Learning Plan

SUBJECT: CREATIVE WRITING GRADE LEVEL: 12

QUARTER: 1 TEACHER: SHERLY MAY M. POLIDO
VALUE FOCUS: ADEPT TIME FRAME: 6 WEEKS

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER GOAL PERFORMANCE TASK

Students on their own and in

the long run will be able to TRANSFER Produce a short, well-crafted
produce a short, well-crafted poem.
poem.
PERFORMANCE STANDARD

The learners shall be able to

produce a short, well-crafted
poem.

ACQUISITION MAKE MEANING

EU:
A. Identify the various elements, Students will be able to write a short
poem applying the various elements
techniques, and literary devices in
and literary devices exploring
specific forms of poetry.
innovative techniques.

EQ:
B. Write a short poem applying the How do we use our understanding in
various elements, techniques, and various elements, techniques and
literary devices in the different forms of
literary devices. poetry in producing a short, well-crafted
poem?

CONTENT STANDARD

The learners have an understanding of poetry

as a genre and how to analyze its elements and
techniques.
 EXPLORE
INTRODUCTION:
Creative writing is used extensively in literature. It is used to capture in words
‘significant human experiences’ or describe in vivid details feelings, emotions, and memories
that may be real or not.

Poetry, like other forms of creative writing, can be a great way to propose ideas, convey emotions, and entertain the
audience all in one. Poetry writing is a way to grow emotionally and intellectually, as the language articulates and frames
experience symbolically. It is also a natural process, serving people’s innate need to explain themselves and their lives in
the world.

Poetry as a genre of literature is considered to be the shortest in number of words

involved but the most complex in terms of interpretation. It is no surprise then, that many
readers find analyzing a poem quite challenging.

Activity 1: WHAT I KNOW

A. Directions: Choose the letter of the best answer and write these on a separate sheet of paper.
1. The main identifiable structure of poetry is the?
a. the line b. the persona
c. the language d. the metaphor
2. This figure of speech is a requirement in poetry.
a. metonymy b. meronymy
c. metaphor d. metathesis
3. A type of poetry that tells a story
a. lyric b. dramatic
c. descriptive d. narrative
4. A lyric poem that expresses grief at death
a. elegy b. eulogy
c. enology d. emery
5. This type of poem tells a story and connects the reader to an audience through emotions
or behavior
a. lyric b. dramatic
c. descriptive d. narrative

B. Directions: Choose the letter of the best answer, and write these on a separate sheet of paper.
1. The main identifiable structure of poetry.
a. the line b. the persona
c. the language d. the metaphor
2. This refers to the musical quality of a poem.
a. form b. mood
c. rapport d. rhythm
3. The one speaking in a poem.
a. persona b. protagonist
c. poet d. prologue
4. The basic structural make-up of the poem.
a. meter b. mood
c. rapport d. rhythm
5. The central idea of a poem.
a. sequence b. storyline
c. tenet d. theme

Activity 2: WORD WEB

Direction: Cite some words related or can be best describe the word POETRY using the word web. Write your answer on
the space provided.

POETRY
 LEARNING
FIRM-UP (ACQUISITION)
COMPETENCY
LC1. Identify the various LESSON:
elements, techniques, and A Review of the Elements of Poetry
literary devices in specific Literary Techniques
forms of poetry. Helpful Techniques in Writing Poems
HUMSS_CW/MP11/12cf-6 Choosing a Type of Poem

Activity 1: MODIFIED ACROSTIC

LEARNING TARGETS: Directions: Describe “POETRY” through sentences or phrases that begin in the following letters that spell the word POETRY.
Write your answers on the space provided.
I can identify the various
elements, types, and P
techniques of a specific poetry.
O
E
I can explore innovative T
techniques in writing poetry. R
Y
I can determine specific forms
Activity 2: POETRY READING
and conventions of poetry.
Directions: Below is the first part of Angela Manalang-Gloria’s To the Man I Married. Read it and answer the succeeding
questions on a separate sheet of paper.
I
You are my earth and all the earth implies:
The gravity that ballasts me in space,
The air I breathe, the land that stills my cries
For food and shelter against devouring days.
You are the earth whose orbit marks my way
And sets my north and south, my east and west,
You are the final, elemental clay
The driven heart must turn to for its rest.

If in your arms that hold me now so near

I lift my keening thoughts to Helicon
As trees long rooted to the earth uprear
Their quickening leaves and flowers to the sun,
You who are earth, O never doubt that I
Need you no less because I need the sky!
(Source: readalittlepoetry.wordpress.com)

1. The poem follows which rhyming pattern?

a. ABAB b. AABB
c. AAAA d. BBBB
2. The poem belongs to which classification?
a. narrative c. dramatic
b. lyric d. kinesthetic
3. What is being emphasized in this poem?
a. data c. emotion
b. facts d. information

Directions: Below is Sonnet 94 by William Shakespeare. Read it and answer the succeeding questions on a separate sheet
of paper.
They that have power to hurt and will do none,
That do not do the thing they most do show,
Who, moving others, are themselves as stone,
Unmoved, cold, and to temptation slow:
They rightly do inherit heaven’s graces
And husband nature's riches from expense;
They are the lords and owners of their faces,
Others but stewards of their excellence.
The summer’s flower is to the summer sweet
Though to itself it only live and die,
 But if that flower with base infection meet,
The basest weed outbraves his dignity:
For sweetest things turn sourest by their deeds;
Lilies that fester smell far worse than weeds.
(Source: poetryfoundation.org)

4. This Shakespearean sonnet follows which type of verse?

a. blank b. bold
c. formal d. free
5. The poem belongs to which classification?
a. narrative c. dramatic
b. lyric d. kinesthetic
6. What is being emphasized in this poem?
a. data c. emotion
b. facts d. information

Activity 3: VENN DIAGRAM

Direction: Fill out the graphic organizer to show the similarities and differences of the three classifications of poetry. Do this
on a separate sheet of paper.

NARRATIVE
POETRY

LYRIC POETRY DRAMATIC

POETRY

LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
LC1. Identify the various Activity 1
elements, techniques, and Direction: Read the different poems below and identify what type of stanza, type of rhyme, and its rhyme scheme. Write
literary devices in specific your answer on the space provided.
forms of poetry. A.
HUMSS_CW/MP11/12cf-6
TYPE OF STANZA
TYPE OF RHYME
RHYME SCHEME
LEARNING TARGETS: A PSALM OF LIFE
(by Henry Wadsworth Longfellow)
I can use selected elements of Tell me not, in mournful numbers,
poetry in short exercises. Life is but an empty dream!
For the soul is dead that slumbers,
And things are not what they seem.

I can write a short poem Life is real! Life is earnest!

applying the various elements And the grave is not its goal;
Dust thou art, to dust returnest,
and exploring innovative Was not spoken of the soul.
techniques.
Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.
B.
TYPE OF STANZA
TYPE OF RHYME
RHYME SCHEME

Ballade Of The Optimist

(by Andrew Lang)

Heed not the folk who sing or say

In sonnet sad or sermon chill,
"Alas, alack, and well-a-day,
This round world's but a bitter pill."
Poor porcupines of fretful quill!
Sometimes we quarrel with our lot:
We, too, are sad and careful; still
We'd rather be alive than not.
C.
TYPE OF STANZA
TYPE OF RHYME
RHYME SCHEME
Shall I compare thee to a summer’s day?
(by William Shakespeare)

Shall I compare thee to a summer’s day?

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

ACTIVITY 2: CLERIHEW
Direction: Write a four-line poem with a rhyming scheme of a/a/b/b about a nominated person. Write your answer on trhe
space provided. For example, for Ben the Traveler, the poem could be:
Brave and bold is our friend Ben
He’s going overseas, we don’t know when.
We’ll see him off with many tears
We hope he’s not away for years.

Suggested names: - Gwen, a Pirate - Arnold, a teacher - Natalie, a two-week-old baby Charles, a prince- Ronald, a
rogue - Cyril, a singer - Ferdinand, a fake - Marcia, a magician - Sammy, a snail-catcher -Esmeralda, a trapeze artist
 RUBRIC FOR EVALUATING
CRITERIA VGE(5) GE(4) SE(3) LE(2) N(1)
1. The ideas in the poem are well crafted.
2. The message is expressed clearly.
3. Poem is creative and original.
4. The choice of words is appropriate for the readers.
5. Free from grammatical mistakes.
6. The writer writes effectively.
TOTAL
GRAND TOTAL
Legend: VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a little extent; N – Not at all
Scoring: VGE – 35–40; GE – 28–35; SE – 19–27; LE – 10–18; N – 9

ACTIVITY 3: CONCRETE POETRY

Concrete Poetry id a poetry in which the poet's intent is conveyed by the graphic patterns of letters, words, or symbols rather than by the conventional
arrangement of words.
Follow the steps below in making your own concrete poetry.
1. Decide what to write about. Pick an object to be the subject you write about. The object needs to be something you can draw a picture of.
Many different objects will work for creating a concrete poem.
2. Choose a shape or shapes to represent your writing. You need to choose a shape to represent this object. For example, if you’ve decided to
write about a dog, you can choose the shape of a dog or a dog bone. If you’ve chosen to write about a common object like a star, then your
shape would be a star. You can use several shapes if it helps you depict your object.
3. Draw the shape(s). Use a pencil to draw the shape or shapes onto two pieces of paper. One will be a rough draft, and the other will be a final
draft. Try to center your shape on the paper. The shape should be large so you can fit your entire poem inside of it.

EXAMPLES:

CONCRETE POETRY RUBRIC

EXCELLENT GOOD FAIR POOR
Spelling / Your spelling and Your poem has a few Your poem has several Your poem has many
Grammar grammar are virtually errors in spelling and/or errors in grammar and spelling and grammar
error free. grammar. It is easily spelling which make it mistakes. You have made no
understood. difficult to understand. effort to correct obvious
mistakes.
Poem Style Your poem is written Your poem is written in a Your poem is written in a Your poem is not written in a
in a well-defined and creative shape. crude shape. shape OR representative of
detailed shape. a shape in any way.
Appropriateness Your poem uses Your poem demonstrates Little thought has been No thought has been given
of Language precise language and good sensory details and given to word choices. to word choices. This makes
sensory details that appropriate use of Your poem would have your poem difficult to relate
have been carefully language. been more meaningful with to and understand.
chosen. a few word substitutions.
Neatness & Writer's final product Writer's print is readable. Writer's print is a Writer's print is not easily
Legibility is neat, clean, and The illustrations show somewhat unreadable. readable. Illustrations show
readable. Illustrations effort and connect with Illustrations show some no effort and does not
show excellent effort the poem. effort and somewhat connect with the poem.
and connect with the connect with the poem.
poem.
 LEARNING
TRANSFER
COMPETENCY
LC2. Write a short poem Performance Task: PROSE INTO POETRY
applying the various elements Direction: Recall the most embarrassing or most memorable events in your life. It can also be an incident in your life. Then
and literary devices exploring shape or write a poem out from that embarrassing or memorable incident in three stanzas either in free verse or in rhyme.
innovative techniques. Be guided by the given criteria below.
HUMSS_CW/MP11/12cf-10 POETRY WRITING
Relevance to the theme 50%
LEARNING TRAGET: Creativity/Style and Originality 30%
Coherence of form and structure (harmony of words, presentation) 10%
I can produce a short, well- Clarity of imagery and language 10%
crafted poem applying the TOTAL 100%
various elements, techniques,
SELF-ASSESSMENT:
and literary devices of different
Direction: Let us check how much you have learned in this module. Below is a checklist of all the competencies that you
type of poetry. have undergone. Check the column that determines how often you practice what the statements say. Do this as
objectively as possible.
PRACTICES USUALLY SOMETIMES SELDOM NEVER
1. I am familiar of the different forms of poetry and its
structure.
2. I can identify the different forms of poetry and
structure.
3. I am aware that poem structures are essential in
crafting forms of poetry.
4. I use the different forms and structures of poetry as
strategies in crafting poem.
5. I can express my feelings and my thoughts through
writing poetry.
6. I can explain the differences among lyric, narrative,
descriptive and other forms of poetry.
7. I recognize that deeper understanding of the
structures and forms of poetry elevates my competence
in crafting literary pieces.
8. I recognize that understanding the different forms and
structures of poetry improve my competence in creative
writing.
9. I can create different forms of poetry.
10. I can recognize the different structures of poem.
Total
Grand Total

SCORING SCORE LEVEL OF PROFICIENCY

Usually - 3 points 28 –30 Advanced
Sometimes – 2 points 25 – 27 Proficient
Seldom – 1 point 23– 24 Approaching Proficiency
Never – 0 21 – 22 Developing
20 and below Beginning

VALUE INTEGRATION:
How can you apply the various elements, techniques, and literary devices in producing a short well-crafted poem and help
you to be adept in dealing and overcoming the unexpected life’s situation?

PREPARED BY:
SHERLY MAY M. POLIDO
Subject Teacher

RECOMMENDING APPROVAL: APPROVED BY:

REYNARD C. JIMENEZ CHADEA L. MANIKAN

Academic Coordinator School Principal