CREATIVE

WRITING
SHS
QUARTER 1
WEEK 3

Competencies
Elements of
Poetry
covered:
Identify the various
elements, technique,
and literary devices in
specific forms of poetry

Department of Education 1• Schools Division of Marinduque

Introductory Message
Some writers see poetry writing as more complicated than prose writing. In
addition to the challenges found in any form of literature, poetry also includes certain
elements and requirements that set it apart and make a unique challenge for budding
poets. Structure was a major point in the overall organizations of the poem. Many modern
poems may not have any identifiable structure at all
In this module you will focus yourself on the elements, technique and literary
devices in specific forms of poetry. It will give you opportunity to master all the skills you
will need in crafting your own poem.

What I Need to Know

You are expected here to write a short poem highlighting the elements of
poetry. Specifically, this module will help you to:
 Identify various elements, techniques and literary devices in poetry.
 Appreciate the importance of theme and tone in writing poetry.
 Use different elements, technique and literary devices in making a poem.

What I Know
Directions: Choose the letter of the correct answer.
1. What literary form expresses an individual’s emotion and ideas?
A. poetry B. fiction C. non-fiction D. prose
2. What refers to series of lines grouped together and separated by a space from others?
A. lines B. stanza C. form D. meter
3. What element of poetry talks about the repetition of similar?
A. form B. stanza C. rhyme D. rhythm
4. What stanza describes as having seven lines?
A. sestet B. septet C. tercet D. cinquain
5. Which of the following consist of five feet in poetic meter?
A. hexameter B. pentameter C. iambic D. tetrameter
6. What is called the one line stanza?
A. couplet B. tercet C. monostich D. quatrain
7. What is called a stanza with eight lines written in iambic pentameter or 10 syllable beats
per line?
A. quintain B. octave C. quatrain D. couplet
8. What type of rhythm is most commonly used by writers in writing poems?
A. iamb B. trochee C. anapest D. spondee
9. What stressed/unstressed syllable pattern is used in dactyl rhythm?
A. stressed/stressed/unstressed C. unstressed/stressed/unstressed
B. stressed/unstressed/unstressed D. unstressed/unstressed/stressed

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10. what type of rhyme is used in the following example:
“under my window a clean rasping sound
when the spade sinks into gravelly ground.”
A. slant rhyme B. end rhyme C. internal rhyme D. rich rhyme

Lesson 1. ELEMENTS OF POETRY

Poetry has remained a vital part of art and culture. Like other forms of literature,
poetry is made to express thoughts and emotions in a creative and imaginative way. I
convey thoughts and feelings, describe a scene or tells a story in a concentrated, lyrical
arrangement of word.
Poets utilize structural elements of poetry in order to successfully convey the
meaning of their work. As you move to the activities here in you will be discovering the
types of poetry and its structure which is vital for you write your own poems.

What’s In
Write your own acrostic poem. For each letter, write words that will
clearly show your personality, your character, or emotions. Follow the given
example. Then answer the given afterwards.

C-Caught in desolation, I was a hopeless being.

A-And I was trapped in the dark, until you came.
T- To save me from damnation and to lead me to
H-Heaven here on earth where
Y- You and I will be together.

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Questions:
1. While writing line for each letter, did you have any difficulty thinking of the words
that are relevant to your personality?
2. Were you able to find the appropriate words to express your true feelings and
thoughts?
3. What were the things you considered while writing your acrostic poem?

What’s New
Poetry is a literary form which expresses an individual’s emotions and ideas. Those
feelings and thoughts are often presented figuratively in order to deliver the true meaning
or essence of human emotions. Through poetry, the poet may reveal his or her views about
other people, the environment, society, the country and even the world.
Knowledge of the elements of poetry is essential in composing poems. Poetry
requires reflection and careful selection of words to be able to illustrate the poet’s idea.

STANZA
In poetry, a stanza is used to describe the main building block of a poem. It is a
unit of poetry composed of lines that relate to a similar thought or topic—like a
paragraph in prose or a verse in a song. Every stanza in a poem has its own concept and
serves a unique purpose. A stanza may be arranged according to rhyming patterns and
meters—the syllabic beats of a line. It can also be a free-flowing verse that has no formal
structure.
A stanza is a series of lines grouped together in order to divide a poem; the
structure of a stanza is often (though not always) repeated throughout the poem.
Stanzas are separated from other stanzas by line breaks. Each stanza is a standalone unit
that can either make up an entire poem or can build a bigger poem with other stanzas.
Stanzas, like poems, come in all shapes and sizes. There are many different types
and they are often classified by meters, rhyme schemes or how many groups of lines
they have. Here are some different types of stanzas.

