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CREATIVE WRITING
Quarter 3 – Module 2
Write a Short Poem Applying the Various
Elements and Literary Devices Exploring
Innovative Techniques
CREATIVE WRITING – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 2: Write a Short Poem Applying the Various
Elements and Literary Devices Exploring Innovative
Techniques
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist
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publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Jess Reille D. Espinas
Editors: Esteria J. Macajelos and Ellen E. Edrial, EdD
Reviewers: Esteria J. Macajelos and Ellen E. Edrial, EdD
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar R. Cabrera
Anna Lee A. Amores, EdD
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Department of Education –Region VII Schools Division of Negros Oriental
Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental
Tele #: (035) 225 2376 / 541 1117
E-mail Address: [Link]@[Link]
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CREATIVE
WRITING
Quarter 3 – Module 3
Write a Short Poem Applying the
Various Elements and Literary
Devices Exploring Innovative
Techniques
Introductory Message
For the Facilitator:
Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module 3
on Writing a Short Poem Applying the Various Elements and Literary
Devices Exploring Innovative Techniques!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
“Writing is the painting of
Voice”
Voltaire
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
For the Learner:
Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module 3
on Writing a Short Poem Applying the Various Elements and Literary
Devices Exploring Innovative Techniques!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
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You will be enabled to process the contents of the learning resource while
being an active learner.
This module has the following parts and corresponding icons:
What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.
What’s In This is a brief drill or review to help you
link the current lesson with the previous
one.
What’s New In this portion, the new lesson will be
introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.
What I Can Do This section provides an activity which
will help you transfer your new
knowledge or skill into real life situations
or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
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Additional In this portion, another activity will be
Activities
given to you to enrich your knowledge or
skill of the lesson learned.
Answer Key This contains answers to all activities in
the module.
At the end of this module you will also find:
References This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know 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 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 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!
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TABLE OF CONTENTS
CONTENT PAGES
TITLE PAGE ------------------------------------------------ i
INTRODUCTORY MESSAGE --------------------------------- ii
For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- ii
WHAT I NEED TO KNOW --------------------------------- 1
Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1
WHAT I KNOW ------------------------------------------------ 1
Task 1 ------------------------------------------------ 1
WHAT’S IN ------------------------------------------------ 2
Task 2 ------------------------------------------------ 2
WHAT’S NEW ------------------------------------------------ 3
Task 3 ------------------------------------------------ 3
WHAT IS IT ------------------------------------------------ 4
WHAT’S MORE ------------------------------------------------ 7
Task 4 ----------------------------------------------- 8
Task 5 ----------------------------------------------- 8
Task 6 ----------------------------------------------- 9
WHAT I HAVE LEARNED --------------------------------- 9
Task 7 --------------------------------- 9
WHAT I CAN DO ---------------------------------------- 10
Task 8 ---------------------------------------- 10
ASSESSMENT ------------------------------------------------ 11
ANSWER KEYS ------------------------------------------------ 12
REFERENCE LIST -------------------------------------------- 13
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WHAT I NEED TO KNOW
Dear students, welcome to the world of writing poetry. This module will allow
you to undergo a step-by-step process in poem writing. Along the way, you will be
able to apply your previous knowledge on elements and literary devices as well as
explore innovative techniques in writing various forms of poetry. With this, it is
expected that you will be able to reflect your creativity with the different tasks and
express your thoughts and feelings through writing.
Learning Competency
Write a short poem applying the various elements and literary devices
exploring innovative techniques
Learning Objectives:
At the end of the module, you should be able to:
1. Identify elements and literary devices used in a poem (Cognitive)
2. Write various forms of poetry (Psychomotor)
3. Express thoughts and feelings through writing poems (Affective)
WHAT I KNOW
Task 1
Direction: Analyze the poem “Stopping by Woods on a Snowy Evening” by
Robert Frost and identify the literary techniques by determining the rhyme
scheme and figurative language used. Copy and answer this activity on your
notebook.
Stopping by Woods on a Snow Evening
By Robert Frost
Figurative Language Rhyme Scheme
Whose woods these are I think I know
His house is in the village though
He will not see me stopping here
1. To watch his woods, fill up with snow
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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
2. 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
3. The woods are lovely, dark and deep,
But I have promises to keep
4. And miles to go before I sleep,
And miles to go before I sleep.
WHAT’S IN
Task 2
Directions: Based on your previous lesson about poetry, identify the elements
described in the sentences below by answering the crossword puzzle. Copy
and answer this activity on your notebook.
8 5
1
6 9
2 3 4
7
10
Vertical
1. A figurative language used to compare two unlike things, not using the
words like or as.
2. This is the use of words to convey vivid, concrete sensory experience
such as that of sight, smell, touch, taste, and hearing.
3. A writing that formulates a concentrated imaginative awareness of
experience in language chosen and arranged to create a specific
emotional response through meaning, sound, and rhythm.
4. A figurative language used to compare two unlike things, using the
words like or as.
2
5. The term used to refer to the recurrence of stressed and unstressed
sounds in poetry
Horizontal
6. The element of a literary work which refers to the attitude of the writer
toward his subject. It may be communicated through the words used
by the writer and may evoke an emotional response to the reader such
as sarcasm, love, hatred, fear, delight, respect and so on.
7. A person, a place, a thing or an experience that represents something
else.
8. This refers to how a poem is organized
9. The division of a poem consisting of a series of lines arranged together
in a usually recurring pattern of meter and rhyme.
10. The repetition of identical or similar concluding syllables in different
words.
WHAT’S NEW
Task 3
Directions: Create your own by poem by filling up the lines with words or
phrases described in the parentheses below it. Write the poem you have
completed on your notebook.
I am Poem
By: ________________________________________
I am ________________________________________
(two special characteristics that you have)
I wonder ________________________________________
(something that you are actually curious about)
I hear ________________________________________
(a sound)
I see ________________________________________
(a sight)
I want ________________________________________
(an actual desire)
I am ________________________________________
(repeat the first line of the poem)
I pretend ________________________________________
(something that you actually pretend to do)
I feel ________________________________________
(a feeling that you have)
I worry ________________________________________
(something that bothers you)
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I cry ________________________________________
(two special characteristics that you have)
I am ________________________________________
(repeat the first line of the poem)
I understand ________________________________________
(something that you know is true)
I say ________________________________________
(something that you believe in)
I dream ________________________________________
(something that you dream about)
I try ________________________________________
(something that you make an effort to do)
I hope ________________________________________
(something that you hope for)
I am ________________________________________
(repeat the first line of the poem)
EXPLORE!
1. How did you find the activity?
2. What made it easy/difficult to accomplish the poem?
3. What literary devices were used in your poem?
4. How were personal experiences and emotions affect or aid in writing the poem?
WHAT IS IT
A poem is a piece of writing in which the words are chosen for their beauty
and sound and are carefully arranged, often in short lines. (Source:
(Dictionary: Collins, 2020)
Writing poetry could be overwhelming and taxing especially when you don’t
feel creative enough to come up with brilliant ideas, right word choice, or
effective poetic techniques. However, there are ways to help you get started
which will eventually lead to writing a poem you can be proud of.
Here are some steps to help you create your own poem.
STEP 1: STARTING THE POEM
1. Pick a specific theme or idea
Before you start writing down your poem, pick a topic. You need to
choose a specific theme you are passionate to talk about. The theme or
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idea you have chosen will serve as your guide on what your poem will
convey.
There are a lot of topics to choose from, may it be coming from your
experience or feelings. Whatever theme you decide to pick, make sure
that it is specific. For example, if you are going to talk about love, you
can work around the topics “love of family” or “love of friends”.
2. Brainstorm for ideas
Think, think, think. This step will help you come up with thoughts and
ideas about the topic or theme you have chosen. You can try the
following activities to get you started in collecting ideas related to your
topic:
o Try a free write. Grab a notebook and just start writing—about
your day, your feelings, or how you don’t know what to write
about. Let your mind wander for 5-10 minutes and see what you
can come up with.
o Make a list or mind map of images. Think about a situation that’s
full of emotion for you and write down a list of images or ideas
that you associate with it. You could also write about something
you see right in front of you, or take a walk and note down things
you see. Use any graphic organizer that can help you arrange
your thoughts such as concept maps, flow charts and more.
(Stephanie Wong Ken, MFA, 2020)
3. Choose a poetic form
Choose a poetic form that would fit your style of writing. There are
many different poetic forms that you can choose from.
o Narrative Poems: epic, ballad, metrical tale, metrical romance
o Lyric Poems: ode, elegy, hymn, psalm, sonnet, song, simple lyric
o Dramatic poems: tragedy, comedy, tragicomedy, farce, historical play, religious
play, musical play or opera, melodrama
Source: (Menoy, 2016)
4. Read examples of poetry
If you are still hesitant in writing your poem, another way to help you
out is by reading examples of poetry. You may look through your books
or search online from the classic poems to contemporary ones. This
should help you get started in writing.
STEP 2: WRITING THE POEM
1. Use concrete imagery
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Concrete imagery will help your readers connect with the poem through
the mental pictures they imagine upon reading. Make sure that your
descriptions and your word choice are vivid enough for them to see,
taste, smell, touch or hear the thoughts you are writing about.
Poetic Technique: Use of Imagery
Imagery is the literary term used for language and description that appeals to our five
senses. When a writer attempts to describe something so that it appeals to our sense of
smell, sight, taste, touch, or hearing; he/she has used imagery.
Ex: A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze. (I Wandered Lonely as a Cloud)
Source: ([Link], 2020)
2. Include literary devices
Literary devices are techniques that writers use to create a special and
pointed effect in their writing, to convey information, or to help readers
understand their writing on a deeper level. Often, literary devices are
used in writing for emphasis or clarity. Authors will also use literary
devices to get readers to connect more strongly with the theme. (Source:
(Muniz, 2020))
Poetic Technique: Use of Literary Devices
o Metaphor: A comparison of two unlike things without the use of as or like
Ex: All the world’s a stage (Seven Ages)
o Simile: A comparison of two unlike thinks using as or like
Ex: O my Luve is like a red, red rose (A Red, Red Rose)
o Synecdoche: A part is used for a whole or a whole is used for a part
Ex: The hand that mocked them and the heart that fed (Ozymandias)
(The hand refer to the sculptor, the heart refer to the King)
o Metonymy: a person, place or thing is referred to by something closely
associated with it
Ex: Remember to let her into your heart (Hey Jude)
(Heart is associated with love)
o Personification: Referencing inanimate objects with human-like qualities or
abilities
Ex: Earth felt the wound; and Nature from her seat (Paradise Lost)
o Hyperbole: Exaggeration for effect
Ex: My name is Ozymandias, King of kings (Ozymandias)
o Rhetorical Question: Asking a question for aa purpose other than to get an
answer
Ex: And if you wrong us, shall we not revenge? (The Merchant of Venice)
o Oxymoron: placing two opposing terms side by side
Ex: Why, then, o brawling love! O loving hate! (Romeo and Juliet)
Source: (SuccessCDs, 2020)
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3. Write for the ear
Poetry is made to be read out loud and you should write your poem
with a focus on how it sounds on the page. Writing for the ear will allow
you to play with the structure of your poem and your word
choice. Notice how each line of your poem flows into one another and
how placing one word next to another creates a certain sound. (Source:
(Stephanie Wong Ken, MFA, 2020))
Poetic Technique: Use of Sound Devices
o Alliteration: the repetition of initial sounds on the same line
Ex: Once upon a midnight dreary, while I pondered, weak and weary (The
Raven)
o Assonance: the repetition of vowel sounds on the same line
Ex: “The rain in Spain stays mainly in the plain.” (My Fair Lady)
o Consonance: the repetition of consonant sounds on the same line
Ex:
o Onomatopoeia: the use of words that sound like their meaning
Ex: Once upon a time a frog
Croaked away in Bingle bog (The Frog and the Nightangale)
o Repetition: involves repeating a line or a word several times in a poem
Ex: And miles to go before I sleep,
And miles to go before I sleep. (Stopping by Woods on a Snow Evening)
o Rhyme: The repetition of identical or similar concluding syllables in different
words.
Source (Padron, 2020)
STEP 3: POLISHING THE POEM
1. Read the poem aloud
Once your poem is complete, read it aloud. Pay attention to every word
in each line. How do they sound? Is the meaning clear? Take down
notes or mark the lines that may sound different or confusing to you.
2. Get feedback from others
Share your poem with persons who can help you improve it. You can
read it to your family and friends, you can send it to your teachers for
a critic or ask for help from experts in the field of poetry writing. Allow
them to give their reaction and feedback to your output.
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3. Revise your poem
Once you have received feedback on your poem, revise it until it
reaches its best form. Use the feedbacks to help improve your poem
and your way of writing.
WHAT'S MORE
Try to come up with your own poem by completing the tasks below.
Task 4 Starting the Poem
Direction: Brainstorm ideas to get you started with your poem by using this
concept map. Choose a topic of your liking and write it at the center. Then,
gather your ideas about the topic by writing relevant words/phrases in the
circles on the sides. Do this activity on your notebook.
Task 5 Writing the Poem
Direction: On your notebook, write your own Tanka. The topic of the poem
should be based on the concepts and ideas you have gathered from Task 4.
Guide:
A Tanka is a five-line poem where the first and second lines have 5 syllables and the rest
of the lines has 7 syllables.
______________________________________ (title) (title)
______________________________________ (5 syllabes)
______________________________________ (7 syllabes)
______________________________________ (5 syllabes)
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______________________________________ (7 syllables)
______________________________________ (7 syllables)
Follow this standard:
10 8 6 4
NEEDS
Categories EXCEPTIONAL GOOD AVERGAE
IMPROVEMENT
Most lines in Some lines in None of the lines in
All lines of the
the poem the poem the poem
FORMAT poem demonstrate
demonstrate demonstrate demonstrate
correct syllable
correct syllable correct syllable correct syllable
counting.
counting. counting. counting.
Poem includes a Poem does not
TITLE N/A N/A
title. include a title.
Most lines are Some lines are
All lines are related Few lines are
CONTENT related to the related to the
to the topic. related to the topic.
topic. topic.
Effectively uses 3 Uses 2 poetic Uses 1 poetic
POETIC poetic techniques techniques to techniques to Does not use any
TECHNIQUES to reinforce the reinforce the reinforce the poetic technique.
theme. theme. theme.
Task 6 Polishing the Poem
Direction: Read the poem aloud to someone in your household. On your
notebook, write down their commendations or comments for the poem you
have written.
What can you say about the poem I have written?
WHAT I HAVE LEARNED
Task 7
Directions: Write your reflection in your notebook by completing the
unfinished statements below.
Today, I have learned that _________________________________________________
___________________________________________________________________________
This lesson made me realize that __________________________________________
___________________________________________________________________________
This lesson made me feel _________________________________________________
___________________________________________________________________________
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This lesson will be useful when ____________________________________________
___________________________________________________________________________
WHAT I CAN DO
Task 8
Directions: The pandemic we are facing has posed a lot of challenges and
changes in our daily lives. Express your thoughts and feelings towards this
experience through writing an acrostic poem.
Guide:
An acrostic is a poem where the first letter of each line spell a name, word or phrase.
______________________________________ (title)
C - ______________________________________
O - ______________________________________
V - ______________________________________
I - ______________________________________
D - ______________________________________
P - ______________________________________
A - ______________________________________
N - ______________________________________
D - ______________________________________
E - ______________________________________
M - ______________________________________
I - ______________________________________
C - ______________________________________
Follow this standard:
10 8 6 4
NEEDS
Categories EXCEPTIONAL GOOD AVERGAE
IMPROVEMENT
Most lines in Some of the
All lines in the Few of the lines in
the acrostic lines in the
acrostic poem the acrostic poem
FORMAT poem begin acrostic poem
begin with the begin with the
with the correct begin with the
correct letter. correct letter.
letter. correct letter.
Acrostic poem Acrostic poem does
TITLE N/A N/A
includes a title. not include a title.
Most lines are Some lines are
All lines are related Few lines are
CONTENT related to the related to the
to the topic. related to the topic.
topic. topic.
Uses some
Effectively uses Uses poetic
poetic
POETIC poetic techniques techniques to Uses few poetic
techniques to
TECHNIQUES to reinforce the reinforce the techniques.
reinforce the
theme. theme.
theme.
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ASSESSMENT
Task 9
Direction: Create an original two-stanza poem of four lines following the aabb
ccdd rhyme scheme. Your poem’s theme should base on the picture below. Do
this activity on your notebook.
Source:[Link]
[Link]
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Follow this standard:
20 15 10 5
NEEDS
Categories EXCEPTIONAL GOOD AVERGAE
IMPROVEMENT
Most lines in Some lines in
All lines in the Few lines in the
the poem follow the poem
FORMAT poem follow the poem follow the
the rhyme follow the
rhyme scheme. rhyme scheme.
scheme. rhyme scheme.
Poem includes a Poem does not
TITLE N/A N/A
title. include a title.
Most lines are Some lines are
All lines are related Few lines are
CONTENT related to the related to the
to the topic. related to the topic.
topic. topic.
Effectively uses 4 Uses 3 poetic Uses 2 poetic
POETIC poetic techniques techniques to techniques to Uses 1 poetic
TECHNIQUES to reinforce the reinforce the reinforce the technique.
theme. theme. theme.
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1012
WHAT I KNOW WHAT’S NEW
Task 1 Task 3 (Answers may vary)
Figurative Language
1. Alliteration WHAT’S MORE
2. Personification
3. Imagery Task 4 (Answers may vary)
4. Repetition Task 5 (Answers may vary)
Rhyme Scheme Task 6 (Answers may vary)
A
A WHAT I HAVE LEARNED
B
A Task 7 (Answers may vary)
B WHAT I CAN DO
B
C Task 8 (Answers may vary)
B
ASSESSMENT
C
C Tak 9 (Answers may vary)
D
C
D
D
D
D
WHAT’S IN
Task 2
Vertical
1. Metaphorr
2. Imagery
3. Poetry
4. Simile
5. Rhythm
Horizontal
6. Tone
7. Symbolism
8. Structure
9. Stanza
[Link]
ANSWER KEYS
REFERENCES
“Collins English Dictionary: Definitions, Translations, Example Sentences
and Pronunciations “. (2020).
[Link]
“[Link]”. (2020). [Link]
“Imagery Examples”. (2020). English.
[Link]
examples/141/
“Literary Devices and Literary Terms. The Complete List”. (2020, August 8).
Literary Devices. [Link]
“Literary Devices in Poems Class 9, Examples, Explanation, Common,
Literary Devices”. (2020).
[Link]
html
“Masterclasses meaning”. (n.d). Masterclasses Meaning/Best Definitions of
Masterclasses. [Link]
Menoy, J.Z. (2016). Creative Writing. Mandaluyong City: Book Atbp,
Publishing Corp.
Muniz, H. (2020, January 25). The 31 Literary Devices You Must Know.
[Link]
Padron, A. (2020, April 16). Common Techniques Used in Poetry. Vista Higher
Learning Blog. [Link]
[Link].
Wong Ken, S., MFA. (2020, August 7). Retrieved from wikiHow:
[Link]
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For inquiries or feedback, please write or call:
Department of Education – Schools Division of Negros
Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental
Tel #: (035) 225 2376 / 541 1117
Email Address: [Link]@[Link]
Website: [Link]
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