocabularies to convey meaning.
The writer’s purpose – whether to persuade, entertain, inform – partly determines
diction. Words chosen to impart a particular effect on the reader reflect the writer’s purpose.
For example, if an author’s purpose is to inform, the reader should expect straightforward
diction. On the other hand, if the author’s purpose is to entertain, the readers will likely
encounter words used in ironic, playful, or unexpected ways.
Diction also depends on occasion. Formal diction is reserved for scholarly writing and
serious texts. Informal diction is often used in narrative essays and newspaper editorials.
Colloquial diction and slang are typically used to capture the language of a particular time frame
or culture.
Finally, the type of diction a writer uses depends on the audience (readers, listeners). An
author who uses sophisticated diction knows he is writing for an intelligent audience. An author
who uses more informal diction knows he is writing for an audience of varied intelligence.
Furthermore, to determine what word to use in your writing here are some criteria to be
considered according to the Creative Writer’s handbook.
English is not our first language and the tendency is that we confuse certain words in the
English Language with another. Homonyms are the common examples because they sound alike
but are spelled differently. An example is using ‘your’ and ‘you’re’. It spells a big difference in
what you wish to convey. Similar-sounding words like “stationary” and “stationery” are also
quite varied in terms of meaning and best to double check if you use the accurate word or not.
However, one can be accurate but not precise on the word choice. In facebook, you refer
a “friend” as a real friend, but you may consider him more as an acquaintance or a buddy. In
writing on should have the precision – it means that the words use must be appropriate to the
cultural, temporal, or geographical contexts you are working with. If your setting is the
Philippines, you should not use the chrysanthemums as flowers for it cannot be picked
anywhere in the country.
In creative writing, concrete diction is usually preferred over general or abstract word
choice. By evoking images and appealing to the senses, concrete words allow reader to be
immersed in that imaginary world and even experience what the characters are going through.
Consider the following lines.
Sophia exhibited extreme shyness.
Sophia felt bashful,
Sophia looked sheepish.
The first sentence sounds formal. The verb “exhibit” reminds one of a psychological case
and not use in everyday conversation. While the second is more contemporary diction and too
abstract. The is concrete and directly associates with the description of the image of a sheep,
meek and helpless.
Task 1 Irreplaceable
Create sentences for each of the words in the group:
1. like/appreciate/adore
2. mad/crazy/nuts
3. walk/stroll/trudge
4. remember/recall/reminisce
5. clothing/apparel/garment
Task 2 Support Me
 Examine the popular poetic lines found below and choose the word that best fit the
description. Be mindful of how the diction changes depending on the word used.
1. “Candy / is ____________/ but liquor / is quicker.” – Ogden Nash, ‘Reflections on Ice –
Breaking
excellent dandy superb
2. “Do not go gentle into that good night/ ______, _______ against the dying of the light.” –
Dylan Thomas, “Do Not Go Gentle into That Good Night”

Protest,protest Storm,storm Rage,rage

3. “Things ______ ______; the centre cannot hold.” – W.B. Yeats, “The Second Coming”

fall apart break up are deteriorating

4. “ W h o s e _ _ _ _ _ _ _ _
Snowy Evening”
5. “ W e p a u s e d b e f o
lands trees woods

“Because I could not stop for Death”

ground floor earth

Task 3 Abstract or Generic or Concrete

Transform the following abstract/generic descriptions into more concrete ones.
1. The old couple still looked very much in love.
2. John cried over the death of a relative.
3. The doctor examined her condition thoroughly.
4. Mary’s pet was sleeping.
5. All they wanted was long-lasting piece.
Why should you do diction exercises? Because your speech content may be great, you
may look fantastic but unless your audience can UNDERSTAND what you're saying, your
message is lost.
Diction does not only focus on its written form but as well in speech. Diction exercises
will help you learn how to speak clearly. An athlete does warm-ups and stretches before an
event: a singer does likewise. These exercises are the speaker's warm-up equivalent. They
prepare and train you to speak with ease.

The specific benefits of diction/articulation exercises are:  strengthening and stretching

the muscles involved in speech  bringing to your attention habitual speech patterns which may
be less than perfect. Good diction is NOT about changing your accent or making you 'talk posh'.
It is about clarity - making sure what you say is heard. The most commonly known and
used diction exercises are Tongue Twisters. There are literally squillions of them, each focusing
on either a single letter, or a letter combination. Often they're complete nonsense - phrases and
word combinations chosen purely for the way they make you work to say them clearly. Tongue
twisters have long been an integral part of a public speaker's tool kit. As well as being fun, they
are extremely effective.
Task 4 Tongue Twisters
 Read the following sentences first in slow pace. Afterwards, read a bit faster.
Bill had a billboard.
Bill also had a board bill.
The board bill bored Bill,
So Bill sold his billboard
And paid his board bill.
Then the board bill No longer bored Bill,
But though he had no board bill,
Neither did he have his billboard! Moses supposes his toeses are roses,
But Moses supposes erroneously, For
nobody's toeses are posies of roses As
Moses supposes his toeses to be.

Task 5 Read and Record

You are going to read one of the two given tongue twister and record it on a voice
recorder or using your mobile phone.

Rubrics for Tongue Twister

4 3 2 1
Volume The learner’s volume The learner’s volume is The learner’s volume The learner’s volume
is loud enough to be loud enough at least is loud enough to be often too soft to be
heard throughout the 90% of the time. heard at least 80% of heard.
presentation the time.
Clarity The learner speaks The learner speaks The learner speaks The learner
clearly and distinctly clearly and distinctly all clearly and distinctly mispronounces no
all (100-95%) the time, (100-95%) the time, but most (94-85%) of the more than one word.
and mispronounces no mispronounces one time. Often mumbles or
words. word. cannot be understood.
Preparednes The learner is The learner seems The learner is The learner does not
s completely prepared pretty prepared but somewhat prepared, seem at all prepared
and has obviously might have needed a but it is clear that to present.
rehearsed. couple more rehearsals rehearsal was lacking.
Creativity The learner shows The learner shows The learner shows The learner shows
creativity extensively some creativity that little creativity and very little creativity
that adds to the adds to the overall manifests little effort; and no effort is
overall effectiveness success of the does not catch manifested.
of the output; uses presentation; uses audience’s interest.
exceptional strategy to a certain
motivational strategy extent to catch the
to the audience’s audience’s interest
interest
Total

Task 6 Poem to Thee

Create a short poem about this current pandemic COVID-19. Before writing the poem
first identify your purpose and audience.
 Lesson 4 Figures of Speech

Lesson Objectives:

By the end of this module, you are expected to:

1. distinguish the difference between literal and figurative language
2. identify the different kinds of figurative language
3. utilize figures of speech in creative work

Warm Up

Make a comparison of a person to an object that is in your surroundings. Draw it in the

given box.

Person Object

1. W
h
a t

is in that object that is similar to the person compared to?

2. How do you feel about the activity?
Using original figures of speech in our 7. Metaphor: An implied comparison
writing is a way to convey meanings in fresh, between two dissimilar things that
unexpected ways. They can help our readers have something in common.
understand and stay interested in what we
have to say.  Example: "All the world's a stage."

1. Alliteration: The repetition of an initial 8. Onomatopoeia: The use of words that

consonant sound.
Example: She sells seashells by the
seashore.
2.  Anaphora: The repetition of the same
word or phrase at the beginning of
successive clauses or verses.
Example: Unfortunately, I was in the
wrong place at the wrong time on the
wrong day.  shrimp in his mouth."
imitate the sounds associated with the
objects or actions they refer to.
Example: The clap of thunder went
bang and scared my poor dog.
9. Oxymoron: A figure of speech in which
incongruous or contradictory terms
appear side by side.
Example: "He popped the jumbo

3. Apostrophe: Directly addressing a 10. Paradox: A statement that appears to

nonexistent person or an inanimate
object as though it were a living being.
Example: "Oh, you stupid car, you
never work when I need you to," Bert
sighed.
4.  Assonance: Identity or similarity in
sound between internal vowels in
neighboring words.
Example: How now, brown cow?
5. Hyperbole: An extravagant statement;
the use of exaggerated terms for the
purpose of emphasis or heightened
effect.
contradict itself.
Example: "This is the beginning of the
end," said Eeyore, always the
pessimist.
11. Personification: A figure of speech in
which an inanimate object or
abstraction is endowed with human
qualities or abilities.
Example: That kitchen knife will take a
bite out of your hand if you don't
handle it safely.
12. Simile: A stated comparison (usually
formed with "like" or "as") between
two fundamentally dissimilar things
that have certain qualities in common.