 Monostich. A one-line stanza. Monostich can also be an entire poem.

 Couplet. A stanza with two lines that rhyme.
 Tercet. A stanza with three lines that either all rhyme or the first and the third
line rhyme—which is called an ABA rhyming pattern. A poem made up of tercets
and concludes with a couplet is called a “terza rima.”
 Quatrain. A stanza with four lines with the second and fourth lines rhyming.
 Quintain. A stanza with five lines.
 Sestet. A stanza with six lines.
 Septet. A stanza with seven lines. This is sometimes called a “rhyme royal.”

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  Octave. A stanza with eight lines written in iambic pentameter, or ten syllable
beats per line. The more lines a stanza has the more varieties of rhyme and meter
patterns. For example, “ottava rima” is an eight-line stanza with the specific
rhyme scheme in which the first six lines have an alternating rhyme pattern and a
couplet as the final two lines.
 Isometric stanza. Isometric stanzas have the same syllabic beats, or the same
meter, in every line.
 Heterometric stanza. A stanza in which every line is a different length.
 Spenserian stanza. Named after Edward Spenser’s unique stanza structure in his
poem “The Faerie Queene.” A Spenserian stanza has nine line, eight in iambic
pentameter—ten syllables in a line with emphasis on the second beat of each
syllable—and a final line in iambic hexameter—a twelve-syllable beat line.
 Ballad stanza. Often used in folk songs, a ballad stanza is a rhyming quatrain
with four emphasized beats (eight syllables) in the first and third lines, and three
emphasized beats (six syllables) in the second and fourth lines.

RHYME

A rhyme is a repetition of similar sounding words, occurring at the end of lines in

poems or songs. 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. Moreover, it offers itself as a mnemonic device, smoothing
the progress of memorization.

Various Types of Rhyme

Poems written in English employ the following types of rhyme:

Perfect Rhyme

A perfect rhyme is a case in which two words rhyme in such a way that their final stressed
vowel, and all subsequent sounds, are identical. For instance, sight and light, right and
might, and rose and dose.

General Rhyme

The term general rhyme refers to a variety of phonetic likenesses between words.

 Syllabic Rhyme– Bottle and fiddle, cleaver and silver, patter and pitter are examples
of syllabic rhyme: words having a similar sounding last syllable, but without a
stressed vowel.
 Imperfect Rhyme – Wing and caring, sit and perfect, and reflect and subject are
examples of imperfect rhyme. This is a rhyme between a stressed and an unstressed
syllable.

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  Assonance or Slant Rhyme exists in words having the same vowel sound. For
instance, kill and bill, wall and hall, and shake and ha
 Consonance exists in words having the same consonant sound, such as rabbit
and robber, ship and sheep
 Alliteration or Head Rhyme refers to matching initial consonant sounds, shuch
as sea and seal, and ship and sh

Eye Rhyme

Eye rhymes, also called “sight rhymes,” or “spelling rhymes,” refers to words having
the same spelling but different sounds. In such case, the final syllables have the same
spellings, but are pronounced differently, such as cough and bough, and love and move.

Types of Rhyme According to Position

Classification of rhymes may be based on their positions, such as the following examples of
rhyme.

Example #1: Twinkle, Twinkle Little Star (By Jane Taylor)

“Twinkle, twinkle little star

How I wonder what you are”

Classification: Tail Rhyme

This is the most common type of rhyme. It occurs in the final syllable of a verse or line.

Example #2: Don’t Fence Me In (By Cole Porter and Robert Fletcher)

“Just turn me loose let me straddle my old saddle,

Underneath the western skies,
On my cayuse let me wander over yonder,
‘Til I see the mountains rise.”

Classification: Internal Rhyme

This is a type of rhyme in which a word at the end of a verse rhymes with another word in the
same line.

Example #3: A Scottish Lowlands Holiday Ends in Enjoyable Inactivity (By Miles Kington)

“In Ayrshire hill areas, a cruise,

eh, lass?
Inertia, hilarious, accrues,
hélas!”

