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Creative Writing
Quarter 1 – Module 3:
Writing a Short Poem Applying
the Various Elements and
Literary Devices Exploring
Innovative Techniques
Subject Area – Grade Level
Self-Learning Module (SLM)
Quarter 1 – Module 3: Writing a Short Poem Applying the Various Elements and Literary
Devices Exploring Innovative Techniques

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist 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 module 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.

Development Team of the Module

Writers: Juharto L. Usop, Sittie Ramla A. Eto, Raquel M. Cabanlit
Editors: Vivencio O. Aniñon, Ed.D
Reviewers: Engr. Reynaldo SE Villan
Illustrator: Geunicar A. Perez, MAELT
Layout Artist: Geunicar A. Perez, MAELT
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Concepcion F. Balawag, CESO V - Schools Division Superintendent
Edgar S. Sumapal - Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar - REPS, Mathematics
Pancho G. Balawag, Ed. D - CID Chief
Engr. Reynaldo SE Villan - EPS In Charge of LRMS
Vivencio O. Aniñon, Ed.D - Division ADM Coordinator
Engr. Reynaldo SE Villan – EPS, Math

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]
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Creative Writing
Quarter 1 – Module 3:
Writing a Short Poem Applying the
Various Elements and Literary
Devices Exploring Innovative
Techniques
Introductory Message
For the facilitator:

Welcome to the Creative Writing 12 Self-Learning Module (SLM) on Writing a Short

Poem Applying the Various Elements and Literary Devices Exploring Innovative
Techniques!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

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For the learner:

Welcome to the Creative Writing 12 Self-Learning Module (SLM) on Writing a Short

Poem Applying the Various Elements and Literary Devices Exploring Innovative
Techniques!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

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 help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Other Experimental Texts of Poetry. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

In this module, you will be able to:

• write a short poem applying the various elements, techniques, and literary
devices HUMSS_CW/MP11/12c-f10

Specifically, you are expected to:

• write concrete poem; and
• write acrostic poem.

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 What I Know

Activity 1. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What type of poetry uses some sort of visual presentation to enhance the effect
of the poem on the reader?
a. concrete poetry
b. prose poetry
c. performance poetry
d. acrostic poem

2. What refers to written work - usually fiction or poetry that emphasizes innovation,
most especially in technique?
a. concrete poetry
b. experimental text
c. performance poetry
d. acrostic poem

3. What type of poetry uses the letter in a topic word to begin each line?
a. concrete poetry
b. prose poetry
c. performance poetry
d. acrostic poem

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Lesson

3 Other Experimental Texts

Apart from the traditional poetry forms, there are also experimental texts developed.
This lesson will give the students idea on some of these experimental texts. This will
also showcase poems written by poets.
Experimental literature / texts refers to written work—usually fiction or poetry—
that emphasizes innovation, most especially in technique.

What’s In

Before learning about the other experimental type of poetry, let us recall your lesson
about elements, techniques, and literary devices in poetry

Activity 2. Match the description in column A to its corresponding answer in

column B.
A B
1. It is a technique in writing poem where the writer A. rhyme
does not follow the rhyme scheme and the regular
meter

B. free
2. This is a three-liner poem where the first and third verse
lines have five syllables and the second line has
seven syllables

3. It is a poetic device that repeats similar sounds in C. meter

the final stressed syllables.

D. tanka
4. It is the speaker’s attitude toward the poem’s
subject based on the other elements

5. It means the arrangement of the stressed and E. tone

unstressed syllables that occur at equal intervals
usually employed by the classic English writers

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 F. haiku

Notes to the Teacher

The lessons presented here may not be complete, but you can add
inputs to your students should they need your guidance.

What’s New

If I Were a Shape
Activity 3. Answer the questions: “If I were a shape, what would I be?” by cutting
colored paper considering the shape you chose.

Post your shape here.

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 What is It

Typography

I. Concrete Poetry / Shape Poetry

Concrete poetry, also known as shape poetry, is a type of poetry that uses some sort of
visual presentation to enhance the effect of the poem on the reader. It is an
arrangement of linguistic elements in which the typographical effect is more important
in conveying meaning than the verbal significance.

John Hollander
SWAN AND SHADOW

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 What’s More

Activity 4. HANDS ON, MINDS ON POETRY

Step 1.
Draw an outline of a tree. 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 tree. Examples could be your
favorite color to represent a tree, 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.
Brainstorm Box:
1.
6.

2. 7.

3. 8.

4. 9.

5. 10.