Example: I have a ton of things to do Example: Roberto was white as a

when I get home.
6.  Irony: The use of words to convey the
opposite of their literal meaning. Also,
a statement or situation where the
meaning is contradicted by the
appearance or presentation of the
idea.
sheet after he walked out of the horror
movie.
13. Synecdoche: A figure of speech in
which a part is used to represent the
whole.
Example: Tina is learning her ABC's in
preschool.

Example: "Oh, I love spending big

bucks," said my dad, a notorious penny
pincher.

Our Lady of Perpetual Help Academy of Linamon Lanao Kauswagan, Inc.

Linamon, Lanao del Norte
S.Y. 2020-2021
Name ______________________________________ Date__________________
Grade & Section _____________________________ Score _________________

Task 1 Figure Me Out

Write on the blank the correct figures of speech used in the following sentences.

1. I’m so hungry I could eat a horse. _______________________

2. My love for you is as deep as the ocean. _____________________
3. My old laptop throws a fit every time I try to use it. ___________________
4. He is like a monster when he plays sports. ____________________
5. The water opened its arms and invited them in. ______________________
6. The moon was a silver ship sailing through the sea. ___________________
7. The fly buzzed past us. _____________________
8. Charming children chat in the corner. ________________________
9. It really burned me up when you yelled at me. ______________________
10. He clattered and clanged as he washed the dishes. ___________________

Task 2 Creating Similes

Supply the appropriate similes on the space provided below.

Example: As thirsty as dried leaves

1. As ___________________ (Adj., e.g., hot) as ______________________

2. a ____________________ (Noun person, e.g. baby) like _____________
3. To ___________________ (Verb, e.g. sleep) as if ___________________
4. To ___________________ (Verb) so much it would _________________
5. To ___________________ (Verb) until ___________________________
6. To ___________________ (Verb) as much/hard as a ________________
7. To ___________________ (Verb) like a ___________________________
8. a ____________________ (Noun) is like a _________________________

Task 3 What am I?
If it is a simile, underline the simile in one color and write “simile” after it. If it is a
metaphor, underline the metaphor in another color, and write “metaphor” after it. Finally,
under each sentence, write what the simile or metaphor means.
1. The giant’s steps were thunder as he ran toward Jack.
2. The pillow was a cloud when I put my head upon it.
3. The bar of soap was a slippery eel during the dog’s bath.
4. I felt like a cheetah when I ran the race.
5. Those boys are like two peas in a pod.

Task 4 Person or Not

A. For each sentence, circle the object being personified and write the meaning under it.
 1. The wind sang her mournful song through the falling leaves.
2. The microwave timer told me it was time to eat my TV dinner.
3. The china danced on the shelves during the earthquake.
4. The rain kissed my cheeks as it fell.
5. The daffodils nodded their yellow heads at the walkers.
B. Personify the following sentences. Change the words in parentheses to words that
would describe a human’s actions.
1. The puppy (barked) when I left for school.
2. The leaf (fell) from the tree.
3. The CD player (made a noise).
4. The arrow (moves) across the screen.
5. The net (moves) when the basketball goes through.

Task 5 Fishing for Figurative Language

Directions: As you read highlight the examples of figurative language in the following colors simile =
Purple metaphor = Green hyperbole = Red personification = Pink onomatopoeia = Orange
alliteration = Yellow
As the sun peaked over the horizon, Andy Allen and Amy Atwater were already headed for the lake. Today was the Lucky
Lure fishing tournament, and they wanted to be at their favorite spot early. As their truck rounded the last bend in the road, they
spotted the lake. The aqua-blue water was a shiny mirror. What a perfect day for fishing!

As quick as a wink, Andy launched the boat in the water while Amy sorted the rods and reels. Andy gunned the engine and
the boat shot off like a rocket. But as they came around the corner, Andy and Amy spied another boat at their favorite fishing
spot! Their hearts dropped like rocks, and they knew they were in a pickle.

“Where will we fish?”