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Classification: Holo-rhyme
This is a type of rhyme in which all the words of two entire lines rhyme.

Example #4: At Lulworth Cove a Century Back (By Thomas Hardy)

“Had I but lived a hundred years ago

I might have gone, as I have gone this year,
By Warmwell Cross on to a Cove I know,
And Time have placed his finger on me there…”

Classification: Cross rhyme

This refers to matching sounds at the ends of intervening lines.

RHYTHM

This refers to the tempo or beat created through the stressed and unstressed
syllables presented in the lines. It differs from rhyme through its pattern which is
illustrated by sounds repeated regularly.

How Is Rhythm Created?

First, you should learn the most common rhythms utilized in English literature.
Since rhythm uses a pattern of stressed (/) and unstressed (x) syllables, we must
understand how each word plays a part in a line.
When we speak, certain syllables are stressed, while others are unstressed. For
example, when we say the word father, we stress the first syllable, father.
The key is being able to string the words together so that they form a pattern of
stressed and unstressed syllables, repeated line after line. Each pair of stressed and
unstressed syllables is called a foot.

Examples of Common Rhythms Used in English Literature

The following are the most common rhythms found in English poetry. We will show
you how each rhythm sounds using the symbol “x” to indicate an unstressed syllable, and
“/“ to indicate a stressed syllable.

1. Iamb (x /)
The iambic measure is the most common rhythm pattern. It is made by alternating
unstressed and stressed syllables. Each foot in iambic meter is called an iamb.
Natural conversation makes a sound similar to the iambic rhythm, so using this
rhythm helps a poem sound more natural or conversational.
The most common type of iambic rhythm is called the iambic pentameter. Penta is a
Greek word meaning “five,” and pentameter refers to five iambs put together into one line.
Since each iamb is made up of one unstressed and one stressed syllable, the iambic
pentameter has ten syllables in each line.

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 For example, try reading the lines below, with the words in bold indicating the
stressed syllables and those not in bold being the unstressed syllables.
My heart was heavy, for its trust had been
Abused, its kindness answered with foul wrong;
—”Forgiveness” by John Greenleaf Whittier
We live by Faith; but Faith is not the slave
Of text and Legend. Reason’s voice and God’s,
Nature’s and Duty’s, never are at odds.
—”Requirement” by John Greenleaf Whittier

2. Trochee (/ x)
The trochee rhythm starts with a stressed syllable followed by an unstressed
syllable, and the pattern repeats itself throughout the line. Its main difference from the
iamb is that it starts with a stressed syllable instead of the iamb’s unstressed first syllable.
An example of trochaic meter is shown below:
Bread and milk for breakfast,
And woolen frocks to wear
—From Christina Rossetti’s Sing-Song: A Nursery Rhyme Book

3. Spondee (/ /)
The spondee rhythm is made up of two or more consecutively stressed syllables. This
combination gives a poem a sense of urgency.
However, the English language depends highly on stressed and unstressed syllables in words of
more than one syllable. Therefore, poets normally use the spondee as a dramatic start or break
into poems written in iamb or trochaic rhythm.
Poor Tired Tim! It’s sad for him.
He lags the long bright morning through.
—”Tired Tim” by Walter de la Mare

4. Dactyl

A dactyl is comprised of one stressed syllable followed by two unstressed syllables.

A poem written with many dactyls has a very musical quality to it, such as in
a limerick (There ONCE was a MAN from NanTUCKet). Examples of dactyls: ANimal,
TERRible, DIFFerent.

5. Anapest (x x /)

Anapests are total opposites of dactyls. They have three syllables; where the first
two syllables are not stressed, and the last syllable is stressed. For example:

” ‘Twas the night before Christmas, and all through the house,”
(‘Twas the Night Before Christmas, by Clement Clarke Moore)

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METER

Meter is a stressed and unstressed syllabic pattern in a verse, or within the lines of
a poem. Stressed syllables tend to be longer, and unstressed shorter. In simple language,
meter is a poetic device that serves as a linguistic sound pattern for the verses, as it gives
poetry a rhythmical and melodious sound. For instance, if you read a poem aloud, and it
produces regular sound patterns, then this poem would be a metered or measured poem.
The study of different types of versification and meters is known as “prosody.

