Creative Writing/Malikhaing Pagsulat-Senior High School · 2020. 10. 17. · EPS, English Printed in the Philippines by: Department of Education – Regional Office 10 Office Address:

Development Team of the Module:

Authors: Geralyn J. Acero, Stifanny S. Panoril, Andresito S. Sorongon, Jr., Alma L. Calibo, Rowena A. Guioguio, Lorly L. Miquiabas, Noriza J. Esteban. Icel Jane H. Bete, Jessriel N. Bayucot, Marevel B. CaburnayEditors: Stiffany S. Panoril George B. Temonio Grace B. GanceñaIllustrator: Jay Michael A. Calipusan

Management Team:

Chairperson: Dr. Arturo B. Bayocot, CESO III Regional DirectorCo-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMDMembers: Dr. Bienvenido U. Tagolimot, Jr. Regional ADM Coordinator Dr. Angelina B. Buaron EPS, English

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Creative Writing/Malikhaing Pagsulat-Senior High School Alternative Delivery Mode 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Undersecretary: Assistant Secretary:

Development Team of the Module Authors: Geralyn J. Acero, Stifanny S. Panoril, Andresito S. Sorongon, Jr., Alma L.

Calibo, Rowena A. Guioguio Lorly L. Miquiabas, Noriza J. Esteban. Icel Jane H. Bete, Jessriel N. Bayucot, and Marevel B. Caburnay

Editor: Stiffany S. Panoril, George B. Temonio, and Grace B. Ganceña Reviewers: Illustrator: Layout Artist: Management Team: Printed in the Philippines by ___________________________ ______________________________________________________________________ Office Address: _____________________________________ _____________________________________ Telefax: _____________________________________ E-mail Address: _____________________________________

CREATIVE WRITING/

MALIKHAING PAGSULAT

Quarter 1 – Module 2

Reading and Writing Poetry

Department of Education Republic of the Philippines

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].

We value your feedback and recommendations.

SENIOR HIGH SCHOOL Creative Writing/Malikhaing Pagsulat-Senior High School Alternative Delivery Mode 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Undersecretary: Assistant Secretary:

Development Team of the Module Authors: Geralyn J. Acero, Stifanny S. Panoril, Andresito S. Sorongon, Jr., Alma L.

Calibo, Rowena A. Guioguio Lorly L. Miquiabas, Noriza J. Esteban. Icel Jane H. Bete, Jessriel N. Bayucot, and Marevel B. Caburnay

Editor: Stiffany S. Panoril, George B. Temonio, and Grace B. Ganceña Reviewers: Illustrator: Layout Artist: Management Team: Printed in the Philippines by ___________________________ ______________________________________________________________________ Office Address: _____________________________________ _____________________________________ Telefax: _____________________________________ E-mail Address: _____________________________________

OVERVIEW

Good day students. Welcome to Module 2 in our journey to become creative writers! This module will introduce you to perhaps one of the oldest type of art developed as a type of literary genre even before our ancestors have learned to write. Folk stories have been told for generations in verses and other forms of poetic language that had fascinated us even to this day.

This module has two lessons:

Lesson 1: Elements of the genre a. Essential elements b. Elements for specific forms c. Other experimental texts d. Tone

Lesson 2: Techniques and literary devices

At the end of this module, you are expected to:

1. identify the various elements, techniques, and literary devices in poetry ; 2. determine specific forms and conventions of poetry; 3. use selected elements of poetry in short exercises; 4. explore innovative techniques in writing poetry; and 5. write a short poem applying the various elements, techniques, and literary

devices.

MODULE 2

READING AND WRITING POETRY

1

Before you go further, you should remember the following:

do not put some markings on this Module as

there are still other students who will be using it. Use a separate notebook as a REFLECTIVE JOURNAL to keep your answer in each activity. Be sure to LABEL your work according to the Module, lessons and the date you work on it;

each Module has a brief instruction and followed by a list of objectives. Read them and follow instructions carefully;

before going over the activities, answer the PRE-TEST first then find out how well you did by checking your answers given in the self-assessment activity. Each activity must be according to the objectives of this Module. Note the skills or strategies you tried to develop;

after each activity, you need to go over the items which you think you failed. Take the POST TEST when you think you have mastered all the activities.

o General Instruction

OVERVIEW

Good day students. Welcome to Module 2 in our journey to become creative writers! This module will introduce you to perhaps one of the oldest type of art developed as a type of literary genre even before our ancestors have learned to write. Folk stories have been told for generations in verses and other forms of poetic language that had fascinated us even to this day.

This module has two lessons:

Lesson 1: Elements of the genre a. Essential elements b. Elements for specific forms c. Other experimental texts d. Tone

Lesson 2: Techniques and literary devices

At the end of this module, you are expected to:

1. identify the various elements, techniques, and literary devices in poetry ; 2. determine specific forms and conventions of poetry; 3. use selected elements of poetry in short exercises; 4. explore innovative techniques in writing poetry; and 5. write a short poem applying the various elements, techniques, and literary

devices.

MODULE 2

READING AND WRITING POETRY

2

What I Need To Know

At the end of this lesson, you are expected toidentify various elements of poetry.

(HUMSS_CW/MP11/12c-f-6) What I Know Answer the following questions to know how much you know about poetry.

1. A segment of a poem that is divided into groups of lines is called a _________.

A. paragraph C. verse

B. stanza D. sentence

2. The voice of a poem is the _____.

A. tone C. speaker

B. mood D. theme

3. The moral or message of the poem is _____.

A. mood C. speaker

B. tone D. theme

4. What do you call a picture created with words in a poem?

A. image C. theme

B. tone D. rhyme

5. A language used in poetry that appeals to the senses is called _____.

A. metaphor C. simile

B. imagery D. dialect

6. The pattern of beats made by stressed and unstressed syllables in

the lines of a poem is ______.

A. rhyme C. rhythm

Lesson 1

ELEMENTS OF THE GENRE

3

What I Need To Know

At the end of this lesson, you are expected toidentify various elements of poetry.

(HUMSS_CW/MP11/12c-f-6) What I Know Answer the following questions to know how much you know about poetry.

1. A segment of a poem that is divided into groups of lines is called a _________.

A. paragraph C. verse

B. stanza D. sentence

2. The voice of a poem is the _____.

A. tone C. speaker

B. mood D. theme

3. The moral or message of the poem is _____.

A. mood C. speaker

B. tone D. theme

4. What do you call a picture created with words in a poem?

A. image C. theme

B. tone D. rhyme

5. A language used in poetry that appeals to the senses is called _____.

A. metaphor C. simile

B. imagery D. dialect

6. The pattern of beats made by stressed and unstressed syllables in

the lines of a poem is ______.

A. rhyme C. rhythm

Lesson 1

ELEMENTS OF THE GENRE

B. stress D. tone

7. A three line poem about nature is called _____.

A. sonnet C. haiku

B. limerick D. tanaga

8. A theme that the author does not express directly, but suggests in a poem.

A. stated theme C. implied theme

B. Love D. Survival

What’s In

In the previous module, you learn the following concepts:

1. Creative writing is written mainly to entertain with the creativity of the mind. 2. Technical writing is written mainly to inform in a formal manner or to incite the

reader to make an action such as purchase the writer’s product. 3. Sensory details include sight, sound, touch, smell and taste. 4. Another note about sensory details, there’s no one sense that’s more important

than the other. It all depends on the scene you are trying to create. However, the sight sense is a common feature in vivid writing.

5. Image is a representation of an experience or object perceived through the senses – sight, smell, taste, touch and hearing.

6. Imagery on the other hand refers to words and phrases that create vivid sensory. It is categorized into five (5) - visual imagery, auditory imagery, olfactory imagery, tactile imagery and gustatory imagery.

7. Diction is the author’s choice or selection of words or vocabulary; the artistic arrangement that words constitute. Inappropriate use of diction is called diction error.

8. There are countless figures of speech but there are those which are commonly used by authors - simile, metaphor, onomatopoeia, personification, apostrophe, hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox.

Reading and Writing Poetry

For most of us, we love poetry because it is a unique kind of language that expresses our ideas, feelings and emotions in a meaningful way; not only using words but also sounds, gestures, signs and symbols. Through poetry, we can relate our human experiences and observations about life and the universe around us. While a

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song has lyrics and is musically composed to move us emotionally, a poem is written in verses that attempt to enhance our understanding of the world we live.

What Is It

LESSON 2.1. Elements of Poetry A. The Essential Elements: Theme, Tone and Mood

When I say essential elements, these are things that we can find in most if not all forms and types of poetry. Every poem consists of a theme or an underlying message of what the poem wanted to tell us.

There are several types of themes we find in poetry. Here are examples of universal themes common to literature:

• abundance/scarcity

• abuse of power

• action vs. apathy

• beating the odds

• beauty

• coming of age

• corruption

• courage

• effects of the past

• faith

• fall from grace

• family

• fate

• fear

• fear of failure

• freedom

• friendship

• greed

• hate

• heritage

• heroes

• honesty

• innocence

• justice

• love

• loyalty

• manipulation

• mothering

• nature

• need for change

• obligation

• parent-child relationships

• peace

• peer pressure

• perseverance

• Power of the mind vs authority

• prejudice

• price of progress

• pride

• quest for knowledge

• religion

• revenge

• secrecy

• security/safety

• seizing the moment

• survival

• the overlooked

• the road not taken

• war

• winners and losers

5

song has lyrics and is musically composed to move us emotionally, a poem is written in verses that attempt to enhance our understanding of the world we live.

What Is It

LESSON 2.1. Elements of Poetry A. The Essential Elements: Theme, Tone and Mood

When I say essential elements, these are things that we can find in most if not all forms and types of poetry. Every poem consists of a theme or an underlying message of what the poem wanted to tell us.

There are several types of themes we find in poetry. Here are examples of universal themes common to literature:

• abundance/scarcity

• abuse of power

• action vs. apathy

• beating the odds

• beauty

• coming of age

• corruption

• courage

• effects of the past

• faith

• fall from grace

• family

• fate

• fear

• fear of failure

• freedom

• friendship

• greed

• hate

• heritage

• heroes

• honesty

• innocence

• justice

• love

• loyalty

• manipulation

• mothering

• nature

• need for change

• obligation

• parent-child relationships

• peace

• peer pressure

• perseverance

• Power of the mind vs authority

• prejudice

• price of progress

• pride

• quest for knowledge

• religion

• revenge

• secrecy

• security/safety

• seizing the moment

• survival

• the overlooked

• the road not taken

• war

• winners and losers

Equally important element in every poem is a tone. A tone is the attitude that we feel when we read or listen to a poem. Some words that can describe the tone of a poem are:

Serious Humorous Amused Angry

Cheerful Sad Gloomy

Poetry can evoke our emotions and feelings when we read it out loud. These emotions and feelings help establish a certain atmosphere or mood. Some words that can describe the mood of a poem are:

Romantic Realistic Optimistic Pessimistic

Gloomy Mournful Sorrowful

What’s More

Activity 1. Answer the following questions after each passage.

1. "The little house stood in the twilight with its gate ajar, creaking as the wind blew. A shutter slammed against the house, and a curtain fluttered in the breeze."

What's the mood?

a) Happiness b) Suspense

c) Sadness d) Depressed

2. I'm a fine head of lettuce A handsome romaine. But I haven't a cranium Made for a brain. I am simple and shy I remain on my own... I am known in the garden”

Who/What is the speaker?

a) Mother making dinner b) Farmer in the garden

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c) Dad cooking on the grill d) Head of lettuce

3. “What do I do/what do I do What do I do to tie my shoe Cross it over pull it tight Loop it together well, I think that's right.”

Who is the speaker?

a) Kindergarten Teacher b) High School Teacher

c) Parent of a student d) Kindergarten student

4. “Little drops of water

Little grains of sand, Make the mighty ocean And the pleasant land. Thus the little minutes Humble though they be, Make the mighty ages of eternity.”

What's the theme?

a) Time moves on b) Ocean is powerful

c) Sand is powerful d) Land is pleasant

5. “My dead love came to me, and said:

'God gives me one hour's rest,

To spend with thee on earth again:

How shall we spend it best?'

'Why, as of old,' I said; and so

We quarreled, as of old:

But, when I turned to make my peace,

That one short hour was told.”

What is the tone of the passage?

a) ironic b) Suspenseful

c) Cheerful d) Humorous

6. “The sun was bright and the sky was clear. Joan jogged down the path with Rex at her side and smiled about last night's victory.”

What's the tone?

a) Cheerful b) Depressing

c) Determined d) suspenseful

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c) Dad cooking on the grill d) Head of lettuce

3. “What do I do/what do I do What do I do to tie my shoe Cross it over pull it tight Loop it together well, I think that's right.”

Who is the speaker?

a) Kindergarten Teacher b) High School Teacher

c) Parent of a student d) Kindergarten student

4. “Little drops of water

Little grains of sand, Make the mighty ocean And the pleasant land. Thus the little minutes Humble though they be, Make the mighty ages of eternity.”

What's the theme?

a) Time moves on b) Ocean is powerful

c) Sand is powerful d) Land is pleasant

5. “My dead love came to me, and said:

'God gives me one hour's rest,

To spend with thee on earth again:

How shall we spend it best?'

'Why, as of old,' I said; and so

We quarreled, as of old:

But, when I turned to make my peace,

That one short hour was told.”

What is the tone of the passage?

a) ironic b) Suspenseful

c) Cheerful d) Humorous

6. “The sun was bright and the sky was clear. Joan jogged down the path with Rex at her side and smiled about last night's victory.”

What's the tone?

a) Cheerful b) Depressing

c) Determined d) suspenseful

What I Can Do

Let’s Read! Read the poem below and take note of the theme and tone that builds up towards the end.

I Went to a Party

By: Anonymous

I went to a party,

And remembered what you said.

You told me not to drink, Mom

So I had a sprite instead.

I felt proud of myself,

The way you said I would,

That I didn't drink and drive,

Though some friends said I should.

I made a healthy choice,

And your advice to me was right,

The party finally ended,

And the kids drove out of sight.

I got into my car,

Sure to get home in one piece,

I never knew what was coming, Mom

Something I expected least.

Now I'm lying on the pavement,

And I hear the policeman say,

The kid that caused this wreck was drunk,

Mom, his voice seems far away.

My own blood's all around me,

As I try hard not to cry.

I can hear the paramedic say,

This girl is going to die.

I'm sure the guy had no idea,

While he was flying high,

Because he chose to drink and drive,

Now I would have to die.

So why do people do it, Mom

Knowing that it ruins lives?

And now the pain is cutting me,

Like a hundred stabbing knives.

Tell sister not to be afraid,

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Tell daddy to be brave,

And when I go to heaven,

Put Daddy's Girl on my grave.

Someone should have taught him,

That it’s wrong to drink and drive.

Maybe if his parents had,

I'd still be alive.

My breath is getting shorter, Mom

I'm getting really scared.

These are my final moments,

And I'm so unprepared.

I wish that you could hold me Mom,

As I lie here and die.

I wish that I could say, "I love you, Mom!"

So I love you and good-bye.

Source: https://bit.ly/2U4G8iX

Based on the poem “I went to a Party”, answer the following questions.

1. Who is the speaker (persona) in the poem? How would you describe this persona?

2. What is the speaker’s tone? Which words reveal this tone? Does the tone contribute to the mood of the poem?

3. What images does the poet use? How do the images relate to one another? Do these images form a unified pattern (a motif) throughout the poem?

4. What is the theme (the central idea) of this poem? Can you state it in a single sentence?

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Tell daddy to be brave,

And when I go to heaven,

Put Daddy's Girl on my grave.

Someone should have taught him,

That it’s wrong to drink and drive.

Maybe if his parents had,

I'd still be alive.

My breath is getting shorter, Mom

I'm getting really scared.

These are my final moments,

And I'm so unprepared.

I wish that you could hold me Mom,

As I lie here and die.

I wish that I could say, "I love you, Mom!"

So I love you and good-bye.

Source: https://bit.ly/2U4G8iX

Based on the poem “I went to a Party”, answer the following questions.

1. Who is the speaker (persona) in the poem? How would you describe this persona?

2. What is the speaker’s tone? Which words reveal this tone? Does the tone contribute to the mood of the poem?

3. What images does the poet use? How do the images relate to one another? Do these images form a unified pattern (a motif) throughout the poem?

4. What is the theme (the central idea) of this poem? Can you state it in a single sentence?

Assessment

A. Match the following concepts in column A to their corresponding definitions in column B. Write only the letter of the correct answer.

_____ 1. Mood A. The writer’s attitude toward a subject

_____ 2. Tone B. A type of literature based on the interplay

_____ 3. Speaker of words and rhythm

_____ 4. Poetry C. The feeling created by the poet

_____ 5. Theme D. The voice behind the poem

E. The lesson that the poem expresses

B. Match the following concepts in column A to their corresponding examples in column B. Write only the letter of the correct answer.

_____1. Tone A. “I took the one less travelled by,

And that has made all the difference. “

- The Road Not taken by Robert Frost

_____ 2. Theme B. “The river, reflecting the clear blue of

the sky, glistened and sparkled

as it flowed noiselessly on. “

- Pickwick Papers by Charles Dickens

_____ 3. Mood C. Teacher: “Congratulations everyone for a

project well done. You all deserve good grades.”

Students: “Wow! That’s great Maam.’

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_____ 4. Speaker D. “A boy and girl fall in love. The boy is

encouraged to finish his study first in the city as his beloved waits at home. When he graduates and earns a job, the two are united and got married.”

Additional Activity

The Mirror of Life

by Catherine Pulsifer

Life is but a mirror,

Looking back at us.

Everything we do each day,

Should lead us to impress.

And sometimes when we need,

To see life differently.

We have that mirror to help us,

Change our view gently.

The eyes of everyone,

Also reflect back.

Mirrors come in different ways,

To show us what we lack.

But most importantly,

Don't forget to always look.

Be your best

And life will look after the rest.

What we see and what we do

Are reflections of what is true

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_____ 4. Speaker D. “A boy and girl fall in love. The boy is

encouraged to finish his study first in the city as his beloved waits at home. When he graduates and earns a job, the two are united and got married.”

Additional Activity

The Mirror of Life

by Catherine Pulsifer

Life is but a mirror,

Looking back at us.

Everything we do each day,

Should lead us to impress.

And sometimes when we need,

To see life differently.

We have that mirror to help us,

Change our view gently.

The eyes of everyone,

Also reflect back.

Mirrors come in different ways,

To show us what we lack.

But most importantly,

Don't forget to always look.

Be your best

And life will look after the rest.

What we see and what we do

Are reflections of what is true

Don't let your mirror reflect the things

That you do not want to come true.

Instead each day set your goals

Strive to complete, it is good for your soul.

Give life all you've got

Never look in the mirror and stop.

Source: https://bit.ly/37Nr6lu

Questions

1. How do you feel when you read about this poem? Does the speaker’s tone affect your present view about life?

2. How is the first poem different from the second poem in terms of the theme they try to present?

3. In your opinion, which do you think is more effective in conveying a message to an audience, a story in prose (told or written in ordinary form) or a poem? Support your answer.

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What I Need To Know

At the end of this lesson, you are expected to determine specific forms and conventions of poetry.

(UMSS_CW/MP11/12c-f-7)

What I Know

Match the description in column A to its corresponding answer in column B.

A B

1. Filipino short poem of four (4) A. dalit

lines with each line having 7 syllables

2. tool that brings rhythm or B. diona

musicality in every poem

3. pattern of beats in poetry C. tanaga

4. Filipino short poem of four lines per D. rhyme

stanza; having eight syllables each line

5. short Filipino poem of three lines E. meter

with seven syllables each line

F. haiku

G. rhythm

Lesson 2

CONVENTIONAL FORMS OF POETRY

13

What I Need To Know

At the end of this lesson, you are expected to determine specific forms and conventions of poetry.

(UMSS_CW/MP11/12c-f-7)

What I Know

Match the description in column A to its corresponding answer in column B.

A B

1. Filipino short poem of four (4) A. dalit

lines with each line having 7 syllables

2. tool that brings rhythm or B. diona

musicality in every poem

3. pattern of beats in poetry C. tanaga

4. Filipino short poem of four lines per D. rhyme

stanza; having eight syllables each line

5. short Filipino poem of three lines E. meter

with seven syllables each line

F. haiku

G. rhythm

Lesson 2

CONVENTIONAL FORMS OF POETRY

What Is It

Lesson 2.2. Types of Philippine Poetry

Poetry has always been a part of what we call kwentong bayan or folk stories. We have passion for words; we love exploring the meaning of words. We enjoy writing poems, in any poetic form. We have a diverse and rich Philippine literature mostly told in poetry and passed down to us in oral form by our ancestors. Below are some types of these poems or verses in poetic forms.

1. Tanaga is an indigenous type of Filipino short poem that is used traditionally in the Tagalog language to impart lessons and reminders of our folks to young people. The poetic art uses four (4) lines (quatrain) with each line having seven (7) syllables only.

Ang katoto kapag tunay

hindi ngiti ang pang-alay

kundi isang katapatan

ng mataus na pagdamay.

(KAIBIGAN ni Emelita Perez Baes)

Palay siyang matino,

Nang humangi’y yumuko;

Nguni’t muling tumayo

Nagkabunga ng ginto

(PALAY ni Ildefonso Santos)

A tanaga traditionally does not have a title. It is a poetic form that should speak for itself. Most of these types of poems are handed down by oral history, and contain proverbial forms, moral lessons, and snippets of a code of ethics.

Kabibi, ano ka ba?

May perlas, maganda ka;

Kung idiit sa taynga,

Nagbubuntung-hininga!

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(KABIBI ni Ildefonso Santos)

Wala iyan sa pabalat

at sa puso nakatatak,

nadarama’t nalalasap

ang pag-ibig na matapat.

(PAG-IBIG ni Emelita Perez Baes)

2. Dalit is an indigenous type of Filipino short poem that consists of eight syllables in each line. There are four lines in each stanza with a single rhyme.

Nag-aral siyang pilit

Nang karangala’y makamit.

Buong buhay s’yang nagtiis.

Makapagtapos ang nais.

Ang pera niya’y tinipid,

Sa guro ay di sumipsip.

Markang mataas, nakamit:

Tagumpay nga ang kapalit.

(Zoren Mercurio)

3. Diona is an indigenous type of Filipino short poem that consists of seven syllables in each line. There are three lines in each stanza with a single rhyme.

Ang payong ko’y si inay

Kapote ko si itay

Sa maulan kong buhay

(Raymond Pambit)

Aanhin ang yamang Saudi,

O yen ng Japayuki

Kung wala ka sa tabi

(Fernando Gonzales)

15

(KABIBI ni Ildefonso Santos)

Wala iyan sa pabalat

at sa puso nakatatak,

nadarama’t nalalasap

ang pag-ibig na matapat.

(PAG-IBIG ni Emelita Perez Baes)










(Zoren Mercurio)

3. Diona is an indigenous type of Filipino short poem that consists of seven syllables in each line. There are three lines in each stanza with a single rhyme.

Ang payong ko’y si inay

Kapote ko si itay

Sa maulan kong buhay

(Raymond Pambit)

Aanhin ang yamang Saudi,

O yen ng Japayuki

Kung wala ka sa tabi

(Fernando Gonzales)

What’s More

Activity 3. Unleash the Filipino Writer Within

a. From the subject matters indicated above, write one tanaga.

b. Write a two-stanza dalit with the theme of your choice. (Refer to a list of themes we learned in previous lessons) c. Write a diona based on the mood you wanted to express! A diona is a traditional hugot in three lines. Observe the correct format.

Love of parents God Nature Education Illegal drugs LGBTQ+++ rights Teenage pregnancy

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What I Need To Know At the end of this lesson, you are expected to be able to: distinguish

rhyme and meter. (HUMSS_CW/MP11/12c-f-7)

What Is It Lesson 2.3. Rhyme and Meter

Rhyme, along with meter, helps make a poem musical. In traditional poetry, a regular rhyme aids the memory for recitation and gives predictable pleasure.

A rhyme is a tool utilizing repeating patterns that bring rhythm or musicality to poems. This differentiates them from prose, which is plain. A rhyme is employed for the specific purpose of rendering a pleasing effect to a poem, which makes its recital an enjoyable experience.

Meter is a unit of rhythm in poetry; the pattern of the beats. It is also called a foot. Each foot has a certain number of syllables in it, usually two or three syllables. The difference in types of meter is which syllables are accented and which are not.

While rhyme is usually a repeating sound at the end of a line in a poem, rhythm is the pattern created by it.

Sound (rhyme) Pattern (rhythm)

Alipatong lumapag (a) Sa lupa — nagkabitak, (b) abbc Sa kahoy nalugayak, (b) Sa puso — naglagablab! (c)

(TAG-INIT) ni Ildefonso Santos

A meter refers to the pattern formed by the beats in a line of poetry. Each pattern is called a foot.

Meters in a tanaga poem:

Lesson 3

RHYME & METER

17

What I Need To Know At the end of this lesson, you are expected to be able to: distinguish

rhyme and meter. (HUMSS_CW/MP11/12c-f-7)

What Is It Lesson 2.3. Rhyme and Meter

Rhyme, along with meter, helps make a poem musical. In traditional poetry, a regular rhyme aids the memory for recitation and gives predictable pleasure.

A rhyme is a tool utilizing repeating patterns that bring rhythm or musicality to poems. This differentiates them from prose, which is plain. A rhyme is employed for the specific purpose of rendering a pleasing effect to a poem, which makes its recital an enjoyable experience.

Meter is a unit of rhythm in poetry; the pattern of the beats. It is also called a foot. Each foot has a certain number of syllables in it, usually two or three syllables. The difference in types of meter is which syllables are accented and which are not.

While rhyme is usually a repeating sound at the end of a line in a poem, rhythm is the pattern created by it.

Sound (rhyme) Pattern (rhythm)

Alipatong lumapag (a) Sa lupa — nagkabitak, (b) abbc Sa kahoy nalugayak, (b) Sa puso — naglagablab! (c)

(TAG-INIT) ni Ildefonso Santos

A meter refers to the pattern formed by the beats in a line of poetry. Each pattern is called a foot.

Meters in a tanaga poem:

Lesson 3

RHYME & METER

1 foot

A-li-pa-tong | lu-ma-pag Sa kahoy nalugayak,

Sa lupa — nagkabitak, Sa puso — naglagablab!

Other Meters

iamb – consists of an unstressed syllable followed by a stressed syllable. Because it mimics the natural rhythm of language, it is the most common. Any poetry anthology will contain more iambic pentameter than any other meter.

pyrrhic –a foot with two unstressed syllables spondee – has two stressed syllables trochee – has a stressed syllable followed by an unstressed syllable anapest – consists of two unstressed syllables followed by a stressed syllable dactyl – consists of one stressed syllable followed by two unstressed syllables

Each set of meter is called a foot. The name of the meter is based on this pattern and the length of the line:

What’s More

I. Read the dalit below. Answer the questions to follow.





1 foot monometer

2 feet dimeter

3 feet Trimeter

4 feet Tetrameter

5 feet Pentameter

6 feet Hexameter

7 feet Heptameter

8 feet octameter

18





(Zoren Mercurio)

a. What rhyme is utilized in each stanza of the above dalit? b. What rhythm does each stanza form? c. Illustrate the pattern of beats in each line. d. How many syllables does each line have? e. Do you think a dalit can be classified as a quatrain? Why?

II. Read the diona below. Answer the questions to follow.

Lolo, huwag malulungkot Ngayong uugod-ugod

Ako po’y inyong tungkod

(Gregorio Rodillo)

a. What rhyme is utilized in the above diona? b. What rhythm does the stanza form? c. Illustrate the pattern of beats in each line. d. How many syllables does each line have? e. How many lines does each stanza contain?

(poems can be named based on number of lines: we have tercet for three lines, quatrain for four lines, and quintet for five lines.)

What I Have Learned

Let’s summarize!

1. Theme is the underlying message of what the poem wanted to tell us.

2. Tone is the attitude felt when reading or listening to a poem.

3. Mood is the emotions and feelings that establish a certain atmosphere.

4. Tanaga is an indigenous type of Filipino short poem with four (4) lines (quatrain) with each line having seven (7) syllables only.


19





(Zoren Mercurio)

a. What rhyme is utilized in each stanza of the above dalit? b. What rhythm does each stanza form? c. Illustrate the pattern of beats in each line. d. How many syllables does each line have? e. Do you think a dalit can be classified as a quatrain? Why?

II. Read the diona below. Answer the questions to follow.

Lolo, huwag malulungkot Ngayong uugod-ugod

Ako po’y inyong tungkod

(Gregorio Rodillo)

a. What rhyme is utilized in the above diona? b. What rhythm does the stanza form? c. Illustrate the pattern of beats in each line. d. How many syllables does each line have? e. How many lines does each stanza contain?

(poems can be named based on number of lines: we have tercet for three lines, quatrain for four lines, and quintet for five lines.)

What I Have Learned

Let’s summarize!

1. Theme is the underlying message of what the poem wanted to tell us.

2. Tone is the attitude felt when reading or listening to a poem.

3. Mood is the emotions and feelings that establish a certain atmosphere.

4. Tanaga is an indigenous type of Filipino short poem with four (4) lines (quatrain) with each line having seven (7) syllables only.


6. Diona is an indigenous type of Filipino short poem that consists of seven syllables in each line. There are three lines in each stanza with a single rhyme. 7. Rhyme is a tool utilizing repeating patterns that bring rhythm. 8. Rhythm or the musicality to poems is the pattern created by rhyme. 9. Meter refers to the pattern formed by the beats in a line of poetry. The forms of meter are: iamb (unstressed syllable followed by a stressed syllable), pyrrhic foot (two unstressed syllables), spondee (stressed syllable followed by an unstressed syllable), anapest (two unstressed syllables followed by a stressed syllable) and dactyl (one stressed syllable followed by two unstressed syllables). 10. Each set of meter is called a foot. One foot is monometer, 2 feet is dimeter, 3 feet is trimester, 4 feet is tetrameter, 5 feet is pentameter, six feet is hexameter, 7 feet is heptameter and 8 feet is octameter.

What I Can Do

Activity 4. Unleash the Poet in You!

As an exercise, let us discover your potential in poetry by trying to state a few words about the following subjects given below. After you decided on what to say, write it down inside a box in four lines.

Follow the ABBA rhyme scheme.

Source: https://bit.ly/2Gv9xuM

Cellphone

20

Follow the AABB rhyme scheme and utilize dimeter.

Source : https://bit.ly/2tJMI3L

Assessment

Write TRUE if the statement is correct. Otherwise, write FALSE.

1. Meter is a literary device in which the repetition of the same or similar sounds occurs in two or more words, usually at the end of lines in poems

2. While rhyme is the repeating sound at the end of a line in a poem, rhythm is the created pattern or beat.

3. “See you later, Alligator!” is an example of rhyme in poetry. 4. Meter is always focusing on the stressed syllabic pattern in a verse but

not with the unstressed pattern. 5. Tanaga is a type of Filipino poem, consisting of seven lines with seven

syllables each. 6. Each unit of rhythm is called a “body “of poetry. 7. In Diona, there are three lines in each stanza with a single rhyme. 8. “Tumatawag sa langit;

Hiling sana’y makamit... Na tadhana’y Makita- Malimot ang pagdududa.” This type of poem is an example of Tanaga.

9. The dalit is a type of short Filipino poem, consisting of four lines with eight syllables each.

Rhyme and meter help make a poem musical.

Classmate

21

Follow the AABB rhyme scheme and utilize dimeter.

Source : https://bit.ly/2tJMI3L

Assessment

Write TRUE if the statement is correct. Otherwise, write FALSE.

1. Meter is a literary device in which the repetition of the same or similar sounds occurs in two or more words, usually at the end of lines in poems

2. While rhyme is the repeating sound at the end of a line in a poem, rhythm is the created pattern or beat.

3. “See you later, Alligator!” is an example of rhyme in poetry. 4. Meter is always focusing on the stressed syllabic pattern in a verse but

not with the unstressed pattern. 5. Tanaga is a type of Filipino poem, consisting of seven lines with seven

syllables each. 6. Each unit of rhythm is called a “body “of poetry. 7. In Diona, there are three lines in each stanza with a single rhyme. 8. “Tumatawag sa langit;

Hiling sana’y makamit... Na tadhana’y Makita- Malimot ang pagdududa.” This type of poem is an example of Tanaga.

