SHS

Applied Subject

Creative Writing
Quarter 1 – Module 2:
Elements, Techniques and

Literary Devices of Poetry

 i

Creative Writing- SHS (Specialized Subject)

Quarter 1 – Module 2: Elements, Techniques and Literary Devices of Poetry

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Development Team of the Module

Compiler: Haide Mayol, TIII, Apas National High School

Editors: Alice S. Ganar, OIC PSDS, SD8

Francis Bryan B. Cutamora, TIII, Tisa National High School

Alice C. Bordadora, MT1, Talamban National High School

John Paul J. Kapuno, TIII, Talamban National High School

Dennis Jay L. Tecson, TII, Alaska Night High School
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Rhea Mar A. Angtud, Schools Division Superintendent

Danilo G. Gudelosao, Assistant Schools Division Superintendent
Grecia F. Bataluna, Curriculum Implementation Division Chief

Norman R. Gabales, EPSvr-English

Vanessa L. Harayo, EPSvr-LRMS

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Creative Writing
Quarter 1
Module 2: Elements, Techniques and
LiteraryDevices of Poetry
 i

Introduction

Welcome to school year 2020 – 2021!

This module is designed to enhance your creative ideas and imagination. It is

artistically and innovatively crafted considering learning competencies that evoke eager
ideas and strong emotions to convey. With relevant and engaging activities, you will
expand your knowledge in incorporating literary language and device in creative
writing.

Creative ideas are infinite. Thus, in completing this module, you will become more
competent in expressing your wide imagination through writing prose and poetry and
will effectively magnify the distinct features of both fiction and creative nonfiction. The
acquired learning will give you a vivid image of what creative writing is, language use,
and its purpose.

This module is comprised of the following parts:

Pretest This is a multiple-choice test that will assess your prior
knowledge based on the lesson presented in the module.

What I Need to Know This enumerates the essential skills and competencies you
are expected to learn all throughout the module.
This contains a preparatory activity either in a form of
What’s In motivation or a review that will lead you to the actual lesson
in the module.

What’s New This presents you the lesson in varied ways. It can be
through story, a song, a poem, a problem opener, an activity,
or a situation. The concepts here are simplified through
examples.
What I Can Do This is an activity which will let you apply your learned
knowledge and skill from the lesson into your real-life
situations and concerns.
What I Have Learned
This is composed of brief statements that express your key
takeaways after learning the lesson from the module.
What’s More
This contains activities that will further assess and enhance
your appreciation and understanding on the lesson
presented in the module.
Post Test
This is a multiple-choice test that evaluates your level of
Answer Key mastery of the learning competency anchored on the lesson.
This contains the answers to all the activities except for the
posttest in the module. ii

References This enumerates all the sources used in developing

this module.
The following are the reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module.
2. Do not forget to answer Pretest before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/ facilitator once you are through
with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult to your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

About the Module

Content Standard : The learners have an understanding of poetry as a
genre and how to analyze its elements and techniques.

Performance Standard : The learners shall be able to produce a short

wellcrafted poem.

Competency/Code : 1. Identify the various elements, techniques, and

Literary devices in specific forms of poetry.
(HUMSS_CW/MP11/12cf-6)

Learning Outcome/s : write poems highlighting the elements, techniques and

literary devices of poetry

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 What I Know

Directions: Choose the correct answer. Encircle the letter of your choice.
1. Which of the following consists of 14 lines and is usually written in
iambic pentameter?
a. ode b. elegy c. sonnet d. limerick
2. What refers to series of lines grouped together and separated by a space
from others?
a. lines b. stanza c. form d. meter
3. What type of poetry is a long narrative poem in elevated style recounting
the deeds of a legendary or historical hero?
a. epic b. descriptive c. ballad d. limerick
4. What stanza describes as having seven lines?
a. sestet b. septet c. tercet d. cinquain
5. What type of poetry is usually organized into quatrains or cinquains, has
a simple rhythm structure, and tells the tales of ordinary people?
a. epic b. sonnet c. ode d. ballad
6. What is called the one-line stanza?
a. couplet b. tercet c. monostich d. quatrain
7. What is referred to as a poem that is usually humorous and composed of
five lines in an AABBA rhyming pattern?
a. haiku b. limerick c. ode d. elegy
8. What type of poetry describes the world that surrounds the speaker?
a. sonnet b. lyric c. descriptive d. narrative
9. Which of the following sonnet does not consist of three quatrains?
a. Petrarchan b. Shakespearean c. Spenserian d. English sonnet
10. What is the lyric poem that that praises an individual, an idea or an
event?
a. ballad b. ode c. elegy d. sonnet
11. What syllable is stressed in the word “behold”?
a. be b. hold c. beh d. old
12. It pertains to the flow of the sound continues to the second line
a. enjambment b. hyperbole c. paradox d. symbolism
13. It is characterized by the use of the same consonant at the beginning of
each stressed syllable in a line of a verse.
a. consonance b. ballad c. alliteration d. diction
14. It refers to a foot with two syllables; an unstressed followed by stressed
syllables.
a. iamb b. trochee c. dactyl d. anapest
15. What is the rhythmic pattern of the word “difficult” (dif-fi-cult)?
a. stressed-unstressed-stressed c. stressed-stressed-unstressed
b. unstressed-stressed-unstressed d. unstressed-unstressedstressed

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 Lesson

1 ELEMENTS OF POETRY

What I Need to Know

After going through this module, you are expected to:
1. identify the elements of poetry;
2. appreciate the message of the poem; and
3. compose a poem depicting the elements of poetry.

What’s In
Direction: Read or sing the given selection below.
RED
Taylor Swift

Loving him is like driving a new Maserati down a dead-end street

Faster than the wind, passionate as sin, ending so suddenly
Loving him is like trying to change your mind once you're already flying through
the free fall
Like the colors in autumn, so bright just before they lose it all

Losing him was blue like I'd never known

Missing him was dark grey, all alone
Forgetting him was like trying to know somebody you never met
But loving him was red (re-e-e-ed, re-e-e-ed)
(Re-e-e-ed, re-e-e-ed)
Loving him was red (re-e-e-ed, re-e-e-ed)
(Re-e-e-ed, re-e-e-ed) Process
Questions:

1. In the song, what is the word “LOVE” compared to?

________________________________________________________________________
________________________________________________________________________
2. What color does the writer associate with the word LOVE? Why?
________________________________________________________________________
 ________________________________________________________________________

3. In your opinion what kind of love is the writer expressing? Is it puppy

love, unrequited love, true love or unconditional love? Why do you think
so?
________________________________________________________________________
________________________________________________________________________

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 4. What is the message of the song?
________________________________________________________________________
________________________________________________________________________
5. Why do you think that the song writer entitled it “RED”?
________________________________________________________________________
________________________________________________________________________

6. How many syllables does line1 have? ___________________line 2? _____________

7. How many lines does stanza 1 have?________________stanza 2?___________
8. What figure of speech is used? _________________________________________
9. Are there words that rhyme? ____________________________________________
Mention some:__________________________________________________________
________________________________________________________________________

What’s New

Poetry is a unique literary art form that has been written and read for millenia.
The basics of poetic form are often a major part of secondary and post-secondary
study. An understanding of the elements of poetry is important when reading
and writing poetry. Recognizing poetic devices and elements are the first step to
a deeper understanding of poetry.

Whatis It

ELEMENTS OF POETRY

1. Form - is the shape of the poem.

Poems can be easily identified by its form or how it looks on a page. They are
usually written in a stanza. As Collins (2019) stated, “a stanza is a grouping of
related lines of the same topic or thought and can be subdivided into the number
of lines it contains”.

✓ Poetic Line
A line is a subdivision of a poem, specifically a group of words arranged into a
row that ends for a reason other than the right-hand margin. The length of lines
and how lines end must be considered in establishing the structure of the poem.
Creating lines in poetry is utterly different from the lines you write in other genre
since line must be carefully structured.
To illustrate:
Gather ye,rosebuds while ye may,
Old time is still a-flying: -Robert Herrick

Here, the first and third lines have same the length, while the second and fourth lines
may be the same.
✓ Line Types

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 Poets masterpieces are controlled by the standard set of rules dictated by the
verse type like an ode, sonnet and other types. One should figure out how
thoughts and words can be expressed in each line.
Lines with sudden stops or unusual breaks may suggest another idea or thought
that can be puzzling or thrilling to the readers.
End-stop lines, which ends at usual pauses and are indicated by a comma or
period.
The following is an example:
Gather ye,rosebuds while ye may,
Old time is still a-flying: Stanza –is a division of lines in a poem.
TYPES OF STANZA
Monostich a one-line stanza. Monostich can also be an entire poem.
Couplet a stanza with two lines that rhyme.
Tercet a stanza with three lines that either all rhyme or the first and
the third line rhyme—which is called an ABA rhyming pattern. A
poem made up of tercets and concludes with a couplet is called a
terza rima.
Quatrain a stanza with four lines with the second and fourth lines
rhyming.
Quintain a stanza with five lines.
Sestet a stanza with six lines.
Septet a stanza with seven lines. This is sometimes called a rhyme royal.
Octave a stanza with eight lines written in iambic pentameter, or ten
syllable beats per line. The more lines a stanza has the more
varieties of rhyme and meter patterns.
Isometric stanza Isometric stanzas have the same syllabic beats, or the same
meter, in every line.
Heterometric a stanza in which every line is a different length.
stanza
Spenserian stanza named after Edward Spenser’s unique stanza structure in his
poem The Faerie Queene. A Spenserian stanza has nine line,
eight in iambic pentameter and a final line in iambic hexameter.
Ballad stanza often used in folk songs, a ballad stanza is a rhyming quatrain
with four emphasized beats (eight syllables) in the first and third
lines, and three emphasized beats (six syllables) in the second
and fourth lines.

2. Rhyme Scheme
We have always been able to identify poems with the sounds of words
which we usually hear at the end of the lines. This is the rhyme scheme.
According to Collins (2019), “rhyme scheme is the pattern of sounds that repeats
at the end of a line or stanza. Rhyme schemes can change line by line, stanza by
stanza, or can continue throughout a poem” and “rhyme scheme patterns are
formatted in different ways. The patterns are encoded by letters of the alphabet.
Lines designated with the same letter rhyme with each other. For example, the
rhyme scheme ABAB means the first and third lines of a stanza, or the “A”s,
rhyme with each other, and the second line rhymes with the fourth line, or the
“B”s rhyme together”.

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10 Different Rhyme Schemes
Rhyming poems do not have to follow a particular pattern. Any number
of new rhymes can be added to a poem to create ongoing patterns. Some
common rhyme schemes include:

Alternate rhyme. In an alternate rhyme, the first and third lines rhyme at the
end, and the second and fourth lines rhyme at the end following the pattern
ABAB for each stanza. This rhyme scheme is used for poems with four-line
stanzas.
Henry Wadsworth Longfellow, “A Psalm of Life”
Tell me not, in mournful numbers, (A)
Life is but an empty dream!— (B)
For the soul is dead that slumbers, (A) And
things are not what they seem. (B)

Ballade. A lyric poem that follows the rhyme scheme ABABBCBC. Ballades
typically have three, eight-line stanzas and conclude with a four-line stanza.
The last line of each stanza is the same, which is called a refrain.
Andrew Lang, “Ballade of the Optimist”
And, sometimes on a summer's day (A) To
self and every mortal ill (B)
We give the slip, we steal away, (A)
To walk beside some sedgy rill: (B)
The darkening years, the cares that kill, (B)
A little while are well forgot; (C)
When deep in broom upon the hill, (B) We'd
rather be alive than not. (C)

Coupled rhyme. A coupled rhyme is a two-line stanza that rhymes following

the rhyme scheme AA BB CC, or a similar dual rhyming scheme. The rhymes
themselves are referred to as rhyming couplets. Shakespeare’s sonnets end
with rhyming couplets, such as this one: William Shakespeare, “Sonnet 18”
So long as men can breathe or eyes can see, (A)
So long lives this, and this gives life to thee. (A)

Monorhyme. In a monorhyme, all the lines in a stanza or entire poem end with
the same rhyme.

William Blake, “Silent, Silent Night”

Silent Silent Night (A)
Quench the holy light (A)
Of thy torches bright (A)

For possess’d of Day (B)

Thousand spirits stray (B)
That sweet joys betray (B)

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 Why should joys be sweet (C)
Used with deceit (C)
Nor with sorrows meet (C)

But an honest joy (D)

Does itself destroy (D)
For a harlot coy (D)
Enclosed rhyme. The first and fourth lines and the second and third lines
rhyme with each other in an enclosed rhyme scheme. The pattern is ABBA, in
which A encloses the B.
Sonnet VII
By John Milton
How soon hath Time, the subtle thief of youth, (A)
Stol'n on his wing my three-and-twentieth year! (B)
My hasting days fly on with full career, (B)
But my late spring no bud or blossom shew'th. (A)
Simple four-line rhyme. These poems follow a rhyme scheme of ABCB
throughout the entire poem.
Samuel Taylor Coleridge, “The Rime of the Ancient Mariner” (excerpt)
It is an ancient Mariner, (A)
And he stoppeth one of three. (B)
'By thy long grey beard and glittering eye, (C) Now
wherefore stopp'st thou me? (B)
Triplet. A triplet is a set of three lines in a stanza—called a tercet—that share
the same end rhyme.
William Shakespeare, “The Phoenix and the Turtle” (excerpt)
Leaving no posterity: (A)
'Twas not their infirmity, (A)
It was married chastity. (A)
Terza rima. An Italian form of poetry that consists of tercets, a terza rima
follows a chain rhyme in which the second line of each stanza rhymes with
the first and last line of the subsequent stanza. It ends with a couplet
rhyming with the middle line of the penultimate stanza. The pattern is ABA
BCB CDC DED EE.
Percy Shelley, “Ode to the West Wind”

O wild West Wind, thou breath of Autumn’s being, (A)

Thou, from whose unseen presence the leaves dead (B)
Are driven, like ghosts from an enchanter fleeing, (A)

Yellow, and black, and pale, and hectic red, (B)

Pestilence-stricken multitudes: O thou, (C)
Who chariotest to their dark wintry bed (B)

The wingèd seeds, where they lie cold and low, (C)
Each like a corpse within its grave, until (D)
Thine azure sister of the Spring shall blow (C)

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 Her clarion o’er the dreaming earth, and fill (D)
(Driving sweet buds like flocks to feed in air) (E)
With living hues and odours plain and hill: (D)

Limerick. A limerick is a five-line poem with the rhyme scheme AABBA .

Mother Goose, “Hickory, Dickory, Dock”
Hickory dickory dock. (A)
The mouse ran up the clock. (A)
The clock struck one, (B)
And down he run. (B)
Hickory dickory dock. (A)
Villanelle. A type of poem with five three-line stanzas that follow a rhyme
scheme of ABA. The villanelle concludes with a four-line stanza with the
pattern ABAA.
Edwin Arlington Robinson, “The House on the Hill” (excerpt)
They are all gone away, (A)
The House is shut and still, (B)
There is nothing more to say.(A)

Through broken walls and gray (A)

The winds blow bleak and shrill: (B)
They are all gone away. (A)
…
There is ruin and decay. (A)
In the House on the Hill: (B)s They
are all gone away,(A)
There is nothing more to say.(A)

3. Meter
To understand Rhythm and Meter, we first need to understand meter and feet.
Stress is the relative emphasis that may be given to certain syllables in a word, or
to certain words in a phrase or sentence. In English, stressed syllables are
louder than unstressed syllable. They are also longer and have a higher pitch.

Some words are monosyllabic and some are polysyllabic. In poetry, there are also
stressed and unstressed syllables. Why do we need to know these things. It is
important for us to know the pattern of stressed and unstressed syllables so that
we can organize the syllables into meaningful thought units.
The image below shows which syllable are STRESSED (boot) and which are
UNSTRESSED ( ballet slippers) from Watch Your Tongue, Cecilly Beasly by Lane
Fredrickson.

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A foot or metrical foot is a single unit of measurement that is repeated within a
line of poetry. Metrical feet are made up of STRESSED and Unstressed
syllables. All the metrical feet that are used in English poetry and verse have
exactly one STRESSED syllable and one or two Unstressed syllables. Metrical
feet are the structured building blocks that make up meter. Look at the
diagram below to facilitate understanding of the idea.

In studying poetry and determining meter, the following symbols are used:

U for unstressed syllables ( light, weak ,quiet syllable)

/ for stressed syllables (heavy, loud, strong syllables)

For example: U / U / U / U / U /
Shall I compare thee to a summer’s day?
Each pattern of stressed and unstressed syllables creates a unit called foot. In the
example above, there are five feet. The pattern could be stressed and unstressed;
unstressed and stressed, etc.

In the next example, the stressed syllables are highlighted. What pattern is
shown here? How many feet are there in each line?

From Stopping By the Woods On a Snowy Evening

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 By Robert Frost
Ex. 1 Whose woods these are I think I know
His house is in the village though

He will not see me stopping here

To watch the woods fill up with snow.

Kinds of Feet Meaning Example
1. Iamb A foot with two syllables ; (as in reduce or shall I)
an unstressed followed
by stressed syllables
2. Trochee A foot with two syllables; (as in menu, mermaid).
stressed followed by
unstressed syllables
3. Spondee A foot with two syllables, (as in bird sing)
both stressed
4. Anapest A foot with three (as in overcome)
syllables, two
unstressed, one stressed
syllables
5. Dactyl A foot with three (as in capital, family)
syllables, one stressed
followed by two
unstressed syllables
6. Amphibrach A foot with three (as in archaic, angelic)
syllables, one
unstressed, followed by
one stressed and one
unstressed syllables
7. Cretic A foot with three (as in trampoline)
syllables, one stressed,
followed by an
unstressed, and a
stressed syllables

Kinds of meter are as follows:

4. Rhythm
When there is a pattern of sound created, that is, the pattern of stressed
and unstressed syllables, we call it rhythm. Meter therefore is the
measurement of these stressed and unstressed syllables and the pattern
of the sounds is rhythm which is the natural flow of words in a line. It is
the meaningful arrangement of stressed and unstressed syllable in a line
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 of poetry. Now, going back to the above-mentioned lines, be attentive to
the rhythmic flow as you read them.
1. Shall I compare thee to a summer’s day?
ba BUM ba BUM ba BUM ba BUM ba BUM
2. Tyger! Tyger! burning bright
BUM ba BUM ba BUM ba BUM
3. I think that I shall never see
ba BUM ba BUM ba BUM ba BUM
4.Twas the night before Christmas, when all through the house
ba ba BUM ba ba BUM ba ba BUM ba ba BUM
5. Whose woods these are I think I know
ba BUM ba BUM ba BUM ba BUM

Types of Rhythmic patterns

1. Iambic –two syllables, one unstressed syllable and one stressed syllable
2. Trochaic - two syllables, one stressed syllable and one unstressed
syllable
3. Spondaic- two syllables both stressed
4. Anapestic -three syllables, two unstressed followed by one stressed syllable
5. Dactylic- three syllables, two stressed and one unstressed
6. Amphibrachic - three syllables, one unstressed, followed by one stressed and
one unstressed
5. Tone
The poet’s attitude toward the poem’s speaker, reader, and subject
matter, as interpreted by the reader. Often described as a “mood” that
pervades the experience of reading the poem, it is created by the poem’s
vocabulary, metrical regularity or irregularity, syntax, use of figurative
language, and rhyme.
It is conveyed through the authors’ use of words in the poem. It can be formal,
informal, serious, comic or any other attitude.
Keywords examples: happy, hopeful, sad, friendly, humorous
6. Speaker
Just like fiction has a narrator, poetry has a speaker–someone who is the
voice of the poem. Often times, the speaker is the poet. Other times, the
speaker can take on the voice of a persona–the voice of someone else
including animals and inanimate objects.
7. Theme
The theme in a story is its underlying message, or 'big idea. ' In other
words, what critical belief about life is the author trying to convey in the
writing of a novel, play, short story or poem? This belief, or idea,
transcends cultural barriers. It is usually universal in nature.

8. Imagery
It is the name given to the elements in a poem that spark off the senses.
Despite "image" being a synonym for "picture", images need not be only
visual; any of the five senses (sight, hearing, touch, taste, smell) can
respond to what a poet writes.

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 What I Can Do
A. Rhyme Scheme
Determine the rhyme scheme for this poem:

I have been one acquainted with the night. ______________

I have walked out in rain—and back in rain. ______________
I have outwalked the furthest city light. ______________
I have looked down the saddest city lane. ______________
I have passed by the watchman on his beat ______________
And dropped my eyes, unwilling to explain. ______________
I have stood still and stopped the sound of feet ______________
When far away an interrupted cry ______________
Came over houses from another street, ______________
But not to call me back or say good-by; ______________
And further still at an unearthly height ______________
One luminary clock against the sky ______________
Proclaimed the time was neither wrong nor right. ______________
I have been one acquainted with the night. ______________

B. Meter and Rhythm

C.

C. Match Column A that contains the stanzaic form with Column B that contains
the sample poems. Write the letter of your choice on the space provided.
Column A Column B.
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________1. Spenserian stanza a. Oh, cover thy pale feet!
b. Little Boy Blue, come blow your horn
________2.Heterometric stanza The sheep's in the meadow, the cow in the corn.
c. “An old silent pond… A
________3. Isometric stanza frog jumps into the pond,
splash! Silence again.”
d. “He gives his harness bells a shake To
________4. Octave ask if there’s some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.”
e. In the golden lightning
________5. Septet Of the sunken sun,
O'er which clouds are bright'ning,
Thou dost float and run,
Like an unbodied joy whose race is just begun.
f. “And when I feel, fair creature of an hour!
________6. Sestet That I shall never look upon thee more,
Never have relish in the faery power
Of unreflecting love! — then on the shore
Of the wide world I stand alone, and think
Till Love and Fame to nothingness do sink.”
g. Standing in the shredded bark
________7. Quintain Cast off by Gum trees in early autumn
As they prepare a new winters coat
Of dark grey, silver and brown
The morbid colors do not attest to death
Nor do they call for sleep
Simply for a while they will be at peace.

h. Not like the brazen giant of Greek fame, With

________8. Quatrain conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame…
The air-bridged harbor that twin cities frame.
i. Phoebe dressed like beauty’s queen,
________9. Tercet Jellicoe in faint pea-green— Sitting
all beneath a grot,
Where the little lambkins trot.
j. How it melts upon the ear, How
________10. Couplet it nourishes the heart!
Cold, ah! cold must his appear,
Who hath never shared a part Of
woman’s love.
k. Forth came that auncient Lord and aged
________11. Monostich Queene,
Arayd in antiquerobes downe to the ground,
And sad habiliments right well beseene;
Anoble crew about them waited round
Of sage and sober Peres, all gravely gownd;
Whom farre before did march a goodly band
Of tall young men, all hable armes to sownd,
But now they laurell braunches bore in hand;
Glad signe of victorie and peace in all their land.
Ballad stanza There lived a wife at Usher’s Well,
And a wealthy wife was she;
She had three stout and stalwart sons, And

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 sent them o’er the sea.

They hadna been a week from her,

A week but barely ane,
Whan word came to the carlin wife, That
her three sons were gane.

What I Have Learned

A. Directions: Fill in the chart with the appropriate word that best completes or
describes the item from the poem. Write your answer on a one whole sheet of paper.

Success is Counted Sweetest

Emily Dickenson

Success is counted sweetest

1.The grouping of lines in a poem
By those who ne'er succeed.
is called________________________.
To comprehend a nectar
Requiressorest need.

Not one of all the purple Host

Who took the Flag today 2.When the two words end with
Can tell the definition the same sound, it is
called__________________________
So clear of Victory

As he defeated
--dying-- A
On whose forbidden ear B 3.Rhyme patternfollowing ABCB
is_______________________________
The distant strains of triumphC
B
Burst agonized and clear!

What is Life
Samuel Taylor Coleridge
4.Stanza having 8 lines is

Resembles Life what once was held of Light, called _______________________

Too ample in itself for human sight?
An absolute Self, an element ungrounded

All, that we see, all colors of all shade 5.Running of thought into the By
next line without pause refers
encroach of darkness made? to
_________________________.

Is very life by consciousness unbounded? And all

the thoughts, pains, joys of mortal breath, A war-
embrace of wrestling Life and Death?

B. Poem analysis using the elements.

13
Directions:
1. Read the excerpt from “The Great Realization” by Tom Roberts.
2. Look for clues/words that will lead you to the message of the poem.
3. Answer the next set of questions
4. Write your answers in a separate sheet of paper.

The Great Realisation by Tom Roberts (excerpt)

'You see the people came up with companies to trade across all lands.
But they swelled and got bigger than we could ever have planned

'We'd always had our wants, but now it got so quick.

You could have everything you dreamed of in a day and with a click.

'We noticed families had stopped talking. That's not to say they never spoke.

But the meaning must have melted and the work life balance broke.

'And the children's eyes got squarer and every toddler had a phone. They
filtered out the imperfections but amidst the noise, they felt alone.
“Coronavirus Pandemic Poem”, Express News, updated May 9, 2020,
'And every day the sky grew thicker, til we couldn't see the
starshttps://www.express.co.uk/news/uk/1277555/Coron. aviru s -pandemi c-
So we flew in planes to find them while down below we filled our cars poem-this-morning-
Tom-Roberts-The-Great-Realisation-poem-i.n -FULL

'We'd drive around all day in circles. We'd forgotten how to run.
We swapped the gr ass for tarmac, shrunk the parks till there were none.
'We filled the sea with plastic cause our waste was never capped.
Until each day when you went fishing, you'd pull them out already wrapped.

'And while we drank and smoked and gambled, our leaders taught us why,

It's best to not upset the lobbies, more convenient to die.

14
 The Great Realisation
Subject : ___________________________________________________________
Theme/Message: ________________________________________________________
___________________________________________________________
___________________________________________________________
What type of stanza was used in the poem?
__________
________________________________________________________________
What rhyme pattern was used in the poem? Cite specific example from the
poem to illustrate your answer.
__________________________________________________________________________
____________
_______________________________________________________________

C. Direction: Read and scan the poem below and answer the given questions.

https://www.pinterest.ph/pin/3497327273117960
4
7/

Directions:
1. Determine which syllables are stressed and which are not by putting the
appropriate marks.
2. Identify the meter and count the number of feet in a line.
3. Determine its metrical pattern.
4. Try reading the poem aloud.
5. Write your answers on a whole sheet of paper.

15
D. Analyze the poem that follows. Indicate the scansion marks by placing a u above
the unstressed syllable and / on top of the stressed syllable. Count the number of
feet in each line and
identify the type of
meter and its metric
and rhythmic
pattern.

What’s More

A. TRUE or FALSE
Directions: Write TRUE if the statement is correct, and FALSE if the statement is
incorrect. Write your answers on the space provided.

_____1. A stanza is a grouping of related words of the same topic or thought and
can be subdivided into the number of lines it contains.
_____2. Villanelle has ABBAA rhyme scheme.
_____3. Isometric stanzas have the same syllabic beats in every line.
_____4. Rhyme are words that repeat the same sound.
_____5. Lines with sudden stops or unusual breaks may suggest another idea or
thought that can be puzzling or thrilling to the readers.
_____6. There is only one rhyme scheme that we can use to write poetry.
_____7. Enjambment and end stops are the same.
_____8. Form refers to how a poem takes shape in a page or how are the lines
arranged or presented.
_____9. Consonance is the repetition of the same vowel sounds in words near each
other.
_____10. Octave is a stanza with eight lines written in iambic pentameter.

B. I Can Fill It!

Directions: Fill in the blanks with the appropriate word that best complete each
statement. Choose from the word pool. Write your answers on the blank
provided.
1. _____________ is a five-line poem with the rhyme scheme AABBA.

16
2. _____________ follows a chain rhyme in which the second line of each stanza rhymes
with the first and last line of the subsequent stanza.
3. In an _____________, the first and third lines rhyme at the end, and the second and
fourth lines rhyme at the end following the pattern ABAB for each stanza.
4. _____________ is the repetition of the same vowel sound in words near each other.
5. _____________ is a stanza with four lines with the second and fourth lines rhyming.
6. A stanza with eight lines written in iambic pentameter is called _____________. 7.
_____________ is a break, pause, or interruption in the line
8. _____________ follows an ABBA pattern.
9. _____________ is a one-line stanza.
10.The space around and between stanzas (or lack thereof), and the pattern they create
on the page, defines the _____________ of a poem.

shape monostich caesuras

enclosed rhyme tercet enjambment
octave quatrain terza rima
limerick assonance alternate rhyme

C. Determine the metric and rhythmic pattern of each of the lines in the table.

Lines Kind of Kind of Rhythmic/Metrical

feet meter pattern
1. The woods are lovely dark and deep iamb tetrameter Iambic tetrameter
2. But I have promises to keep
3. I wandered lonely as a cloud
4. And the raven never flitting, still is
sitting, still is sitting.
5. This is the forest primeval, the
murmuring pines and the hemlocks
6. Twas the night before Christmas,
when all through the house
7. To stop without a farm house near
8. Have you marked but the fall of the
snow?
9. When all at once I saw a crowd
10. O Captain, my Captain!

17
18
 Lesson Techniques and Literary
2 Devices

What I Need to Know

LEARNING OUTCOMES

After going through this module, you are expected to:

• identify the poetic devices and techniques in specific form of poetry;

• analyze how the author’s choice and use of a genre shapes the meaning of
the literary work; and
• compose poems employing poetic devices and techniques.

What’s In
Directions: Look and read the following texts. Can you identify which of them
are poems and which are not?
1."After the Sea-Ship" 2. From Vision and Prayer
Walt Whitman Dylan Thomas (1914-53)
After the Sea-Ship-after the whistling Who
winds; Are you
After the white-gray sails, taut to their Who is born
In the next room
spars and ropes,
So loud to my own
Below, a myriad, myriad waves, That I can hear the womb
hastening, lifting up their necks, Opening and the dark run
Tending in ceaseless flow toward the Over the ghost and the dropped son
track of the ship: Behind the wall thin as a wren’s
Waves of the ocean, bubbling and bone?
gurgling, blithely prying, In the birth bloody room unknown
To the burn and turn of time
Waves, undulating waves-liquid,
And the heart print of man
uneven, emulous waves, Bows no baptism
Toward that whirling current, laughing But dark alone
and buoyant, with curves, Blessing on
Where the great Vessel, sailing and The wild

19
 tacking, displaced the surface;1 Child.2

3. “Autumn moonlight— 4. To Miss Vera Beringer

a worm digs silently into (By Lewis Carroll)
the chestnut.” “There was a young lady of station
(Autumn Moonlight, by Basho)3 ‘I love man’ was her sole exclamation;
But when men cried: ‘You flatter,’
She replied, ‘Oh! no matter
Isle of Man is the true explanation.'”4

Do you have an answer in mind now?

Which are poems and which
are not? Let’s find out.

What’s New

All of the given texts are examples of poems. The first example is a free verse, the
second one is a visual poem, the third example is a haiku, and the fourth one is
a limerick. These are just some of the different forms of poetry.

What is It

SPECIFIC FORMS, DEVICES AND LITERARY DEVICES

1 “After the Ship”, Walt Whitman, accessed May 18, 2020, https://examples.yourdictionary.com/ examples-
of-free-verse-poems.html
2 “from Vision and Prayer”, Dylan Thomas, accessed May 18, 2020, http://www.webexhibits.org/
poetry/explore_21_visual_examples.html
3 “Autumn Moonlight”, Matsuo Basho, accessed May 18, 2020, https://literarydevices.net/haiku/
4 “To Miss Vera Beringer”, Lewis Carroll, accessed May 18, 2020,
https://literarydevices.net/limerick/

20
 1. Forms of Poetry

15 Types of Poetic Forms

From sonnets and epics to haikus and villanelles, learn more about 15 of
literature’s most enduring types of poems.

1. Blank verse. Blank verse is poetry written with a precise meter— almost
always iambic pentameter—that does not rhyme
Act 2, Scene 2 of Romeo and Juliet. It begins:
But soft! What light through yonder window breaks?
It is the East, and Juliet is the sun!
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief
That thou her maid art far more fair than she.

21
2. Rhymed poetry. In contrast to blank verse, rhymed poems rhyme by
definition, although their scheme varies.

3. Free verse. Free verse poetry is poetry that lacks a consistent rhyme
scheme, metrical pattern, or musical form
“Portrait of a Lady” by Carlos Williams
Your thighs are appletrees whose
blossoms touch the sky. Which sky? The
sky where Watteau hung a lady's
slipper. Your knees are a southern
breeze -- or a gust of snow. Agh! what
sort of man was Fragonard? -- As if that
answered anything. -- Ah, yes. Below
the knees, since the tune drops that
way, it is one of those white summer
days, the tall grass of your ankles
flickers upon the shore -- Which shore? --
the sand clings to my lips -- Which
shore?
Agh, petals maybe. How should
I know?
Which shore? Which shore? --
the petals from some hidden
appletree -- Which shore? I
said petals from an appletree.

4. Epic. An epic poem is a lengthy, narrative work of poetry. These long

poems typically detail extraordinary feats and adventures of characters
from a distant past.
• Examples of epics are: Gilgamesh of Sumer, Mahabharata and
Ramayana from India, the Iliad and Odyssey of Homer, and our
own Biag-ni-Lam-Ang of the Ilocanos.

5. Narrative poetry. Similar to an epic, a narrative poem tells a story.

6. Haiku. A haiku is a three-line poetic form originating in Japan. The first
line has five syllables, the second line has seven syllables, and the third
line again has five syllables

“The Old Pond” by Matsuo Bashō

An old silent pond
A frog jumps into the pond—
Splash! Silence again.

7. Pastoral poetry. A pastoral poem is one that concerns the natural

world, rural life, and landscapes.

22
 “The Passionate Shepherd to His Love”
Christopher Marlowe
(excerpt)
Come live with me and be my love,
And we will all the pleasures prove,
That Valleys, groves, hills, and fields, Woods,
or steepy mountain yields.

And we will sit upon the Rocks,

Seeing the Shepherds feed their flocks, By
shallow Rivers to whose falls Melodious
birds sing Madrigals.

8. Sonnet. A sonnet is a 14-line poem, typically (but not exclusively)

concerning the topic of love. Sonnets contain internal rhymes within
their 14 lines; the exact rhyme scheme depends on the style of a sonnet.

