Archdiocesan Notre Dame Schools of Cotabato (ANDSC)

NOTRE DAME OF PARANG, INC.

Parang, Maguindanao del Norte
A.Y. 2024 -2025

ADAPTIVE TEACHING GUIDE

Subject: Creative Writing
Quarter: 1
Grade: 11
Date: August 27 – September 13, 2024
Designer: Ms. Almirah Esmael

Most Essential Topic No.2 Lesson No.1 – POETRY

Prerequisite Content-knowledge:
As a prerequisite of this lesson, the learners should have a foundation knowledge in fiction, which
includes…
 poetry as a genre and how to analyze its elements and techniques.
Prerequisite Skill:
As a prerequisite skill of this lesson, the learners should have acquired skills in their previous lesson of
the first quarter, specifically in creative fiction for them to be able to easily cope up with this topic.
The learners should have the skills in…
 identifying the various elements, techniques, and literary devices in various modes of poetry.

Prerequisites Assessment:
1. Which element of poetry refers to the central message or insight expressed in a poem?
a. Tone
b. Theme
c. Rhythm
d. Symbolism
2. What is the literary device used when two unlike things are compared using "like" or "as"?
a. Simile
b. Metaphor
c. Alliteration
d. Hyperbole
3. In poetry, what is the term for the repetition of the initial consonant sounds in neighboring
words?
a. Personification
b. Alliteration
c. Imagery
d. Onomatopoeia
4. What technique is employed when a poet gives human qualities to non-human objects or
ideas?
a. Symbolism
b. Irony
c. Personification
d. Hyperbole
5. Which element of poetry deals with the pattern of stressed and unstressed syllables in a line?
a. Meter
b. Rhyme scheme
c. Theme
d. Stanza
 6. What is the term for a deliberate exaggeration for emphasis or comic effect in poetry?
a. Symbolism
b. Hyperbole
c. Imagery
d. Allusion
7. A fourteen-line poem with a specific rhyme scheme and meter is called:
a. Ballad
b. Haiku
c. Sonnet
d. Ode
8. What is the term for a pause in a line of poetry, often marked by punctuation?
a. Enjambment
b. Stanza
c. Caesura
d. Refrain
9. When a poet uses descriptive language to create vivid sensory experiences for the reader, they
are employing _________.
a. Irony
b. Imagery
c. Foreshadowing
d. Paradox
10. In free verse poetry, what is the most notable characteristic?
a. Lack of rhyme and meter
b. Use of consistent rhyme scheme
c. Strict adherence to syllable count
d. Focus on humor and satire
Key to Corrections
1. b. Theme
2. a. Simile
3. b. Alliteration
4. c. Personification
5. a. Meter
6. b. Hyperbole
7. c. Sonnet
8. c. Caesura
9. b. Imagery
10. a. Lack of rhyme and meter

The student will take an assessment as a prerequisite for this lesson to see how much they already
know about the lesson on element of fiction. There will be ten multiple-choice questions throughout
the assessment.
Pre-lesson Remediation Activity:
1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
The learners will form a group to identify the elements of poetry in a video clip. They will be
discussing it as a group. (with figure).
2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
The learners will identify the statement that describes a specific element in poetry. There will
be 6 statements to identify.

Introduction:
In this lesson, we will delve into the world of poetry, a vital and expressive form of literature that
combines language, emotion, and creativity. Students will explore various elements, techniques, and
literary devices that make up the art of poetry, learning how to identify and apply them in their own
writing. We will also examine innovative techniques in poetry, looking at how contemporary poets
push boundaries and experiment with form and content. Through this exploration, learners will gain a
comprehensive understanding of how to craft their own poems, using elements like rhyme, meter,
imagery, and symbolism to convey meaning and emotion.
Additionally, students will be encouraged to write a short poem that incorporates these literary
elements and techniques, allowing them to experiment with creative expression. The course, expected
to be completed within two academic weeks, offers students the opportunity to reach out to the
instructor (Almirah Esmael) during office hours or via email (almirahesmael@email.com) for any
queries or guidance.

By the end of this lesson, students will not only have honed their skills in poetic writing but also
gained an appreciation for the power of language in communicating complex emotions and ideas. This
knowledge will prove valuable in various fields, including literature, communication, and the arts, as it
fosters a deeper understanding of narrative structure, creative expression, and the cultural significance
of poetry.

Overview of the Lesson:

In this lesson on "Elements and Techniques in Poetry," students will develop a comprehensive
understanding of the essential components that form the foundation of poetic works. They will explore
key elements such as theme, imagery, tone, rhythm, meter, and structure, learning how each
contributes to the overall impact of a poem. Techniques like metaphor, simile, personification, and
alliteration will be examined to enhance students' ability to craft vivid and engaging poetry. Literary
devices such as symbolism, irony, and hyperbole will be explored to deepen the emotional and
thematic layers of their poems. Students will also have the opportunity to experiment with innovative
poetic techniques, such as free verse, spoken word, and visual poetry, encouraging creative expression
and pushing the boundaries of traditional forms. By the end of the lesson, students will apply these
elements and techniques to write their own short poems, exploring unique ways to convey meaning
and emotion. This process will help them develop skills in both writing and analyzing poetry,
preparing them for creative expression and a deeper engagement with the art of poetry.
Student’s Experiential Learning:
Chunk 1: The Power of Words
Formative question: How do poets use language and structure to create emotional impact in their
work?
Watch a powerful, short spoken word poem or a contemporary poem with creative visuals. Make sure
the poem is thought-provoking and showcases various poetic techniques, such as imagery, rhyme, and
symbolism. Listen carefully to the language used in the poem and how the structure impacts its
meaning.
1. What emotions did this poem evoke for you?
2. What techniques or elements did you notice the poet used to create this impact?