Andy asked Amy. “Sit tight,” Amy replied. “I think I may have another trick up my sleeve.” Amy directed Andy to a small
cove on the other side of the lake. Lily pads floated like saucers on the water and birds chirped cheerfully all around them. Andy
picked up his rod and cast it toward the moss-covered bank. Kerplunk! The lure splashed into the water. Before Andy had time to
blink, his line began to zing. He had a fish!

“Amy!” hollered Andy excitedly. “Lend me a hand and grab the net!” Andy reeled and reeled but the fish fought him tooth
and nail. Andy began sweating bullets. He knew the tournament victory would depend on this catch.

“Andy, you lucky dog,” exclaimed Amy. “You caught a whale of a fish! You’re sure to win the tournament now.”

“But you helped me catch him,” replied Andy. “We’ll share the prize.” Amy and Andy zoomed back to the dock to weigh
their fish and claim the prize: a Lucky Lure fishing hat and a T-shirt.

“Wow! What a wonderful day,” said Andy as they drove home. “But I’m exhausted!”

“Me too,” Amy said with a yawn. “But let’s come back tomorrow and see if there are any more whales in that cove!”

Task 6 A Story to Tell

Create a two-paragraph story about how Filipino people cope up with this pandemic
COVID-19 using some of the figures of speech you learned.
 Lesson 5 Introduction to Poetry
Lesson Objectives:

By the end of this module, you are expected to:

1. define what poetry is and what makes it different from other genres
2. identify the elements of poetry
3. determine the poetic devices used in a poem

Warm Up
More than a Feeling
What is the strongest emotion have you experienced? Is it anger, happiness, or fear?
Have you experienced something you could not describe because it was mix of different things?
Poetry helps in putting into words that feeling.
Take a look at the following ways we express emotions. Do they encapsulate what you
really want to say? In one or two sentences restate the following in your own words without
using the highlighted adjective for that emotion.
1. I am in love.
2. I feel anxious.
3. I’m excited.
4. I’m feeling happy.
5. I am hopeful.
What is a poem? Is mere self-expression? How does poetry put into words and translate
experience?
“Poetry is the rhythmical creation of beauty in words.” - Edgar Allan Poe
Composing poems is one of the effective way to express our innermost thoughts and
feelings. Poetry is the art of expressing oneself in verse. It uses few words to convey its meaning.
It is meant to be read aloud. It uses imagery or figures of speech to express feelings or create a
mental picture or idea.

Poetry as a form of literature long predates the existence of the written word. Its use
of rhyme, rhythm, and literary devices, such as metaphor and simile, helped make possible
the memorizing of long verses long before the advent writing. Though not as popular today
amongst readers, it endures still in the popular culture, particularly in hip hop and rap.

Poetry, if it achieves anything, offers us new perspectives on things we are already

familiar with. It attempts to restore our childlike curiosity about the world by presenting us
with familiar things in a new light.
There are many types of poetry, however, we will look on the six poetry forms.

1. Haiku
Traditionally, a haiku is a prescriptive form of Japanese poetry that follows a tight
syllabic structure that juxtaposes two subjects, usually related to a natural or seasonal
phenomenon.
 Form:
● 3 lines
● 17 syllables in total
● First line of 5 syllables, second line of 7 syllables, a final line of 5 syllables
● Does not usually rhyme
● Usually written in the present tense
2. Limerick
With origins that stretch back to the early years of the 18th century, the limerick’s
popularity endures.
Form:
● Strict AABBA rhyme scheme
● The first line usually introduces a person and a place
● The place name usually ends the first line setting up the rhyme for the second and
fifth lines
3. Narrative Poetry
As the name suggests, narrative poems essentially tell a story.  As poems were easier
to commit to memory, narrative poetry has its origins in oral traditions. This form
employs literary devices, often regular metre, to tell a story frequently in the voice of
a narrator and/or the characters in the tale. It combines poetic techniques, such
as rhyme and alliteration, with the elements of fiction, such as characters and a
recognizable plot.
One common sub-type of narrative poetry is the ballad. A ballad
tells a story of a particular time and place, usually over many verses.
It often includes a refrain - lines or verses that are repeated at regular
intervals. Ballads were originally chanted or sung, so they are very
structured in style.

Note:
Don't confuse ballad with ballade. A ballade is a traditional type of
formal lyric originally developed in France.

Features:
● Written to be read aloud
● Includes the usual elements of a story: characters, setting, conflict, dialogue,
climax, resolution
● Employs literary devices such as simile, metaphor, figurative language etc
● Often rhymes, but not always

4. Free Verse
While the word ‘free’ in this form may conjure up images of the wild scribbling of
emotional ‘vomit’, there is more to this form. While the structure is extremely loose in
 comparison to the tyrannical nature of the sonnet described below, it is not mere
prose. Check out the features below to get to grips with this often misunderstood
form.
Features:
● Characterized by irregular rhythm and rhyme, though both may be used at times
● Irregular line length
● Literary devices often used, for example, alliteration, assonance, metaphor,
simile, repetition, internal rhyme

5. Sonnet
The sonnet is an extremely technical form of writing that stands in stark contrast to
the relative anarchy of free verse. Though its origins can be traced to at least 13th
century Italy, there are numerous structural variants. Its popularity among poets such
as Milton and Donne exposed a wider English-speaking audience to its rigorous
structures. Many students are first exposed to this form through Shakespeare’s
sonnets and that is the form whose features we examine below.

Sonnet 116

Form Let me not to the marriage of true minds Structure

A fourteen line poem with
a six line section (sestet)
then a twist which
develops in an eight line
section (octet).
Sometimes this twist is
called the question and
Admit impediments. Love is not love One stanza to show that
love is exclusive and
Which alters when it alteration finds,
unbreakable
Or bends with the remover to remove. Final line challenges us to accept
O no, it is an ever-fixèd mark that his words are true- he
makes a brave claim that all of
That looks on tempests and is never shaken; his writing never existed if true
love does not exist!

the answer, or the It is the star to every wand'ring bark,

argument and the answer. Whose worth's unknown, although his height be taken.
A rhyming couplet at the Love's not Time's fool, though rosy lips and cheeks
end which sums up the
message. Within his bending sickle's compass come;

Written in iambic
pentameter – ten syllable
lines.
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.

Features:
●      14 lines of iambic pentameter
●      3 quatrains and a heroic couplet
●      Rhyme scheme is: abab, cdcd, efef, gg
 ●      The narrative usually includes the introduction of a problem, building toward a
solution by the close of the poem

6. Lyric Poetry
Lyric poetry, on the other hand, may tell about events, but the focus is on creating a mood
or recalling a feeling. Lyric poems express the character, impresssions and emotions of the
poet, and are usually short.

There are many different sub-types of lyric poems. Here are a few examples:

 Love song
 Patriotic song
 Hymn
 Elegy (a mournful poem or lament, sometimes rather long)
 Ode (usually addressed to a person, thing, or routine)
 Sonnet (a special type having fourteen lines)

Readers of poetry often bring with them many related assumptions:

 That a poem is to be read for its "message,"

 That this message is "hidden" in the poem,
 The message is to be found by treating the words as symbols which naturally do not
mean what they say but stand for something else,
 You have to decipher every single word to appreciate and enjoy the poem.

There are no easy ways to dispel these biases. Poetry is difficult because very often its
language is indirect. But so is experience - those things we think, feel, and do. The lazy reader
wants to be told things and usually avoids poetry because it demands commitment and energy.
Moreover, much of what poetry has to offer is not in the form of hidden meanings. Many poets
like to "play" with the sound of language or offer an emotional insight by describing what they
see in highly descriptive language. In fact, there can many different ways to enjoy poetry; this
reflects the many different styles and objectives of poets themselves.
(http://learn.lexiconic.net/elementsofpoetry.htm)

STRUCTURE AND POETRY

An important method of analyzing a poem is to look at the stanza structure or style of a

poem. Generally speaking, structure has to do with the overall organization of lines and/or the
conventional patterns of sound. Many modern poems may not have any identifiable
structure(i.e. they are free verse).

Lines
A single line in a poem is often organized into stanzas.

Chartless by Emily Dickinson

 I never saw a moor,
I never saw the sea,
Yet I know how the heather looks
and what a wave must be.
I never spoke with God,
nor visited in Heaven,
Yet I am certain of the spot
as if the chart were given.

THEME
is a truth lesson or
message about life

MOOD RHYTHM
Mood is the feeling the Rhythm is the beat
poet is trying to sound and feel of
convey. a poem.

