CW MELC3 LRv2

Creative Writing
Quarter 1 – Module 3:
Understanding Poetry
as a Genre- Analysis
of Its Elements and
Techniques
Grade 11-Creative Writing

Competency: Write a short poem applying the various
elements and literary devices exploring innovative techniques.
(HUMSS _CW/MP11/12CF-10)
English – Grade 11
English Learning Kit
Understanding Poetry as a Genre- Analysis of Its Elements and Techniques
First Edition, 2020
Published in the Philippines

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Being an active learner, carefully read and understand to follow the instructions given.

Understanding Poetry as a Genre- Analysis
of Its Elements and Techniques
BEGIN
Creative writing as a form of writing

entails creativity of the writer. It is
done through rich imagination and
artistic ingenuity. Works like poems,
shorts stories, novels and the like fall
under this category of writing. Vivid
words that appeal to the emotions are
used by the writer in order to bring the
readers to the world he or she, the
writer, is trying to create.
You have already understood
poetry as a genre as well as analyzed
its elements and techniques. This
module will help you write a short
poem applying the various elements
and literary devices and exploring
innovative techniques.
It is now your time to explore your
potential as a poet. Enjoy your journey
romanticizing with words. Good luck!
TARGET
At the end of this lesson, you should be able to:

1. write a short poem applying the various elements and literary devices
exploring innovative techniques. (HUMSS _CW/MP11/12CF-10).

Competency: Write a short poem applying the various 1
TRY THIS
YOUR FAVORITE POEM

Directions: Read each question below and write your answers in your Creative
Writing Notebook.
There are many different kinds of poetry. Some poems have very rigid rules
about how many lines should be in a poem, how many syllables should be in a line,
and whether or not, the poem should rhyme, and how should it be written.
1. Think of the type of poem you want to write.

2. What are the rules of this poem?
3. Your poem is about ______________________.
4. Now write your poem.
RECALL
In your previous lesson, you have learned

that in poetry, the sound and meaning of words are
combined to express feelings, thoughts, and ideas.
Poems are also usually written in lines using
carefully chosen words. You also learned that
poems include elements like rhythm, sound,
imagery, and form. Before we continue to the next
lesson, you need to recall first your previous
lessons by accomplishing this activity.
UNSCRAMBLE ME!
Directions: From the scrambled words, guess what is asked based on the
question/clue given. Write your answers in your activity notebook.
1. The repeating of beginning consonant sounds is____________________
L L A T I T I A R N O E

2. Poetry that does not follow a specific form and does not have to rhyme is
known as ____________________________.
S E R V E F E E R
3. A ________________ is a line (or lines) that is (are)repeated at the end or in

the middle of stanzas in poem.
H M R Y E
4. . ____________ is a type of Japanese poetry that is made up of three lines.
U H I A K
5. A group of lines in a poem similar to that of a paragraph; the way the poem is
divided is ___________________.
A A N S T Z
DO THIS
Stopping by Woods on a Snowy Evening

By Robert Frost
Whose woods these are I think I know.

His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer

To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake

To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.

But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

Activity 1: POETRY IN ACTION!
Directions: Study the poem by Robert Frost. Then, answer the questions that
follow. Write your answers in your Creative Writing notebook.
1. Who wrote the poem?

2. How many stanzas are there in the poem? How many lines are there in every
stanza?
3. How does the horse made personal in "Stopping by Woods on a Snowy
Evening"?
4. Where has the speaker in "Stopping by Woods on a Snowy Evening" stopped
and why?
5. What does the speaker wish to convey through the phrase "fill up with snow"?
6. Why is it significant that the poem is set in the winter, on the darkest evening of
the year?
7. What is the central theme of Robert Frost's "Stopping by Woods on a Snowy
Evening"?
8. Do you feel that there is a sense of regret in the speaker at the end of the poem?
Give reasons for your answer.
EXPLORE
E
You did a great job!. Now it is time to
deepen what you have learned and explore
possibilities of writing a good poem. Are you
ready? Answer the questions on your
notebook.
Activity 2: DIG IN
Directions: Answer the following questions about the poem “Stopping by Woods
on a Snowy Evening”. Remember to write your answers in your
Creative Writing notebook.
1. What is the topic of the poem?