9. The dalit is a type of short Filipino poem, consisting of four lines with eight syllables each.

Rhyme and meter help make a poem musical.

Classmate

What I Need To Know At the end of this lesson, you are expected to be able to:

1. Write free verse.

What I Know

Write T if the statement is TRUE; and F if it is incorrect 1. A free verse is a poem without a regular pattern of meter or rhyme. 2. It is free of artificiality of a typical poetic expression. 3. It should follow a proper rhyme scheme; these poems do not have any set rules. 4. Like any other poems, it should have fixed set number of words or syllables per line. 5. Its main purpose is to disregard all traditional rules of poetry because we are now in the modern type of writing.

What’s In

Before moving on to the main topic of this lesson, supply the basic elements of poetry as discussed in the previous lesson. Draw a flower (like the one you see below, or better looking than that) and write the elements in every petal of the flower drawn. Then, draw a butterfly and supply the indigenous Philippines poetry on the butterfly wings.

The choices are inside the box below.

Lesson 4

FREE VERSE

22

Source: https://bit.ly/36BXaYp Source: https://bit.ly/315xnXc Retrieved: January 30, 2019 Retrieved: January 30, 2019

What’s New Have you ever wanted to be somewhere with no rules to follow? Even in poetry, some poets prefer to write poetry that doesn't follow any rules. In this lesson, you will learn about free verse poetry. What Is It

FREE VERSE

Free verse is also called vers libre, which is a French word meaning “free verse.” It is a literary device that can be defined as poetry that is free from limitations of regular meter or rhythm, and does not rhyme with fixed forms. Such poems are without rhythm and rhyme schemes, do not follow regular rhyme scheme rules, yet still provide artistic expression.

Choices to supply for the petals of the flower and the wings of the butterfly: Theme Tanaga Mood Rhyme Diona Tone Meter Dalit

23

Source: https://bit.ly/36BXaYp Source: https://bit.ly/315xnXc Retrieved: January 30, 2019 Retrieved: January 30, 2019

What’s New Have you ever wanted to be somewhere with no rules to follow? Even in poetry, some poets prefer to write poetry that doesn't follow any rules. In this lesson, you will learn about free verse poetry. What Is It

FREE VERSE

Free verse is also called vers libre, which is a French word meaning “free verse.” It is a literary device that can be defined as poetry that is free from limitations of regular meter or rhythm, and does not rhyme with fixed forms. Such poems are without rhythm and rhyme schemes, do not follow regular rhyme scheme rules, yet still provide artistic expression.

Choices to supply for the petals of the flower and the wings of the butterfly: Theme Tanaga Mood Rhyme Diona Tone Meter Dalit

In this way, the poet can give his own shape to a poem however he or she desires. However, it still allows poets to use alliteration, rhyme, cadences, and rhythms to get the effects that they consider are suitable for the piece.

Source: https://literarydevices.net/free-verse/

Examples Brussel’s Sprout

Yummy

Green balls of nutrition I love them.

Drizzling in butter I want more.

Source: https://study.com/academy/lesson/free-verse-poems-lesson-for-kids.html

I Missed You

When i again heard your voice As it echoed through the strings in my ears

I felt remorseful For it makes me wonder

Was i not one of the lucky ones Who stripped out the street

Dancing to the rhythm of 'I MISSED YOU'

Copyright © Saifullahi Sagir yusuf | Year Posted 2020

What’s More

Making use of the subject matters given below, write two (2) free verse poems.

pet hobby love virus Kobe Bryant sports food Night life

24

What I Can Do

Read and analyze the poem below. Then answer the questions that follow.

Peace And Quiet

© Nadya Phillips

Published: November 2014

Peace is... When you are outside on a nice warm day

With a cold glass of yellow lemonade. Slurp, slurp, slurp.

Feeling the warm sun on my back, Rubbing my hands through the wet green grass, Listening to the birds singing a distance away.

Quiet... Now that's PEACE!

Source: https://www.familyfriendpoems.com/poem/peace-and-quiet

1. What makes the poem a free verse? Explain why. 2. What do you think is the poem all about?

Assessment

Choose the letter of your answer.

1. What is a poem that has no recognizable pattern or rules, and their lines do not rhyme in any regular way?

A. Traditional B. Free Verse C. Both A and B

2. Which of the following describes a free verse poem?

A. It follows no set rhythm. B. It has no rhyme scheme. C. It has no set number of words per line.

25

What I Can Do

Read and analyze the poem below. Then answer the questions that follow.

Peace And Quiet

© Nadya Phillips

Published: November 2014

Peace is... When you are outside on a nice warm day

With a cold glass of yellow lemonade. Slurp, slurp, slurp.

Feeling the warm sun on my back, Rubbing my hands through the wet green grass, Listening to the birds singing a distance away.

Quiet... Now that's PEACE!

Source: https://www.familyfriendpoems.com/poem/peace-and-quiet

1. What makes the poem a free verse? Explain why. 2. What do you think is the poem all about?

Assessment

Choose the letter of your answer.

1. What is a poem that has no recognizable pattern or rules, and their lines do not rhyme in any regular way?

A. Traditional B. Free Verse C. Both A and B

2. Which of the following describes a free verse poem?

A. It follows no set rhythm. B. It has no rhyme scheme. C. It has no set number of words per line.

D. All of the above.

3. Which of the following lines would most likely be included in a free verse poem?

A. The clouds are blue B. Now it’s time to give a shout and you are too Our team caught it; you are out!

C. Red, orange D. Math is so very fun Color of the sun because I know 1 + 1 Angry rays are everywhere

4. Which is TRUE about the function of FREE VERSE POEM?

A. It has exact poetic rhyme scheme. B. It gives a greater freedom for choosing words, and conveying their meanings to the audience C. It follows its metrical lines. D. It follows a five-five-five syllables

5. Which is the first step in developing a free verse poem?

A. Read the rough poem aloud B. Move through your poem with an editor’s pen. C. Choose your subject and write about it. D. Check your rough poem to see if anything is missing.

26

What I Need To Know At the end of this lesson, you are expected to be able to: 1. Determine line break and enjambments.

What I Know Direction: Before going further, answer the given statements below to

determine how much you already know about the topic. Match the concepts in Column A below with the corresponding definition or

description in Column B. Write only the letter of your answer.

A B 1. Imagery

A. a figure of speech that makes an implicit, implied, or hidden comparison between two things that are unrelated, but which share some common characteristics.

2. Typography

B. refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers

3. Enjambments

C. This type of written text is different from poetry in that it has complete sentences organized into paragraphs

5. Line Breaks

D. is an attitude of a writer toward a subject or an audience

7. Tone E. a “no rules” poems that doesn’t have to have rhyme, patterns, or meter.

8. Prose Poetry F. a poetic device that used at the end of the line 9. Literary Device

G. uses figures of speech to be more effective, persuasive, and impactful.

10. Metaphor

H. means moving over from one line to another without terminating punctuation mark

I. is the style, arrangement or appearance of printed letters on a page

J. the visual of figurative language to create imaginary visual representations of actions, objects, and ideas

Source: https://literarydevices.net

Lesson 5

LINE BREAK & ENJAMBMENTS

27

What I Need To Know At the end of this lesson, you are expected to be able to: 1. Determine line break and enjambments.

What I Know Direction: Before going further, answer the given statements below to

determine how much you already know about the topic. Match the concepts in Column A below with the corresponding definition or

description in Column B. Write only the letter of your answer.

A B 1. Imagery

A. a figure of speech that makes an implicit, implied, or hidden comparison between two things that are unrelated, but which share some common characteristics.

2. Typography

B. refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers

3. Enjambments

C. This type of written text is different from poetry in that it has complete sentences organized into paragraphs

5. Line Breaks

D. is an attitude of a writer toward a subject or an audience

7. Tone E. a “no rules” poems that doesn’t have to have rhyme, patterns, or meter.

8. Prose Poetry F. a poetic device that used at the end of the line 9. Literary Device

G. uses figures of speech to be more effective, persuasive, and impactful.

10. Metaphor

H. means moving over from one line to another without terminating punctuation mark

I. is the style, arrangement or appearance of printed letters on a page

J. the visual of figurative language to create imaginary visual representations of actions, objects, and ideas

Source: https://literarydevices.net

Lesson 5

LINE BREAK & ENJAMBMENTS

If all your answers are correct, very good! This shows that you already know much about the topic. You may still study the module to review what you already know. Who knows, you might learn some new things as well.

If you got a low score, don’t feel bad. This means that this module is for you. It will help you understand some innovative techniques in writing poetry in your daily life. If you study this module carefully, you will learn the answers to all the items in the test and a lot more! Are you ready?

You may now go to exploring the innovative techniques in writing free verse which are: line breaks, enjambment, and metaphor. You will also get to encounter other experimental texts like typography and genre-crossing text. Lastly, dive into the different tones of poetry.

What’s New Read the lyrics/sing the song “Pero Atik Ra” by Jacky Chang.

“Pero Atik Ra” by Jacky Chang

28

Source:https://www.musixmatch.com/lyrics/Clark-Mantilla/Pero-AtikRa/translation/english

What Is It In this lesson, we are going to focus on how line, line breaks can affect

the meaning of the song/poem and how structure of the song/poem can actually be used by the poet/songwriter to help them develop the theme of their poems or songs. Poems/songs just like stories, have patterns that can help readers/audience interpret the poet/songwriter’s message. The way that a poem/song is organized is called its poetic structure. This refers to the so-called line, line breaks and enjambment. These are present in free verse.

A Line Break is a poetic device which is used at the end of a line and the beginning of the next line in a poem. It could be employed without traditional punctuation. A line break in poetry is a method by which lines of poetry are divided to show a change in a metrical pattern. Unlike prose, the poetry’s rhythmic pattern can be visually seen when written using line breaks (Jose and Laroque, 2017: 96).

Looking at the lyrics of the song, it is broken down into stanzas with no exact number of lines in each. There are 4 lines in the first stanza, followed by 3 lines and so on. Take note that there is no exact metrical pattern for each line and no rhyme is required as long as the writer is able to convey his/her message in a free verse style of writing poem/song. This is now the beauty of writing a free verse poetry/song because there are instances that we should go away with the traditional type of writing poetry/song especially in our modern writers today. This writing style gives rise to modern writers/aspirant writers to showcase their ideas/subject creatively and uniquely. This is one of the evolutions of writing poetry today. Line-breaks may or may not deal with different lines of thoughts. Each line of poetry should seamlessly blend into the next line of poetry like the waves meet together at the shore yet each holds on to its identity. Line breaks can be loosely classified into *end-stopped line, enjambments, and *caesuras.

Some additional key details about line breaks:

Line breaks divide poems into lines, and the length of lines determines the appearance of the poem on the page: long and skinny, short and wide, or a shape entirely its own.

The location of a line break is often dictated by the number of syllables in the line, but just as often it is freely chosen by the poet.

Line breaks serve as an important function in setting the rhythm of a poem, since they insert a pause between the final word of one line and the first word of the next line. For this reason, line breaks conventionally occur where natural pauses in language also occur—such as after punctuation, at the end of a thought, or between distinct images.

29

Source:https://www.musixmatch.com/lyrics/Clark-Mantilla/Pero-AtikRa/translation/english

What Is It In this lesson, we are going to focus on how line, line breaks can affect

the meaning of the song/poem and how structure of the song/poem can actually be used by the poet/songwriter to help them develop the theme of their poems or songs. Poems/songs just like stories, have patterns that can help readers/audience interpret the poet/songwriter’s message. The way that a poem/song is organized is called its poetic structure. This refers to the so-called line, line breaks and enjambment. These are present in free verse.

A Line Break is a poetic device which is used at the end of a line and the beginning of the next line in a poem. It could be employed without traditional punctuation. A line break in poetry is a method by which lines of poetry are divided to show a change in a metrical pattern. Unlike prose, the poetry’s rhythmic pattern can be visually seen when written using line breaks (Jose and Laroque, 2017: 96).

Looking at the lyrics of the song, it is broken down into stanzas with no exact number of lines in each. There are 4 lines in the first stanza, followed by 3 lines and so on. Take note that there is no exact metrical pattern for each line and no rhyme is required as long as the writer is able to convey his/her message in a free verse style of writing poem/song. This is now the beauty of writing a free verse poetry/song because there are instances that we should go away with the traditional type of writing poetry/song especially in our modern writers today. This writing style gives rise to modern writers/aspirant writers to showcase their ideas/subject creatively and uniquely. This is one of the evolutions of writing poetry today. Line-breaks may or may not deal with different lines of thoughts. Each line of poetry should seamlessly blend into the next line of poetry like the waves meet together at the shore yet each holds on to its identity. Line breaks can be loosely classified into *end-stopped line, enjambments, and *caesuras.

Some additional key details about line breaks:

Line breaks divide poems into lines, and the length of lines determines the appearance of the poem on the page: long and skinny, short and wide, or a shape entirely its own.

The location of a line break is often dictated by the number of syllables in the line, but just as often it is freely chosen by the poet.

Line breaks serve as an important function in setting the rhythm of a poem, since they insert a pause between the final word of one line and the first word of the next line. For this reason, line breaks conventionally occur where natural pauses in language also occur—such as after punctuation, at the end of a thought, or between distinct images.

Example #1: Cymbeline (By William Shakespeare)

“With his own sword, Which he did wave against my throat, I have ta’en His head from him I am absolute ‘Twas very Cloten”

Explanation: There are two line break examples in the given passage. One line break cuts

the line, “I have ta’en his head from him” in the middle, placing the line break at the end of the second line.

Another line break is used in the fourth line, “I” being a person has an absolute meaning. These line breaks are determining the visual shape of this text.

Source: https://www.litcharts.com/literary-devices-and-terms/line-break

Notes to Teacher:

*End-stopped line put a rhythmic break at the end of each line, often reinforced by a comma or period (Jose & Larioque, 2017). Look at these lines from William Wordsworth’s poem “She Dwelt Among the Untrodden Ways”:

She live unknow, and few could know When Lucy ceased to be, But she is in her grave, and, oh, The difference to me! Explanation: Each line of the poem is an individual sentence of fragment of thought and is in independent of the rest of the poem to make a meaning.

*Caesuras is a Latin word for cut. Caesura is a natural pause in a verse or a sentence, usually reinforced by punctuation. When it is accompanied by a punctuation mark, it is called a strong caesura. If there no punctuation, it is a weak caesura. More than one caesura can occur in the same line or verse (Jose & Larioque, 2017).

Strong Caesura: Alas! For the days and months wasted Weak Caesura: Alas if I but known the trials of life a little earlier Not in the hands of boys,// but in their eyes

30

What Is It

Enjambment is derived from the French word enjambment which means to step over, or put legs across. In poetry, it means

moving over from one line to another without a terminating punctuation mark. It can be defined as a thought or sense, phrase or clause, in a line of poetry that does not end at the line break, but moves over to the next line. In simple words, it is the running on of a sense from one couplet or line to the next without a major pause or syntactical break. Conversely, it runs into each other and make meaning in conjunction with each other rather than independent units like end-stopped lines.

Features of an Enjambment

Enjambment lines usually do not have a punctuation mark at the end. It is a running on of a thought from one line to another without final punctuation. It is used in poetry to trick a reader. Poets lead their readers to think of an idea,

then move on the next line, giving an idea that conflicts with it. Poets can achieve a fast pace or rhythm by using enjambment. Multiple ideas can be expressed without using semi-colons, periods, or commas. It helps reinforce the main idea that might seem to be confusing with pauses. It can be seen in different songs and poems. It helps readers to continue thinking about the idea, which is expressed in one line,

and which continues through to the next.

Functions of Enjambment Enjambment can be used to surprise readers by delaying the meaning of a line

until the following line is read. Some writers use this technique to bring humorous effects to their work. It is good to use in verse in order to create a sense of natural motion.

In poetry, the role of enjambment is normally to let an idea carry on beyond the restrictions of a single line. Another purpose of enjambment is to continue a rhythm that is stronger than a permanent end-stop, wherein complicated ideas are expressed in multiple lines.

Example of Enjambment from Literature

It is a Beauteous Evening William Wordsworth

31

What Is It

Enjambment is derived from the French word enjambment which means to step over, or put legs across. In poetry, it means

moving over from one line to another without a terminating punctuation mark. It can be defined as a thought or sense, phrase or clause, in a line of poetry that does not end at the line break, but moves over to the next line. In simple words, it is the running on of a sense from one couplet or line to the next without a major pause or syntactical break. Conversely, it runs into each other and make meaning in conjunction with each other rather than independent units like end-stopped lines.

Features of an Enjambment

Enjambment lines usually do not have a punctuation mark at the end. It is a running on of a thought from one line to another without final punctuation. It is used in poetry to trick a reader. Poets lead their readers to think of an idea,

then move on the next line, giving an idea that conflicts with it. Poets can achieve a fast pace or rhythm by using enjambment. Multiple ideas can be expressed without using semi-colons, periods, or commas. It helps reinforce the main idea that might seem to be confusing with pauses. It can be seen in different songs and poems. It helps readers to continue thinking about the idea, which is expressed in one line,

and which continues through to the next.

Functions of Enjambment Enjambment can be used to surprise readers by delaying the meaning of a line

until the following line is read. Some writers use this technique to bring humorous effects to their work. It is good to use in verse in order to create a sense of natural motion.

In poetry, the role of enjambment is normally to let an idea carry on beyond the restrictions of a single line. Another purpose of enjambment is to continue a rhythm that is stronger than a permanent end-stop, wherein complicated ideas are expressed in multiple lines.

Example of Enjambment from Literature

It is a Beauteous Evening William Wordsworth

“It is a beauteous Evening, calm and free; The holy time is quiet as a Nun

Breathless with adoration; the broad sun Is sinking down in its tranquility;

The gentleness of heaven is on the Sea; Listen! The mighty Being is awake,

And doth with his eternal motion make A sound like thunder―everlastingly. …

“Thou liest in Abraham’s bosom all the year; And worshipp’st at the Temple’s inner shrine,

God being with thee when we know it not.”

Explanation

This poem is a perfect example of enjambment. In this poem, every line is running over to the next, while the sense is not finished at the end of lines, without pause or break. None of the lines make sense – or stand on their own – without the next line.

What’s More

Below are texts with specified cues on line break and enjambment. Identify the item utilizes line break or enjambment.

1. The poet labors all his days// To build the beauty in his rhyme. 2. When rain drops are Exposed to sunlight, even Colorless become vibrant. 3. Amongst the bushes and thorns// Beautiful red rose blooms. 4. Cold morning time //

Ice crystals reflect the rays // Of blazing sunrise.

5. Lovely nature has something to offer// you; so inhale the fresh air// And, beautifully, learn by deciding where to go.

What I Can Do

Put a double bar lines to show line break and underline once the word that displays enjambment. The first one is done for you.

Sample: I have eaten the plums that were in the icebox.

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Answer: I have eaten //the plums// that were in //the icebox.

1. I think I had never seen a verse as beautiful as a flower. 2. Amongst the bushes and thorns beautiful red rose blooms. 3. The sunlight brightens the horizon like the sky lightens a small island. 4. Breezy blue sky so clear, so bright and relaxing that escapes daily toil. 5. How beautiful are sunflowers that yield without difficulty, blooming so fully now

in the light of the sun.

Assessment

Perfect Match!

Match the words in the box with the following statements/words below. Write A or B as your answer.

1. These are devices used to separate one line of the poetry from the other.

2. These are the lines where the line ends in the middle of the sentence. Therefore, the line continues across several lines of the poem. 3. It helps the poet emphasize important words and hint at double meanings. 4. It can be classified into end stopped line, enjambment, and caesuras. 5. It is also called run on lines as it run into each other. Through this, it run forwards in sense and punctuation into the next line.

A. Line Break B. enjambment

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Answer: I have eaten //the plums// that were in //the icebox.

1. I think I had never seen a verse as beautiful as a flower. 2. Amongst the bushes and thorns beautiful red rose blooms. 3. The sunlight brightens the horizon like the sky lightens a small island. 4. Breezy blue sky so clear, so bright and relaxing that escapes daily toil. 5. How beautiful are sunflowers that yield without difficulty, blooming so fully now

in the light of the sun.

Assessment

Perfect Match!

Match the words in the box with the following statements/words below. Write A or B as your answer.

1. These are devices used to separate one line of the poetry from the other.

2. These are the lines where the line ends in the middle of the sentence. Therefore, the line continues across several lines of the poem. 3. It helps the poet emphasize important words and hint at double meanings. 4. It can be classified into end stopped line, enjambment, and caesuras. 5. It is also called run on lines as it run into each other. Through this, it run forwards in sense and punctuation into the next line.

A. Line Break B. enjambment


1. Distinguish metaphor and write metaphorically.

What I Know

Metaphoric Magic! Choose which between the two sentences in each item is an example of metaphor. Write the answer of your choice.

1. A. My dad is a bear. B. My dad is as big as a bear.

2. A. The light is bright like the sun. B. The light was the sun during our test.

3. A. This class is a three-ring circus B. This class is just like a three-ring circus.

4. A. Audie was like a nervous cat before his test. B. Audie was a nervous cat before his test.

5. A. My teacher’s steps sounded like thunder as she entered the classroom.

B. My teacher’s steps were thunder as she entered the classroom.

What Is It

Metaphor, (as discussed in Module 1) is a figure of speech that makes an implicit, implied, or hidden comparison between two things that are unrelated, but which share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.

Lesson 6

METAPHOR

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In simple English, when you portray a person, place, thing, or an action as being something else, even though it is not actually that “something else,” you are speaking metaphorically. For example, the phrase, “My brother is the black sheep of the family,” is a metaphor because he is not a sheep, nor is he black. However, we can use this comparison to describe an association of a black sheep with that person. A black sheep is an unusual animal, which typically stays away from the herd, and the person being described shares similar characteristics. Common Speech Examples of Metaphors

1. My brother was boiling mad. (This implies he was too angry.) 2. The assignment was a breeze. (This implies that the assignment was not

difficult.) 3. It is going to be clear skies from now on. (This implies that clear skies are not a threat

and life is going to be without hardships) 4. The skies of his future began to darken. (Darkness is a threat; therefore, this

implies that the coming times are going to be hard for him.) 5. Her voice is music to his ears. (This implies that her voice makes him feel

happy)

What’s More

METAPHORICALLY SPEAKING

Directions: Identify the two unlike objects/things being compared in each statement. The first one is done for you. Write your answer on your creative writing interactive notebook.

Sample: The teacher is an encyclopedia of information.

Answer: teacher – encyclopedia of information

1. Procrastination is a thief that steals time. 2. The ship is a tiger roaring through the water. 3. The airplane is an elephant running on the runway. 4. Her birthday is a storm of happiness. 5. Annie’s memory is cloudy since she can never remember anything.

35

In simple English, when you portray a person, place, thing, or an action as being something else, even though it is not actually that “something else,” you are speaking metaphorically. For example, the phrase, “My brother is the black sheep of the family,” is a metaphor because he is not a sheep, nor is he black. However, we can use this comparison to describe an association of a black sheep with that person. A black sheep is an unusual animal, which typically stays away from the herd, and the person being described shares similar characteristics. Common Speech Examples of Metaphors

1. My brother was boiling mad. (This implies he was too angry.) 2. The assignment was a breeze. (This implies that the assignment was not

difficult.) 3. It is going to be clear skies from now on. (This implies that clear skies are not a threat

and life is going to be without hardships) 4. The skies of his future began to darken. (Darkness is a threat; therefore, this

implies that the coming times are going to be hard for him.) 5. Her voice is music to his ears. (This implies that her voice makes him feel

happy)

What’s More

METAPHORICALLY SPEAKING

Directions: Identify the two unlike objects/things being compared in each statement. The first one is done for you. Write your answer on your creative writing interactive notebook.

Sample: The teacher is an encyclopedia of information.

Answer: teacher – encyclopedia of information

1. Procrastination is a thief that steals time. 2. The ship is a tiger roaring through the water. 3. The airplane is an elephant running on the runway. 4. Her birthday is a storm of happiness. 5. Annie’s memory is cloudy since she can never remember anything.

What I Can Do

Metaphorical Magic

Directions: Write 3 sentences describing yourself using metaphor. The first one is done for you.

Sample: I am the wind beneath your wings.

1. ______________________________________________________________ 2. ______________________________________________________________ 3. ______________________________________________________________

Write 2 sentences describing the ocean using metaphor.

4. ______________________________________________________________ 5. ______________________________________________________________

Assessment

Metaphor Matters

Directions: Read the story below. Write or identify all the words/phrases which are metaphorical.

The Haircut

When I woke up on Saturday, mom said I was a sheepdog with my long, shaggy hair, and it was time for me to get my hair cut. When I looked at her, she was a zebra, half hidden behind the drapes of my overgrown bangs. I couldn’t help it. I laughed. She was right; my hair had to be cut. The barber’s chair was a tower, and he pumped it higher and higher. I didn’t really mind. I was an explorer, looking at the world in a whole new way. The pieces of hair on the floor were an exotic carpet of strange brown fibers that criss-crossed in a crazy pattern. The floor was an odd new planet, and I was an astronaut looking down from above.

The barber pumped the chair again, and I was a rocket coming in for a landing. I couldn’t believe the adventure was over so soon.

On the way home, we stopped at the store to buy some milk. Unfortunately, there was some amazing sale going on at the time. We were tiny fish swimming in a sea of people. I could not wait to get out of there and go home. The drive home was a frustrating experience, because the holiday traffic had turned the street into a parking lot. I hope it’s a long time before I’m a sheepdog again!

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What I Need To Know At the end of this lesson, you are expected to be able to: 1. Write typographical poem.

2. Write concrete poem 3. Write acrostic poem.

What Is It I. Typography or ‘Shape Poem’, in creative writing, is the style,

arrangement, or appearance of printed letters on a page. The typological arrangement of words is as important in conveying the intended effect as the meaning of words, rhythm, rhyme and so on.

What’s More

Lesson 7

OTHER EXPERIMENTAL TEXTS

Source:http://newplacenewmenewmrscrouch.blogspot.com/2010/07/my-concrete-poem-i-am-your- sun.html

What I Need To Know At the end of this lesson, you are expected to be able to: 1. Write typographical poem.

2. Write concrete poem 3. Write acrostic poem.

What Is It I. Typography or ‘Shape Poem’, in creative writing, is the style,

arrangement, or appearance of printed letters on a page. The typological arrangement of words is as important in conveying the intended effect as the meaning of words, rhythm, rhyme and so on.

What’s More

Lesson 7

OTHER EXPERIMENTAL TEXTS

Source:http://newplacenewmenewmrscrouch.blogspot.com/2010/07/my-concrete-poem-i-am-your- sun.html

HANDS ON, MINDS ON POETRY

The Challenge: Now it is your time to give a shot on writing your own shape poem. Write a poem about LOVE in a heart form by following the steps below.

Step 1.

Draw an outline of a heart which symbolizes love. Make sure it is big enough because you will write your poem inside it.

Step 2: Brainstorming

Write at least 10 words or phrases about it (LOVE or Heart).

Step 3: Write your Poem

You are now ready to write your poem inside your heart-shaped drawing below. Be sure to use the ideas you generated in your brainstorm box in step 2.

Brainstorm Box:

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II. Concrete Poem is written to represent objects which they describe. The poem can be written in the shape of the object. This form is also known as visual poetry.

Source: Swan and Shadow, John Hollander, The Norton Anthology of Poetry (New York, London, W.W. Norton & Company 1996).

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II. Concrete Poem is written to represent objects which they describe. The poem can be written in the shape of the object. This form is also known as visual poetry.

Source: Swan and Shadow, John Hollander, The Norton Anthology of Poetry (New York, London, W.W. Norton & Company 1996).

What’s More

HANDS ON, MINDS ON POETRY

Step 1.

Draw an outline of a leaf. Make sure it is big enough because you will write your poem on the framework or outline of it.

Step 2: Brainstorming

Write at least 10 words or phrases about a leaf. Examples could be your favourite color to represent a leaf, how it is important to you (in your life as human being), it’s size, it’s function, purpose, or usage in your life and so on. You may add /apply some figurative language on it. One or two figurative language(s) is/are alright.

Step 3: Write your own concrete poem

You are now ready to write your poem and write it on the outline of the leaf you have drawn ahead. Be sure to use the ideas you generated in your brainstorm box in step 2.

Brainstorm Box:

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

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III. Acrostic Poem uses the letter in a topic word to begin each line. All lines in the poem should relate to or describe the poem.

Here’s the ‘free-form’ style, or ‘free verse’ structure that gives much freedom to let your creativity flourish. Whether or not the lines in the poem should rhyme, is optional. Below is an example of acrostic poem dedicated to ALMA.

What’s More

Fill-in the blanks to complete the acrostic poem below:

What I Can Do

Have fun about your name (can be your first name, nick name, or last name) using acrostic poem. Choose words that can speak/describe about your character, personality and behavior.

Sample 1 A L- Lady of M- Many A- Admirers

Sample 2 A – Amazing persona L – Loving teacher M – Most beautiful inside out A - An angel on earth

Sample 3 A is for ATTRACTIVE, you charm with your beauty L is for LIMBER, flexible in nature M is for MODEST, to the core A is for ANGELIC, you have a kind heart

ALMA, a once-in-a-lifetime persona!

HOMEWORK Hard to do and sometimes O ________________________________________________ My teacher gives us homework E ________________________________________________ Writing for hours O ________________________________________________ Reading for hours K_________________________________________________

Jose and Larioque , 2017: 104 Creative Writing (for Senior High School)

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III. Acrostic Poem uses the letter in a topic word to begin each line. All lines in the poem should relate to or describe the poem.

Here’s the ‘free-form’ style, or ‘free verse’ structure that gives much freedom to let your creativity flourish. Whether or not the lines in the poem should rhyme, is optional. Below is an example of acrostic poem dedicated to ALMA.

What’s More

Fill-in the blanks to complete the acrostic poem below:

What I Can Do

Have fun about your name (can be your first name, nick name, or last name) using acrostic poem. Choose words that can speak/describe about your character, personality and behavior.

Sample 1 A L- Lady of M- Many A- Admirers

Sample 2 A – Amazing persona L – Loving teacher M – Most beautiful inside out A - An angel on earth

Sample 3 A is for ATTRACTIVE, you charm with your beauty L is for LIMBER, flexible in nature M is for MODEST, to the core A is for ANGELIC, you have a kind heart

ALMA, a once-in-a-lifetime persona!

HOMEWORK Hard to do and sometimes O ________________________________________________ My teacher gives us homework E ________________________________________________ Writing for hours O ________________________________________________ Reading for hours K_________________________________________________

Jose and Larioque , 2017: 104 Creative Writing (for Senior High School)


1. Transpose poetry to prose and vice versa.

What I Know

1. Write at least five words or phrase about your knowledge about GENRE-CROSSING

TEXT. Write it in each circle below.

Lesson 8

GENRE-CROSSING TEXTS

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What Is It

A GENRE-CROSSING TEXT

Have you ever imagined that poems can also be transformed onto prose or the other way around? Yes! You can do some tricks and tweaks like making your poems become narrative essays, descriptive paragraphs, scripts, and many more. We call this work as GENRE-CROSSING TEXTS.

Prose Form Poetry Form

Sample 1 It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. Source https://en.wikipedia.org/wiki/A_Tale_of_Two_Cities

Sample 1

It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way — in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. Source https://zumpoems.com/2011/10/12/wednesday-poetry-challenge-1/

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What Is It

A GENRE-CROSSING TEXT

Have you ever imagined that poems can also be transformed onto prose or the other way around? Yes! You can do some tricks and tweaks like making your poems become narrative essays, descriptive paragraphs, scripts, and many more. We call this work as GENRE-CROSSING TEXTS.


Sample 1 It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. Source https://en.wikipedia.org/wiki/A_Tale_of_Two_Cities

Sample 1

It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way — in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. Source https://zumpoems.com/2011/10/12/wednesday-poetry-challenge-1/

Explanation

Prose is written in a paragraph form, while poetry is in verse/stanza style. In the evolution of prose poetry, this has become a new trend in poetry writing today. Based from the example, it shows how poetic has become the opening to Charles Dickens ’s A Tale of Two Cities.