ELEMENTS OF
POETRY
A poem is a collection of words written to
express ideas, imagination, and emotions.

LINE METER
A line is a single row Meter is the number
of words in a poem and style of accented
syllable in a line

STANZA RHYME
A stanza is a group of Rhyme describes words
Lines in a poem that have the same
ending sounds

Figure 1. A graphic organizer showing the elements of poetry

STANZAS
Stanzas are a series of lines grouped together and separated by an empty line from other
stanzas. They are the equivalent of a paragraph in an essay. One way to identify a stanza is to
count the number of lines. Thus:

 couplet (2 lines)
 tercet (3 lines)
 quatrain (4 lines)
 cinquain (5 lines)
 sestet (6 lines) (sometimes it's called a sexain)
 septet (7 lines)
  octave (8 lines) 

Example:
Today Is Your Luck
by Bruce Lansky

Today on your birthday

consider luck.
You could have been born
as a pig, cow, or duck

You could have been born

crying oink, quack, or moo
you’re lucky you didn’t
wind up in the zoo

SOUND PATTERNS
Three other elements of poetry are rhyme scheme, meter (ie. regular rhythm) and word
sounds (like alliteration). These are sometimes collectively called sound play because they take
advantage of the performative, spoken nature of poetry.

A. Word Sounds
Common types of sound play emphasize individual sounds between and within words:
1. Alliteration: the repetition of initial sounds on the same line or stanza
- Big bad Bob bounced bravely.
2. Assonance: the repetition of vowel sounds (anywhere in the middle or end of a
line or stanza) - Tilting at windmills
3. Consonance: the repetition of consonant sounds (anywhere in the middle or end
of a line or stanza) - And all the air a solemn stillness holds. (T. Gray)
4. Onomatopoeia: words that sound like that which they describe - Boom! Crash!
Pow! Quack! Moo! Caress...
5. Repetition: the repetition of entire lines or phrases to emphasize key thematic
ideas.
6. Parallel Stucture: a form of repetition where the order of verbs and nouns is
repeated; it may involve exact words, but it more importantly repeats sentence
structure - "I came, I saw, I conquered".
The repetition of certain sounds creates a rhythmic pattern that, in turn, gives lines of words a
certain musical or song-like quality. No band is needed!

B. Rhyme
Rhyme is the repetition of similar sounds. In poetry, the most common kind of rhyme is
the end rhyme, which occurs at the end of two or more lines. It is usually identified with lower
case letters, and a new letter is used to identify each new end sound. Take a look at the rhyme
scheme for the following poem:
 I saw a fairy in the wood,
He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen.

The rhyme scheme of the poem is abab..

Internal rhyme occurs in the middle of a line, as in these lines from Coleridge, "In mist or cloud,
on mast or shroud" or "Whiles all the night through fog-smoke white" ("The Ancient Mariner").
Remember that most modern poems do not have rhyme.

NOTE: Rhyme (above) and rhythm (below) are two different concepts!

C. Rhythm and Meter

Meter: the systematic regularity in rhythm; this systematic rhythm (or sound pattern) is usually
identified by examining the type of "foot" and the number of feet.

1. Poetic Foot: The traditional line of metered poetry contains a number of rhythmical units,
which are called feet. The feet in a line are distinguished as a recurring pattern of two or three
syllables ("apple" has 2 syllables, "banana" has 3 syllables, etc.). The pattern, or foot, is
designated according to the number of syllables contained, and the relationship in each foot
between the strong and weak syllables.Thus:

__ = a stressed (or strong, or LOUD) syllable

U = an unstressed (or weak, or quiet) syllable 

In other words, any line of poetry with a systematic rhythm has a certain number of feet,
and each foot has two or three syllables with a constant beat pattern .

a.     Iamb (Iambic) - weak syllable followed by strong syllable. [Note that the pattern is
sometimes fairly hard to maintain, as in the third foot.]

b.     Trochee (Trochaic): strong syllable followed by a weak syllable.

c.     Anapest (Anapestic): two weak syllables followed by a strong syllable.

e.g.
In her room at the prow of the house
Where light breaks, and the windows are tossed...

From "The Writer", by Richard Wilbur

 
d.     Dactyl (Dactylic): a strong syllable followed by two weak syllables.