2. Does the poem have fast or slow rhythm? Is the rhythm suitable to its topic?
3. What words in the poem have similar initial consonant sounds?
List down these words.
4. What are the effects of the repetitions of initial consonant sounds have in you as
a reader?
5. Are there words repeated? What are these words?
6. Do these repetitions bring a feeling/s? Does it create an image?
If so, what feelings did it bring out in you? What image was created in your mind?
7. Can you point out words that contain the same vowel sounds?
List down these words?
8. What are the words that rhyme? Where are the rhyming words located?
What is the rhyme pattern?
9. Read the poem again. Did the repeated sounds and rhyme create music in your
ears?
10. Would the poem bring the same effect in you if it did not have words with the
same initial sounds?
11. What other sound devices are found in the poem? Give examples.
12. Did the writer use imagery? What are some examples?
13. What did the writer use to create imagery? Highlight simile, metaphor,
personification and other figures of speech that were used to bring out imagery.
14. What kind of poem is this? Is this a couplet, tercet, acrostic, cinquain, quatrain,
shape poem? Or does it fall to other form?
15. Did the writer use wordplay? If so, give examples.
16. Who is the speaker in the poem? What point of view did the poet use?
17. What is the purpose of the poet in writing this poem? Is it to share feelings, tell a
story, send message, create humor, or just show descriptions?
18. What is the mood of the poem? What words or phrases did the poet use to
illustrate the it?
19. What are the elements needed to be considered in writing poems?
KEEP THIS IN MIND
Congratulations! You have successfully

analyzed the various elements, literary devices,
and innovative techniques in writing good poems.
Now it is time deepen your understanding of
Rhythm, Sound, Imagery, and Form as the key
elements and conventions in writing poetry.
Activity 3: CONCEPT BUBBLE

Directions: Complete the concept bubble about poetry. Write all that you have
known/understood about each element. You may opt to write your
answers in words, phrases or sentences. Draw bigger bubbles for more
ideas or concepts. Do this in your CW notebook.

Rhythm
Form Poetry Sound
Imagery
Incredible! You were able to sum up

your idea about the elements of poetry. It is
time for you to complete your understanding of
rhythm, sound, imagery and form as key
elements and conventions in writing poetry.
ELEMENTS OF POETRY
Writers use many elements to create their poems. These elements include:
Rhythm Sound, Imagery and Form.
1. RHYTHM
Rhythm is the flow of the beat in a poem. It gives poetry a musical feel. It can
be fast or slow, depending on mood and subject of poem You can measure rhythm in
meter, by counting the beats in each line.
Example: The Pickety Fence by David McCord.
The pickety fence
The pickety fence
Give it a lick it's
The pickety fence.
While The Road Not Taken by Robert Frost has a slow rhythm.
Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Activity 4: FAST OR SLOW?
Directions: Create a four- line stanza poem on the topic “pets”. You can choose to
write a stanza with slow rhythm or fast rhythm. Use your notebook for
this activity.
2. SOUND
Writers love to use interesting sounds in their poems. After all, poems are
meant to be heard. These sound devices include: Rhyme, Repetition, Alliteration,
Assonance, Consonance, and Onomatopoeia among others.
Rhymes, the most common sound device in poetry, are words that end with
the same sound. (e.g. sat, cat and bat). Rhyming sounds need not be spelled the same
way (e.g. deck, cheque). Most rhymes are found at the end of the lines, but there are
some rhymes that are found in the middle of the line. This is called Internal rhyme.
A rhyme scheme is the pattern of end rhymes (rhymes located at the end of
lines) are repeated in works in poetry. Rhyme schemes are described using letters of
the alphabet, such that all the lines in a poem that rhyme with each other are assigned
a letter, beginning with "A." For example, a four-line poem in which the first line rhymes
with the third line, and the second line rhymes with the fourth line has the rhyme
scheme ABAB, as in the poem "Roses are red, / Violets are blue. / Shakespeare is
dead? / I had no clue."
TYPES OF RHYME SCHEMES
A poem's rhyme scheme can be anything the poet wants it to be, but here's a
list of some of the more common rhyme schemes:
• Alternate rhyme is ABAB CDCD EFEF and so on. This is the rhyme scheme
typically used in ballads.
• Coupled rhyme is any rhyme scheme in which rhymes occur in pairs, such
as AABBCC. The rhymes themselves are called couplets.
• Monorhyme is the term used for poems that use just one rhyme throughout
the entire poem, as in AAAA.
• Enclosed rhyme is the term used for "sandwich" rhyme schemes like ABA or
ABBA.
• Simple 4-line rhyme follows a pattern of ABCB.
• Chain rhyme describes rhyme schemes in which stanzas are linked together
by rhymes that carry over from one stanza to the next, as in ABA BCB
CDC.

Keep in mind that this is just a list of some of the more common types of rhyme
scheme. It is not a list of all the different forms of poetry, since the form of a poem is
defined by more than just its rhyme scheme. 1
Example: rhyme scheme is (ABAAB)
The Road Not Taken

by Robert Frost
I shall be telling this with a sigh-------------------------A

Somewhere ages and ages hence:--------------------B
Two roads diverged in a wood, and I—---------------A
I took the one less traveled by,--------------------------A
And that has made all the difference.------------------B
This stanza from the poem Annabel Lee contains internal rhyme:
Annabel Lee
by Edgar Allan Poe
For the moon never beams, without bringing me dreams

Of the beautiful Annabel Lee;
And the stars never rise, but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling—my darling—my life and my bride,
In her sepulchre there by the sea—

In her tomb by the sounding sea.
Activity 5: RHYME TIME

A. Write three words that rhyme with the given word below.
1. dream __________ __________ __________
2. bread __________ __________ __________
3. passed __________ __________ __________
4. nappy __________ __________ __________
5. dare __________ __________ __________
B. Now, create a four- line stanza of a poem on the topic school, with end
rhyme or internal rhyme in it. Write this in your notebook.
1
Rhyme Scheme," LitCharts, accessed July 15, 2020, https://www.litcharts.com/literary-devices-and-
terms/rhyme-scheme.
Repetition occurs when poets repeat words, phrases, or lines in a poem. It
creates a pattern, increases rhythm, strengthens feelings, ideas and mood in a poem.
In this stanza from the poem by Robert Frost, he repeated the line And miles
to go before I sleep in the ending of the poem to achieve emphasis.
Stopping by Woods on a Snowy Evening

by Robert Frost
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
Alliteration is the repetition of the initial consonant sound in words. It often

works with assonance (the repetition of vowel sounds) and consonance (is the
repetition of consonant sounds in the middle or at the end of words) to make
phonetically pleasing arrangements.
Take this example below:
The Raven
by Edgar Allan Poe
Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore—
While I nodded, nearly napping, suddenly there came a tapping,
As of someone gently rapping, rapping at my chamber door.
“’Tis some visitor,” I muttered, “tapping at my chamber door—
Only this and nothing more.”
Consider this
Line Element
Weak and weary Alliteration, assonance
quaint and curious Alliteration
nodded, nearly napping Alliteration, consonance
rapping, rapping Repetition, consonance, assonance
Onomatopoeia as a sound element is the formation of a word from a sound

associated with what is named.
Example: Dogs “bark,” cats “purr,” thunder “booms,” rain “drips,” and the clock
“ticks.”
The bolded words in the following poem are onomatopoeia.

The Bells
by Edgar Allan Poe
Oh, the bells, bells, bells!

What a tale their terror tells
Of Despair!
How they clang, and clash, and roar!
What a horror they outpour
On the bosom of the palpitating air!
Yet the ear it fully knows,
By the twanging,
And the clanging,
How the danger ebbs and flows;
Yet the ear distinctly tells,
In the jangling,
And the wrangling.
Activity 6: SOUND IT OFF

Directions: Imagine yourself in the middle of the woods. You can hear different
sounds, see different plants, animals, insects, etc. In your activity
notebook, write ten lines/sentences in, each containing each of the
following: alliteration, assonance, consonance, or onomatopoeia.
Example. Two, timid tarantula tying their knots
Activity 7: REPEAT AFTER ME

Directions: In your notebook, create a stanza or two with four lines in each stanza.
Choose an emotion (happiness, anger, depression, fear, etc.). Each line
of the poem must start with that emotion. For example, Love as the
topic, you can start with:
Love is a beautiful red rose in the garden every morning.

Love is the smile you see in your mother’s face.
Now, it is your turn. Write your poem in your notebook.
Imagery is the use of words to create pictures, or images, in your mind. To

achieve this, writers use words that appeal to the five senses: smell, sight, hearing,
taste and touch. Figures of speech are usually used to create vivid images.
Writers usually use similes, metaphors, and personification to create imagery. But
of course, other figures of speech are also used.
A simile compares two things using the words “like” or “as.” Comparing two
ideas which are not the same in category or kind creates a vivid image.
A metaphor compares two things without using the words “like” or “as.” It gives
the qualities of one thing to something that is quite different.
Personification gives human traits and feelings to things that are not human –
like animals or objects. The non-human objects are portrayed in such a way that we
feel they have the ability to act like human beings.

In the poem Flint by Christina Rosetti, take note of how she used simile,
metaphor, and personification effectively.
Flint
by Christina Rosetti
An emerald is as green as grass,---------------simile
A ruby red as blood; -------------------------------simile
A sapphire shines as blue as heaven;---------simile
A flint lies in the mud.
A diamond is a brilliant stone,-------------------metaphor

To catch the world’s desire;---------------------personification
An opal holds a fiery spark;---------------------personification
But a flint holds fire.-------------------------------personification
Activity 8: IMAGERY POEM 101

Directions: Imagine yourself in an island, stranded alone. You can hear different
sounds; see plants, trees, animals, wildflowers; and the scenery and
experience give you feelings. Now, write this in lines and stanzas
creating imagery. Make use of figures of speech to achieve your target.
There is no limit as to how many lines or stanzas you can make. Do this
in your notebook.
3. FORMS
Poetry comes in many forms. It may include the following: Couplet, Tercet,
Acrostic, Cinquain, Haiku, Senryu. Concrete Poem, Diamante, Free Verse, Limerick.
A couplet is a poem, or stanza in a poem, written in two lines. Couplet usually
rhymes. Couplet, a pair of end-rhymed lines of verse that are self-contained in
grammatical structure and meaning (one idea in two lines). 2
A tercet is a poem of three lines or a stanza of three lines. A tercet can be
rhymed or unrhymed. Sometimes a tercet has a rhyme scheme that echoes another
set of three lines or another stanza of the poem.
Examples of Tercet:
Japanese Haiku poetry is written in three lines of 5, 7, and 5 syllables. Here
are two examples of Haiku:
The Old Pond

by Matsu Bashu
An old silent pond
A frog jumps into the pond,
Splash! Silence again.3
2
The Editors of Encyclopaedia Britannica, “Poetic imagery,” Brittanica, accessed September 21,
2020, https://www.britannica.com/art/poetic-imagery.
3
“Tercet examples,” Softschools.com, accessed September 21, 2020,
https://www.softschools.com/examples/literary_terms/tercet_examples/577/.
A quatrain is a stanza in a poem that has exactly four lines. Some quatrains
comprise entire poems, while others are part of a larger structure. Quatrains usually
use some form of rhyme scheme, especially the following forms: AAAA, AABB, ABAB,
and ABBA.
Example of quatrain:
Blue Suede Shoes
by Elvis Presley
Well, it’s one for the money
Two for the show
Three to get ready
Now go, cat, go4
A cinquain is a specific type of poem, created by Adelaide Crapsey. It has five

lines, but they do not rhyme. Each line has a set number of syllables:
Line 1-2 syllables
Line 2-4 syllables
Line 3-6 syllables
Line 4-8 syllables
Lines 5-2 syllables
There are some variations on the form. For example, the Didactic Cinquain
has the following characteristics:
Line 1 - One word, also the title
Line 2 - Two adjectives that describe the word in line one
Line 3 - Three words that give more information about the subject.
Line 4 - Four words that show emotion about the subject-either individual words
or a phrase/sentence
Line 5 - Synonym of the title or a word very similar to it.
A cinquain typically has vivid imagery and is an attempt to express a specific
mood or emotion.
Example of Cinquain in Didactic form:
Strawberries
Ripe, juicy
Beckoning, Dripping, Biting
A herald of springtime.
Fruit5
4
“Literary Devices,” Literary Devices, accessed September 21, 2020,
https://www.literarydevices.com/.
5
“Cinquain,” Softschools.com, accessed accessed July 16, 2020,
“https://www.softschools.com/examples/grammar/cinquain_examples/394/.
A diamante poem is a poem made of seven lines of words that are arranged
in a special diamond-like form. It is an Italian word meaning “diamond.” This type of
poem does not contain rhyming words.
There are two (2) basic types of diamante poems: an antonym diamante and a
synonym diamante.
1. Antonym Diamante Poem
The first step to writing an antonym diamante poem is to think of two nouns that
have opposite meanings.
Because a diamante poem is diamond-like in form, it must begin and end with
single words that form the top and bottom. In the antonym form, those words will have
the opposite meaning. Your aim as a writer is the transition from the first noun to the
opposite noun in your descriptive words.
2. Synonym Diamante Poem
The synonym diamante takes the same form as the antonym diamante, but the
first and last words should have the same or similar meaning.
Diamante Poems Follow a Specific Formula
Line one: Noun
Line two: Two adjectives that describe the noun in line one
Line three: Three verbs that end with “ing” and describe the noun in line one
Line four: Four nouns—the first two must relate to the noun in line one and
the second two will relate to the noun in line seven
Line five: Three verbs that end with “ing" and describe the noun in line seven
Line six: Two adjectives that describe the noun in line seven
Line seven: Noun that is opposite in meaning to line one (antonym diamante)
or the same in meaning (synonym diamante) as the noun in line
one.6
Example of diamante poems:

Man-Woman Take your Time...
by Lukacs (male) by Rosana Tellini
Man Vacation
Brilliant, perfect Happy, fun
Working, learning, earning Sleeping, dancing, traveling
Beer, car, mirror, make-up
Liberty, car, beach, night
Speaking, speaking, speaking
Exciting, interesting, moving
Furious, exhausted
Woman Unhappy, boring
Work7
6
Grace Fleming, "How to Write a Diamante Poem," ThoughtCo., accessed July 16, 2020,
https://www.thoughtco.com/write-a-diamante-poem-1856956.
7
L. Opp-Beckman, “Diamentes,” PIZZAZ, accessed July 16, 2020.
https://darkwing.uoregon.edu/~leslieob/diamantes.html.
Activity 9: My Own Diamante
Directions: Create your own diamante by filling out the blank of this template.
Follow the instruction given at the side of the template.
Title of Poem
Author’s Name
______________
(one top noun)
______________, ______________
(2 adjectives of top noun)
______________, ______________, ______________
(3 gerunds for top noun)
______________, ______________, ______________, ______________
(4 synonyms: 2 for top noun + 2 for bottom noun)
______________, ______________, ______________
(3 gerunds for bottom noun)
______________, ______________
(2 adjectives of bottom noun)
______________
(one bottom noun)
Concrete Poem
A concrete poem is a poem that is written so that the shape of the words on
the page matches the subject of the poem. Sometimes, concrete poetry is called
"shape" poetry.
Examples of Concrete Poem:
Stairs
I
climb.
Every day.
A different priority.
Slowly making progress
toward success, success, success.
No time to stop, to rest, to appreciate
the small things around me-the air, the flowers,
even the people I meet are standing in the way of the climb. 8
8
“Concrete Poem,” Softschools.com, accessed July 16, 2020,
ttps://www.softschools.com/examples/grammar/concrete_poem_examples/400/.
Acrostic Poem
An acrostic is when the first letter in every line of a text spells out a specific
word. Of course, an acrostic could also be constructed where the last letter of each
line of a text spells out the word, but this is harder to create. 9
Examples of Acrostic Poem:
Sunshine warming my toes,

Underwater fun with my friends.
Making homemade ice cream on the porch,
Many long nights catching fireflies.
Early morning walks to the creek,
Reveling in the freedom of lazy days.
An Acrostic
by Edgar Allan Poe
Elizabeth it is in vain you say

"Love not"-thou sayest it in so sweet a way:
In vain those words from thee or L.E.L.
Zantippe's talents had enforced so well:
Ah! if that language from thy heart arise,
Breath it less gently forth-and veil thine eyes.
Endymion, recollect, when Luna tried
To cure his love-was cured of all beside-
His follie-pride-and passion-for he died.
A limerick is a poetic form comprised of one stanza with five lines and a
rhyme scheme of AABBA that usually is humorous.
Edward Lear is the most noted writer of limericks, and is credited with the rise
of their popularity in the 19th century. As expected, the material discussed in this
limerick is light-hearted and follows the rhyme scheme and rolling meter of the form.
Example:
There was an old man with a beard,

A funny old man with a beard
He had a big beard
A great big old beard
That amusing old man with a beard. 10
9
“Acrostic Poem,” Softschools.com, accessed July 16, 2020,
https://www.softschools.com/examples/grammar/acrostic_poem_examples/372/.
10
“Literary Devices,” Literary Devices, accessed September 21, 2020,
Free verse, is poetry without a sense of form. It is “free” only in a relative
sense. It does not have the steady, abstract rhythm of traditional poetry; its rhythms
are based on patterned elements such as sounds, words, phrases, sentences, and
paragraphs.11
After the Sea-Ship

by Walt Whitman
After the Sea-Ship-after the whistling winds;

After the white-gray sails, taut to their spars and ropes,
Below, a myriad, myriad waves, hastening, lifting up their necks,
Tending in ceaseless flow toward the track of the ship:
Waves of the ocean, bubbling and gurgling, blithely prying,
Waves, undulating waves-liquid, uneven, emulous waves,
Toward that whirling current, laughing and buoyant, with curves,
Where the great Vessel, sailing and tacking, displaced the surface;
4. OTHER ELEMENTS
Voice in Poetry
Just like fiction has a narrator, poetry has a speaker–someone who is the voice
of the poem. Oftentimes, 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.
Points of View
Just like fiction, the poem is written in a specific point of view:
First - person (I, me, my, we, us, our)

Second - person (you, your)
Third-person - (he, she, it, him, her, his, hers, its, they, them, theirs).
Remember choosing a point of view determines how close the reader is
involved in the poem. Third-person point of view will create more distance. The reader
will be an observer. Whereas, first-person point of view will draw the reader into the
poem. Second-person point of view is occasionally used in poetry. The speaker is
speaking directly to his/her readers. Using second-person point of view, however, has
to be done carefully as it is a more advanced skill and can be done poorly by an
inexperienced writer.
Elements of Voice
Several elements create the speaker’s voice: tone, diction, syntax, and
audience.
11
The Editors of Encyclopaedia Britannica, “Arte mayor,” Brittanica, accessed July 17, 2020,
https://www.britannica.com/art/arte-mayor.
Tone refers to the poet’s attitude or position toward the subject. It may be
positive, neutral, or negative. Some poets write political poems to make their ideas
heard through literature. For example, John McCrae wrote “In Flanders Field” during
World War I:
In Flanders Fields
by John McCrae
In Flanders fields the poppies blow

Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago

We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
Take up our quarrel with the foe:

To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
Diction involves the word choices made by the poet. For example, word choice
may include slang or dialect. Syntax works with diction; it includes the order or pattern
in which the poet places the words in lines.
Finally, the audience, of course, are the intended readers the poet imagines
when writing the poems and who they hope will read the poems.
More Than One Voice
A poem may have more than one voice. It’s possible to have two or more
speakers. For example, Robert Frost in his poem “Home Burial” uses dialogue
between two characters–a husband and a wife–as well as a narrator speaker.12
12
“Lesson 10: Voice in Poetry,” Lumen, accessed September 21, 2020,
https://courses.lumenlearning.com/atd-distanceminnesota-creativewriting/chapter/lesson-10-voice-in-
poetry/.
Mood
The mood of a piece of writing is its general atmosphere or emotional

complexion—in short, the array of feelings the work evokes in the reader. Generally
speaking, any word that can be used to describe emotion can be used to describe the
mood of a story, poem, or other piece of writing. 13
Activity 10: ANY FORM

Directions: Choose any poem form that you want. Review its conventions and
create a poem with this chosen form. Do this in your CW notebook.
SUM UP
Congratulations! You are almost

finished with this module. You have learned
the various elements and literary devices,
as well as explore innovative techniques in
writing poems. It is time to review what you
have learned.
Writing poems is a powerful form of self-expression that can

impact one’s self as well as other people.
Poetry is not just about the combination words and rhythm. There is more to it.
There is some labor involved in creating one, and it is not an easy labor.
In writing poems, you need to learn its elements like rhythm, sound, imagery
and form. You have to decide whether your poem is to be read slow or fast. The rhythm
of the poem is affected by its topic and mood.
For your poem to be pleasing to the ears (poems are intended to be spoken),
you have also to consider the different sound elements like alliteration, assonance,
consonance, onomatopoeia, and repetition. These are very essential as to how good
and pleasing your poem will sound to other people when read.
Imagery should also be given consideration since poetry are supposed to evoke
emotions to its reader or listener. Well-chosen and well-crafted words are essential in
the attainment of imagery.
For arts sake, some writers consider the form or structure of their poems. You
can choose to write your poem following strict number of lines or stanzas, or with
13
"Mood," LitCharts, accessed July 16, 2020, https://www.litcharts.com/literary-devices-and-
terms/mood.
shapes for concrete poems, or just freely write without all those earlier mentioned, but
still be able to come up with the best poem.
Finally, there are still considerations like the speaker in the poem (point of view),
and how many speakers are there in the poem. You should also ponder the kind of
language you will use because it will define what kind of poem you are writing (formal,
sad, funny, romantic, etc.). Sometimes, the purpose in writing the poem must also be
considered: whether you are sharing a feeling, telling a story, sending a message,
describing something or just simply being humorous.
APPLY WHAT YOU HAVE LEARNED
Activity 11: POEM FOR REAL

Directions: Create a poem about your feelings or your own experience in this
pandemic that you want to share with others. Be sure to make use of the
elements, techniques, and other conventions in writing poetry. You may
post your work on Facebook.
RUBRIC IN WRITING POETRY

Points 5 3 1
Rhythm There is rhythm all There is rhythm but No noticeable
throughout the poem may waver in some rhythm
parts
Poetic The poem has 3 or The poem has 1 or 2 No poetic
Elements more poetic elements poetic elements but element used
that enhance the can be distracting to
emotion readers
Creativity The poem used 3 or The poem used 1 or 2 Figurative
more figure of speech figures of speech in language not
in description description evident
Cohesiveness The lines and The lines and stanzas The lines and
stanzas go perfectly somewhat go together; stanzas do not go
together; there is sometimes sway from together and
unity in the whole the topic sway from the
poem topic
REFLECT
REFLECT
Great job! You are almost done with this

module. But before you take on the final tasks,
let us first reflect on what you have learned.
Activity 12: ROLL IT!

Directions: Cut out the cube template below and assemble it. Roll it like a dice and
answer whatever questions the face shows. Do the activity thrice so
you will have three answers for the question below. No repetition of
answers, please. Write your answers in your CW notebook.
How are you doing so far?

1) ______________________________________________________________
2) ______________________________________________________________
3) ______________________________________________________________
Template:
1 thing
I learned
1 thing 1 thing
1 thing 1 thing I do not
I do not
I want to I want to understand
understand
ask ask
1 thing
I learned

LEARN MORE
Activity 13: SHARING IS LOVING- SEND, CRITIQUE, SEND BACK

Directions: Find a partner in your class for this activity.
Using your cellphone, take a picture of your poem and send it on
his/her Messenger. You will exchange and critique each other’s work
using the following rubric. Make sure to send back his/her work with
your comments and annotations.
ASSESS WHAT YOU HAVE LEARNED
Directions: Choose three (3) poems from all the poems discussed in this module.
You may write on the topic of your choice.
Be sure to use the elements and techniques discussed and follow the
conventions of each form. Write your poems in your CW Notebook.
GLOSSARY
Alliteration - is the repetition of the initial consonant sound in words

Concrete poem - is a poem that is written so that the shape of the words on the
page matches the subject of the poem
Couplet - is a poem, or stanza in a poem, written in two lines

Imagery - is the use of words to create pictures, or images, in the mind of the
readers or listeners
Quatrain - is a stanza in a poem that has exactly four lines.

Repetition - is a sound element in poems that occurs when poets repeat words,
phrases, or lines in a poem
Rhythm - is the flow of the beat in a poem. It gives poetry a musical feel
Rhyme Scheme - is the pattern of rhymes at the end of each line of a poem
Tercet - is a poem of three lines or a stanza of three lines

ANSWER KEY
Recall
1. Alliteration 2. Free Verse 3. Rhyme 4. Haiku 5. stanza
Do This
Activity 1: Poetry in Action
1. Robert Frost
2. Four
3. Possible answer: By giving the horse human attributes
4. Possible answer: He Stopped by the woods to appreciate the scenery.
5. Possible answer: the speaker simply wants to convey leisure and happiness of an
innocent child.
6. 6. Possible answer: Winter signifies coldness, a time in our life when we don’t want
to move or work. It also signifies the lowest time in our life.
7. One must concentrate on fulfilling his promises and duties without being distracted
by the pleasures in life
8. Possible Answer: There is a sense of regret when the speaker stopped in an
“unusual place” to have some leisure time.
Activity 2: Dig In
1. The topic of the poem is about fulfilling one’s duties and responsibilities.
2. Slow rhythm. Yes, it is suitable for the topic.
3. Watch, woods,...with, will.. Dark and deep.. sound’s and sweep
4. Possible answer: It is pleasing to the ear because it creates a musical sound.
5. Yes. “And miles to go before I sleep.”
6. Yes. It creates a feeling of intensity and emphasis. It creates the image of a traveler
going on a long journey.
7. Whose and woods, deep and keep, queer and near, etc.
8. Know, though and snow, queer, near and year, shake, mistake, flake, etc.
At the end of the lines. From first to third stanza the rhyme pattern is AABA,
fourth stanza is AAAA.
9. Expected answer is “Yes”.
10. Maybe no. It wouldn’t have the same effect on me. Answers may vary though.
11. Repetition
12. Possible answers: Yes. Visual imagery, when the traveler describes what he sees
in the woods (lovely, dark and deep), Auditory imagery, when he describes the
silence of the woods (The only other sound’s the sweep/ of easy wind and downy
flake)
13. Possible answer: The writer uses figurative language like personification in the line:
My little horse must think it queer/ To stop without a farmhouse near.
14. This is a quatrain.

15. Possible answer: The poem starts with the line “Whose woods these are…”
The pronoun whose to begin suggests that the is in question form so it should
have been “whose woods are these”. But in this poem, Frost chose to use the
declarative form though he starts with an interrogative pronoun.
16. The speaker is the poet himself. First person POV is used.
17. Possible answer. The purpose of the writer is to share his feelings and to make
description of a beautiful scenery. But let us not let go of the fact that he wants also
to send a message considering the central theme of the poem.
18. The overall mood is contemplative. It is shown in the idea that the poet stopped
his horse in the woods to watch the snow and think deeply.
19. The elements needed in writing a poem are rhythm, sound, and form. There are
other elements to be considered like mood, point of view etc.
REFERENCES
“Acrostic Poem.” Softschools.com. Accessed July 16, 2020.

https://www.softschools.com/examples/grammar/acrostic_poem_examples/37
2/.
“Annabel Lee.” Poetry Foundation. Accessed July 16, 2020.

https://www.poetryfoundation.org/poems/44885/annabel-lee.
“Cinquain.” Softschools.com. Accessed July 16, 2020.

https://www.softschools.com/examples/grammar/cinquain_examples/394/.
“Concrete Poem.” Softschools.com. Accessed July 16. 2020.

https://www.softschools.com/examples/grammar/concrete_poem_examples/4
00/.
“Examples of Onomatopoeia Poems.” Your Dictionary. Accessed July 15, 2020.

https://examples.yourdictionary.com/examples-onomatopoeia-poems.html.
“Flint.” Poetry by Heart. Accessed July 15, 2020.

https://www.poetrybyheart.org.uk/poems/an-emerald-is-as-green-as-grass/.
“Home Burial.” Wikisource. Accessed September 21, 2020.

https://en.wikisource.org/wiki/Home_Burial.
“In Flanders Field.” Wikipedia. Accessed September 21, 2020.

https://en.wikipedia.org/wiki/In_Flanders_Fields.
“I Wandered Lonely as a Cloud.” Poets.org. Accessed July 14, 2020.

https://poets.org/poem/i-wandered-lonely-cloud.

“Lesson 10: Voice in Poetry.” Lumen. Accessed September 21, 2020.
https://courses.lumenlearning.com/atd-distanceminnesota-
creativewriting/chapter/lesson-10-voice-in-poetry/.
“Literary Devices.” Literary Devices. Accessed September 21, 2020.

"Mood." LitCharts. Accessed July 16, 2020. https://www.litcharts.com/literary-

devices-and-terms/mood.
“Onomatopoeia.” Oxford Reference. Accessed July 15, 2020.

https://www.oxfordreference.com/view/10.1093/oi/authority.201108031002505
50.
"Rhyme Scheme." LitCharts. Accessed July 15, 2020.

https://www.litcharts.com/literary-devices-and-terms/rhyme-scheme.
“Tercet.” Softschools.com. Accessed July 15, 2020.

https://www.softschools.com/examples/literary_terms/tercet_examples/577/.
“The Raven”. Poets.org. Accessed September 21, 2020.

https://poets.org/poem/raven.
“The Road Not Taken.” Poetry Foundation. Accessed July 13, 2020.
https://www.poetryfoundation.org/poems/44272/the-road-not-taken.
Fleming, Grace. "How to Write a Diamante Poem." ThoughtCo.

https://www.thoughtco.com/write-a-diamante-poem-1856956 (accessed July
16, 2020).
Opp-Beckman, L. “Diamantes.” PIZZAZ. Accessed July 16, 2020.

https://darkwing.uoregon.edu/~leslieob/diamantes.html.
The Editors of Encyclopaedia Britannica. “Arte mayor.” Brittanica. Accessed July 17,
2020. https://www.britannica.com/art/arte-mayor.
The Editors of Encyclopaedia Britannica. “Free Verse.” Brittanica. Accessed July 17,
2020. https://www.britannica.com/art/arte-mayor.
The Editors of Encyclopaedia Britannica. “Poetic imagery.” Brittanica. Accessed

September 21, 2020. https://www.britannica.com/art/poetic-imagery.


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Creative Writing

Grade 11-Creative Writing

Published in the Philippines

ALL RIGHTS RESERVED. No part of this learning resource may be

Development Team of English Learning Kit

Writer: Arlene S. Subosa

Illustrators: Armand Glenn S. Lapor Mark T. Dasa

Layout Artists: Armand Glenn S. Lapor Ricky T. Salabe

Division Quality Assurance Team:

Management Team: Ma. Gemma M. Ledesma Dr. Josilyn S. Solana

Grade 11-Creative Writing

For the learning facilitator:

For the learner:

Grade 11-Creative Writing

Creative writing as a form of writing

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

Grade 11-Creative Writing

YOUR FAVORITE POEM

1. Think of the type of poem you want to write.

In your previous lesson, you have learned

1. The repeating of beginning consonant sounds is____________________

Grade 11-Creative Writing

3. A ________________ is a line (or lines) that is (are)repeated at the end or in

4. . ____________ is a type of Japanese poetry that is made up of three lines.

Stopping by Woods on a Snowy Evening

Whose woods these are I think I know.

My little horse must think it queer

He gives his harness bells a shake

The woods are lovely, dark and deep.

Grade 11-Creative Writing

1. Who wrote the poem?

1. What is the topic of the poem?

KEEP THIS IN MIND

Congratulations! You have successfully

Activity 3: CONCEPT BUBBLE

Grade 11-Creative Writing

Form Poetry Sound

Incredible! You were able to sum up

Two roads diverged in a yellow wood,

TYPES OF RHYME SCHEMES

Grade 11-Creative Writing

Example: rhyme scheme is (ABAAB)

The Road Not Taken

I shall be telling this with a sigh-------------------------A

For the moon never beams, without bringing me dreams

In her sepulchre there by the sea—

Activity 5: RHYME TIME

Stopping by Woods on a Snowy Evening

Alliteration is the repetition of the initial consonant sound in words. It often

Onomatopoeia as a sound element is the formation of a word from a sound

Grade 11-Creative Writing

Oh, the bells, bells, bells!

Activity 6: SOUND IT OFF

Example. Two, timid tarantula tying their knots

Activity 7: REPEAT AFTER ME

Love is a beautiful red rose in the garden every morning.

Now, it is your turn. Write your poem in your notebook.

Imagery is the use of words to create pictures, or images, in your mind. To

Grade 11-Creative Writing