• There are three kinds of sonnet: Petrarchan, Shakespearian, and

Spenserian. They are named after the poets who made sonnets
using their specific rhyme patterns.

Type Rhyme Scheme

Petrarchan ABBAABBA; CDECDE or

CDCDCD
(Petrarch)

Shakespearean ABAB, CDCD, EFEF, GG

(William Shakespeare)

Spenserian ABAB, BCBC, CDCD, EE

(Edmund Spenser)

9. Elegies. An elegy is a poem that reflects upon death or loss.

Traditionally, it contains themes of mourning, loss, and reflection.
“O Captain! My Captain!” Walt
Whitman

O Captain! my Captain! our fearful trip is done,

The ship has weather’d every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart! O the bleeding drops of red,
Where on the deck my Captain lies, Fallen cold and dead.

23
10. Ode. Much like an elegy, an ode is a tribute to its subject, although
the subject need not be dead—or even sentient.
“Ode to a Nightingale”
John Keats
My heart aches, and a drowsy numbness pains
My sense, as though of hemlock I had drunk, Or
emptied some dull opiate to the drains
One minute past, and Lethe-wards had sunk:
'Tis not through envy of thy happy lot,
But being too happy in thine happiness,
That thou, light-winged Dryad of the trees,
In some melodious plot
Of beechen green, and shadows numberless, Singest
of summer in full-throated ease.

11.Limerick. A limerick is a five-line poem that consists of a single

stanza, an AABBA rhyme scheme.
Opening poem from A Book of Nonsense: Edward Lear
There was an Old Man with a beard, Who
said, 'It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!'

12.Lyric poetry. Lyric poetry refers to the broad category of poetry that
concerns feelings and emotion.
“Because I could not stop for Death”
Emily Dickinson
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.

We slowly drove – He knew no haste

And I had put away
My labor and my leisure too,
For His Civility –

We passed the School, where Children strove

At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –

Or rather – He passed us –
The Dews drew quivering and chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –

24
 We paused before a House that seemed
A Swelling of the Ground – The
Roof was scarcely visible –
The Cornice – in the Ground –

Since then – 'tis Centuries – and yet

Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity –

13.Ballad. A ballad (or ballade) is a form of narrative verse that can be

either poetic or musical. It typically follows a pattern of rhymed
quatrains.

“La Belle Dame sans Merci”

John Keats
I saw pale kings and princes too,
Pale warriors, death-pale were they all;
They cried—‘La Belle Dame sans Merci
Thee hath in thrall!’

I saw their starved lips in the gloam,

With horrid warning gapèd wide,
And I awoke and found me here,
On the cold hill’s side.

And this is why I sojourn here,

Alone and palely loitering,
Though the sedge is withered from the lake,
And no birds sing.

14.Soliloquy. A soliloquy is a monologue in which a character speaks to

him or herself, expressing inner thoughts that an audience might not
otherwise know.

• A soliloquy is a long speech spoken by a single character that is

not intended to be heard by any other character in the play
Effectively, time stops in the action of the play, because the
soliloquy articulates thoughts that might flash through a person’s
head in the span of a few seconds.
• A monologue is spoken by a single character but is addressed to
the other characters on stage (or on screen).

15.Villanelle. A nineteen-line poem consisting of five tercets and a

quatrain, with a highly specified internal rhyme scheme. Originally a
variation on a pastoral, the villanelle has evolved to describe obsessions
and other intense subject matters.

One Art
Elizabeth Bishop - 1911-1979
25
 The art of losing isn't hard to master; so
many things seem filled with the intent to be
lost that their loss is no disaster.

Lose something every day. Accept the fluster of

lost door keys, the hour badly spent. The art
of losing isn't hard to master.

Then practice losing farther, losing faster:

places, and names, and where it was you
meant to travel. None of these will bring
disaster.

I lost my mother's watch. And look! my last, or

next-to-last, of three loved houses went. The
art of losing isn't hard to master.

I lost two cities, lovely ones. And, vaster, some

realms I owned, two rivers, a continent. I miss
them, but it wasn't a disaster.

—Even losing you (the joking voice, a gesture

I love) I shan't have lied. It's evident the art of
losing's not too hard to master though it may
look like (Write it!) like disaster.5

2. Devices and Literary Techniques

Writing is like cooking. If you want to make a more delectable dish, you should use a
mix of spices to add flavor to your dish. Literary devices do just that in a literary
work. When used effectively these devices add flavor and texture to your work.
According to Brinks (2019), a poetic device is a deliberate use of words, phrases,
sounds, and even shapes to convey meaning also; a poetic device is a deliberate
use of words, phrases, sounds, and even shapes to convey meaning.

A literary device is any specific aspect of literature, or a particular work,

which we can recognize, identify, interpret and/or analyze. Poetic devices are
plans or methods of arrangements of words which can assist the writer in
developing expressions that are appealing to his/her readers Both literary
elements and literary techniques can rightly be called literary devices.
Literary techniques are specific, deliberate constructions of language
which an author uses to convey meaning. An author’s use of a literary technique
usually occurs with a single word or phrase, or a particular group of words or
phrases, at one single point in a text. Unlike literary elements, literary
techniques are not necessarily present in every text.

5 “One Art”, Elizabeth Bishop, accessed May 19, 2020, https://poets.org/poem/one-art

26
 Literary Devices in Poetry

Alliteration: The repetition of a consonant sound at the start of 2 or more

consecutive words in a series.
-D.H. Lawrence “Snake”
“And flickered his two-forked tongue
From his lips, and mused a moment,
And stopped and drank a little more,
From the burning bowels of the earth.

Allusion: A reference or suggestion to a historical or well-known person, place or

thing.
-William Shakespeare “Not Marble Nor The Gilded Monuments”
“Nor Mars his sword nor war’s quick fire shall burn
The living record of your memory.”

Anaphora: The repeated use of word at the start of two or more consecutive lines.
-Vikram Seth “The Frog and the nightingale”
Said the frog:” I tried to teach her, But she was a stupid
creature- Far too nervous, far too tense. Far too prone to
influence.

Antithesis: Use of opposite words in close placement

-Kahlil Gibran “Song of the Rain”
“The voice of thunder declares my arrival;
The rainbow announces my departure.”

Assonance: The repetition of a vowel sound within a sentence.

-William Shakespeare “Seven Ages of Man”
“All the world’s a stage and all the men and women merely players:
They have their exits and entrances”

Imagery: The creation of any sensory effect like visual, auditory, olfactory,
gustatory, tactile, kinesthetic, organic.( to create scenes in the poem)
-Vikram Seth “The Frog and the nightingale”
“But one night a nightingale
In the moonlight cold and pale
Perched upon the sumac tree
Casting forth her melody”

Asyndeton: A writing style in which conjunctions are omitted between words,

phrases or clauses.
-Alfred, Lord Tennyson “The Brook”
I slip, I slide, I gloom, I glance

Consonance: The repetition of a consonant sound in a sentence. It can be at the

beginning, middle or end of the word.
-William Blake, “The Tyger”
“Tyger Tyger, burning bright, In
the forests of the night;
What immortal hand or eye,
Could frame thy fearful symmetry?”

27
Hyperbole: It is a Greek word meaning “overcasting”. The use of exaggeration to
lay emphasis.
-Percy Bysshe Shelley “Ozymandias”
“My name is Ozymandias, King of kings”

Enjambment: The sentence continues into two or more lines in a poem

Langston Hughes, “Harlem”
“What happens to a dream deferred?
Does it dry up like a
raisin in the sun? Or
fester like a sore— And
then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?
Inversion: It is also known as “anastrophe” the normal order of words is reversed,
in order to achieve a particular effect of emphasis.
-Thomas Campbell “Lord Ullin’s Daughter”
“His horsemen hard behind us ride Should
they our steps discover”
Metaphor: It is direct comparison by highlighting a particular quality of two
things.
-Emily Dickenson “Hope is the thing with feathers”
"Hope is the thing with feathers That
perches in the soul,
And sings the tune without the words,
And never stops at all."
Onomatopoeia: It is the usage of sound words to create a dramatic effect
-Alfred, Lord Tennyson “The Brook”
“I chatter over stony ways,
In little sharps and trebles,
I bubble into eddying bays, I
babble on the pebbles.
Oxymoron: It is when apparently contradictory terms appear in conjunction. (here
the words are not opposite to each other like it is in antithesis but their meaning is
opposite)
-William Shakespeare “Romeo and Juliet” “Why,
then, o brawling love! O loving hate!
Personification: It means to give human quality to an object or a non-living thing.
-Sylvia Plath “Mirror”
“I am silver and exact. I have no preconceptions. Whatever
I see I swallow immediately”
Simile: It is the comparison between two things or persons by using like or as.
-Samuel Taylor Coleridge “Rime of the ancient mariner”
“The bride hath paced into the hall,
Red as a rose is she”
Refrain: A verse, a line, a set, or a group of lines that repeats, at regular intervals,
in different stanzas.
- Octavio Paz “Wind, Water, Stone”
Water hollows stone, wind
scatters water,
stone stops the wind. Water,
wind, stone.
Wind carves stone,
stone's a cup of water,
water escapes and is wind. Stone,
wind, water.
28
 Synecdoche: It is a word or phrase in which a part of something is used to refer to
the whole of it.
-Emily Dickinson "I heard a Fly buzz—when I died"
“The Eyes around—had wrung them dry— And
Breaths were gathering firm
For that last Onset—when the King
Be witnessed—in the Room”

What I Can Do
A. POEM SCANSION.
Direction: Determine the structure applied in the poems below.
Poem Selection
My mistress’ eyes are nothing like the sun; _____
Coral is far more red than her lips’ red; _____
If snow be white, why then her breasts are dun; _____
If hairs be wires, black wires grow on her head. _____

I have seen roses damask’d, red and white, _____

But no such roses see I in her cheeks; _____
And in some perfumes is there more delight _____
Than in the breath that from my mistress reeks. _____
I love to hear her speak, yet well I know _____
That music hath a far more pleasing sound; _____
I grant I never saw a goddess go; _____
My mistress, when she walks, treads on the ground: _____
And yet, by heaven, I think my love as rare _____
As any she belied with false compare. _____

1. How many stanzas does the poem have? ________________________________ 2.

What is the rhyme scheme/pattern of the poem? ________________________
Use the lines on the right side of each line in the stanza.
3. What specific type of poetry is used in the poem? ________________________
B. Form the technique

1. Identify the literary devices being described in each item.

2. Complete the word at the end of this exercise by providing the corresponding
letters enclosed in the box from each item.

-is the repeated consonant sound at the beginning

1. _ _ _ _ _ _ _ _ _ _ _ _ of two or more words.

29
2. _ _ _ _ _ _ _ _ -is the direct comparison of two different things.

3. _ _ _ _ _ _ _ _ _ _ -is the repetition of consonant sound.

4. _ _ _ _ _ _ _ _ _ -is an extreme exaggeration.

5. _ _ _ _ _ _ _ _ _ _ -is the use of a part to represent the whole.

6. _ _ _ _ _ _ -is a comparison using “like” and “as”.

7. _ _ _ _ _ _ _ _ -is a reference to a famous person, place or thing.

-is giving inanimate objects human
8. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ characteristics.

9. _ _ _ _ _ _ _ _ _ -is the repetition of vowel sound in a line.

Q -these are used by a writer to make his work a
style to deliver the message and emotion of his
1 2 3 4 5 6 7 8 9 work more effectively.

C. See You at the Crossword

Learning the Skill: Complete the crossword puzzle by supplying the techniques
described in each item. Write your answer in a separate sheet of paper.

Across

1. the use of sound words to give its meaning

2. repeating of words, lines, or verse at regular intervals
3. continuation of a sentence into two or more lines in a poem
4. putting the order of words in reverse
Down

5. the omission of conjunctions between words, phrases, or clauses

6. the use of words with opposite meaning in close placement

30
 7. the repeating of words at the start of two or more consecutive lines 8. using
two contradictory words together to give new meaning
9. the use of words which appeal to the senses.

What I Have Learned

A. Venn here, Done that!
Directions: Compare and contrast the three kinds of sonnet using a Venn diagram.
Use one-half crosswise pad paper for your answer.

B. Haiku Challenge!
Directions: You are challenged to write your haiku. Choose your subject
from the pictures below. Write your haiku compostion on the space
provided.

https://www.facebook.com/CleanSeasPilipinas/photos https://www.facebook.com/watch/?v=9374022067
https://www.google.com/search?q=kawasan+falls&rlz=1 /pcb.1457151677789613/1457151451122969/?type= 32228&external_log_id=7f9e9cf7-f544-4918-8085-
C1KTSY_enPH910PH910&tbm=isch&source=iu&ictx=1& 3&theater ea680f939ef4&q=mango
fir=LlkPS83WW9K2FM%252CbIhipjNzzmLyPM%252C_&
vet=1&usg=AI4_-kSzwCzU73WXAFa-

Criteria for Haiku:

Word Choice Poem is creative and original. It is evident that the poet 10
and Creativity put thought into their words and uniquely conveyed their
ideas and emotions.

31
 Form The poem follows the style of Haiku Poetry; this 10
includes 3 lines written as follows: 5 syllables, 7
syllables, 5 syllables. Poem contains information about
the season and the time of day.
Grammar and Work is completely free of spelling and grammar errors. 10
Spelling

C. Device Ganda
Lightyears
By Eraserheads
Big dipper north of nowhere
Outside the room inside my mind Learning the Skill: Cite lines
I look forward to tomorrow using specific devices.Read
But can I leave yesterday behind “Lightyears” by Eraserheads.
How it feels so strange Identify at least three (3)
To have grown and change Now it's literary devices used and cite
not the same the specific line where the
device is used.
Coz time slips and slides into another place
And try as we might to understand each other
_______________________________
Doesn't really matter where you are
It always seems so very far _______________________________
It's like you're lightyears away
_______________________________
You're lightyears away from me
_______________________________
Little dipper south of somewhere
It looks much closer than it really is _______________________________
I held it in my hands _______________________________
But you're forever out of reach
_______________________________
Far as the eye can see
Nothing is meant to be _______________________________
Doesn't mean much to me _______________________________
But oh, if I only had a rocket ship to fly _______________________________
I'd be right there in a minute
But it doesn't really matter where you are _______________________________
However near is still so far Coz you're _______________________________
lightyears away from me.
_______________________________
_______________________________
_______________________________

D. Make a blackout poetry.

Directions:

1. Get a page of newspaper or magazine with text in it.

2. Pick out words from the page that you will use to create a poem.
3. After choosing the words that you will use, block out the rest of the page by using
black marker or other colors so that only the selected words can be read.
4. You can create a design that you think will suit your poem.
5. Creativity is encouraged.

32
6. Your output will be evaluated with the following criteria:
CRITERIA POINTS
Meaning/Message 5pts
Word Choice 5pts
Creativity/ Design 5pts
Form 5pts
Musicality 5pts

What’s More
A. Please Find Me! Look for the techniques and literary devices in the
puzzle. Encircle the answer of your choice. On the side of the grid, write all the words
that you found. The words may be found horizontally, vertically, or diagonally.

T M L T J I S I M I L E D L I S A
S E A D K H E Q A B K O A N A B H
Y T M I N O X Y M O R O N N M S Y
N A E C L G B S A A P E R O E L P _______________
_______________
E P M T M C R A T I Q L E A T E E _______________
C H O I N F C P A G T H E N A I R _______________
D O N O M A T O P O E I A B P A B _______________
_______________
O R R N P E B S O S U L A T H E O _______________
C J I E S N O T S E R R E D O E L _______________
H F C E X P E O T E N C E L A M E _______________
_______________
E O O O B C R P D B A N G S A Y N
_______________
E P H Y C A N H U F G J K N M X A _______________
D N D G A N M E T O N Y M Y R F C _______________

B. Strike a Match
Directions: Match the form of poetry from Column A to their respective descriptions in
Column B. Write your answers on a one whole sheet of paper.

33
 _____1.Column A Epic Column B

A. concerns the natural world, rural life, and

_____2. Pastoral
landscapes.

_____3. Ballad B. a long narrative poem of extraordinary

adventures of heroes with superhuman
Limerick abilities.
_____4.
C. themes, sentiments, and emotions are
Performance
_____5. visually represented on a page.
D. a narrative verse that can be musical or
Visual
_____6. poetic.
Free Verse E. poems rhyme by definition, although their
_____7. scheme varies.
Haiku
_____8. F. lacks a consistent rhyme scheme, metrical
Elegy pattern, or musical form
_____9. G. a tribute to a subject which need not be dead
Ode
—or even sentient.
_____10. H. is a three-line poetic form originating in
Japan.
I. a poem that reflects upon death or loss.
J. a five-line poem that consists of a single
stanza, an AABBA rhyme scheme
K. poetry reading transformed into theatrical
events.

Post Test
Directions: Write the letter of the correct answer.
For items 1 to 4, read the poem and answer the questions that follow.

“There was a young lady of station ‘I love

man’ was her sole exclamation;
34
 But when men cried: ‘You flatter,’
She replied, ‘Oh! no matter
Isle of Man is the true explanation.'”.

“To Miss Vera Beringer” by Lewis Carroll

1. What stanza is displayed in the poem?
a. couplet b. septet c. cinquain d. octave
2. The following rhyming words can be seen in the poem EXCEPT?
a. station – explanation c. exclamation – station
b. flatter – matter d. matter – fatter
3. What rhyme scheme is applied in the poem?
a. ABCAB b. AABBA c. ABBAA d. AABAA
4. What specific type of poetry is used in the poem?
a. haiku b. sonnet c. limerick d. ode

For items 5 to 6, read the poem and answer the questions that follow. “But
thou, contracted to thine own bright eyes,
Feed'st thy light’s flame with self -substantial fuel,
Making a famine where abundance lies, Thyself thy
foe, to thy sweet self too cruel.”
5. What stanza is displayed in the poem?
a. tercet b. quatrain c. sexain d. sestet
6. What is the rhyme scheme of the excerpt,
a. ABBA b. AABB c. ABAB
7. What type of poetry is exemplified the poem,
“A single leaf dances in the breeze,/ Unguided and unafraid/ Testament to nature’s
freedom/ Unconventionally beautiful/ Mesmerizing in its movements/ nature’s ballerina”?
a. lyric b. limerick c. narrative d. descriptive
8. What type of sonnet consists of an octave (eight lines) and a sestet (six lines)?
a. Spenserian b. Shakespearian c. Petrarchan Sonnet d. all of the above
9. The “Odyssey” by Homer centers on the struggles and victories of Odysseus, the
king of Ithaca. What type of poetry is this?
a. lyric b. ode c. elegy d. epic
10. The poem, “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge tells
the story of an old sailor who has returned from his voyaging and wants to
share the terrible things he has encountered on the high seas. What time of
poetry is this?
a. ballad b. epic c. ode d. descriptive

11.This type of poem that uses the page to present a picture.

a. free verse poetry b. performance poetry
c. prose poetry d. visual poetry
12. This is a type of poetry that has 14 lines
b. lyric b. narrative c. pastoral d. sonnet
13. This pertains to grouping of lines in a poem.
a. couplet b.quatrain c. tercet d. stanza
14.It is the repeated sound at the end of or within the lines of poems.
a. assonance b. repetition c. rhyme d. rhythm
15.This pertains to the use of the same consonant at the beginning of each stressed
syllable in a line of verse
35
a. alliteration b. ballad c. consonance d. diction

36
REFERENCES
Online sources:
• Barron, K. (2020). 12 Types of Poems: How to Recognize Them and Write Your
Own. Retrieved https://www.tckpublishing.com/types-of-poems/
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and
Poetic Devices With Examples. Retrieved
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sonnet-learn-about-petrarchan-sonnets-with-examples#what-is-the-
structure-of-a-petrarchan-sonnet
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different-types-of-stanza.
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different-poetry-rhyme-schemes#10-different-rhyme-schemes.
• Collins, Billy. “masterclass.com.” Masterclass Articles. Updated July 2, 2019.
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different-types-of-poems-and-poetic-devices-with-examples#what-is-a-
rhyme-scheme
• Eberhart, Lawrence. “Philippine Sonnet”. Updated November 27, 2012,
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poem-this-morning-Tom-Roberts-The-Great-Realisation-poem-in-FULL.
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https://www.successcds.net/learn-english/literary-devices-inpoems.html
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8,
2020,https://courses.lumenlearning.com/atd-
distanceminnesotacreativewriting/chapter/lesson-13-sound-and-rhythm-in-
poetry/.
• Literary Devices. “Autumn Moonlight”, Matsuo Basho, accessed May 18,
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https://examples.yourdictionary.com/ examples-of-free-verse-poems.html

36

Books:
Buhisan, A. & Sayseng, A. (2017). Creative Writing. JFS Publishing Services
38