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Week 2 Learning Activity Sheet 1 Creative Writing Oct 4-8-2021 Digitalandprinted
Week 2 Learning Activity Sheet 1 Creative Writing Oct 4-8-2021 Digitalandprinted
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
CRISTO REY HIGH SCHOOL
CRISTO REY, CAPAS, TARLAC
I. Lecture Notes:
3. Rhyme refers to any word that sounds alike at the end of the line of the
poem. It gives connection between words to the reader’s mind. The
pattern of rhymes is marked with the letters a, b, c, d, etc. The group of lines
that rhyme at the end are marked with letter a. The second group is marked
with letter b.
4. Tone of a poem is the attitude that the poet or speaker creates toward the
subject of the poem and that we sense joy, sadness, anger, frustration, etc.
through the poet’s choice of words.
STRUCTURE OF POETRY
Structure is the overall organization of lines and/or the conventional patterns
of sound. (Quexbook, 2017)
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1. Lines are similar to a sentence and signal a pause in a flow. This also controls
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1. LYRIC POETRY: It is any poem with one speaker (not necessarily the poet)
who expresses strong thoughts and feelings. It is highly musical and can use
literary devices like rhyme to create a music quality. Most poems especially
modern ones are lyric poems.
3. DESCRIPTIVE POEM: It is a poem that describes the world that surrounds the
speaker. It uses elaborate imagery and adjectives. While emotional is more
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1. Structure – Writers decide how long or how many syllable each line and
where it will pause. The number of line and stanzas are important because
it affects the experience of the readers.
2. Meaning and Form – The appropriate form of the poem depends on the
content or the meaning of the poem. Think an issue or idea that you want
to highlight to let your inspiration flow freely.
3. Rhyme – It gives pleasure and adds music to the poem. It also echoes in
the reader’s ear like a song.
4. Writing and Rewriting – There is no standard way of writing, but you have to
focus on your subject. Use the best words to make your imagination real to
the mind of your reader. If there are lines that do not fit your goal, remove
it and replace it with better idea.
DIRECTION: Of the three words in Column B, which one is a perfect rhyme with
the word in Column A? Write the letter of your choice on the space provided.
A B
_____ 1. Blood a. flood b. good c. mood
_____ 2. bough a. cough b. dough c. vow
_____ 3. drought a. bought b. scout c. sought
_____ 4. lame a. game b. lace c. lave
_____ 5. love a. move b. of c. rove
_____ 6. rhyme a. rhythm b. rice c. time
3
_____ 8. sweet
_____ 9. throw a. brow b. grow c. how
_____ 10. whine a. brine b. win c. whinny
B. Written Work
C. Performance Task
DIRECTIONS: Create a Photo Poem. There are two ways you can go about writing
a photo poem. First, you can write a poem, anything that inspires you, then find
a photo that matches what your poem is about. Second, you can find a photo
and then write a poem that goes with the photo.
Example:
Reference: https://hobbylark.com/writing/Discover-Photo-Poetry-How-to-Write-for-
Photos?fbclid=IwAR3GUArDD9KcK98rgri6WuAJDai_F7rF79bTwVi0o2lezJvx1cauE5wRRBA
GUIDELINES:
1. Compose a one or two stanza poem about the given topics. Choose only
one.
A. Little act of kindness during pandemic
B. Modern Hero/es
C. Learners in the New Normal
D. The face of Education during Pandemic
2. Create a catchy title.
3. Must Capture your own picture. Note: Those who do not have cellphones
may cut pictures form magazines, newspapers, flyers, and other printed
materials or may draw your own picture.
5
Rubric:
WORD USAGE
5- Student’s use of vocabulary is precise, vivid, and paints a strong clear and
complete picture in the reader’s mind
4- Student’s use of vocabulary is routine and workable
3- Student’s use of vocabulary is more telling than showing.
2- Student’s use of vocabulary is very basic
LANGUAGE CONVENTIONS
5- Has grade-level appropriate spelling, grammar, and punctuation; contains
few, if any, errors that do not interfere with the reader’s understanding
4- Has mainly grade level appropriate spelling, grammar, and punctuation;
contains some errors that do not interfere with the reader’s understanding.
3- May contain many errors in spelling, grammar, and/or punctuation that
may interfere with the reader’s understanding.
2- May contain frequent and numerous errors in spelling, grammar, and
punctuation that interferes with the reader’s understanding.
EFFORT
5- Student’s work demonstrates a complete understanding of the assignment
and goes beyond the requirements.
4- Student’s work demonstrates an understanding of the assignment.
3- Student’s work demonstrates some understanding of the assignment.
2- Student’s work lacks understanding of the assignment.
TOTAL: 25 PTS.
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References:
A.A. Aguila Ph.D. et al. 2017. Wording the World: The Art of Creative Writing. C & E Publishing,
Inc. Quezon City. P. 257
https://www.pinterest.ph/pin/556405728966101032/feedback/?invite_code=12d9417dc67c4
1fc9c4f83b8b8e8b1e2&sender_id=627689404223202321
https://hobbylark.com/writing/Discover-Photo-Poetry-How-to-Write-for-
Photos?fbclid=IwAR3GUArDD9KcK98rgri6WuAJDai_F7rF79bTwVi0o2lezJvx1cauE5wRRBA
https://liblamp.uwm.edu/omeka/covid19mke/items/show/832?fbclid=IwAR3Nz2SsJ-
otpM9jR_zPne-Ia11r3M50ARXEuP8hnYmFDa_l52t26fAPqQM
http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/ModuleInstance/16049/Poetry%2
0Rubric.doc
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J2359B&
Prepared by:
MARY GRACE D. GUTIERREZ
Master Teacher I
GINA A. PALGUE
SHS – Head Teacher VI
Noted: