Quarter 1, Week 2 - Creative Writing
Duration: 3 sessions (approximately 60 minutes per session)
Learning Objectives:
At the end of the lesson, the learners are expected to…
1. define sensory experience, imagery, figure of speech, and diction.
2. analyze works of literature in terms of sensory experience and language.
3. use imagery, diction, and figure of speech in composing creative outputs.
4. utilize language to evoke emotional and intellectual responses from the material
viewed.
5.
Day 1: Writing through Sensory Experience
I. Pre-Assessment
[PA2] Kipling Questioning: Start the class with an activity. First, introduce the author
of the poem that you’re going to use in the activity. Afterwards, explain the meaning of
the unfamiliar words to the students so they can easily understand the meaning of the
poem. Lastly, let the students read the poem and visualize the best illustration of it.
Who is Alfred Tennyson/ Alfred, Lord Tennyson?
- He was born on August 6, 1809, in Somersby, Lincolnshire, England. Alfred
Tennyson was one of the well-loved Victorian poets. Tennyson was the fourth of
twelve children, showed an early talent for writing. At the age of twelve, he wrote
a 6 000-line epic poem. His father, Reverend George Tennyson, tutored him and
is siblings in classical and modern languages. In I early year of writing, his poems
were criticized for the content and style of writing. This strongly affected
Tennyson and caused him to cease writing for nine years. He was regarded as
the chief representative of the Victorian age in poetry. He was appointed Poet
Laureate by Queen Victoria and served for 42 years.
Unlocking Difficulties:
clasps - to hold tightly
crag - a high, rough mass of rock that sticks out from the land around it
ringed - marked with or encircled by a ring or rings
azure - bright blue in color like a cloudless sky
wrinkled - a slight depression in the smoothness of a surface
Discussion/ Guide Questions:
a. Who is the persona in the poem?
b. Where could the persona be as he speaks in the poem?
c. What words directly stimulated your senses? How did these words appeal to
you?
The Eagle
B Y A L FR E D , L O RD T E N NY S O N
He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ring'd with the azure world, he stands.
The wrinkled sea beneath him crawls;
He watches from his mountain walls,
And like a thunderbolt he falls.
Possible Explanation: The eagle is also referred to as a metaphor for someone in
power, the political corruption. The "clasping with crooked hands" indicate the firm grasp
of the powerful with malevolent hands, "close to the sun, lonely lands, ring'd with the
azure world" indicate being close to extremely powerful leaders and the lack of genuine
company. The "wrinkled sea" is indicated to be the common mass, "crawls"- trembling
before the ruler, and that he watches everything happening from his high position. "And
like a thunderbolt he falls" can be interpreted in two ways, 1). The preying upon of a
person (political corruption) in a lower hierarchical position. 2). The sudden decline of a
person in power.
II. Facilitated Learning
[FLA2.1] Roundtable Discussion: As you begin this lesson, inform the students that
they will be the discussant and the teacher will be the facilitator.
First task: The student will look for groupmates with whom they can have a group
discussion about the topic; each group must have five members.
Second task: The students can use any book or research on any educational site to
gather more information about the topic.
Third task: After a 10-minute discussion with their groupmates, each group will share
with the class what they found out, understood, and learned from the topic.
Lesson Spotlight: After the roundtable discussion with the students, you will discuss
this to the students:
Creatively crafted literary pieces are not just meant to be read, for like other
works of art, they must entice the basic senses of people in order to achieve their
main purpose.
Sensory experience/ detail is establishing a clear connection with the readers is
one of the important objectives that any literary work must be able to fulfill. Such
connection can be achieved by getting in touch with the primordial sensual
capacity of people.
In literature, sensory experience or sensory detail is the literary device that make
use of imagery to enliven the five basic human senses, taste, smell, touch, sight,
and sound.
Summarize the key point and allow time for any remaining questions or clarifications.
III. Formative Assessment
[FA2.1] Recalling Fondest Memories: Students will recall two of their fondest
memories they have experienced. Write about these memories using the function of
sensory experience or sensory detail.
SCENE 1
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SCENE 2
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Day 2: The Language of Creative Writing
Discussion:
Imagery – is the language used by poets and writers to create images in the mind of
readers.
Visual Imagery Auditory Imagery
Gustatory Imagery Olfactory Imagery
Tactile Imagery Kinesthetic Imagery
Figure of speech or figurative language – is a literary device that creates images in the
mind of the reader or listener.
Alliteration Litotes
Anaphora Metaphor
Antithesis Metonymy
Apostrophe Onomatopoeia
Assonance Oxymoron
Chiasmus Paradox
Euphemism Personification
Hyperbole Pun
Irony Simile
Synecdoche Understatement
Diction – means both the choice and arrangement of words.
Formal diction
Informal diction
II. Facilitated Learning
[FLA2.2] Think-pair Share: Students will find a partner to do the following tasks:
1. Access the code in the module to read the article, Barn Burning by Haruki Murakami,
and will answer the following questions:
What first entered in your mind when you read the title Barn Burning without
reading the story yet?
What part of the story gave you a mental picture of an environment, action, or a
person? List atleast 2 paragraphs or sentences from the story that give you a
sensory experience. Explain why each did so.
How would you describe the language in the story in terms of diction and
figurative language?
In your understanding, what was Barn Burning about? Having read the story,
does the title fits the story? If given a chance to change the title, what would you
give it?
2. In ½ crosswise, write an example of figures of speech.
3. Replacing formal and informal words to make the given paragraph more appropriate
and understandable to readers.
III. Formative Assessment
[FA2.2] Creating Images: Students will be divided into group with six members. Each
group will choose one picture presented in the module and describe it using sensory
language.
Day 3: Sample works of well-known local and foreign writers
Recapitulation: Conduct a quick recall of the previous topic before introducing some
literary works by well-known local and foreign writers.
Sample literary: https://drive.google.com/file/d/1ioFaIy-WQoK40EgK6Desl3QQrVdEKBqw/view?usp=sharing
II. Facilitated Learning
[FLA2.3] Interpreting sample works of well-known local and foreign writers.
Group Sharing: Students will be divided into six groups, and each group will be
assigned a sample literary work written by a local or foreign writer. Students will
interpret and analyze sensory details and sensory language in the literature assigned to
them.
III. Formative Assessment
[FA2.3] Concept Mapping: Students will use any graphic organizer to present their
work.
Personalized Learning Activity:
[PLA-W2] Essay
Instruction: Choose one of the following themes and create a three-paragraph essay
which highlights the use of varied figures of speech and diction.
Love
Hope
Loss
Life