Chunk 2: Poetry Elements and Device Identification

Formative Questions: How do the elements and literary devices work together to enhance the message
of the poem?
Study the variety of poems (e.g., sonnet, haiku, free verse, etc.) in small groups. Identify the elements
(theme, tone, rhyme scheme) and literary devices (metaphor, simile, imagery) in the poems. Present
your findings to the class, explaining how each device and element contributes to the overall meaning
of the poem.
1. What elements or devices did you find in the poem?
2. How does the use of rhyme or tone contribute to the mood of the poem?
3. In what ways do the literary devices deepen the meaning or theme of the poem?
Chunk 3: Exploring Innovative Techniques in Poetry
Formative Questions: How does applying both literary devices and an innovative technique enhance
the overall meaning and experience of your poem?
Watch the examples of modern or experimental poems (concrete poetry, or visual poetry). Choose one
innovative technique or form to experiment with in your own poem. Write a short poem using the
technique you selected, focusing on how structure and punctuation can affect meaning. Share your
poem with the class and explain the creative decisions you made.
1. What innovative technique did you use in your poem, and why?
2. How does this technique influence the meaning or feel of your poem?
3. How does experimenting with form or structure affect the reader's experience?

Chunk 4: Creative Poetry Writing

Formative Questions: How does applying both literary devices and an innovative technique enhance
the overall meaning and experience of your poem?
Write a short poem (4-6 lines) incorporating at least three literary devices and applying an innovative
technique, such as free verse or visual poetry. Revise your poem based on peer feedback, focusing on
how to strengthen the impact of the literary devices and structure. Share your revised poem with the
class and explain your creative process.
1. What literary devices did you use in your poem?
2. How do these devices contribute to the meaning of your poem?
3. How did the innovative technique you applied shape the emotion or message in your poem?

SYNTHESIS
Compose an original anthology of three short poems, each highlighting a specific skill:
Poem 1: Demonstrate the use of traditional elements and literary devices (e.g., rhyme scheme,
metaphor, imagery).
Poem 2: Experiment with an innovative technique (e.g., free verse, visual poetry, or concrete poetry).
Poem 3: Integrate both traditional literary devices and an innovative technique to create a unique
blend.
Analyze your work by writing a short explanation (3-4 sentences) for each poem that identifies the
elements and devices used and explains your creative choices and how they enhance the poem’s
meaning. Present your anthology to the class or in small groups, reading each poem aloud and sharing
your creative process. Participate in a feedback session where classmates will offer constructive
comments on your anthology.
1. What elements, techniques, and devices did you apply in your anthology?
2. How did your chosen techniques and devices affect the tone, mood, or meaning of your
poems?
3. What did you learn about balancing traditional elements and innovative techniques in poetry,
and how might this influence your future writing?

RUA of a Student’s Learning:

Write a scene for a one-act play that showcases your understanding of character development and
effective dialogue. Your scene should include at least two characters interacting in a specific setting,
advancing a plot through meaningful dialogue and action. The scene must illustrate the characters’
motivations, conflicts, and relationships while engaging the audience through well-crafted dialogue.
Guidelines:
1. Create at least two distinct characters. Provide a brief character description that includes their
background, personality traits, and motivations.
2. Show how these characters interact with each other in your scene. Their dialogue and actions
should reflect their personalities and drive the conflict.
3. Write a scene that is 3-5 minutes long when performed, which typically equates to about 2-3
pages of script.
4. Ensure that the dialogue is natural and engaging. Use subtext, humor, or tension to convey the
emotions and relationships between the characters.
5. Make sure the dialogue contributes to the development of the plot and the characters’
conflicts.
6. Format your scene according to standard playwriting conventions, including character names,
dialogue, and stage directions where necessary.
7. Submit a typed copy of your scene along with a brief reflection (about one paragraph)
explaining how you applied character development and dialogue techniques in your writing.

3 2 1 0

The scene The scene shows good The scene meets basic The scene does not
demonstrates character development requirements but lacks meet expectations for
exceptional character and dialogue writing, depth in character character development
development and with minor areas for development and or dialogue writing
dialogue writing, improvement. dialogue; significant and requires
showcasing a strong improvement is substantial revision.
grasp of dramatic needed.
techniques.

Post-lesson Remediation Activity:

The student’s work will be assessed. If the students don’t meet the required level, the teacher will
allow the students to redo some of their work under the teacher’s supervision. A new activity will be
given again to be submitted after two days. The students can only move forward to the next lesson
if all the requirements are fulfilled.