Step 3: Write your own concrete poem

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

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II. Acrostic Poetry is a poem where certain letters in each line spell out a word or
phrase. Typically, the first letters of each line are used to spell the message, but they
can appear anywhere.

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.

Sample 1 Sample 2
A A – Amazing persona
L- Lady of L – Loving teacher
M- Many M – Most beautiful inside out
A- Admirers A - An angel on earth

What’s More
Activity 5. Fill-in the blanks to complete the acrostic poem
below:

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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 What I Have Learned

It’s time for you to seal your understanding of our lesson. Do the activity confidently.

Activity 6. The three important ideas / learnings I had from this lesson are………

Experimental Poetry is ……

Concrete Poetry is…..

Acrostic Poetry is

What I Can Do

Create a concrete poetry using your own personal style in writing poetry. You can
choose your own shape in making the poem.

Rubrics for scoring:

Concrete Poem Rubric
Criteria Level 4 Level 3 Level 2 Level 1
Knowledge/
Understanding Your poem is Your poem is Your poem is Your poem is not
written in a well- written in a written in a simple written in a shape
Content defined, detailed creative shape that shape. OR representative
and advanced can be clearly seen of a shape in any
shape way.
/10

Communication
Your spelling and Your poem has a Your poem has Your poem has
Poem Style / Voice grammar are few errors in several errors in many spelling and
virtually error free. spelling and/or grammar and grammar
/10 grammar. spelling, which mistakes. You
The poem has However, it is very make it difficult to have made no
been edited easy to understand understand. effort to correct
obvious mistakes.

Application
Your poem uses Your poem Little thought has No thought has
Words and precise language demonstrates good been given to word been given to
Sentences relate to and sensory details sensory details and choices. Your word choices.
topic that have been appropriate use of poem would have This makes your
carefully chosen to language that been more poem difficult to
/10
match the chosen relate to the image meaningful with a relate to and
few word

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 shape substitutions. understand.

Thinking
Writer's final Writer's print is Writer's print is a Writer's print is
Planning product is neat, readable. The somewhat not easily
clean, and poem shows effort unreadable. readable. The
readable due to as it has been Illustration has overall illustration
/10 planning. somewhat planned been barely cannot be made-
Illustrations show beforehand planned out as the out since there has
excellent effort words are not well- been no thought
and organization. organized put in

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What type of poem where certain letters in each line spell out a word or
phrase?
a. concrete poetry
b. experimental text
c. performance poetry
d. acrostic poem

2. What type of poetry uses some sort of visual presentation to enhance the effect
of the poem on the reader
a. concrete poetry
b. experimental text
c. performance poetry
d. acrostic poem

3. What refers to written work - usually fiction or poetry that emphasizes innovation,
most especially in technique?

a. concrete poetry
b. experimental text
c. performance poetry
d. acrostic poem

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 Additional Activities

Learn to make your own name or word poetry with acrostic poem. Have
fun about your name or your favorite person’s name (can be first name, nick
name, or last name) using acrostic poem. Choose words that can
speak/describe about your / other’s character, personality and behavior.

Acrostic Poetry Rubric

4 3 2 1
Poetic Form The acrostic Most of the Some of the The acrostic
follows poetic lines of lines of does not
form. acrostic acrostic follow poetic
follows poetic follows poetic form.
form. form.
Focus The acrostic is The acrostic The acrostic The acrostic
very well relates to the somewhat does not
developed and topic. relates to the relate to the
relates to the topic. topic.
topic.
Spelling The acrostic The acrostic The acrostic The acrostic
poem has no poem has 1 to poem has 3 poem has 5
spelling 2 spelling to 4 spelling or more
errors. errors. errors. spelling
errors.

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What’s in What have I Additional
1. B learned Activity
2. F Answers may vary Answers may vary
3. A
4. E
5. C
What I Know What's More Assessment
1. A Answers may 1. D
2. B vary 2. A
3. D 3. B
Answer Key
References

Books
DIWA. (2017). Creative Writing. Makati, Philippines: Diwa Learning Syatems Inc.
Sayseng , A., & Buhisan , A. (2016). JFS Publishing Services.

Module
Acero, G. J., Panoril, S. S., & Sorongon, A. S. (2020). Creative Writing/Malikhaing
Pagsulat.

Internet
https://www.tes.com/lessons/h93WRmDCotQmLQ/concrete-shape-poems
https://expressionsofthefree.weebly.com/concrete-poetry.html
https://www.scribd.com/document/372403471/Concrete-Poem-Rubric

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For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]