SHS

Creative
Writing
Quarter 1 – Week 3-4
 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim
ownership over them.

This module was carefully examined and revised in accordance with the
standards prescribed by the DepEd Region 4A and Curriculum and Learning
Management Division CALABARZON . All parts and sections of the module are
assured not to have violated any rules stated in the Intellectual Property Rights
for learning standards.
 Creative Writing
Grade Twelve

Regional Office Management and Development Job S. Zape, Jr.,

Team:
EPS in-Charge, Jhonathan S. Cadavido, Romyr L. Lazo, Fe M. Ong-Ongowan,
Lhovie A. Cauilan,

Schools Division Office Management Team: Van Russel A. Robles, Paul Ian Louie
D. Robles

Creative Writing
Quarter 1
PIVOT IV-A Learner’s Material
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or

siblings of the learners, to understand how materials and activities are
used in the new normal. It is designed to provide the information,
activities, and new learning that learners need to work on.

Activities presented in this module are based on the Most

Essential Learning Competencies (MELCs) for Creative Writing as
prescribed by the Department of Education.

Further, this learning resource hopes to engage the learners in

guided and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and
circumstances.

You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using

the IDEA instructional process. This will help you attain the
prescribed grade-level knowledge, skills, attitude, and values at your
own pace outside the normal classroom setting.

The module is composed of different types of activities that are

arranged according to graduated levels of difficulty—from simple to
complex. You are expected to answer all activities on separate
sheets of paper and submit the outputs to your respective teachers
on the time and date agreed upon.
 Creative Writing
Writing a short poem applying the
various elements and
literary devices
exploring innovative techniques
Creative Writing – Specialized Subject
Alternative Delivery Mode
Quarter 1 – Lesson 3: Writing a short poem applying the various elements and literary devices
exploring innovative techniques
First Edition, 2020

Introductory Message
For the Facilitator:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module.

This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to as sist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

For the Learner:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module.

The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn,
create, and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will
be enabled to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the module.

What I Know
This part includes an activity that aims to check what you already know about the lesson to take. If
you get all the answers correct (100%), you may decide to skip this module.

What’s In
This is a brief drill or review to help you link the current lesson with the previous one.

What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It
This section provides a brief discussion of the lesson. This aims to help you discover and understand
new concepts and skills.

What’s More
This comprises activities for independent practice to solidify your understanding and skills of the
topic. You may check the answers to the exercises using the Answer Key at the end of the module.

What I Have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you learned from
the lesson.

What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill into real
life situations or concerns.

5
 Weeks

What I Need to Know

3-4
This module was designed and written with you in mind. It is here to help you master
the various elements, techniques, and literary devices in specific forms of poetry. The
scope of this module permits it to be used in many different learning situations.
In this module, you will be mastering the essential elements, techniques and literary
devices in specific forms of poetry. I will also show sample works of well-known local
and foreign writers.
At the end of this module, you will be producing a short, well-crafted poem.

After going through this module, you are expected to:

1. write a short poem applying the various elements and literary devices
exploring innovative techniques (HUMSS_CW/MP11/12c-f10)
2. use some of the learned elements, techniques, and literary devices.
3. appreciate literary pieces written by local and foreign writers.

What I Know
Directions: Using a mind map, present what have you known about Creative Writing
and how will you use your knowledge in writing outputs in Creative Writing. Do this on
your answer sheet.

CREATIVE

WRITING

6
 What’s In
Learning Task 1: Identify Your Writing Preferences
Directions: Knowing your writing preferences will help you be more successful
in your writing process. To determine your idiosyncratic writing preferences, answer
the following questions on your paper:
1. When do you like to write? Where do you like to write?
2. What writing tools (paper, pens, pencils, laptop, dictionary, thesaurus, etc.)
do you need to write a document?
3. What genres do you prefer to write? Why?
4. How do you write your first draft? Are you a think-write writer or a write-write
writer?
5. What stages of the writing process do you use? Which are your strengths? And
which are your weaknesses?
What’s New
Learning Task 2: Fill Me In
Directions: Using your answers from the previous learning task, accomplish the writing
process cycle. Also, write your initial understandings that will be enhanced after taking the
lesson. Do this on your paper.

1. ________

5. ________ 2. ________
The
Writing
Process

4. ________ 3. ________

What is It
In this part of your journey, we provide something for you to deepen your
understanding about writing process and how creative writing is different from the
other types of writing. This will help you to utilize your understandings in using the
poetry elements, literary devices, and techniques. Tips in crafting a poetry are also
provided here.

Please continue reading with comprehension as you discover further

knowledge that will help you out in your quest on the remaining phases of this
lesson.

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 Is experimental writing a workmanship or a specialty? Obviously, the
discussion will never wrap up. Yet, I do accept that it is both. In this manner, it is
something unique of a craftsmanship and an art. Disregard definition. Utilize your
own imagination and locate your own one of a kind importance of experimental
writing. Someone said that scholars have a blessing. Particularly innovative
essayists. Creative writers have the ability to engage somebody, to make somebody
snicker, to make somebody cry. To make somebody think.

In any subject, ideas must be comprehended by models. Fiction, verse, and

true to life are altogether instances of exploratory writing. We'll see them in detail in
future portions of this arrangement. For the time being, we should perceive what
establishes experimental writing.

Writing Preferences and The Writing Process

Writing Preferences
Every author has his/her own inclinations when drafting a record. Regardless
of whether an individual is composing a story, a sonnet, a diary passage, a letter, or
an innovative genuine piece, the composing approach is peculiar, implying that it is
particular to the individual who is composing.

Some are think-compose journalists. They have to think and think and figure
some more until they can compose their first draft. At the point when they compose
their first draft, they need a huge square of time to get it down on paper. Their first
drafts feel like a completed item to the essayist since they've done the greater part of
their prewriting and updating in the reasoning procedure. In any case, these scholars
need to recollect that the primary draft is only that—a first draft. Modification is
fundamental.

Advantages Disadvantages
Once they’ve start writing, they finish They need time to think; they can’t write
the draft easily. under command or time pressure.
Starting the opening paragraph can be
difficult because they are still thinking.
The first draft can feel like a polished Revising their work is difficult because
final draft to the writer. They usually from their perspective a lot of the
finish drafts on time or earlier than the revision decisions were made in the
deadline. thinking process.

Different scholars have different styles in writing. They compose, cut,

duplicate, and rearrange their work just as discard and start once more—here and
there numerous occasions. They are continually prewriting, arranging, and
modifying as they go. They now and then battle with completing a last draft, and they
have even been known to erase a portion of their best work. These essayists need to
make sure to spare all drafts, with the goal that the best work is rarely lost.

The Writing Process

Every piece of writing goes through a process of stages: prewriting (also

sometimes called planning), drafting, cooling, revising, and publishing. These steps
do not always follow one another in succession. Instead, they are recursive, meaning

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a step can occur again at any point in the process. For instance, while revising an
historically-based short story, a writer may discover he/she needs to do additional
research about the time period that the story is set, which takes the writer back to
the prewriting stage.

Prewriting

Publishing Conceptualzing/
Drafting
The
Writing
Process

Revising Revitalizing

Prewriting/Planning

This is the stage where the writer thinks of the possible concept or ideas.
Conceptualizing helps to determine the flow of the writeup.

Some writers keep a composing diary, a record of records and notes, possibly
drawings or photos, that at first grabbed their eye. Authors by and large are solid
eyewitnesses who record what they see, hear, taste, contact, and smell since it might
turn out to be a piece of a story, a sonnet, a true to life article, a play, and so on.
Scholars may convey a little journal with them for the duration of the day and set it
on the end table close to their bed around evening time. At that point, it is promptly
accessible when a thought a motivation catches their eye.

Writers make several decisions in the prewriting stage as well. They will
answer questions like the topic, readers/audience, the mode of delivering the
context, the genre, the point of view on how to tell the content and some factual
information.

Conceptualizing
Drafting includes composing the primary draft of a report. A few journalists
compose their first draft with a pen and a note pad. Different essayists compose
legitimately on a PC or PC. The decision relies upon the inclination of the essayist.

A short bit of composing can be drafted at a time. The objective is to get

everything down on paper before it is lost. On the off chance that a piece can't be
drafted at a time since it is excessively long, scholars for the most part stop at a spot
where they recognize what they will compose straightaway. This forestalls a mental
obstacle, the powerlessness to compose the following day.

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 When drafting, writers are urged to not focus on spelling, accentuation,
language structure, and so on. Reexamining while at the same time composing
makes essayists lose the first progression of the thought. Spelling, accentuation,
language structure, and so on can be tended to in the last update.

Revitalizing
Time plays an important part in writing. Once you create your draft, you need
to have some break for you to unwind your mind in conceptualizing. This will help
you to rethink and reconceptualize for a new possible content or inputs. This allows
writers to have a new perspective when entering the revision stage. To do this,
journalists should be sorted out and time supervisors. The main draft must be done
early enough to save it for the suggested cooling time.

Writers of books have significantly longer cooling periods. It might be weeks,

months, and here and there even years, contingent upon the author's inclination and
the cutoff time for the distribution of the book.

Revising
Revising literally means “to see again” not just once but multiple times.
Revision has two types of processes where the larger problems such as content and
organization and the smaller problems such as sentence structure, word choice, and
formatting shall both be considered in revising your output. Revising will help you to
notice the other elements of your writeup from the mechanics, structure, coherence
of the paragraphs and its core.

Some portion of updating may incorporate requesting that others read drafts
and make modification proposals. Eventually, it's consistently up to the author
whether those update suggestions will be actualized into the last draft.

Publishing
Publishing involves submitting final manuscripts to editors of print and online
journals and magazines, newspapers, or publishing companies.

Although it’s great to see one’s name in print, not all writers write for
publication. Some write their stories, poems, letters, diaries, etc. for the next
generations – their children, grandchildren, and great-grandchildren. They write to
record their personal history.

Questions to Ponder: Have you tried to follow the writing process? How
was it? Among the phases of the writing process, which is hard for you? How
do you surpass it?

Creative Writing vs. Technical Writing

Today, after learning what creative writing is and how to get started in it, we’re
going to compare the this to technical writing.

There are journalists everywhere throughout the world in the two

classifications – and it boggles the brain to hear that millions have been produced
using both experimental writing and specialized composition. Some have made
fortunes. While some have not made anything.

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 Delight can be picked up from the two sorts, yet most would agree that the
two of them fill various needs. The two of them have their own do's and don'ts and
the two of them have their own principles. Both are represented by language
structure and style. Both show up all over. So what's the distinction?

Creative writing is written to entertain and educate. We enjoy reading novels

and stories, not because they are necessary to read or helpful for us, just because
we get a certain pleasure from reading them, the pleasure which can’t be got from
reading technical writing.

Creative writing has such huge numbers of sorts and sub-classes that they
merit an entire area of an article for themselves. It in some cases keeps a given
arrangement of rules, and once in a while tosses alert to the breezes and breaks every
one of them. In any case, ability is fairly an important fixing in the event that you
need to compose inventively. Obviously, composing can be improved by training. Be
that as it may, on the off chance that you don't have the fundamental ability, your
composing would not offer joy to anybody.

Technical writing is wholly written to inform and sometimes to trigger the

person reading into making an action beneficial to the one of the writer.

Technical writing isn't composed to entertain. It has its own arrangement of

rules, shows, do's and don'ts, magnum opuses and bits of garbage. There is an entire
craftsmanship to acing specialized composition, despite the fact that it also is fanned:
online specialized composition and disconnected specialized composition. Actually, I
believe that on the off chance that you need to ace specialized composition, you
should initially ace brief and attractive composing that attracts the critics whether
or not it's inventive or specialized.

Illustrations on the Comparison and Contrast of

Creative Writing and Technical Writing

The contrasts between exploratory writing and specialized composing are that
creative writing is composed basically to engage with the inventiveness of the brain
and specialized composing is composed chiefly to advise in a conventional way or to
induce to make an activity, for example, buy the author's item.

This, in a significant piece, is the principle contrast. In the start of this article,
I made my own case: right cerebrum versus Left mind.

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 Be that as it may, they merit their very own article, and not here. On the off
chance that you need to know more, you can generally do your own examination.

Questions to Ponder: Can you recall the reading texts that you have
read? Can you now categorize if these are creative or technical writing?

Tips in Creative Writing – Writing a Poem

Knowing that after taking this module, you will be writing your own well-
crafted poem considering the elements, techniques and devices presented. You have
also to decide the form of the poetry, the diction, tone and other essential elements
that you have learned in the previous modules.

Learning how to write a poem is debatably one of the hardest forms of creative
writing to master—there are so many “rules”, but at the same time, no rules at all.
(Kidder, 2019)
Despite the challenge, writing poetry is a very fulfilling creative venue, and we
have exactly what you’re looking for to learn how to nail this art form.

Because poetry is so specific to the artist, knowing how to write a poem in

your own way can be tricky. Kidder had given several benefits of writing a poem.

Benefits of Learning How to Write a Poem

Even if you aren’t looking to become a full-time poet, or even attempt to publish a
single poem, writing poetry can be beneficial in several ways.

One, It fortifies your abilities recorded as a hard copy strong symbolism. Verse is a
very picture based type of composing, so rehearsing verse will improve your
symbolism in different structures also.

Poetry is concise and impactful because it uses strong language that is not literal.
Connotation is mostly used in writing a poem. Elements are being associated to
attain the aesthetics of the piece.

Poetry helps you to incorporate your thoughts, feelings and emotions in an

effective way. Other forms of writing have the plot to hide behind—with poetry, all
you’ve got are emotions.

You can become a professional poet and earn a living writing. Even if you just
want to enjoy poetry for the above reasons, you can also make a full-time income
this way.
Fundamentals for How to Write a Poem
Poetry can often be subjective. Not every poem will speak to every person.
That being said, there are different attributes that you should learn if you want to
know how to write poetry well regardless.
Select the form of your poem
The structure of a poem can refer to many different things, but we’re going to
discuss some different forms of poetry, how to use punctuation, and last words.

12
Form of a Poem

The form of your poem is the physical structure. It can have requirements for rhyme,
line length, number of lines/stanzas, etc.

Here are different types of poetry forms that we have discussed in the previous
module:
Sonnet – A short, rhyming poem of 14 lines

Haiku – A poem of 3 lines where the first is 5 syllables, the middle is 7 syllables, and
the last is 5.
Acrostic – A poem where the first letter of each line spells a word that fits with the
theme of the poem or exposes a deeper meaning.

Couplet – This can be a part of a poem or stand alone as a poem of two lines that
rhyme.

Free verse – This type of poem doesn’t follow any rules and is free written poetry by
the author.
Most of the poets have explicitly less experienced ones, compose what's called
free stanza, which is a sonnet without a structure, or with a structure the writer has
compensated for that particular piece.
The writer may choose to have a specific rhyme conspire or may make their
sonnets syllabic. With a free refrain sonnet, you can set up any topic or example you
wish, or have none by any means. The extraordinary thing about verse is that you
can even beginning with a particular sonnet structure, and afterward decide to adjust
it so as to make it special and your own.

Poetry Punctuation
Writing a poem is difficult because you never know what the appropriate
punctuation is, because it can be different from punctuation when writing a book.
This means you use punctuation properly for every grammar rule; if you
removed the lines and stanzas, it would work as a grammatically correct paragraph,
and this even includes writing dialogue in your poem. Moerover, it implies you use
accentuation to serve the manner in which you might want the sonnet to be perused.
A comma shows a brief delay, a period demonstrates a more drawn out respite, a
scramble demonstrates an interruption with an association of contemplations.
Utilizing no accentuation at all would loan to a surged feeling, which you may need.
Your accentuation decisions will rely upon your objectives when composing a sonnet.

Sealer of your poem

The last word of a line, the last word of your poem, and the last line of your
poem are very important—these are the bits that echo in your reader’s head and have
the most emphasis.

The use of the imageries

The use of imagery as a literary device in your writing consists of descriptive

language that can function as a way for the reader to better imagine the world of the

13
piece of literature and also add symbolism to the work. Imagery draws on the five
senses, namely the details of taste, touch, sight, smell, and sound. Imagery can also
pertain to details about movement or a sense of a body in motion or the emotions or
sensations of a person, such as fear or hunger.Using imagery helps the reader
develop a more fully realized understanding of the imaginary world that the author
has created.

Taste: The familiar tang of his grandmother’s cranberry sauce reminded him of
his youth.
Sound: The concert was so loud that her ears rang for days afterward.

Sight: The sunset was the most gorgeous they’d ever seen; the clouds were
edged with pink and gold.
Smell: After eating the curry, his breath reeked of garlic.

Touch: The tree bark was rough against her skin.

The association of Sound Devices

The use of the auditory effect on your piece will also give aesthetics to your
piece not just the physical outlook of the piece but also on how to sound it when the
reader reads the piece. It gives additional impact to the reader and let him to
remember it. The use of figures of speech like Alliteration, Assonance, Consonance,
Onomatopoeia, rhyme and rhythm will surely help you to utilize siund aesthetics
well.
Tell and Express the feelings

Structure, imagery, and sound work together to make up the technical

excellence of a poem. But if your words are empty of a deeper meaning, what’s the
point in writing a poem at all?

“Poetry is a form of storytelling. The key to writing is making the audience feel. Give
them something to remember and hold onto.” – Brookes Washington
Numerous new scholars lock onto buzzwords and tired points (peep that
similar sounding word usage) for their sonnets, since they imagine that is what they
should do. In any case, copying something another person has done, or some thought
of what you should figure a sonnet ought to be about, won't give you a certified,
passionate piece that others can interface with. So compose the sonnet that no one
but you can compose.
Considering at your own experiences will help you to establish your thought
s and emotions. What do you know? Since your experiences may be the first sources
of your concept, it will be easy for you to tell and share. Where could be the writers
of stories and poem, composers of songs get their thoughts? As you learn in literature
that personal experiences could be the substantial source of concepts. As a writer,
all you need to do is to transfer the concepts into words. Can you make that feeling
an image other people can see through your words? That is the poem you write.
Do not be so orinary, be unique to standout

There are many clichés you want to avoid when writing poetry. Nothing really
marks an amateur poet like clichés. The temptation, avoid cliché phrases. Go line by

14
line and make your language as crisp and original as you can. If there are pieces in
your poem that seem like you’ve read or heard them before, try to reword it in order
to make it more original.

If your poem seems long-winded to you, imagine what that would be like for
your reader. Be ready to edit your poem to get it down to its best form.
“Poetry is just word math. Every piece has mean something, and there can’t be any
extraneous bits otherwise it gets confusing. It just becomes a puzzle made out of all
the words that make you feel something.” – Abigail Giroir
Enhancing your poem using the Writing Cycle

The genuine enchantment of verse occurs in the reexamining and refining.

Amend the ever-living hell out of it. To summarize an old educator of mine: Don't be
reluctant to sit with it. For a considerable length of time, months, years—as long as
the sonnet needs.

It's incredible to have composing objectives and courses of events, yet don't
surge a sonnet before you know it's prepared.

Avoid abstractions. A word that can just allude to an idea or feeling—it is anything
but a solid, unmistakable thing. A few instances of this are freedom, love, servitude,
hostility. Reflections make each individual picture something other than what's
expected, so they are powerless words, and they will debilitate your sonnet.

Rather than utilizing a reflection, consider what symbolism you can use to
pass on that feeling or idea. Freedom can become chains breaking or winged
creatures flying. Love can be acquiring your life partner espresso bed, petting a
canine, cleaning a headstone.
Think about the best pictures to pass on your concept of that deliberation, so
every peruser can be on the same wavelength with you.

Try not to categorize yourself into a structure that will smother your
inventiveness, use symbolism and sound, have an importance and a reason for each
sonnet, and change until your fingers drain.

Questions: Which of the following tips in writing of a poem do you

really consider? Can you follow these tips in writing your own poem?

15
What’s More
Learning Task 3: Complete the Table
Directions: I. Complete the table. Supply the correct answers to complete the
comparison of Creative Writing and Technical Writing. Write your answers on your
answer sheet.

Learning Task 4: Creative Search for Words.

Directions: Loop the words that can be found in the word puzzle. After finding the
words, on your paper, draw a table with 2 columns (one for imaginative writing and
one for technical writing). Place the found words into its proper column to
determine the examples of the two types of writing.

16
Learning Task 5: React with the Literary Pieces
Directions: Go back with your previous literary pieces that you have searched for in
the previous module. Choose 1 and react with the elements used by the author. DO
this on your notebook.

Elements of Poetry Title:

Structure
Sound Devices

Essential Elements

Poetic Form
Figures of Speech

Imagery

Learning Task 6: Read and Give

Directions: Read the following lines of different literary pieces. Give the appropriate
title of the literary pieces considering the content, theme, and message of the poems.
Do this on your answer sheet.
Title Content of the poem
1. Once I failed,
Everyone feels disappointed
When I did mistake
by: It seems like, I’m in the end
Lovely Thus, I can't stop asking myself
Jaime Why is this happening in our environment?
Why do some people, full of judgement?
In this world, that no one's perfect
All of us are different
Has their own version, skills, and talent
We have weaknesses and strengths
We got failures and achievements
So you, me, and all of us
Can be the version, we wish to have
We may live a life we dream
With contentment, acceptance, love and not a fear
Therefore, I have realized
I shouldn't let anyone dictate my life
No matter what other talked about me
I will always show the real me, that I wanted to be

17
2.

3. Everyone is magnificently beautiful,

You and I are beautiful,
by: No matter what other say,
Rafael We are gorgeous in our own way.
Gonzales
Hey pretty!
Don’t you ever feel that you are not perfect,
Cause God makes no mistakes,
He made us beautifully.

There is nothing wrong with you,

Putting labels are just people do,
Insecurities, doubt will kill,
But confident and trust makes you steel.

Go around along the crowd,

Show them that you got a crown,
So hold your head up and go far
And shine like a bright star.

4.
Seeing the blue sky,
by:
Mary With birds flying in the air.
Vianney
Batan It was relaxing.

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 5. As you walk away

Left my broken heart in vain

by:
Mary Jade And I heard you say
Dondonay
Let go, sorry for the pain

Move on, forget me my love

Learning Task 7: Analyze the samples

Directions: using the poems in the previous learning task 6, do the analysis of the
poems by commenting on the elements presented on the table. Do this on your
answer sheet.

Elements of Poetry 1 2 3 4 5

Structure
Sound Devices

Essential Elements

Poetic Form

Figures of Speech
Imagery

What I Have Learned

Learning Task 8: “T-M-L Phrase
Complete the following phrases.
The Topic was about
______________________________________________________________________

It Matters because
______________________________________________________________________

I’ve Learned today that

______________________________________________________________________
What I Can Do
Learning Task 9: Be Inspired by Reading (to be done for two weeks)
Directions: Read some of the existing poems in various resources. It may be found in
the internet, existing literature books, newspapers and other reading materials or
even your own created poems before. Appreciate the elements used by the poet for
you to use it in accomplishing the next learning task.

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Learning Task 10: Outline by using the elements (To be submitted next week)
Directions: With your learnings with the different tips in writing a poem, Do the
outlining or planning of your poems to be written. Do this on your answer sheet.
I. Theme:
II. Poetic Form:
III. Kind of Stanza:
IV. Meter:
V. Sound Devices:
VI. Imagery:
VII. Figures of Speech:
VIII. Message:
IX. Target Audience:

Assessment
Writing Time! Directions: Write two poems considering the elements, literary devices
and techniques presented in the previous module and your understanding in writing
a poem. You have the freedom to choose and utilize any of the elements, forms and
other essential topics about poetry. Do this output in a short bond paper. You may
be creative in presenting your poems. You will be guided by the rubrics in grading
your outputs.
Note: This will be submitted next week.
You have two weeks to create your poems.

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 POETRY WRITING RUBRICSs
Excellent Average Poor
(5 points) (3 points) (1 point)
Cohesiveness The poem goes The poem somewhat goes The poem does not
perfectly together. together but needs more go together. The
There is unity between cohesiveness. The poem’s poems lines and
lines and stanzas, lines and stanzas sometimes stanzas sway from
which connect with the sway from the topic. the topic.
topic.
Use of poetic The poem uses 3 or The poem uses 1 or 2 poetic The poem uses no
elements more poetic elements to elements but they sometimes poetic elements.
enhance the poem and distract the reader.
the reader’s emotions.
Rhythm The poem uses rhythm The poem sometimes uses The poem does not
throughout, which rhythm but may waver in a have any noticeable
benefits the poetic tone. way that distracts the reader rhythm.
and negatively affects the
tone.
Creativity The poem uses 3 or The poem uses 1 or 2 unique The poem does not
more unique metaphors metaphors and similes to use unique
and similes to describe describe situations, objects, metaphors and
situations, objects, and and people. similes.
people.

21
References
“Diction”. Retrieved July 15, 2020 from https://www.masterclass.com/articles/what-is-
diction-learn-8-different-types-of-diction-in-writing-with-examples#3-examples-of-
diction-in-literature
Henry, O. The Last Leaf. Retrieved July 21, 2020 from
https://americanenglish.state.gov/files/ae/resource_files/the-last-leaf.pdf
“Image of Detective Conan”. Retrieved July 23, 2020 from
https://tvtropes.org/pmwiki/pmwiki.php/Manga/DetectiveConan
“Image of Frozen”. Retrieved July 23, 2020 from
https://www.denofgeek.com/movies/frozen-2-ending-explained/
“Image of Titanic”. Retrieved July 23, 2020 from
https://en.wikipedia.org/wiki/Titanic_(1997_film)
“Image of Avengers End Game”. Retrieved July 23, 2020 from
https://thenewsfetcher.com/one-thing-in-common-with-the-avengers-endgames-
most-significant-deaths/
“Image of A Walkf to Remember”. Retrieved July 23, 2020 from
https://www.rottentomatoes.com/m/walk_to_remember
Kidder, H. (2020). The Poem Writing Tips. Retrieved July 19, 2020 from https://self-
publishingschool.com/how-to-write-a-poem/
Nordquist, R. (2020). Figures of Speech. Retrieved July 15, 2020 from
https://www.thoughtco.com/top-figures-of-speech-1691818
Patel, I. (2019). Writing Preferences. Retrieved July 19, 2020 from
http://www.writerstreasure.com/creative-writing-introduction/
Paterson, A. (2019) Genres of Fiction. Retrieved July 25, 2020 from
https://www.writerswrite.co.za/the-17-most-popular-genres-in-fiction-and-why-
they-matter/
Pla, E. (2011). Elements of Poetry. Retreieved July 16, 2020 from
https://elsapla.files.wordpress.com/2011/08/poetry-elements-partial-list.pdf
Poetry Writing Rubrics. https://brightdreamsjournal.com/poetry-writing-rubric-middle-
school-to-college/
“Sensory Imageries”. Retrieved July 15, 2020 from
https://www.masterclass.com/articles/sensory-imagery-in-creative-writing#quiz-0
Tanay SHS G12 – Athena The Erudites.
https://spark.adobe.com/page/Z6Z0sE2H0280u/?fbclid=IwAR0zUu_-
UvQOswLfaeAmbMVbb9HHPI5atoNV7ia-0vrg4LvsnCYfumJ0v7I
Tanay SHS G12 – Athena The Abnegation.
https://spark.adobe.com/page/5vndVgVV4Czua/?fbclid=IwAR3LbjZNnR1CAIaWn
b613LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1P30
Tanay SHS G12 – Athena The Dauntless.
https://spark.adobe.com/page/W8IHEy3Exe02s/?fbclid=IwAR3LbjZNnR1CAIaWn
b613LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1P30
Tanay SHS G12 – Athena The Candor.
https://spark.adobe.com/page/YMTEhpmrakEgi/?fbclid=IwAR2niAiWg3rqImyV3p
-2s-ieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncBs
Tanay SHS G12 – Athena The Amity Boys.
https://spark.adobe.com/page/tVjgspb1zgZ9b/?fbclid=IwAR052drhZqOQdTUNrAe
VOVuF2WIA5dxgEZbBX-oJV00wanGNckapiGphS2Y
Tanay SHS G12 – Athena The Amity
Girls.https://spark.adobe.com/page/AZXAFJPmDLjLC/?fbclid=IwAR1cVvqo6Mn4
A41jorB14yllZvB5UtW9nfboEqv-uksPKlYA-u66z0hhUiYElements of Poetry.
https://elsapla.files.wordpress.com/2011/08/poetry-elements-partial-list.pdf
“What is Linear Plot in Literature”, Retrieved July 22, 2020 from
https://www.reference.com/art-literature/linear-plot-literature-ed5e36d4f223e71e

22
 23
Lesson 3:
Pre-assessment: Answers may vary
Learning Task 1: Answers may vary
Learning Tasks 2: 1. Prewriting, 2. Drafting, 3. Revitalizing,
4. Revising, 5. Publishing
Learning Task 3: 1. Factual, 2. Imaginative, 3. Specific, 4. Inform, 5. Entertain
6. Formal, 7. Subjective, 8. Specific, 9. General, 10. Arbitrary, Artistic
Learning Task 4:
Imaginative Writing Technical Writing
Memoir Dissertation
Song Minutes
Novel Book Analysis
Learning Tasks 5-10: Answers may vary
Assessment: Answers may vary
Lesson 5:
Pre-assessment:
Lesson 2: Answers may vary
Learning Tasks 1-2:
Pre-assessment: 1. aAnswers
2. a 3. c may vary
4. a 5. b 6. a 7. a 8. a 9. a. 10. a
Learning
Learning Task
Task 1:3: 1. Techniques, 2. Poetry, 3. Form, 4. Element, 5. Traditional
Learning Realistic
1. Tasks 2-3:Fiction
Answers may vary
2. Historical Fiction
Learning Task
3. Realistic D, 2. B, 3. E, 4. A, 5. C
4: 1.Fiction
Learning Task
4. 5: 1. Iambic pentameter, 2. Anapestic Trimeter, 3. Dactylic Dimeter
Fantasy
4. Trochaic
5. Fantasy tetrameter, 5. Iambic tetrameter
Learning Horror
6. Task 6: Answers may vary
Learning Fantasy
7. Task 7: 1. Rhyme, 2. Symbol, 3. Theme, 4. Rhythm, 5. Imagery
8. Fantasy
6. Diction, 7. Meter, 8. Assonance, 9. Refrain, 10. Iambic Pentameter
Learning Tasks 4-10: Answers may vary
Learning Task 8: Answers may vary
Assessment: Answers may vary
Learning Task 9: 1. Tanaga, 2. Diona, 3. Diona, 4. Tanka, 5. Cinquain, 6. Haiku
Learning Task 10: Answers may vary
Lesson 4:
Assessment: Answers may vary
Pre-assessment: 1. A, 2. C, 3. C, 4. C, 5. A, 6. B, 7. B, 8. D, 9. C, 10.C
Learning
Lesson 1:Task 1: Fiction, Intertextuality, Genre, Plot, Device
Learning Tasks 2-5:
Pre-assessment: 1. TAnswers
2. T 3. Fmay
4. T vary
5. T 6. T 7. F 8. T 9. T. 10. F
Learning Task
Tasks6:1 1.
to 55: Answers
2. 4 may vary 3. 3 4. 2 5. 1
Learning Task 7: 6: 1. Third
Personification,
Person, 2. 2.Third Person Omniscient,
Alliteration, Linear
3. Hyperbole3.and Plot,
Alliteration,
Flashing Arrow,
4.4.Metaphor, 5. Simile Dream
5. and Sequence, 6. In Medias Res, 7. Flashbacks
Metaphor
8. Deus
Learning TasksEx Machina,
7-9: Answers9.mayInternal,
vary 10. Theme
Learning Tasks
Assessment: 8-10: Answers
Answers may varymay vary
Assessment: Answers may vary
Answer Key
Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph

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