DD

Here's another (silly) example of dactylic rhythm.

DDDA was an / archer, who / shot at a / frog
DDDB was a / butcher, and / had a great / dog
DDDC was a / captain, all / covered with / lace
DDDD was a / drunkard, and / had a red / face.

e.     Spondee (Spondaic): two strong syllables (not common as lines, but appears as a foot). A
spondee usually appears at the end of a line. 

2. The Number of Feet: The second part of meter is the number of feet contained in a line.

Thus:
one foot=monometer
two feet=dimeter
three feet=trimeter
four feet=tetrameter
five feet=pentameter
six feet=hexameter (when hexameter is in iambic rhythm, it is called an alexandrine)

Poems with an identifiable meter are therefore identified by the type of feet (e.g. iambic) and
the number of feet in a line (e.g. pentameter). The following line is iambic pentameter because it
(1) has five feet [pentameter], and (2) each foot has two syllables with the stress on the second
syllable [iambic].

That time | of year | thou mayst | in me | behold

Thus, you will hear meter identified as iambic pentameter, trochaic tetrameter, and so on.

3. Irregularity: Many metered poems in English avoid perfectly regular rhythm because it is

monotonous. Irregularities in rhythm add interest and emphasis to the lines. In this line:

The first foot substitutes a trochee for an iamb. Thus, the basic iambic pentameter is varied with
the opening trochee.

4. Blank Verse: Any poetry that does have a set metrical pattern (usually iambic pentameter),

but does not have rhyme, is blank verse. Shakespeare frequently used unrhymed iambic
pentameter in his plays; his works are an early example of blank verse.

5. Free Verse
 Most modern poetry no longer follows strict rules of meter or rhyme, especially throughout an
entire poem. Free verse, frankly, has no rules about meter or rhyme whatsoever! [In other
words, blank verse has rhythm, but no rhyme, while free verse has neither rhythm nor rhyme.]
So, you may find it difficult to find regular iambic pentameter in a modern poem, though you
might find it in particular lines. Modern poets do like to throw in the occasional line or phrase of
metered poetry, particularly if they’re trying to create a certain effect. Free verse can also apply
to a lack of a formal verse structure.

How do I know if a poem has meter? How do I determine the meter?

To maintain a consistent meter, a poet has to choose words that fit. For example, if a
poet wants to write iambic poetry, s/he has to choose words that have a naturally iambic
rhythm. Words like betray and persuade will work in an iambic poem because they are naturally
iambic. They sound silly any other way. However, candle and muscle will work best in a trochaic
poem, because their natural emphasis is on the first syllable. (However, a poet can use trochaic
words if s/he places a one syllable word in front of them. This often leads to poetic feet ending
in the middle of words - after one syllable - rather than the end.) It's not surprising that most
modern poetry is not metered, because it is very restrictive and demanding.

Determining meter is usually a process of elimination. Start reading everything

in iambic by emphasizing every second syllable. 80 to 90% of metered poetry is iambic. If it
sounds silly or strange, because many of the poem's words do not sound natural, then try
trochaic, anapestic or dactylic rhythms. If none of these sounds natural, then you probably do
not have metered poetry at all (ie. it's free verse).

If there are some lines that sound metered, but some that don't, the poem has
an irregular rhythm.
 Our Lady of Perpetual Help Academy of Linamon Lanao Kauswagan, Inc.
Linamon, Lanao del Norte
S.Y. 2020-2021
Name ______________________________________ Date__________________
Grade & Section _____________________________ Score _________________

Task 1 Match n Match: Match each item on the left with the correct items on the right.

1. mood a. a group of lines in a poem

2. theme b. a single row of words in a poem
3. line c. the beat, sound, and feel of a poem
4. meter d. a truth, lesson, message about life
5. rhythm e. the number and style of accented syllables in a line
6. rhyme f. describes words that have the same ending sounds
7. stanza g. the repetition of initial sounds on the same line or stanza
8. alliteration h. the repetition of vowel sounds
9. assonance i. the repetition of consonant sounds
10. consonance j. the feeling the poet is trying to convey

Task 2 Know them 

In the given poem, identify the lines by drawing an arrow pointing the lines on the left,
draw brackets on the right side for the stanzas, and highlight the words that rhymed.

Today Is Your Luck

by Bruce Lansky

Today on your birthday

consider luck.
You could have been born
as a pig, cow, or duck

You could have been born

crying oink, quack, or moo
you’re lucky you didn’t
wind up in the zoo

Task 3 Highlighter

Highlight all the poetic devices in the poem using

the key.
Key
Silver by Walter de la Mare
Simile blue
Slowly, silently, now the moon
Walks the night in her silver shoon; Metaphor yellow
This way, and that, she peers, and sees
Silver fruit upon silver trees;
One by one the casements catch Onomatopoeia red
Her beams beneath the silvery thatch;
Couched in his kennel, like a log, Alliteration green
With paws of silver sleeps the dog;
From their shadowy cote the white breasts peep Rhyme violet
Of doves in a silver-feathered sleep;
A harvest mouse goes scampering by,
With silver claws and a silver eye; Personification brown
And moveless fish in the water gleam,
By silver reeds in a silver stream.
 4 Analyzing Music Lyrics
Directions: Answer each of the following questions carefully, thoughtfully, and completely after
reflecting upon and reviewing the lyrics of this song “Shake it Off by Taylor Swift”.

Theme: What message does this song convey?

Connection
What are some specific
examples of how this message is
relevant in today’s world, to
your life, in your school, in your
community, or in your country?
Re-Title It
What is an alternate title for this
song? Why?
Author’s Purpose
What purpose or agenda do you
think the songwriter had in
mind when composing these
lyrics? Explain your thinking.
Draw upon historical, political
or social events of the time
period in your reflection.
Music’s Influence
Do you think young people
who listen to this song would
be influenced by it? Could it
sway their beliefs, words or
actions? Also, do songwriters
have a responsibility to use
their platforms for possible
change? Explain.
Favorite Line
Doodle your favorite lyric
below.

Task 5 Give it a Name

You will write your own acrostic poem. For each letter, write words that will clearly show
your personality, your character, or your emotions.
Example: C – aught in desolation, I was a hopeless being
A – nd I was trapped in the dark, until you came
T – o save me from damnation and to lead me to
H – eaven here on earth where
Y – ou and I will be together forever.
Task 6 About Me
You are given a sequence of line beginnings and must complete each line to make an
autobiographical poem.
For example: I seem to be as prickly as a cactus spike
But really I am as soft as the juicy flesh inside

Note: Each set of lines can be repeated any number of times.

Suggested beginnings: •I'm good at.../ I'm not good at...
•I used to be.../ But now I'm...
•I am.../ I am not...
•If you.../ Then I'll…
•I like.:./ But I don't like...
•I know a lot about... / I know nothing about...
•I admire.../ I don't respect...
•I believe in... / I don't believe in...

Task 7 Roll the Dice Poem

You will need a pair of dice to write this poem. For each line roll both dice. The sum of
the two numbers is the number of syllables that line must contain. Keep rolling until your poem
is done.
Task 8 Poetry Reflection

The Road Not Taken

by Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh! I kept the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.

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.

Questions:
1. How did this poem made you feel? What words or phrases in the poem made you feel this way?
2. What figure of speech did the author used? Did they enhance the poem?
3. What was your favorite part of this poem?
4. Why do you think the author wrote this poem?
5. What message do you think the author was trying to convey in this poem?
6. Did this poem remind you of something from your life? What was it?
7. Does this poem remind you of a person that you know or a fictional character? Who was it?
8. Were there any parts you found confusing or did not understand? What were they? What would
you do to figure those parts out?
9. Do you think the poem was well-written? Why or why not?
10. Is this poem similar to a poem you have read? How?
References

Ancheta, L., (2017),Creative Writing, Vibal Group, Inc. and Lira R, Ancheta: Quezon
City.

Vasquez, L. and Lee, G., (2017), Creative Writing, Rex Book Store, Inc.: Manila.

Estabrook, J., What is Poetry? Contrasting Poetry and Prose, International Literacy
Association: Maine, retrieved from www.readwritethink.org

https://www.ereadingworksheets.com/figurative-language/poetic-devices/

https://learn.lexiconic.net/2.2poetryforms.htm

https://www.weareteachers.com/poetry-games-for-the-classroom/