Learner’s Activity Sheet

Assessment Checklist

Creative Writing
1st Quarter: Week 3

VARIOUS ELEMENTS, TECHNIQUES, AND LITERARY

DEVICES IN SPECIFIC FORMS OF POETRY

________________________________________________
Name

________________________________________________
Section

________________________________________________
Teacher

________________________________________________
Parent’s Name/Guardian

________________________________________________
School

_________________________
Date of Retrieval

11
 TEACHER'S REFERENCE GUIDE (TRG)
School: Grade Level: 11
Teacher: Learning Area: Creative Writing
Teaching Date: Quarter: 1 Week: 3

I. OBJECTIVES 1. Identify the various elements, techniques, and

literary devices in poetry
2. Determine specific forms and conventions of
poetry
A. Content The learners have an understanding of poetry as a
Standard genre and how to analyze its elements and
techniques.
B. Performance The learners shall be able to produce a short, well-
Standard crafted poem
C. MELC Identify the various elements, techniques, and
literary devices in specific forms of poetry
Various elements, techniques, and literary
II. SUBJECT MATTER
devices in specific forms of poetry
a. References Job S. Zape, Jr., Jhonathan S. Cadavido, Romyr L.
Lazo, et. Al. (2020), from
pdfcoffee.com_creative-writing-module-quarter
1-pdf-free.pdf

Geralyn J. Acero, Stifanny S. Panoril, Andresito S.

Sorongon, Jr., et. Al. Creative Writing Modules
b. Materials Learner’s Activity Sheet, Learner’s Module, MELC
c. Integration Reading and Writing
III. PROCEDURES
ACTIVITY Activity 1
(DO) 1.1. Let the students recall/ recite a poem or song
they have memorized in their previous years
1.2. Let the students read the poem posted on the
board/ screen and let them analyze and
reflect on it

ANALYSIS Activity 2
(THINK) 2.1. Let the students define what a poetry is.
2.2. Let the students think of the elements of
poetry.

ABSTRACTION Activity 3:
(LEARN) Discuss the overview of poetry and its elements.
 APPLICATION Activity 4:
(APPLY) 4.1. Let the students read three literary pieces with
understanding, and let them identify the theme,
tone, and the following sound elements used in
each literary piece.

4.2. Let the students read the statements carefully.

And let them identify the element of poetry being
described in each sentence.

4.3. Let the students read the statements and

identify the type of poetry of the given literary
pieces.
IV. ASSESSMENT Activity 5:
Let the students write their comments and
observations on the elements used in Sonnet 18 by
William Shakespeare.
Dear Learner,

Good day!
Welcome to our Creative Writing subject. In this activity, you will be introduced to
different programs to derive information effectively and make this information
meaningful. Please read, understand, and follow carefully the instructions
provided for you. If you encounter any difficulty in answering the tasks in this
activity sheet, do not hesitate to ask for support from your parents or anyone you
think can help you do the activities. Always bear in mind that YOU ARE NOT
ALONE. Most importantly, be free and creative in doing the activities. I hope you
will experience meaningful learning and gain a deep understanding of the
relevant competencies amidst the COVID-19 pandemic. Say to yourself with
confidence, “I CAN DO IT!” Stay safe! Stay learning! God bless!

Sincerely,
Your Teacher

LEARNER'S ACTIVITY SHEET (LAS)

Various Elements, Techniques, and Literary Devices in
Specific Forms of Poetry

Activity 1
Let us read the poem and make analyzations and reflections about it.

Sonnet 29
BY WILLIAM SHAKESPEARE

When, in disgrace with fortune and men’s eyes,

I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man’s art and that man’s scope,
With what I most enjoy contented least;
Yet in these thoughts myself almost despising,
Haply I think on thee, and then my state,
(Like to the lark at break of day arising
From sullen earth) sings hymns at heaven’s gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.

1
 Activity 2 Guide Questions

1. What is poetry?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. What are the elements of poetry?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Activity 3 Read and Understand!

What is Poetry?

Poetry is a form of literature which allows the writers who called to be

“poets” to express their thoughts, feelings, emotions, ideas about a particular
theme or topic.
When reading a poem, it is common that we get confuse between poet and
persona. Remember that poet is the author of the poem or literary piece while
persona is the SPEAKER or narrator of the poem.
Poetry is recognizable by its greater dependence on at least one more
parameter, the line, than appears in prose composition.
It will be easy for us to identify if the literary piece is under poetry. Poetry is
cast in lines. It uses forms and elements and does not use ordinary syntax. We do
not use ordinary sentence formation since there are elements and techniques used
by the poets.
Basically, poetry has significant elements that can be used by the poets to
strengthen their techniques and sustain it for recognition of poetic styles. Elements
will help the poets to address the message of the literary pieces to the audience or
readers.
Here are some of the elements of poetry as categorized into six sub-elements
namely, structure, sound, imagery, figurative language, fictional elements, and
poetic forms.

THEME is the lesson about life or statement about human nature that the poem
expresses.
– Though related to the concept of a moral, or lesson, themes are usually
more complicated and ambiguous.
– To describe the theme of a poem is to discuss the overarching abstract
idea or ideas being examined in the poem.
– A major theme is an idea that a writer repeats in his work, making it the
most significant idea in a literary work.
– A minor theme, on the other hand, refers to an idea that appears in a
work briefly and gives way to another minor theme.

2
Functions of Themes
– binds together various other essential elements of a poem
– is a truth that exhibits universality and stands true for people of all
cultures
– gives readers better understanding of the main character’s conflicts,
experiences, discoveries, and emotions
– gives readers an insight into how the world works or human life can be
viewed
Theme Vs Subject
– A poem’s subject is the topic of the poem, or what the poem is about
– The theme is an idea that the poem expresses about the subject or uses
the subject to explore

Example:
– So, for example, in the Edgar Allan Poe poem “The Raven”, the subject is
the raven, who continually repeats a single word in response to
speaker’s questions.
– The theme of the poem, however, is the irreversibility of death—the
speaker asks the raven, in a variety of ways, whether or not he will see his
dead beloved again, to which the raven always replies “nevermore.”
TONE
In fact, it suggests two attitudes: one concerning the people you’re
addressing (your audience) and the other concerning the thing you’re talking about
(your subject).
That’s what the term tone means when it’s applied to poetry as well. Tone
can also mean the general emotional weather of the poem.
– the attitude expressed in a poem that a reader sees and feels
– the writer’s attitude toward the subject or audience

A. STRUCTURE

Form is the appearance of the words on the page of the reference. It may be
different nowadays since layout artist may simply adjust and create the desired
form of poem.

Poetic Line or Line is a group of words that form a single line of poetry.

Example: “„Twas the night before Christmas, when all through the house” is the
well-known first poetic line of “A Visit from Saint Nicholas” by Clement Clarke
Moore.

Stanza is a section of a poem named for the number of lines it contains.

Example: A couplet is a stanza of two lines. The first stanza from “Barbara
Frietchie” by John Greenleaf Wittier is a couplet:

Up from the meadows rich with corn,

Clear in the cool September morn,

Kinds of Stanza
Couplet = a two line stanza
Triplet (Tercet) = a three line stanza

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 Quatrain = a four line stanza – This is the usual kind of
stanza
Quintet = a five line stanza
Sestet (Sextet) = a six line stanza
Septet = a seven line stanza
Octave = an eight line stanza

Enjambment is when there is no written or natural pause at the end of a poetic

line, so that the word-flow carries over to the next line. It affects the forms of the
poem on a page. It can create certain form relevant to a poem’s content.

Verse is a line in traditional poetry that is written in meter.

Example: In “When I do count the clock that tells the time” from Shakespeare’s
“Sonnet Number Twelve,” the underlined syllables are accented, giving the line a
metric pattern known as an iambic pentameter (see Meter).

B. SOUND

Rhythm is the basic beat in a line of a poem.

Example: “Whose woods these are, I think I know” is the first line from “Stopping
by Woods on a Snowy Evening” by Robert Frost. Notice that the accented words
(underlined) give the line a distinctive beat.

Meter is a pattern of stressed and unstressed syllables. Meter happens when the
stressed and unstressed syllables of the words in a poem are arranged in a
repeating pattern. In meter, when poets write, they need to count out the number
of stressed (strong) syllables and unstressed (weak) syllables for each line. They
repeat the pattern throughout the poem.

FOOT is a unit of meter.

A foot can have two or three syllables.
Usually consists of one stressed and one or more unstressed
syllables.

TYPES OF FEET
1. trochee (adjective form, trochaic) stressed-unstressed
2. anapest (anapestic) unstressed-unstressed-stressed
3. dactyl (dactylic) stressed-unstressed-unstressed
4. spondee (spondaic) stressed-stressed
5. pyrrhic (pyrrhic) unstressed-unstressed.
6. iamb (iambic) unstressed-stressed

Rhythm is the beat created by the sounds of the words in a poem. It can be
created by meter, rhyme, alliteration, and refrain.

End Rhyme has same or similar sounds at the end of words that finish different
lines.
Example: The following are the first two rhyming lines from “The King of Cats
Sends a Postcard to His Wife” by Nancy Willard:

Keep your whiskers crisp and clean,

Do not let the mice grow lean,

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 Hector the Collector
Collected bits of string.
Collected dolls with broken heads
And rusty bells that would not ring.
Internal Rhyme has same or similar sounds at the end of words within a line.
Example:
When they said the time to hide was mine,
- “The Rabbit” by Elizabeth Maddox Roberts
Once upon a midnight dreary, while I pondered weak and weary.
- “The Raven” by Edgar Allan Poe
Rhyme Scheme is a pattern of rhyme in a poem. A rhyme scheme is a pattern of
rhyme (usually end rhyme, but not always).

Example: A quatrain – a stanza of four lines in which the second and fourth lines
rhyme – has the following rhyme scheme: abcb (see Quatrain).
The Germ by Ogden Nash
A mighty creature is the germ, a
Though smaller than the pachyderm. a
His customary dwelling place b
Is deep within the human race. b
His childish pride he often pleases c
By giving people strange diseases. c
Do you, my poppet, feel infirm? a
You probably contain a germ. A
Assonance is the repetition of vowel sounds within words in a line.
Example: from “A Visit from Saint Nicholas” by Clement Clarke Moore:
The children were nestled all snug in their beds

Sounds of a for words like Lake Fate Base Fade

Consonance is the repetition of consonant sounds within words in a line.

Example: from “A Visit from Saint Nicholas” by Clement Clarke Moore
“silken, sad, uncertain, rustling . . “

Alliteration is the repetition of consonant sounds at the beginning of words.

Example:
If Peter Piper picked a peck of pickled peppers, how many pickled peppers
did Peter Piper pick?

Onomatopoeia are words that sound like their meaning.

Example: buzz, swish, hiss, gulp

Repetition is sounds, words, or phrases that are repeated to add emphasis or

create rhythm. Parallelism is a form of repetition.
Examples:
Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Refrain is a line or stanza repeated over and over in a poem or song.
Example:
Jingle Bells, jingle bells,
Jingle all the way!
Oh, what fun it is to ride

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 In a one-horse open sleigh!

Word Play is to play with the sounds and meanings of real or invented words.
Example:
Claptrap, bombast, rodomontade,
Hogwash, jargon, and rant

D. ELEMENTS OF FICTION

Setting is the time and place where a story or poem takes place.

Point of View / Narrative Voice is the person narrating a story or poem (the
story/poem could be narrated in first person (I, we), second person (you), or
third person limited or omniscient (he/she, they).

Characterization is the development of the characters in a story or poem (what

they look like, what they say and do, what their personalities are like, what they
think and feel, and how they are referred to or treated by others).

Dialog or Dialogue is the conversation between the characters in a story or

poem.

Dialect or Colloquial Language is the style of speaking of the narrator and the
characters in a story or poem (according to their region, period, and social
expectations).

Conflict is the problem or situation a character or characters face in a story or

poem.

Plot is the series of events in a story or poem.

Tone and Voice are the distinctive, idiosyncratic way a narrator has of telling a
story or poem (tone and voice depend on the intended audience, the purpose for
writing, and the way the writer or poem feels about his/her subject).

Style is the way a writer uses words to craft a story or poem.

Mood is the feelings and emotions the writer wants the reader to experience.

Theme and Message are the main topic of a story or poem, and the message
the
author or poet wants to convey about that topic.

E. FORMS OF POETRY

1. Found poems are created through the careful selection and organization of
words and phrases from existing text. These take existing texts and refashion
them, reorder them, and present them as poems.

6
2. Tanaga is a type of Filipino poem which consists of four lines with seven
syllables

7
each with the same rhyme at the end of each line. It has a 7-7-7-7 syllabic verse,
with commonly an AABB rhyme scheme
1. “Oh be resilient you Stake
Should the waters be coming!
I shall cower as the moss
To you I shall be clinging.”
2. Inumit na salapi
Walang makapagsabi
Kahit na piping saksi
Naitago na kasi.

3. Diona is an ancient form of poetry that is composed of 7 syllables for every

verse/line, 3 verses/lines for every stanza, and has a single rhyme scheme.
Sa kasalukuyan, tinatanggap ang diona bilang isang tulang may pitong pantig at
tatlong taludtod. Iisa ang tugmaan nito (pero may mga makabagong diona na hindi
na rin ito sinusunod). At sari-sari na ang tema.
1. Kung ang aso hinahanap
Pag nagtampo’t naglayas
Ikaw pa kaya anak.
– Ferdinand Bajado
2. Lolo, huwag malulungkot
Ngayong uugod-ugod
Ako po’y inyong tungkod
– Gregorio Rodillo
4. Haiku is a Japanese poem written in three lines followong the Five Syllables,
Seven Syllables and Five Syllables. Often focusing on images from nature, haiku
emphasizes simplicity, intensity, and directness of expression.
1. I call to my love
on mornings ripe with sunlight.
The songbirds answer.

2. An old pond!
A frog jumps in—
the sound of water.

5. An Acrostic poem is a poem where the first letters of each line spell out a word
or phrase vertically that acts as the theme or message of the poem. Sometimes a
word or phrase can also be found down the middle or end of the poem, but the
most common is at the beginning.
A FRIEND
F is for the fun we had together
R is for the relaxing time we shared together
I is for the interesting moments we had
E is for the entertaining time we spent
N is for the never-ending friendship that we'll have
D is for the days we'll never forget
6. A sonnet is a poem that has 14 lines and follows a specific rhyme scheme. It
comes from the Italian word that means “little song.” There are various types of
sonnets, and each one is formatted a little differently, following various rhyme
schemes. The three main types are the Italian (or Petrarchan) sonnet, the English
(or Shakespearean) sonnet, and the Spenserian sonnet. They are named after the
poets who made them famous. These forms have been around since the sixteenth
century. The poem is written in three quatrains and ends with a couplet.

8
 How Do I Love Thee?
By Elizabeth Barrett Browning
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for right;
I love thee purely, as they turn from Praise.
I love with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.

6. Concrete Poem is a poem that uses words to form the shape of the subject of
the poem (also known as a “shape poem”)

7. Lyric Poem is a short poem that usually written in first person point of view
and expresses an emotion or an idea or describes a scene. It does not tell a
story and are often musical.
I Wandered Lonely as a Cloud
BY WILLIAM WORDSWORTH
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but
they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought

9
 What wealth the show to me had
brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils

8. Cinquain is a five-line untitled poem, where the syllable pattern increases by

two for each line, except for the last line, which ends in two syllables (2,4,6,8.2).

9. Narrative Poem is a form of poetry that tells a story, often making the voices of
a narrator and characters as well; the entire story is usually written in metered
verse. Narrative poems do not need rhyme.
Sing, Goddess, Achilles' rage,
Black and murderous, that cost the Greeks
Incalculable pain, pitched countless souls
Of heroes into Hades' dark,
And left their bodies to rot as feasts
For dogs and birds, as Zeus' will was done.
Begin with the clash between AgamemnonThe Greek warlord - and godlike Achilles.
- The Iliad by Homer

Activity 4
Direction:
4.1. Read three literary pieces with understanding, identify the theme, tone, and
the following sound elements used in each literary piece. Use the table below.

Literary Piece Theme Tone Kind of Stanza Verse Type

1
2
3

Literary Piece Rhymed Type of Rhyme Sound

Words Rhyme Scheme Devices
1
2
3

PERFECT YOU
Songs of an Empty House Trisha Kris Aquino
by Marguerite Wilkinson You see, you feel you're useless
My father got me strong and straight and To me you always make sense
10
slim, You think you're born for nothing
And I give thanks to him; To me you're here for something.
My mother bore me glad and sound and
sweet, That is a proof that love is blind
 Sonnet 18
BY WILLIAM SHAKESPEARE

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

4.2. Read the statements carefully and identify the element of poetry being
described in each sentence.

11
 1. The repetition of sounds within different words, either end sound,
middle or
beginning is called __.
2. Something that represents something else through association,
resemblance or
convention is called __.
3. It is the meaning of the poem, the main idea that the poet is trying to
communicate.
4. The feeling that the poet creates and that the reader senses through
the poet’s
choice of words, rhythm, rhyme, style and structure is called __.
5. It refers to the “pictures” which we perceive with our mind’s eyes, ears,
nose,
tongue, skin, and through which we experience the “duplicate world”
created by poetic
language.
6. It is the poet’s choice of words. The poet chooses each word carefully
so that both
its meaning and sound contribute to the tone and feeling of the poem.
7. It is the systematic regularity in rhythm; this systematic rhythm (or
sound pattern)
is usually identified by examining the type of "foot" and the number of
feet.
8. It is the repetition of vowel sounds (anywhere in the middle or end of a
line or
stanza) - Tilting at windmills
9. It is the repetition of entire lines or phrases to emphasize key thematic
ideas.
10. It is a poetic foot that has a pattern of weak syllable followed by
strong syllable
with five pairs

4.3. Let the students read the statements and identify the type of poetry of the
given literary pieces.

1 3
Maraming mga bagay, 2 Ang payong ko’y si inay
Lolo, huwag malulungkot Kapote ko si itay
Na sadyang lumalatay,
Ngayong uugod-ugod Sa maulan kong buhay
Isip ko’y walang malay, Ako po’y inyong tungkod
Sa hiwaga ng buhay?

4 5
I love my kitten. Party 6
She is so little and cute. Happy, cheerful An ocean voyage
She has a pink tongue, singing, eating, playing As waves break over the bow
And lots of long whiskers too. Mica’s eighteen birthday The sea welcomes me
She purrs when I stroke her party
12
back. Perfect!
 Activity 5

Write your comments and observations on the elements used in Sonnet 18 by

William Shakespeare.

SONNET 29
BY W ILLIAM SHA KESPEA RE

When, in disgrace with fortune and men’s eyes,

I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man’s art and that man’s scope,
With what I most enjoy contented least;
Yet in these thoughts myself almost despising,
Haply I think on thee, and then my state,
(Like to the lark at break of day arising
From sullen earth) sings hymns at heaven’s gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.

ASSESSMENT CHECKLIST (AC)

(to be accomplished by a parent or guardian)

13
Name: __________________________________________________________________________
Grade and Section: ____________________ Quarter & Week: 1st Quarter – Week 3
Subject: Creative Writing
Date:_______________________________

OBSERVATION

Accomplished

Accomplished

Accomplished
Parent’s /
Guardian’s

Partially

Fully
Bases for Evaluation Remarks

Not
Activity 1

1.3. Students recall/ recite a poem or

song they have memorized in their
previous years
1.4. Students read the poem posted on
the board/ screen and analyze and
reflect on it

Activity 2
2.1. Students define what a poetry is.
2.2. Students think of the elements of
poetry.

Activity 3
Discuss the overview of poetry and its
elements.
Activity 4
4.1. Read three literary pieces with
understanding, and identify the theme,
tone, and the following sound elements
used in each literary piece.

4.2. Read the statements carefully. And

identify the element of poetry being
described in each sentence.

4.3. Read the statements and identify the

type of poetry of the given literary pieces.
Activity 5
Write your comments and observations on
the elements used in Sonnet 18 by William

14
Shakespeare.

________________________________________________
Name and Signature of Parent or Guardian

15