The above examples just simply pick a passage from a novel, essay or short story that qualifies as prose, but for you is particularly poetic. Then without changing a word or punctuation mark, reformat that so it appears to be poetry.


In the 2nd example, “Time has come for us to leave this island: a way to do such must be discovered”, in its simple form and written as a one-liner declarative sentence is reformatted to a poetry having four (4) lines.

“Time has come for us to leave this island:

a way to do such must be discovered”.

Another way is you may choose to convert the text into poetry is by

imposing regular meter on the text such as given below: We seek a ship to sail us from this place And steer us on a course that takes us home or maybe both meter and rhyme: We seek a ship to sail us from this shore to take us to the home we knew before

or maybe you are more inclined to an expressive open style:

Time Time Time Ticking Like the restless heart

Sample 2 Time has come for us to leave this island: a way to do such must be discovered.

Sample 2 Time has come for us to leave this island: a way to do such must be discovered.

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Informing us We must move on — Leave this island. Now.

What’s More

Across the Borderline. Convert the given prose into poetry. Apply the techniques given to you in the discussion.

Given Prose:

Poetry:

What I Can Do

Getting Across the Line. Transform the given poem into a prose. Apply the techniques given to you in the discussion.

Before the sunrise a chain of red clouds and all else is in the darkness.

Poetry:

The moon moved above The clouds, suspended between Night and dawn.

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Informing us We must move on — Leave this island. Now.

What’s More

Across the Borderline. Convert the given prose into poetry. Apply the techniques given to you in the discussion.

Given Prose:

Poetry:

What I Can Do

Getting Across the Line. Transform the given poem into a prose. Apply the techniques given to you in the discussion.

Before the sunrise a chain of red clouds and all else is in the darkness.

Poetry:

The moon moved above The clouds, suspended between Night and dawn.

Assessment

Write at least 5(five) key ideas you can associate with genre-crossing text. Write them inside a box like the one below.

Prose:

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1. Identify the tone inherent in poetry.

What I Know

“Tone Me Up”

Directions: Read and analyze the given lines from the selected poems. Extract the tone conveyed in the lines of each item. Write only the letter of your answer.

1. All that I love?

Why, yes, but for the moment- And for all time, both. Something that folds and keeps easy, Son’s note or Dad’s one gaudy tie, A roto picture of a queen, A blue Indian shawl, even A money bill. “ Bonsai” by Edith Tiempo

A. loneliness

B. sorrow

C. love

D. apathy

2. This paper is a crane. When its wings unfold, The paper will be pure and empty.

“Oregami” by Marjorie Evasco

A. happiness

B. loneliness

C. excitement

D. fulfilment

3.”Life is difficult.” from “The Road Less Travelled” by M. Scott Peck

A. Joy B. Surprise

C. sadness D. excitement

Lesson 8

TONE

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1. Identify the tone inherent in poetry.

What I Know

“Tone Me Up”

Directions: Read and analyze the given lines from the selected poems. Extract the tone conveyed in the lines of each item. Write only the letter of your answer.

1. All that I love?

Why, yes, but for the moment- And for all time, both. Something that folds and keeps easy, Son’s note or Dad’s one gaudy tie, A roto picture of a queen, A blue Indian shawl, even A money bill. “ Bonsai” by Edith Tiempo

A. loneliness

B. sorrow

C. love

D. apathy

2. This paper is a crane. When its wings unfold, The paper will be pure and empty.

“Oregami” by Marjorie Evasco

A. happiness

B. loneliness

C. excitement

D. fulfilment

3.”Life is difficult.” from “The Road Less Travelled” by M. Scott Peck

A. Joy B. Surprise

C. sadness D. excitement

Lesson 8

TONE

4. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. “The Road Not Taken” by Robert Frost

A. apathy B. gladness C. loneliness D. nostalgic

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5. Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim. “Richard Cory” by Edwin Arlington Robinson

A. gladness

a. happiness b. admiration c. envy

What Is It

Tone, in written composition, is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words, or the viewpoint of a writer on a particular subject.

Every written piece comprises a central theme or subject matter. The manner in which a writer approaches this theme and subject is the tone. The tone can be formal, informal, serious, comic, sarcastic, sad, or cheerful, or it may be any other existing attitude. Consider the following examples of tone: “I want to ask the authorities what is the big deal? Why do they not control the

epidemic? It is eating up lives like a monster.” “I want to draw the attention of the appropriate authorities toward damage caused

by the epidemic. If steps are not taken to curb it, it will further injure our community.” The theme of both tone examples is the same. The only way we can

differentiate between them is their separate tone. The tone in the first example is casual or informal while, it is more formal in the second.

Function of Tone

Tone, in a piece of literature, decides how the readers read a literary piece, and how they should feel while they are reading it. It stimulates the readers to read a piece of literature as a serious, comical, spectacular, or distressing manner. In addition, tone lends shape and life to a piece of literature because it creates a mood. Moreover, tone bestows voice to characters, and throws light on the personalities and dispositions of characters that readers understand better.

Examples in Common Speech

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5. Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim. “Richard Cory” by Edwin Arlington Robinson

A. gladness

a. happiness b. admiration c. envy

What Is It

Tone, in written composition, is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words, or the viewpoint of a writer on a particular subject.

Every written piece comprises a central theme or subject matter. The manner in which a writer approaches this theme and subject is the tone. The tone can be formal, informal, serious, comic, sarcastic, sad, or cheerful, or it may be any other existing attitude. Consider the following examples of tone: “I want to ask the authorities what is the big deal? Why do they not control the

epidemic? It is eating up lives like a monster.” “I want to draw the attention of the appropriate authorities toward damage caused

by the epidemic. If steps are not taken to curb it, it will further injure our community.” The theme of both tone examples is the same. The only way we can

differentiate between them is their separate tone. The tone in the first example is casual or informal while, it is more formal in the second.

Function of Tone

Tone, in a piece of literature, decides how the readers read a literary piece, and how they should feel while they are reading it. It stimulates the readers to read a piece of literature as a serious, comical, spectacular, or distressing manner. In addition, tone lends shape and life to a piece of literature because it creates a mood. Moreover, tone bestows voice to characters, and throws light on the personalities and dispositions of characters that readers understand better.

Examples in Common Speech

We adopt a variety of tones in our day-to-day speech. This intonation of our speech determines what message we desire to convey. Read a few examples below.

Example #1

Father: “We are going on a vacation.” Son: “That’s great!!!”

– The tone of son’s response is very cheerful. Example #2

Father: “We can’t go on vacation this summer.” Son: “Yeah, great! That’s what I expected.”

– The son’s tone is sarcastic.

Example #3 “Yeah, your grades on this exam will be as good as the previous exams.”

– The tone is pessimistic in this example. Example #4

“Can someone tell me what the hell is going on here?” – This has an aggressive tone.

Examples in Literature Example #1: The School (By Donald Barthelme)

Observe the tone of a short story, The School, by Donald Barthelme:

“And the trees all died. They were orange trees. I don’t know why they died, they just died. Something wrong with the soil possibly or maybe the stuff we got from the nursery wasn’t the best. We complained about it. So we’ve got thirty kids there, each kid had his or her own little tree to plant and we’ve got these thirty dead trees. All these kids looking at these little brown sticks, it was depressing.”

Explanation

The use of the adjectives “dead” and “depressing” sets a gloomy tone in the passage. As trees signify life here, their unexpected “death” from an unknown cause gives the above passage an unhappy and pessimistic tone.

Example #2: The Road Not Taken (By Robert Frost)

Robert Frost, in the last stanza of his poem The Road Not Taken, gives us an insight into the effect of tone:

“I shall be telling this with a sigh

Somewhere ages and ages hence: Two roads diverged in a wood, and I,

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I took the one less traveled by, And that has made all the difference.”

Explanation Frost tells us about his past with a “sigh,” this gives the above lines an unhappy

tone. This tone leads us into thinking that the speaker in the poem had to make a difficult choice.

What’s More

Making use of the tone listed inside the box, write:

I. Write one free verse II. Write acrostic poem III. Write one tanaga

What I Have Learned

Let’s summarize the important concepts we learned from this lesson:

1. Free Verse is also called vers libre, which is a French word meaning “free verse.” It

is a literary device that is free from limitations of regular meter or rhythm, and does not rhyme with fixed forms

2. Line Break is a poetic device which is used at the end of a line and the beginning of the next line in a poem. It could be employed without traditional punctuation. It is a method by which lines of poetry are divided to show a change in a metrical pattern.

3. Enjambment is derived from the French word enjambment which means to step over, or put legs across. Enjambed lines are the lines in the middle of a sentence. Therefore, the sentence continues across several lines of the poem

4. Metaphor is a figure of speech that makes an implicit, implied, or hidden comparison between two things that are unrelated, but which share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.

Fearful happy frustrated enthusiastic Despair excited mood

bored sad

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I took the one less traveled by, And that has made all the difference.”

Explanation Frost tells us about his past with a “sigh,” this gives the above lines an unhappy

tone. This tone leads us into thinking that the speaker in the poem had to make a difficult choice.

What’s More

Making use of the tone listed inside the box, write:

I. Write one free verse II. Write acrostic poem III. Write one tanaga

What I Have Learned

Let’s summarize the important concepts we learned from this lesson:

1. Free Verse is also called vers libre, which is a French word meaning “free verse.” It

is a literary device that is free from limitations of regular meter or rhythm, and does not rhyme with fixed forms

2. Line Break is a poetic device which is used at the end of a line and the beginning of the next line in a poem. It could be employed without traditional punctuation. It is a method by which lines of poetry are divided to show a change in a metrical pattern.

3. Enjambment is derived from the French word enjambment which means to step over, or put legs across. Enjambed lines are the lines in the middle of a sentence. Therefore, the sentence continues across several lines of the poem

4. Metaphor is a figure of speech that makes an implicit, implied, or hidden comparison between two things that are unrelated, but which share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.

Fearful happy frustrated enthusiastic Despair excited mood

bored sad

5. Topography or shape poetry , in creative writing, is the style, arrangement, or appearance of printed letters on a page.

6. Concrete poetry, or also known as visual poetry, is written to represent objects which they describe.

7. Acrostic poetry uses the letter in a topic word to begin each line. All lines in the poem should relate to or describe the poem.

8. Genre-crossing texts are a type of technique employed to transform prose into poetry or the other way around.

9. Tone is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words, or the viewpoint of a writer on a particular subject.

What I Can Do

Analyze the poem, The Rainy Day and answer the items that follow.

The Rainy Day

The day is cold, and dark, and dreary; It rains, and the wind is never weary;

The vine still clings to the mouldering wall, But at every gust the dead leaves fall,

And the day is dark and dreary.

My life is cold, and dark, and dreary; It rains, and the wind is never weary;

My thoughts still cling to the mouldering Past, But the hopes of youth fall thick in the blast,

And the days are dark and dreary.

Be still, sad heart! and cease repining; Behind the clouds is the sun still shining;

Thy fate is the common fate of all, Into each life some rain must fall,

Some days must be dark and dreary.

1. The speaker says his life is “cold, dark and dreary. This means ____________ a. happy b. sad c. alone d. sick

2. Defend your answer in No. 1. You may include clue words in the context to solidify your claim. _____________ ________________________________________________

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______________________________________________________________ ______________________________________________________________

Assessment Directions: Read the passage carefully taken from “The Passing of

Loku” and answer the questions that follow.

(The tale of Loku is applied to a large, ugly lizard which climbs to the rafters of houses and gives the peculiar cry that suggests its name. This lizard, although hideous, is harmless; it lives on centipedes. Its strange cry may be heard everywhere in the Philippine Islands.)

1. What word in the passage indicates killing and death?

A. cruel B. cease C. bidding D. slaughter

2. The mood in the second paragraph is best described as A. concerned B. sad C. alarming D. frightening

Hundreds of years ago a very wicked king named Loku ruled the Philippines. He was cruel and unjust, and condemned to death all who refused to do his bidding. He had vast armies and made war on all until his name was feared everywhere.

His power was very great. He conquered every nation that opposed him and killed so many people that the god, viewing the slaughter from his throne above, sent an angel to order him to cease from warfare and to rule the land in peace.

Loku was in his palace, planning an assault on his neighbors, when a soft light filled the chamber, and a beautiful angel appeared and delivered the mandate of the master.

The cruel king paid no heed, but dismissed the holy messenger in scorn. "Tell your master," said he, "to deliver his message in person. I do not deal with messengers. I am Loku. All fear my name. I am the great Loku."

Hardly had he spoken when the palace shook to its foundations and a mighty voice thundered, "Is it thus thou Slightest my word? Thou art Loku. All shall indeed know thy name. From every crevice thou shalt forever cry it in a form that suits thy ill nature."

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______________________________________________________________ ______________________________________________________________

Assessment Directions: Read the passage carefully taken from “The Passing of

Loku” and answer the questions that follow.

(The tale of Loku is applied to a large, ugly lizard which climbs to the rafters of houses and gives the peculiar cry that suggests its name. This lizard, although hideous, is harmless; it lives on centipedes. Its strange cry may be heard everywhere in the Philippine Islands.)

1. What word in the passage indicates killing and death?

A. cruel B. cease C. bidding D. slaughter

2. The mood in the second paragraph is best described as A. concerned B. sad C. alarming D. frightening

Hundreds of years ago a very wicked king named Loku ruled the Philippines. He was cruel and unjust, and condemned to death all who refused to do his bidding. He had vast armies and made war on all until his name was feared everywhere.

His power was very great. He conquered every nation that opposed him and killed so many people that the god, viewing the slaughter from his throne above, sent an angel to order him to cease from warfare and to rule the land in peace.

Loku was in his palace, planning an assault on his neighbors, when a soft light filled the chamber, and a beautiful angel appeared and delivered the mandate of the master.

The cruel king paid no heed, but dismissed the holy messenger in scorn. "Tell your master," said he, "to deliver his message in person. I do not deal with messengers. I am Loku. All fear my name. I am the great Loku."

Hardly had he spoken when the palace shook to its foundations and a mighty voice thundered, "Is it thus thou Slightest my word? Thou art Loku. All shall indeed know thy name. From every crevice thou shalt forever cry it in a form that suits thy ill nature."

3. It could be inferred in the second paragraph that Loku is A. a hospitable king B. a shy ruler C. a brave warrior D. an arrogant person

4. Based on the dialogue between Loku and the messenger, it could be predicted that A. Loku will kill many people B. the god will be punishing Loku C. the messenger will go home D. a feast will be held in the palace

5. What tone is expressed in the first paragraph of the passage? A. pleasant B. stressful C. hateful D. exciting

6. What could be concluded in the passage? A. Loku was still angry with god. B. Crying was Loku’s punishment. C. Loku felt sorry for his arrogance. D. Loku turned to a lizard.

Additional Activity “Enrich Me Here!”

To enrich your knowledge on tone, research about more types of tone as a form of literary device.

The courtiers, alarmed by the shock, rushed to the king's chamber, but Loku was nowhere to be found. The royal robes lay scattered on the floor and the only living thing to be seen was an ugly lizard that blinked at them from among the plans on the table.

They searched far and wide, and when no trace of the king could be found the courtiers divided the kingdom and ruled so wisely and well that there was peace for many years.

As for Loku, you may still hear him fulfilling his punishment. From crack and crevice, tree and shrub, he calls his name from dark till dawn: "Lok-u! Lok-u! Lok-u!"

And he must cry it forever.

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Key Answers

Free Verse

Pretest

1. T;2. T; 3. F; 4. F;5. F

Postest

1. B; 2. D; 3. C; 4. B; 5. C

Line Break and Enjambment

Pretest

1. J; 2.I; 3.H; 4.G; 5.F; 6.E; 7.D; 8.C; 9.B; 10.A

Activity 1

1. Line break; 2. Enjambment; 3. Line break and enjambment 4. Line break; 5. Line break and enjambment

Activity 2

1. I think I had never seen //a verse as beautiful as a flower. 2. Amongst the bushes and thorns // beautiful red rose blooms. 3. The sunlight brightens the horizon // like the sky lightens a small island. 4. Breezy blue sky so clear, // so bright and relaxing // that escapes daily toil. 5. How beautiful are sunflowers // that yield without difficulty, // blooming so fully

now // in the light of the sun.

Postest

1. A; 2. B; 3. B; 4. A; 5. B

Metaphor

Pretest

1. Procrastination – thief (that steals time) 2. Ship – tiger (roaring through the water) 3. Airplane – elephant running on the runway) 4. Birthday – storm of happiness 5. Memory - cloudy

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Key Answers

Free Verse

Pretest

1. T;2. T; 3. F; 4. F;5. F

Postest

1. B; 2. D; 3. C; 4. B; 5. C

Line Break and Enjambment

Pretest

1. J; 2.I; 3.H; 4.G; 5.F; 6.E; 7.D; 8.C; 9.B; 10.A

Activity 1

1. Line break; 2. Enjambment; 3. Line break and enjambment 4. Line break; 5. Line break and enjambment

Activity 2

1. I think I had never seen //a verse as beautiful as a flower. 2. Amongst the bushes and thorns // beautiful red rose blooms. 3. The sunlight brightens the horizon // like the sky lightens a small island. 4. Breezy blue sky so clear, // so bright and relaxing // that escapes daily toil. 5. How beautiful are sunflowers // that yield without difficulty, // blooming so fully

now // in the light of the sun.

Postest

1. A; 2. B; 3. B; 4. A; 5. B

Metaphor

Pretest

1. Procrastination – thief (that steals time) 2. Ship – tiger (roaring through the water) 3. Airplane – elephant running on the runway) 4. Birthday – storm of happiness 5. Memory - cloudy

Activity 1

Key Answers/Possible Answers:

1. I am the apple of my father’s eye. (meaning: I am the loved by my father. I am his joy.)

2. I don’t rock the boat. (I don’t cause problems.) 3. I am a bullet during the race. ( meaning : my speed during the race is compared

with that of the bullet) I am fast. 4. The ocean is a playground of learning. 5. The ocean is a blueprint of life.

Activity 2

1. A; 2. B; 3. A; 4. B; 5. B

Postest

The Haircut When I woke up on Saturday, mom said I was a sheepdog with my long, shaggy hair, and it was time for me to get my hair cut. When I looked at her, she was a zebra, half hidden behind the drapes of my overgrown bangs. I couldn’t help it. I laughed. She was right; my hair had to be cut. The barber’s chair was a tower, and he pumped it higher and higher. I didn’t really mind. I was an explorer, looking at the world in a whole new way. The pieces of hair on the floor were an exotic carpet of strange brown fibers that criss-crossed in a crazy pattern. The floor was an odd new planet, and I was an astronaut looking down from above. The barber pumped the chair again, and I was a rocket coming in for a landing. I couldn’t believe the adventure was over so soon.

On the way home, we stopped at the store to buy some milk. Unfortunately, there was some amazing sale going on at the time. We were tiny fish swimming in a sea of people. I couldn’t wait to get out of there and go home. The drive home was a frustrating experience, because the holiday traffic had turned the street into a parking lot. I hope it’s a long time before I’m a sheepdog again!

Topography/ Shape Poetry

Answers may vary

Concrete

Answers may vary

Acrostic Poetry

Answers may vary

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Genre-Crossing Texts Pretest

Answers may vary Activity 1

From prose to poetry:

Before the sunrise A chain of red clouds And all else is in the darkness. Activity 2 From poetry to prose: A. The moon moved above the clouds (is) suspended between night and dawn. Or B. The moon moved above the clouds (is) suspended between night and dawn. Postest

Answer may vary Tone Pretest

1. C ; 2. D. 3. E; 4. D; 5. D Activity 1 1. B 2. Answer may vary Activity 2

1. D;2. C;3. D;4. A;5. B; 6. D

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Genre-Crossing Texts Pretest

Answers may vary Activity 1

From prose to poetry:

Before the sunrise A chain of red clouds And all else is in the darkness. Activity 2 From poetry to prose: A. The moon moved above the clouds (is) suspended between night and dawn. Or B. The moon moved above the clouds (is) suspended between night and dawn. Postest

Answer may vary Tone Pretest

1. C ; 2. D. 3. E; 4. D; 5. D Activity 1 1. B 2. Answer may vary Activity 2

1. D;2. C;3. D;4. A;5. B; 6. D

KEY ANSWERS

I. WHAT I KNOW (ELEMENTS OF POETRY) 1. B 2. C 3. D 4. A 5. B 6. C 7. B 8. C II. WHAT’S MORE (ELEMENTS OF POETRY) 1. D 2. D 3. D 4. A 5. A 6. A ASSESSMENT (Elements of Poetry) A.

1. C 2. A 3. D 4. B 5. E

B. 1. C 2. D 3. B 4. A III. WHAT I KNOW (PHIL. POETRY) 1. C 2. D 3. G 4. A 5. B IV. WHAT’S MORE (RHYME & METER) Note: Answers may vary.

V. WHAT I CAN DO (RHYME & METER)

Note: Answers may vary.

ASSESSMENT (Rhyme and Meter)

Test I

1. FALSE 6. FALSE 2. TRUE 7. TRUE 3. TRUE 8. TRUE 4. FALSE 9. FALSE 5. FALSE 10. TRUE

Test II

1.b

2.a

3.d

4.a

5.b

6.c

7.b

8.c

9.a

10.a

11.b

12.a

13.a

14.b

15.a

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Documents

Creative Writing/Malikhaing Pagsulat-Senior High School · 2020. 10. 17. · EPS, English Printed in the Philippines by: Department of Education – Regional Office 10 Office Address: