Creative Writing/Malikhaing Pagsulat-Senior High School

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2020

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 SENIOR HIGH SCHOOL

CREATIVE WRITING/
MALIKHAING PAGSULAT
Quarter 1 – Module 2
Reading and Writing Poetry

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 MODULE 2

READING AND WRITING POETRY

OVERVIEW

Good day students. Welcome to Module 2 in our journey to become creative

writers! This module will introduce you to perhaps one of the oldest type of art
developed as a type of literary genre even before our ancestors have learned to write.
Folk stories have been told for generations in verses and other forms of poetic
language that had fascinated us even to this day.

This module has two lessons:

 Lesson 1: Elements of the genre

a. Essential elements
b. Elements for specific forms
c. Other experimental texts
d. Tone
 Lesson 2: Techniques and literary devices

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

1. identify the various elements, techniques, and literary devices in poetry ;

2. determine specific forms and conventions of poetry;
3. use selected elements of poetry in short exercises;
4. explore innovative techniques in writing poetry; and
5. write a short poem applying the various elements, techniques, and literary
devices.

1
 Before you go further, you should remember the
o General following:
Instruction
 do not put some markings on this Module as
there are still other students who will be using it. Use a separate notebook as a
REFLECTIVE JOURNAL to keep your answer in each activity. Be sure to LABEL
your work according to the Module, lessons and the date you work on it;
 each Module has a brief instruction and followed by a list of objectives. Read them
and follow instructions carefully;
 before going over the activities, answer the PRE-TEST first then find out how well
you did by checking your answers given in the self-assessment activity. Each
activity must be according to the objectives of this Module. Note the skills or
strategies you tried to develop;
 after each activity, you need to go over the items which you think you failed.
Take the POST TEST when you think you have mastered all the activities.

2
Lesson
ELEMENTS OF THE GENRE
1
What I Need To Know

At the end of this lesson, you are expected toidentify various

elements of poetry.
(HUMSS_CW/MP11/12c-f-6)

What I Know
Answer the following questions to know how much you know about
poetry.

1. A segment of a poem that is divided into groups of lines is called a

_________.
A. paragraph C. verse
B. stanza D. sentence
2. The voice of a poem is the _____.
A. tone C. speaker
B. mood D. theme
3. The moral or message of the poem is _____.
A. mood C. speaker
B. tone D. theme
4. What do you call a picture created with words in a poem?
A. image C. theme
B. tone D. rhyme
5. A language used in poetry that appeals to the senses is called _____.
A. metaphor C. simile
B. imagery D. dialect
6. The pattern of beats made by stressed and unstressed syllables in
the lines of a poem is ______.
A. rhyme C. rhythm

3
 B. stress D. tone
7. A three line poem about nature is called _____.
A. sonnet C. haiku
B. limerick D. tanaga
8. A theme that the author does not express directly, but suggests in a poem.
A. stated theme C. implied theme
B. Love D. Survival

What’s In

In the previous module, you learn the following concepts:

1. Creative writing is written mainly to entertain with the creativity of the mind.
2. Technical writing is written mainly to inform in a formal manner or to incite the
reader to make an action such as purchase the writer’s product.
3. Sensory details include sight, sound, touch, smell and taste.
4. Another note about sensory details, there’s no one sense that’s more important
than the other. It all depends on the scene you are trying to create. However,
the sight sense is a common feature in vivid writing.
5. Image is a representation of an experience or object perceived through the
senses – sight, smell, taste, touch and hearing.
6. Imagery on the other hand refers to words and phrases that create vivid
sensory. It is categorized into five (5) - visual imagery, auditory imagery,
olfactory imagery, tactile imagery and gustatory imagery.
7. Diction is the author’s choice or selection of words or vocabulary; the artistic
arrangement that words constitute. Inappropriate use of diction is called diction
error.
8. There are countless figures of speech but there are those which are commonly
used by authors - simile, metaphor, onomatopoeia, personification, apostrophe,
hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox.

Reading and Writing Poetry

For most of us, we love poetry because it is a unique kind of language that
expresses our ideas, feelings and emotions in a meaningful way; not only using words
but also sounds, gestures, signs and symbols. Through poetry, we can relate our
human experiences and observations about life and the universe around us. While a

4
song has lyrics and is musically composed to move us emotionally, a poem is written
in verses that attempt to enhance our understanding of the world we live.

What Is It

LESSON 2.1. Elements of Poetry

A. The Essential Elements: Theme, Tone and Mood

When I say essential elements, these are things that we can find in most if not all
forms and types of poetry. Every poem consists of a theme or an underlying message
of what the poem wanted to tell us.

There are several types of themes we find in poetry. Here are examples of
universal themes common to literature:

• abundance/scarcity • greed • perseverance

• abuse of power • hate • Power of the mind vs
authority
• action vs. apathy • heritage
• prejudice
• beating the odds • heroes
• price of progress
• beauty • honesty
• pride
• coming of age • innocence
• quest for knowledge
• corruption • justice
• religion
• courage • love
• revenge
• effects of the past • loyalty
• secrecy
• faith • manipulation
• security/safety
• fall from grace • mothering
• seizing the moment
• family • nature
• survival
• fate • need for change
• the overlooked
• fear • obligation
• the road not taken
• fear of failure • parent-child relationships
• war
• freedom • peace
• winners and losers
• friendship • peer pressure

5
 Equally important element in every poem is a tone. A tone is the attitude that
we feel when we read or listen to a poem. Some words that can describe the tone of
a poem are:

 Serious  Cheerful
 Humorous  Sad
 Amused  Gloomy
 Angry
Poetry can evoke our emotions and feelings when we read it out loud. These
emotions and feelings help establish a certain atmosphere or mood. Some words that
can describe the mood of a poem are:

 Romantic  Gloomy
 Realistic  Mournful
 Optimistic  Sorrowful
 Pessimistic

What’s More

Activity 1. Answer the following questions after each passage.

1. "The little house stood in the twilight with its gate ajar, creaking as the wind
blew. A shutter slammed against the house, and a curtain fluttered in the breeze."
What's the mood?

a) Happiness c) Sadness
b) Suspense d) Depressed

2. I'm a fine head of lettuce

A handsome romaine.
But I haven't a cranium
Made for a brain.
I am simple and shy
I remain on my own...
I am known in the garden”

Who/What is the speaker?

a) Mother making dinner b) Farmer in the garden

6
c) Dad cooking on the grill d) Head of lettuce

3. “What do I do/what do I do
What do I do to tie my shoe
Cross it over pull it tight
Loop it together well, I think that's right.”
Who is the speaker?
a) Kindergarten Teacher c) Parent of a student
b) High School Teacher d) Kindergarten student

4. “Little drops of water

Little grains of sand,
Make the mighty ocean
And the pleasant land.
Thus the little minutes
Humble though they be,
Make the mighty ages of eternity.”
What's the theme?
a) Time moves on c) Sand is powerful
b) Ocean is powerful d) Land is pleasant

5. “My dead love came to me, and said:

'God gives me one hour's rest,
To spend with thee on earth again:
How shall we spend it best?'
'Why, as of old,' I said; and so
We quarreled, as of old:
But, when I turned to make my peace,
That one short hour was told.”
What is the tone of the passage?
a) ironic c) Cheerful
b) Suspenseful d) Humorous

6. “The sun was bright and the sky was clear. Joan jogged down the path with Rex at
her side and smiled about last night's victory.”
What's the tone?
a) Cheerful c) Determined
b) Depressing d) suspenseful

7
 What I Can Do

Let’s Read! Read the poem below and take note of the theme and tone that builds
up towards the end.

I Went to a Party
By: Anonymous

I went to a party, Now I'm lying on the pavement,

And remembered what you said.
You told me not to drink, Mom
So I had a sprite instead.
I felt proud of myself,
The way you said I would,
That I didn't drink and drive,
Though some friends said I should.
And I hear the policeman say,
The kid that caused this wreck was
drunk,
Mom, his voice seems far away.
My own blood's all around me,
As I try hard not to cry.
I can hear the paramedic say,
This girl is going to die.

I'm sure the guy had no idea,

I made a healthy choice,
While he was flying high,
And your advice to me was right,
Because he chose to drink and drive,
The party finally ended,
Now I would have to die.
And the kids drove out of sight.
So why do people do it, Mom
Knowing that it ruins lives?
I got into my car,
And now the pain is cutting me,
Sure to get home in one piece,
Like a hundred stabbing knives.
I never knew what was coming, Mom
Something I expected least.
Tell sister not to be afraid,

8
 Tell daddy to be brave,
And when I go to heaven,
Put Daddy's Girl on my grave.
Someone should have taught him,
That it’s wrong to drink and drive.
Maybe if his parents had,
I'd still be alive.
My breath is getting shorter, Mom
I'm getting really scared.
These are my final moments,
And I'm so unprepared.
I wish that you could hold me Mom,
As I lie here and die.
I wish that I could say, "I love you,
Mom!"
So I love you and good-bye.

Source: https://bit.ly/2U4G8iX

Based on the poem “I went to a Party”, answer the following questions.

1. Who is the speaker (persona) in the poem? How would you describe this
persona?

2. What is the speaker’s tone? Which words reveal this tone? Does the tone
contribute to the mood of the poem?

3. What images does the poet use? How do the images relate to one another?
Do these images form a unified pattern (a motif) throughout the poem?

4. What is the theme (the central idea) of this poem? Can you state it in a
single sentence?

9
 Assessment

A. Match the following concepts in column A to their corresponding definitions in

column B. Write only the letter of the correct answer.

_____ 1. Mood A. The writer’s attitude toward a subject

_____ 2. Tone B. A type of literature based on the interplay
_____ 3. Speaker of words and rhythm
_____ 4. Poetry C. The feeling created by the poet
_____ 5. Theme D. The voice behind the poem
E. The lesson that the poem expresses

B. Match the following concepts in column A to their corresponding examples in

column B. Write only the letter of the correct answer.

_____1. Tone A. “I took the one less travelled by,

And that has made all the difference. “
- The Road Not taken by Robert
Frost

_____ 2. Theme B. “The river, reflecting the clear blue of

the sky, glistened and sparkled
as it flowed noiselessly on. “

- Pickwick Papers by Charles

Dickens

_____ 3. Mood C. Teacher: “Congratulations everyone for a

project well done. You all deserve

good grades.”
Students: “Wow! That’s great Maam.’

10
_____ 4. Speaker D. “A boy and girl fall in love. The boy is

encouraged to finish his study first in the city as

his beloved waits at home. When he graduates
and earns a job, the two are united and got
married.”

Additional Activity

The Mirror of Life

by Catherine Pulsifer

Life is but a mirror,

Looking back at us.
Everything we do each day,
Should lead us to impress.

And sometimes when we need,

To see life differently.
We have that mirror to help us,
Change our view gently.

The eyes of everyone,

Also reflect back.
Mirrors come in different ways,
To show us what we lack.

But most importantly,

Don't forget to always look.
Be your best
And life will look after the rest.

What we see and what we do

Are reflections of what is true

11
 Don't let your mirror reflect the things
That you do not want to come true.

Instead each day set your goals

Strive to complete, it is good for your soul.
Give life all you've got
Never look in the mirror and stop.

Source: https://bit.ly/37Nr6lu

Questions

1. How do you feel when you read about this poem? Does the speaker’s tone
affect your present view about life?

2. How is the first poem different from the second poem in terms of the theme
they try to present?

3. In your opinion, which do you think is more effective in conveying a message

to an audience, a story in prose (told or written in ordinary form) or a poem?
Support your answer.

12
Lesson CONVENTIONAL FORMS OF
2 POETRY

What I Need To Know

At the end of this lesson, you are expected to determine
specific forms and conventions of poetry.
(UMSS_CW/MP11/12c-f-7)

What I Know

Match the description in column A to its corresponding answer in column B.

A B
1. Filipino short poem of four (4) A. dalit
lines with each line having 7 syllables

2. tool that brings rhythm or B. diona

musicality in every poem

3. pattern of beats in poetry C. tanaga

4. Filipino short poem of four lines per D. rhyme

stanza; having eight syllables each line

5. short Filipino poem of three lines E. meter

with seven syllables each line
F. haiku

G. rhythm

13
 What Is It

Lesson 2.2. Types of Philippine Poetry

Poetry has always been a part of what we call kwentong bayan or folk stories.
We have passion for words; we love exploring the meaning of words. We enjoy writing
poems, in any poetic form. We have a diverse and rich Philippine literature mostly told
in poetry and passed down to us in oral form by our ancestors. Below are some types
of these poems or verses in poetic forms.

1. Tanaga is an indigenous type of Filipino short poem that is used traditionally in

the Tagalog language to impart lessons and reminders of our folks to young people.
The poetic art uses four (4) lines (quatrain) with each line having seven (7) syllables
only.

Ang katoto kapag tunay

hindi ngiti ang pang-alay
kundi isang katapatan
ng mataus na pagdamay.

(KAIBIGAN ni Emelita Perez Baes)

Palay siyang matino,

Nang humangi’y yumuko;
Nguni’t muling tumayo
Nagkabunga ng ginto

(PALAY ni Ildefonso Santos)

A tanaga traditionally does not have a title. It is a poetic form that should speak for
itself. Most of these types of poems are handed down by oral history, and contain
proverbial forms, moral lessons, and snippets of a code of ethics.
Kabibi, ano ka ba? Kung idiit sa taynga,
May perlas, maganda ka; Nagbubuntung-hininga!

14
 (KABIBI ni Ildefonso Santos) nadarama’t nalalasap
ang pag-ibig na matapat.
Wala iyan sa pabalat (PAG-IBIG ni Emelita Perez Baes)
at sa puso nakatatak,

2. Dalit is an indigenous type of Filipino short poem that consists of eight syllables
in each line. There are four lines in each stanza with a single rhyme.

Nag-aral siyang pilit

Nang karangala’y makamit.
Buong buhay s’yang nagtiis.
Makapagtapos ang nais.

Ang pera niya’y tinipid,

Sa guro ay di sumipsip.
Markang mataas, nakamit:
Tagumpay nga ang kapalit.

(Zoren Mercurio)

3. Diona is an indigenous type of Filipino short poem that consists of seven

syllables in each line. There are three lines in each stanza with a single rhyme.

Ang payong ko’y si inay Aanhin ang yamang Saudi,

Kapote ko si itay O yen ng Japayuki
Sa maulan kong buhay Kung wala ka sa tabi

(Raymond Pambit) (Fernando Gonzales)

15
 What’s More

Activity 3. Unleash the Filipino Writer Within

 Love of parents
 God
 Nature
 Education
 Illegal drugs
 LGBTQ+++ rights
 Teenage pregnancy

a. From the subject matters indicated above, write one tanaga.

b. Write a two-stanza dalit with the theme of your choice. (Refer to a list of themes we
learned in previous lessons)
c. Write a diona based on the mood you wanted to express! A diona is a traditional
hugot in three lines. Observe the correct format.

16
 Lesson
RHYME & METER
3

What I Need To Know

At the end of this lesson, you are expected to be able to: distinguish
rhyme and meter.
(HUMSS_CW/MP11/12c-f-7)

What Is It
Lesson 2.3. Rhyme and Meter
Rhyme, along with meter, helps make a poem musical. In traditional
poetry, a regular rhyme aids the memory for recitation and gives predictable pleasure.
A rhyme is a tool utilizing repeating patterns that bring rhythm or musicality to
poems. This differentiates them from prose, which is plain. A rhyme is employed for
the specific purpose of rendering a pleasing effect to a poem, which makes its recital
an enjoyable experience.
Meter is a unit of rhythm in poetry; the pattern of the beats. It is also called a foot.
Each foot has a certain number of syllables in it, usually two or three syllables. The
difference in types of meter is which syllables are accented and which are not.
While rhyme is usually a repeating sound at the end of a line in a poem, rhythm is
the pattern created by it.

Sound (rhyme) Pattern (rhythm)

Alipatong lumapag (a)
Sa lupa — nagkabitak, (b) abbc
Sa kahoy nalugayak, (b)
Sa puso — naglagablab! (c)

(TAG-INIT)
ni Ildefonso Santos

A meter refers to the pattern formed by the beats in a line of poetry. Each pattern
is called a foot.
Meters in a tanaga poem:

17
 1 foot
A-li-pa-tong | lu-ma-pag Sa kahoy nalugayak,

Sa lupa — nagkabitak, Sa puso — naglagablab!

Other Meters

 iamb – consists of an unstressed syllable followed by a stressed syllable.

Because it mimics the natural rhythm of language, it is the most common. Any
poetry anthology will contain more iambic pentameter than any other meter.
 pyrrhic –a foot with two unstressed syllables
 spondee – has two stressed syllables
 trochee – has a stressed syllable followed by an unstressed syllable
 anapest – consists of two unstressed syllables followed by a stressed syllable
 dactyl – consists of one stressed syllable followed by two unstressed syllables

Each set of meter is called a foot. The name of the meter is based on this
pattern and the length of the line:

1 foot monometer
2 feet dimeter
3 feet Trimeter
4 feet Tetrameter
5 feet Pentameter
6 feet Hexameter
7 feet Heptameter
8 feet octameter

What’s More

I. Read the dalit below. Answer the questions to follow.

Nag-aral siyang pilit Buong buhay s’yang nagtiis.

Nang karangala’y makamit. Makapagtapos ang nais.

18
 Ang pera niya’y tinipid, Tagumpay nga ang kapalit.
Sa guro ay di sumipsip. (Zoren Mercurio)
Markang mataas, nakamit:

a. What rhyme is utilized in each stanza of the above dalit?

b. What rhythm does each stanza form?
c. Illustrate the pattern of beats in each line.
d. How many syllables does each line have?
e. Do you think a dalit can be classified as a quatrain? Why?

II. Read the diona below. Answer the questions to follow.

Lolo, huwag malulungkot

Ngayong uugod-ugod
Ako po’y inyong tungkod

(Gregorio Rodillo)

a. What rhyme is utilized in the above diona?

b. What rhythm does the stanza form?
c. Illustrate the pattern of beats in each line.
d. How many syllables does each line have?
e. How many lines does each stanza contain?
(poems can be named based on number of lines: we have tercet for three lines,
quatrain for four lines, and quintet for five lines.)

What I Have Learned

Let’s summarize!
1. Theme is the underlying message of what the poem wanted to tell us.
2. Tone is the attitude felt when reading or listening to a poem.
3. Mood is the emotions and feelings that establish a certain atmosphere.

4. Tanaga is an indigenous type of Filipino short poem with four (4) lines (quatrain)
with each line having seven (7) syllables only.
5. Dalit is an indigenous type of Filipino short poem that consists of eight syllables in
each line. There are four lines in each stanza with a single rhyme.

19
6. Diona is an indigenous type of Filipino short poem that consists of seven syllables
in each line. There are three lines in each stanza with a single rhyme.
7. Rhyme is a tool utilizing repeating patterns that bring rhythm.
8. Rhythm or the musicality to poems is the pattern created by rhyme.
9. Meter refers to the pattern formed by the beats in a line of poetry. The forms of
meter are: iamb (unstressed syllable followed by a stressed syllable), pyrrhic foot (two
unstressed syllables), spondee (stressed syllable followed by an unstressed syllable),
anapest (two unstressed syllables followed by a stressed syllable) and dactyl (one
stressed syllable followed by two unstressed syllables).
10. Each set of meter is called a foot. One foot is monometer, 2 feet is dimeter, 3 feet
is trimester, 4 feet is tetrameter, 5 feet is pentameter, six feet is hexameter, 7 feet is
heptameter and 8 feet is octameter.

What I Can Do

Activity 4. Unleash the Poet in You!

As an exercise, let us discover your potential in poetry by trying to state a few words
about the following subjects given below. After you decided on what to say, write it
down inside a box in four lines.
Follow the ABBA rhyme scheme.

Cellphone

Source: https://bit.ly/2Gv9xuM

20
Follow the AABB rhyme scheme and utilize dimeter.

Classmate

Source : https://bit.ly/2tJMI3L

Assessment
Write TRUE if the statement is correct. Otherwise, write FALSE.

1. Meter is a literary device in which the repetition of the same or similar

sounds occurs in two or more words, usually at the end of lines in poems
2. While rhyme is the repeating sound at the end of a line in a poem, rhythm
is the created pattern or beat.
3. “See you later, Alligator!” is an example of rhyme in poetry.
4. Meter is always focusing on the stressed syllabic pattern in a verse but
not with the unstressed pattern.
5. Tanaga is a type of Filipino poem, consisting of seven lines with seven
syllables each.
6. Each unit of rhythm is called a “body “of poetry.
7. In Diona, there are three lines in each stanza with a single rhyme.
8. “Tumatawag sa langit;
Hiling sana’y makamit...
Na tadhana’y Makita-
Malimot ang pagdududa.”
This type of poem is an example of Tanaga.
9. The dalit is a type of short Filipino poem, consisting of four lines with
eight syllables each.
Rhyme and meter help make a poem musical.

21
 Lesson
FREE VERSE
4

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Write free verse.

What I Know

Write T if the statement is TRUE; and F if it is incorrect

1. A free verse is a poem without a regular pattern of meter or rhyme.

2. It is free of artificiality of a typical poetic expression.
3. It should follow a proper rhyme scheme; these poems do not have any set rules.
4. Like any other poems, it should have fixed set number of words or syllables per line.
5. Its main purpose is to disregard all traditional rules of poetry because we are now
in the modern type of writing.

What’s In

Before moving on to the main topic of this lesson, supply the basic elements of
poetry as discussed in the previous lesson. Draw a flower (like the one you see below,
or better looking than that) and write the elements in every petal of the flower drawn.
Then, draw a butterfly and supply the indigenous Philippines poetry on the butterfly
wings.
The choices are inside the box below.

22
Source: https://bit.ly/36BXaYp Source: https://bit.ly/315xnXc
Retrieved: January 30, 2019 Retrieved: January 30, 2019

Choices to supply for the petals of the flower and the

wings of the butterfly:

Theme Tanaga Mood Rhyme

Diona Tone Meter Dalit

What’s New
Have you ever wanted to be somewhere with no rules to follow? Even
in poetry, some poets prefer to write poetry that doesn't follow any
rules. In this lesson, you will learn about free verse poetry.

What Is It

FREE VERSE
Free verse is also called vers libre, which is a French word meaning “free
verse.” It is a literary device that can be defined as poetry that is free from limitations
of regular meter or rhythm, and does not rhyme with fixed forms. Such poems are
without rhythm and rhyme schemes, do not follow regular rhyme scheme rules, yet
still provide artistic expression.

23
 In this way, the poet can give his own shape to a poem however he or she
desires. However, it still allows poets to use alliteration, rhyme, cadences, and rhythms
to get the effects that they consider are suitable for the piece.
Source: https://literarydevices.net/free-verse/

Examples
Brussel’s Sprout

Yummy
Green balls of nutrition
I love them.
Drizzling in butter I want more.

Source: https://study.com/academy/lesson/free-verse-poems-lesson-for-kids.html

I Missed You
When i again heard your voice
As it echoed through the strings in my ears
I felt remorseful
For it makes me wonder
Was i not one of the lucky ones
Who stripped out the street
Dancing to the rhythm of 'I MISSED YOU'

Copyright © Saifullahi Sagir yusuf | Year Posted 2020

What’s More

Making use of the subject matters given below, write two (2) free verse poems.

pet hobby love virus

Kobe Bryant sports food Night life

24
 What I Can Do

Read and analyze the poem below. Then answer the questions that follow.

Peace And Quiet

© Nadya Phillips

Published: November 2014

Peace is...
When you are outside on a nice warm day
With a cold glass of yellow lemonade.
Slurp, slurp, slurp.
Feeling the warm sun on my back,
Rubbing my hands through the wet green grass,
Listening to the birds singing a distance away.
Quiet...
Now that's PEACE!

Source: https://www.familyfriendpoems.com/poem/peace-and-quiet

1. What makes the poem a free verse? Explain why.

2. What do you think is the poem all about?

Assessment

Choose the letter of your answer.

1. What is a poem that has no recognizable pattern or rules, and their lines do not
rhyme in any regular way?
A. Traditional B. Free Verse C. Both A and B

2. Which of the following describes a free verse poem?

A. It follows no set rhythm.
B. It has no rhyme scheme.
C. It has no set number of words per line.

25
 D. All of the above.

3. Which of the following lines would most likely be included in a free verse poem?
A. The clouds are blue B. Now it’s time to give a shout
and you are too Our team caught it; you are out!
C. Red, orange D. Math is so very fun
Color of the sun because I know 1 + 1
Angry rays are everywhere

4. Which is TRUE about the function of FREE VERSE POEM?

A. It has exact poetic rhyme scheme.
B. It gives a greater freedom for choosing words, and conveying their meanings to
the audience
C. It follows its metrical lines.
D. It follows a five-five-five syllables

5. Which is the first step in developing a free verse poem?

A. Read the rough poem aloud
B. Move through your poem with an editor’s pen.
C. Choose your subject and write about it.
D. Check your rough poem to see if anything is missing.

26
 Lesson
LINE BREAK &
5 ENJAMBMENTS
What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Determine line break and enjambments.

What I Know

Direction: Before going further, answer the given statements below to

determine how much you already know about the topic.
Match the concepts in Column A below with the corresponding definition or
description in Column B. Write only the letter of your answer.

A B
1. Imagery A. a figure of speech that makes an implicit, implied, or
hidden comparison between two things that are
unrelated, but which share some common
characteristics.
2. Typography B. refers to the typical structures used by writers in their
works to convey his or her messages in a simple manner
to the readers
3. Enjambments C. This type of written text is different from poetry in that
it has complete sentences organized into paragraphs
5. Line Breaks D. is an attitude of a writer toward a subject or
an audience
7. Tone E. a “no rules” poems that doesn’t have to have rhyme,
patterns, or meter.
8. Prose Poetry F. a poetic device that used at the end of the line
G. uses figures of speech to be more effective,
9. Literary Device persuasive, and impactful.

10. Metaphor H. means moving over from one line to another without
terminating punctuation mark
I. is the style, arrangement or appearance of printed
letters on a page
J. the visual of figurative language to create imaginary
visual representations of actions, objects, and ideas

Source: https://literarydevices.net

27
 If all your answers are correct, very good! This shows that you already know
much about the topic. You may still study the module to review what you already know.
Who knows, you might learn some new things as well.
If you got a low score, don’t feel bad. This means that this module is for you. It
will help you understand some innovative techniques in writing poetry in your daily life.
If you study this module carefully, you will learn the answers to all the items in the test
and a lot more! Are you ready?

You may now go to exploring the innovative techniques in writing free verse
which are: line breaks, enjambment, and metaphor. You will also get to encounter
other experimental texts like typography and genre-crossing text. Lastly, dive into the
different tones of poetry.

What’s New
Read the lyrics/sing the song “Pero Atik Ra” by Jacky Chang.
“Pero Atik Ra” by Jacky Chang

28
Source:https://www.musixmatch.com/lyrics/Clark-Mantilla/Pero-
AtikRa/translation/english

What Is It

In this lesson, we are going to focus on how line, line breaks can affect
the meaning of the song/poem and how structure of the song/poem can actually be
used by the poet/songwriter to help them develop the theme of their poems or songs.
Poems/songs just like stories, have patterns that can help readers/audience interpret
the poet/songwriter’s message. The way that a poem/song is organized is called its
poetic structure. This refers to the so-called line, line breaks and enjambment. These
are present in free verse.

A Line Break is a poetic device which is used at the end of a line and the
beginning of the next line in a poem. It could be employed without traditional
punctuation. A line break in poetry is a method by which lines of poetry are divided to
show a change in a metrical pattern. Unlike prose, the poetry’s rhythmic pattern can
be visually seen when written using line breaks (Jose and Laroque, 2017: 96).
Looking at the lyrics of the song, it is broken down into stanzas with no exact
number of lines in each. There are 4 lines in the first stanza, followed by 3 lines and
so on. Take note that there is no exact metrical pattern for each line and no rhyme is
required as long as the writer is able to convey his/her message in a free verse style
of writing poem/song. This is now the beauty of writing a free verse poetry/song
because there are instances that we should go away with the traditional type of writing
poetry/song especially in our modern writers today. This writing style gives rise to
modern writers/aspirant writers to showcase their ideas/subject creatively and
uniquely. This is one of the evolutions of writing poetry today.
Line-breaks may or may not deal with different lines of thoughts. Each line of
poetry should seamlessly blend into the next line of poetry like the waves meet
together at the shore yet each holds on to its identity. Line breaks can be loosely
classified into *end-stopped line, enjambments, and *caesuras.
Some additional key details about line breaks:

 Line breaks divide poems into lines, and the length of lines determines the
appearance of the poem on the page: long and skinny, short and wide, or a
shape entirely its own.
 The location of a line break is often dictated by the number of syllables in the
line, but just as often it is freely chosen by the poet.
 Line breaks serve as an important function in setting the rhythm of a poem,
since they insert a pause between the final word of one line and the first word
of the next line. For this reason, line breaks conventionally occur where
natural pauses in language also occur—such as after punctuation, at the end
of a thought, or between distinct images.

29
Example

#1: Cymbeline (By William Shakespeare)

“With his own sword,
Which he did wave against my throat, I have ta’en
His head from him
I am absolute
‘Twas very Cloten”
Explanation:
There are two line break examples in the given passage. One line break cuts
the line, “I have ta’en his head from him” in the middle, placing the line break at the
end of the second line.
Another line break is used in the fourth line, “I” being a person has an absolute
meaning. These line breaks are determining the visual shape of this text.

Source: https://www.litcharts.com/literary-devices-and-terms/line-break

Notes to Teacher:
*End-stopped line put a rhythmic break at the end of each line, often
reinforced by a comma or period (Jose & Larioque, 2017). Look at these
lines from William Wordsworth’s poem “She Dwelt Among the Untrodden
Ways”:
She live unknow, and few could know
When Lucy ceased to be,
But she is in her grave, and, oh,
The difference to me!

Explanation: Each line of the poem is an individual sentence of fragment

of thought and is in independent of the rest of the poem to make a
meaning.
*Caesuras is a Latin word for cut. Caesura is a natural pause in a verse
or a sentence, usually reinforced by punctuation. When it is
accompanied by a punctuation mark, it is called a strong caesura. If
there no punctuation, it is a weak caesura. More than one caesura can
occur in the same line or verse (Jose & Larioque, 2017).
Strong Caesura: Alas! For the days and months wasted
Weak Caesura: Alas if I but known the trials of life a little earlier
Not in the hands of boys,// but in their eyes

30
 What Is It

Enjambment is derived from the French word enjambment

which means to step over, or put legs across. In poetry, it means
moving over from one line to another without a terminating punctuation mark. It can
be defined as a thought or sense, phrase or clause, in a line of poetry that does not
end at the line break, but moves over to the next line. In simple words, it is the running
on of a sense from one couplet or line to the next without a major pause or syntactical
break. Conversely, it runs into each other and make meaning in conjunction with each
other rather than independent units like end-stopped lines.

Features of an Enjambment

 Enjambment lines usually do not have a punctuation mark at the end.

 It is a running on of a thought from one line to another without final punctuation.
 It is used in poetry to trick a reader. Poets lead their readers to think of an idea,
then move on the next line, giving an idea that conflicts with it.
 Poets can achieve a fast pace or rhythm by using enjambment.
 Multiple ideas can be expressed without using semi-colons, periods, or commas.
 It helps reinforce the main idea that might seem to be confusing with pauses.
 It can be seen in different songs and poems.
 It helps readers to continue thinking about the idea, which is expressed in one line,
and which continues through to the next.

Functions of Enjambment
Enjambment can be used to surprise readers by delaying the meaning of a line
until the following line is read. Some writers use this technique to bring humorous
effects to their work. It is good to use in verse in order to create a sense of natural
motion.
In poetry, the role of enjambment is normally to let an idea carry on beyond the
restrictions of a single line. Another purpose of enjambment is to continue a rhythm
that is stronger than a permanent end-stop, wherein complicated ideas are expressed
in multiple lines.

Example of Enjambment from Literature

It is a Beauteous Evening
William Wordsworth

31
 “It is a beauteous Evening, calm and free;
The holy time is quiet as a Nun
Breathless with adoration; the broad sun
Is sinking down in its tranquility;
The gentleness of heaven is on the Sea;
Listen! The mighty Being is awake,
And doth with his eternal motion make
A sound like thunder―everlastingly. …
“Thou liest in Abraham’s bosom all the year;
And worshipp’st at the Temple’s inner shrine,
God being with thee when we know it not.”
Explanation

This poem is a perfect example of enjambment. In this poem, every line is

running over to the next, while the sense is not finished at the end of lines, without
pause or break. None of the lines make sense – or stand on their own – without the
next line.

What’s More

Below are texts with specified cues on line break and enjambment. Identify the
item utilizes line break or enjambment.
1. The poet labors all his days//
To build the beauty in his rhyme.
2. When rain drops are
Exposed to sunlight, even
Colorless become vibrant.
3. Amongst the bushes and thorns//
Beautiful red rose blooms.
4. Cold morning time //
Ice crystals reflect the rays //
Of blazing sunrise.
5. Lovely nature has something to
offer//
you; so inhale the fresh air//
And, beautifully, learn by
deciding where to go.

What I Can Do

Put a double bar lines to show line break and underline once the word that
displays enjambment. The first one is done for you.
Sample: I have eaten the plums that were in the icebox.

32
 Answer: I have eaten //the plums// that were in //the icebox.
1. I think I had never seen a verse as beautiful as a flower.
2. Amongst the bushes and thorns beautiful red rose blooms.
3. The sunlight brightens the horizon like the sky lightens a small island.
4. Breezy blue sky so clear, so bright and relaxing that escapes daily toil.
5. How beautiful are sunflowers that yield without difficulty, blooming so fully now
in the light of the sun.

Assessment

Perfect Match!
Match the words in the box with the following statements/words below. Write
A or B as your answer.

A. Line Break B. enjambment

1. These are devices used to

separate one line of the poetry from the other.

2. These are the lines where the line ends in the middle of the sentence. Therefore,
the line continues across several lines of the poem.
3. It helps the poet emphasize important words and hint at double meanings.
4. It can be classified into end stopped line, enjambment, and caesuras.
5. It is also called run on lines as it run into each other. Through this, it run forwards in
sense and punctuation into the next line.

33
 Lesson
METAPHOR
6

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Distinguish metaphor and write metaphorically.

What I Know

Metaphoric Magic! Choose which between the two sentences in each item is an
example of metaphor. Write the answer of your choice.
1. A. My dad is a bear.
B. My dad is as big as a bear.

2. A. The light is bright like the sun.

B. The light was the sun during our test.
3. A. This class is a three-ring circus
B. This class is just like a three-ring circus.

4. A. Audie was like a nervous cat before his test.

B. Audie was a nervous cat before his test.
5. A. My teacher’s steps sounded like thunder as she entered the
classroom.
B. My teacher’s steps were thunder as she entered the classroom.

What Is It

Metaphor, (as discussed in Module 1) is a figure of speech that makes an

implicit, implied, or hidden comparison between two things that are unrelated, but
which share some common characteristics. In other words, a resemblance of two
contradictory or different objects is made based on a single or some common
characteristics.

34
 In simple English, when you portray a person, place, thing, or an action
as being something else, even though it is not actually that “something else,” you are
speaking metaphorically. For example, the phrase, “My brother is the black sheep of
the family,” is a metaphor because he is not a sheep, nor is he black. However, we
can use this comparison to describe an association of a black sheep with that person.
A black sheep is an unusual animal, which typically stays away from the herd, and the
person being described shares similar characteristics.

Common Speech Examples of Metaphors

1. My brother was boiling mad. (This implies he was too angry.)

2. The assignment was a breeze. (This implies that the assignment was not
difficult.)
3. It is going to be clear skies from now on. (This implies that clear skies are not a threat
and life is going to be without hardships)
4. The skies of his future began to darken. (Darkness is a threat; therefore, this
implies that the coming times are going to be hard for him.)
5. Her voice is music to his ears. (This implies that her voice makes him feel
happy)

What’s More

METAPHORICALLY SPEAKING
Directions: Identify the two unlike objects/things being compared in each
statement. The first one is done for you. Write your answer on your creative writing
interactive notebook.
Sample: The teacher is an encyclopedia of information.
Answer: teacher – encyclopedia of information
1. Procrastination is a thief that steals time.
2. The ship is a tiger roaring through the water.
3. The airplane is an elephant running on the runway.
4. Her birthday is a storm of happiness.
5. Annie’s memory is cloudy since she can never remember anything.

35
 What I Can Do

Metaphorical Magic
Directions: Write 3 sentences describing yourself using metaphor. The first one is
done for you.
Sample: I am the wind beneath your wings.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

Write 2 sentences describing the ocean using metaphor.

4. ______________________________________________________________
5. ______________________________________________________________

Assessment

Metaphor Matters
Directions: Read the story below. Write or identify all the words/phrases which are
metaphorical.

The Haircut

When I woke up on Saturday, mom said I was a sheepdog with my long,

shaggy hair, and it was time for me to get my hair cut. When I looked at her, she was
a zebra, half hidden behind the drapes of my overgrown bangs. I couldn’t help it. I
laughed. She was right; my hair had to be cut.
The barber’s chair was a tower, and he pumped it higher and higher. I didn’t
really mind. I was an explorer, looking at the world in a whole new way. The pieces of
hair on the floor were an exotic carpet of strange brown fibers that criss-crossed in a
crazy pattern. The floor was an odd new planet, and I was an astronaut looking down
from above.
The barber pumped the chair again, and I was a rocket coming in for a landing.
I couldn’t believe the adventure was over so soon.
On the way home, we stopped at the store to buy some milk. Unfortunately,
there was some amazing sale going on at the time. We were tiny fish swimming in a
sea of people. I could not wait to get out of there and go home. The drive home was a
frustrating experience, because the holiday traffic had turned the street into a parking
lot. I hope it’s a long time before I’m a sheepdog again!

36
 Lesson
OTHER EXPERIMENTAL
7 TEXTS
What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Write typographical poem.

2. Write concrete poem
3. Write acrostic poem.

What Is It

I. Typography or ‘Shape Poem’, in creative writing, is the style,

arrangement, or appearance of printed letters on a page. The typological arrangement of
words is as important in conveying the intended effect as the meaning of words, rhythm, rhyme
and so on.

What’s More

Source:http://newplacenewmenewmrscrouch.blogspot.com/2010/07/my-concrete-poem-i-am-your-
sun.html
 HANDS ON, MINDS ON POETRY
The Challenge: Now it is your time to give a shot on writing your own shape poem.
Write a poem about LOVE in a heart form by following the steps below.
Step 1.
Draw an outline of a heart which symbolizes love. Make sure it is big enough
because you will write your poem inside it.
Step 2: Brainstorming
Write at least 10 words or phrases about it (LOVE or Heart).

Brainstorm Box:

Step 3: Write your Poem

You are now ready to write your poem inside your heart-shaped drawing below.
Be sure to use the ideas you generated in your brainstorm box in step 2.

38
II. Concrete Poem is written to represent objects which they describe. The poem can be
written in the shape of the object. This form is also known as visual poetry.

Source: Swan and Shadow, John Hollander,

The Norton Anthology of Poetry
(New York, London, W.W. Norton & Company 1996).

39
 What’s More

HANDS ON, MINDS ON POETRY

Step 1.
Draw an outline of a leaf. Make sure it is big enough because you will write your
poem on the framework or outline of it.
Step 2: Brainstorming
Write at least 10 words or phrases about a leaf. Examples could be your
favourite color to represent a leaf, how it is important to you (in your life as human
being), it’s size, it’s function, purpose, or usage in your life and so on. You may add
/apply some figurative language on it. One or two figurative language(s) is/are alright.

Brainstorm Box:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

Step 3: Write your own concrete poem

You are now ready to write your poem and write it on the outline of the leaf you
have drawn ahead. Be sure to use the ideas you generated in your brainstorm box in
step 2.

40
III. Acrostic Poem uses the letter in a topic word to begin each line. All lines in the poem
should relate to or describe the poem.

Here’s the ‘free-form’ style, or ‘free verse’ structure that gives much freedom to
let your creativity flourish. Whether or not the lines in the poem should rhyme, is
optional. Below is an example of acrostic poem dedicated to ALMA.
Sample 1 Sample 2
A A – Amazing persona
L- Lady of L – Loving teacher
M- Many M – Most beautiful inside out
A- Admirers A - An angel on earth

Sample 3
A is for ATTRACTIVE, you charm with your beauty
L is for LIMBER, flexible in nature
M is for MODEST, to the core
A is for ANGELIC, you have a kind heart
ALMA, a once-in-a-lifetime persona!

What’s More
Fill-in the blanks to complete the acrostic poem below:

HOMEWORK
Hard to do and sometimes
O ________________________________________________
My teacher gives us homework
E ________________________________________________
Writing for hours
O ________________________________________________
Reading for hours
K_________________________________________________
Jose and Larioque , 2017: 104
Creative Writing (for Senior High School)

What I Can Do

Have fun about your name (can be your first name, nick name, or last name) using
acrostic poem. Choose words that can speak/describe about your character, personality and
behavior.

41
Lesson
GENRE-CROSSING TEXTS
8

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Transpose poetry to prose and vice versa.

What I Know

1. Write at least five words or phrase about your knowledge about GENRE-CROSSING
TEXT. Write it in each circle below.

42
 What Is It
A GENRE-CROSSING TEXT
Have you ever imagined that poems can also be transformed onto prose or the
other way around? Yes! You can do some tricks and tweaks like making your poems
become narrative essays, descriptive paragraphs, scripts, and many more. We call
this work as GENRE-CROSSING TEXTS.
Prose Form
Sample 1
It was the best of times, it was
the worst of times, it was the
age of wisdom, it was the age
of foolishness, it was the epoch
of belief, it was the epoch of
incredulity, it was the season of
Light, it was the season of
Darkness, it was the spring of
hope, it was the winter of
despair, we had everything
before us, we had nothing
before us, we were all going
direct to Heaven, we were all
going direct the other way—in
short, the period was so far like
the present period, that some of
its noisiest authorities insisted
on its being received, for good or
for evil, in the superlative
degree of comparison only.
Source
https://en.wikipedia.org/wiki/
A_Tale_of_Two_Cities
Poetry Form
Sample 1
It was the best of times,
it was the worst of times,
it was the age of wisdom,
it was the age of foolishness,
it was the epoch of belief,
it was the epoch of incredulity,
it was the season of Light,
it was the season of Darkness,
it was the spring of hope,
it was the winter of despair,
we had everything before us,
we had nothing before us,
we were all going direct to Heaven,
we were all going direct the other way —
in short,
the period
was so far like
the present period,
that some of its noisiest authorities
insisted on its being received,
for good or for evil,
in the superlative degree of comparison
only.
Source
https://zumpoems.com/2011/10/12/
wednesday-poetry-challenge-1/
43
Explanation

Prose is written in a paragraph form, while poetry is in verse/stanza style. In the evolution
of prose poetry, this has become a new trend in poetry writing today. Based from the example,
it shows how poetic has become the opening to Charles Dickens’s A Tale of Two
Cities.

The above examples just simply pick a passage from a novel, essay or short
story that qualifies as prose, but for you is particularly poetic. Then without changing
a word or punctuation mark, reformat that so it appears to be poetry.

Prose Form Poetry Form

Sample 2 Sample 2

Time has come for us to leave this Time has come

island: a way to do such must be for us to leave this island:
discovered. a way to do such
must be discovered.

In the 2 nd example, “Time has come for

us to leave this island: a way to do such must be discovered”, in its
simple form and written as a one-liner declarative sentence is reformatted
to a poetry having four (4) lines.
“Time has come
for us to leave this island:
a way to do such
must be discovered”.

Another way is you may choose to convert the text into poetry is by
imposing regular meter on the text such as given below:

We seek a ship to sail us from this place

And steer us on a course that takes us home
or maybe both meter and rhyme:
We seek a ship to sail us from this shore
to take us to the home we knew before

or maybe you are more inclined to an expressive open style:

Time
Time
Time
Ticking
Like the restless heart

44
 Informing us
We must move on —
Leave this island.
Now.

What’s More

Across the Borderline. Convert the given prose into poetry. Apply the techniques
given to you in the discussion.
Given Prose:

Before the sunrise a chain of red clouds and all else is in the darkness.

Poetry:

What I Can Do

Getting Across the Line. Transform the given poem into a prose. Apply the
techniques given to you in the discussion.

Poetry:
The moon moved above
The clouds, suspended
between
Night and dawn.

45
Prose:

Assessment

Write at least 5(five) key ideas you can associate with genre-crossing text. Write
them inside a box like the one below.

46
 Lesson
TONE
8

What I Need To Know

At the end of this lesson, you are expected to be able to:

1. Identify the tone inherent in poetry.

What I Know

“Tone Me Up”
Directions: Read and analyze the given lines from the selected poems. Extract the
tone conveyed in the lines of each item. Write only the letter of your answer.
1. All that I love?
Why, yes, but for the moment-
And for all time, both.
A. loneliness
Something that folds and keeps easy,
Son’s note or Dad’s one gaudy tie, B. sorrow
A roto picture of a queen,
A blue Indian shawl, even C. love
A money bill. D. apathy

“ Bonsai” by Edith Tiempo

2. This paper is a crane. A. happiness

When its wings unfold,
B. loneliness
The paper will be pure and empty.
C. excitement
“Oregami” by Marjorie Evasco
D. fulfilment

3.”Life is difficult.” from “The Road Less Travelled” by M. Scott Peck

A. Joy C. sadness
B. Surprise D. excitement

47
4. 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.
“The Road Not Taken” by Robert Frost

A. apathy
B. gladness
C. loneliness
D. nostalgic

48
5. Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.

“Richard Cory” by Edwin Arlington Robinson

A. gladness
a. happiness
b. admiration
c. envy

What Is It

Tone, in written composition, is an attitude of a writer toward a subject or

an audience. Tone is generally conveyed through the choice of words, or the viewpoint
of a writer on a particular subject.
Every written piece comprises a central theme or subject matter. The manner in
which a writer approaches this theme and subject is the tone. The tone can be formal,
informal, serious, comic, sarcastic, sad, or cheerful, or it may be any other existing
attitude. Consider the following examples of tone:
 “I want to ask the authorities what is the big deal? Why do they not control the
epidemic? It is eating up lives like a monster.”
 “I want to draw the attention of the appropriate authorities toward damage caused
by the epidemic. If steps are not taken to curb it, it will further injure our community.”
The theme of both tone examples is the same. The only way we can
differentiate between them is their separate tone. The tone in the first example is
casual or informal while, it is more formal in the second.

Function of Tone
Tone, in a piece of literature, decides how the readers read a literary piece, and
how they should feel while they are reading it. It stimulates the readers to read a piece
of literature as a serious, comical, spectacular, or distressing manner. In addition,
tone lends shape and life to a piece of literature because it creates a mood. Moreover,
tone bestows voice to characters, and throws light on the personalities and
dispositions of characters that readers understand better.

Examples in Common Speech

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 We adopt a variety of tones in our day-to-day speech. This intonation of our
speech determines what message we desire to convey. Read a few examples below.

Example #1
Father: “We are going on a vacation.”
Son: “That’s great!!!”
– The tone of son’s response is very cheerful.
Example #2
Father: “We can’t go on vacation this summer.”
Son: “Yeah, great! That’s what I expected.”
– The son’s tone is sarcastic.

Example #3
“Yeah, your grades on this exam will be as good as the previous exams.”
– The tone is pessimistic in this example.
Example #4
“Can someone tell me what the hell is going on here?”
– This has an aggressive tone.

Examples in Literature

Example #1: The School (By Donald Barthelme)

Observe the tone of a short story, The School,
by Donald Barthelme:

“And the trees all died. They were orange trees. I don’t know why
they died, they just died. Something wrong with the soil possibly or
maybe the stuff we got from the nursery wasn’t the best. We
complained about it. So we’ve got thirty kids there, each kid had his or
her own little tree to plant and we’ve got these thirty dead trees. All
these kids looking at these little brown sticks, it was depressing.”

Explanation
The use of the adjectives “dead” and “depressing” sets a gloomy tone in the
passage. As trees signify life here, their unexpected “death” from an unknown cause
gives the above passage an unhappy and pessimistic tone.

Example #2: The Road Not Taken (By Robert Frost)

Robert Frost, in the last stanza of his poem The Road Not Taken, gives us an
insight into the effect of tone:

“I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I,

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 I took the one less traveled by,
And that has made all the difference.”
Explanation
Frost tells us about his past with a “sigh,” this gives the above lines an unhappy
tone. This tone leads us into thinking that the speaker in the poem had to make a
difficult choice.

What’s More

Fearful happy frustrated enthusiastic

Despair excited mood
bored sad

Making use of the tone listed inside the box, write:

I. Write one free verse
II. Write acrostic poem
III. Write one tanaga

What I Have Learned

Let’s summarize the important concepts we learned from this lesson:

1. Free Verse is also called vers libre, which is a French word meaning “free verse.” It
is a literary device that is free from limitations of regular meter or rhythm, and does
not rhyme with fixed forms
2. Line Break is a poetic device which is used at the end of a line and the beginning of
the next line in a poem. It could be employed without traditional punctuation. It is a
method by which lines of poetry are divided to show a change in a metrical pattern.
3. Enjambment is derived from the French word enjambment which means to step over,
or put legs across. Enjambed lines are the lines in the middle of a sentence.
Therefore, the sentence continues across several lines of the poem
4. Metaphor is a figure of speech that makes an implicit, implied, or
hidden comparison between two things that are unrelated, but which share
some common characteristics. In other words, a resemblance of two
contradictory or different objects is made based on a single or some common
characteristics.

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5. Topography or shape poetry , in creative writing, is the style, arrangement, or
appearance of printed letters on a page.
6. Concrete poetry, or also known as visual poetry, is written to represent objects
which they describe.
7. Acrostic poetry uses the letter in a topic word to begin each line. All lines in the poem
should relate to or describe the poem.
8. Genre-crossing texts are a type of technique employed to transform prose into
poetry or the other way around.
9. Tone is an attitude of a writer toward a subject or an audience. Tone is
generally conveyed through the choice of words, or the viewpoint of a writer
on a particular subject.

What I Can Do

Analyze the poem, The Rainy Day and answer the items that follow.
The Rainy Day

The day is cold, and dark, and dreary;

It rains, and the wind is never weary;
The vine still clings to the mouldering wall,
But at every gust the dead leaves fall,
And the day is dark and dreary.

My life is cold, and dark, and dreary;

It rains, and the wind is never weary;
My thoughts still cling to the mouldering Past,
But the hopes of youth fall thick in the blast,
And the days are dark and dreary.

Be still, sad heart! and cease repining;

Behind the clouds is the sun still shining;
Thy fate is the common fate of all,
Into each life some rain must fall,
Some days must be dark and dreary.

1. The speaker says his life is “cold, dark and dreary. This means ____________
a. happy b. sad c. alone d. sick
2. Defend your answer in No. 1. You may include clue words in the context to solidify
your claim.
_____________ ________________________________________________

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 ______________________________________________________________
______________________________________________________________

Assessment

Directions: Read the passage carefully taken from “The Passing of

Loku” and answer the questions that follow.
(The tale of Loku is applied to a large, ugly lizard which climbs to the rafters of houses
and gives the peculiar cry that suggests its name. This lizard, although hideous, is
harmless; it lives on centipedes. Its strange cry may be heard everywhere in the
Philippine Islands.)

Hundreds of years ago a very wicked king named Loku ruled the Philippines.
He was cruel and unjust, and condemned to death all who refused to do his bidding.
He had vast armies and made war on all until his name was feared everywhere.
His power was very great. He conquered every nation that opposed him and
killed so many people that the god, viewing the slaughter from his throne above,
sent an angel to order him to cease from warfare and to rule the land in peace.

1. What word in the passage indicates killing and death?

A. cruel B. cease
C. bidding D. slaughter
2. The mood in the second paragraph is best described as
A. concerned B. sad
C. alarming D. frightening

Loku was in his palace, planning an assault on his neighbors, when a soft
light filled the chamber, and a beautiful angel appeared and delivered the mandate
of the master.
The cruel king paid no heed, but dismissed the holy messenger in scorn. "Tell
your master," said he, "to deliver his message in person. I do not deal with
messengers. I am Loku. All fear my name. I am the great Loku."
Hardly had he spoken when the palace shook to its foundations and a mighty
voice thundered, "Is it thus thou Slightest my word? Thou art Loku. All shall indeed
know thy name. From every crevice thou shalt forever cry it in a form that suits thy
ill nature."

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3. It could be inferred in the second paragraph that Loku is
A. a hospitable king B. a shy ruler
C. a brave warrior D. an arrogant person
4. Based on the dialogue between Loku and the messenger, it could be predicted that
A. Loku will kill many people B. the god will be punishing Loku
C. the messenger will go home D. a feast will be held in the palace

The courtiers, alarmed by the shock, rushed to the king's chamber, but Loku
was nowhere to be found. The royal robes lay scattered on the floor and the only
living thing to be seen was an ugly lizard that blinked at them from among the plans
on the table.
They searched far and wide, and when no trace of the king could be found
the courtiers divided the kingdom and ruled so wisely and well that there was peace
for many years.
As for Loku, you may still hear him fulfilling his punishment. From crack and
crevice, tree and shrub, he calls his name from dark till dawn: "Lok-u! Lok-u! Lok-
u!"
And he must cry it forever.

5. What tone is expressed in the first paragraph of the passage?

A. pleasant B. stressful
C. hateful D. exciting
6. What could be concluded in the passage?
A. Loku was still angry with god.
B. Crying was Loku’s punishment.
C. Loku felt sorry for his arrogance.
D. Loku turned to a lizard.

Additional Activity

“Enrich Me Here!”

To enrich your knowledge on tone, research about more types of tone as a form
of literary device.

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 Key Answers

Free Verse
Pretest
1. T;2. T; 3. F; 4. F;5. F
Postest
1. B; 2. D; 3. C; 4. B; 5. C
Line Break and Enjambment
Pretest
1. J; 2.I; 3.H; 4.G; 5.F; 6.E; 7.D; 8.C; 9.B; 10.A
Activity 1
1. Line break; 2. Enjambment; 3. Line break and enjambment 4. Line break; 5.
Line break and enjambment
Activity 2
1. I think I had never seen //a verse as beautiful as a flower.
2. Amongst the bushes and thorns // beautiful red rose blooms.
3. The sunlight brightens the horizon // like the sky lightens a small island.
4. Breezy blue sky so clear, // so bright and relaxing // that escapes daily toil.
5. How beautiful are sunflowers // that yield without difficulty, // blooming so fully
now // in the light of the sun.

Postest
1. A; 2. B; 3. B; 4. A; 5. B
Metaphor
Pretest
1. Procrastination – thief (that steals time)
2. Ship – tiger (roaring through the water)
3. Airplane – elephant running on the runway)
4. Birthday – storm of happiness
5. Memory - cloudy

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Activity 1
Key Answers/Possible Answers:
1. I am the apple of my father’s eye. (meaning: I am the loved by my father. I am his
joy.)
2. I don’t rock the boat. (I don’t cause problems.)
3. I am a bullet during the race. ( meaning : my speed during the race is compared
with that of the bullet) I am fast.
4. The ocean is a playground of learning.
5. The ocean is a blueprint of life.

Activity 2
1. A; 2. B; 3. A; 4. B; 5. B
Postest
The Haircut
When I woke up on Saturday, mom said I was a sheepdog with my long,
shaggy hair, and it was time for me to get my hair cut. When I looked at her, she
was a zebra, half hidden behind the drapes of my overgrown bangs. I couldn’t
help it. I laughed. She was right; my hair had to be cut.
The barber’s chair was a tower, and he pumped it higher and higher. I didn’t
really mind. I was an explorer, looking at the world in a whole new way. The pieces
of hair on the floor were an exotic carpet of strange brown fibers that criss-crossed
in a crazy pattern. The floor was an odd new planet, and I was an astronaut looking
down from above. The barber pumped the chair again, and I was a rocket coming
in for a landing. I couldn’t believe the adventure was over so soon.
On the way home, we stopped at the store to buy some milk. Unfortunately,
there was some amazing sale going on at the time. We were tiny fish swimming in
a sea of people. I couldn’t wait to get out of there and go home. The drive home
was a frustrating experience, because the holiday traffic had turned the street into
a parking lot. I hope it’s a long time before I’m a sheepdog again!

Topography/ Shape Poetry

Answers may vary
Concrete
Answers may vary
Acrostic Poetry
Answers may vary

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Genre-Crossing Texts
Pretest
Answers may vary

Activity 1

From prose to poetry:

Before the sunrise

A chain of red clouds
And all else is in the darkness.

Activity 2
From poetry to prose:
A. The moon moved above the clouds (is) suspended between night and dawn.
Or
B. The moon moved above the clouds (is) suspended between night and dawn.

Postest
Answer may vary

Tone
Pretest
1. C ; 2. D. 3. E; 4. D; 5. D

Activity 1
1. B 2. Answer may vary

Activity 2
1. D;2. C;3. D;4. A;5. B; 6. D

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 KEY ANSWERS

I. WHAT I KNOW (ELEMENTS OF V. WHAT I CAN DO (RHYME &

POETRY) METER)
1. B
Note: Answers may vary.
2. C
3. D
4. A ASSESSMENT (Rhyme and Meter)
5. B
6. C Test I
7. B 1. FALSE 6. FALSE
8. C 2. TRUE 7. TRUE
II. WHAT’S MORE (ELEMENTS OF 3. TRUE 8. TRUE
POETRY) 4. FALSE 9. FALSE
1. D 5. FALSE 10. TRUE
2. D
3. D
4. A Test II
5. A
6. A 1.b
ASSESSMENT (Elements of 2.a
Poetry)
A. 3.d
1. C 4.a
2. A
3. D 5.b
4. B
6.c
5. E
B. 7.b
1. C
8.c
2. D
3. B 9.a
4. A
10.a
III. WHAT I KNOW (PHIL. POETRY)
1. C 11.b
2. D
3. G 12.a
4. A 13.a
5. B
14.b
IV. WHAT’S MORE (RHYME & 15.a
METER)
Note: Answers may vary.

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