Meter and Foot

A meter contains a sequence of several feet, where each foot has a number of
syllables such as stressed/unstressed. Hence, a meter has an overall rhythmic pattern in a
line of verse, which a foot cannot describe.

Types of Meter

English poetry employs five basic meters, including:

1. Iambic meter (unstressed/stressed)

2. Trochaic meter (stressed/unstressed)
3. Spondaic meter, (stressed/stressed)
4. Anapestic meter (unstressed/unstressed/ stressed)
5. Dactylic meter (stressed/unstressed/unstressed)

Meter has two subdivisions: qualitative meter, and quantitative meter.

Qualitative Meter

Qualitative meter contains stressed syllables with regular intervals, such as

iambic pentameter containing even numbered syllables.

Quantitative Meter

Quantitative meter, however, is based on syllabic weight, and not stressed pattern,s
such as dactylic hexameters of classical Greek and classical Latin. However, classical Arabic
and Sanskrit also have used this meter. Poets like Virgil used quantitative meter in Aeneid,
and Homer used it in Iliad.

Short Examples of Meter

1. People become what they believe.

(Trochaic meter)
2. Those who can dream it, they really can achieve it.
(Dactylic/Spondaic)

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 3. Don’t search faults. Find remedies.
(Iambic meter)
4. When you give and accept gratefully, you feel blessed.
(Anapestic meter)
5. The safest place on planet earth.
(Iambic meter)
6. Be happy, be positive, be you.
(Spondaic meter)
7. Life is short to hold grudges.
(Trochaic meter)
8. If you know why to live, then you can tolerate anything.
(Dactylic meter)
9. All the news here is ready to print.
(Trochaic meter)
10. Because you’re worth it.
(Iambic meter)
11. Bell lion not in doleful manner.
(Trochaic meter)
12. And they found some mice alive still.
(Anapestic meter)
13. Tough minds do shake the conscience of the week.
(Iambic meter)
14. The kids have gone, for they have left the nest.
(Iambic tetrameter)
15. He knows she will and you can tell.
(Iambic tetrameter)

Meter Examples in Literature

Example #1: Twelfth Night (By William Shakespeare)

“If music be the food of love, play on;

Give me excess of it, that, surfeiting,
The appetite may sicken, and so die.
That strain again! it had a dying fall:
O, it came o’er my ear like the sweet sound,
That breathes upon a bank of violets …”

This is an example of iambic pentameter, which contains an unstressed syllable first, and a
stressed syllable second. Shakespeare has played around with iambic pentameter a lot to
create different effects. Here you can see each line consists of accented and unaccented
syllables underlined.

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Example #2: The Explosion (By Philip Larkin)

“Shadows pointed towards the pithead:

In the sun the slagheap slept.
Down the lane came men in pitboots
Coughing oath-edged talk and pipe-smoke
Shouldering off the freshened silence.”

This extract contains trochaic meter in which stressed syllables are pronounced loudly.
Larkin has written frequently in trochaic (accented/unaccented) tetrameter with four
trochees.

Example #3: The Charge of the Light Brigade (By Alfred Lord Tennyson)

“Half a league, half a league,

Half a league onward,
All in the valley of Death
Rode the six hundred.
“Forward, the Light Brigade!
Charge for the guns!” he said:
Into the valley of Death
Rode the six hundred.”

This excerpt presents an example of dactylic meter that contains one accented syllable
followed by two unaccented syllables.

Example #4: The Hunting of the Snark (By Lewis Carroll)

“Just the place for a Snark!” the Bellman cried,

As he landed his crew with care;
Supporting each man on the top of the tide
By a finger entwined in his hair …
There was also a Beaver, that paced on the deck,
Or would sit making lace in the bow:

Here you can see Carroll has used different types of anapestic meter, dimeter, trimeter, and
tetrameter. This type of meter has two unaccented syllables and a third accented syllable.

Example #5: Troilus and Cressida (By William Shakespeare)

Cry, cry! Troy burns, or else let Helen go.

Spondaic meter has two accented syllables. You can easily identify this type of meter
because it contains both stressed syllables: “Cry, cry! Troy burns.”

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Example #6: An Autumn Visit (By Josie Whitehead)

“Autumn is wearing her bright golden crown

For this morning she’s coming to visit our town
And wind, her best friend, will be joining her too.
Will they have a nice day and just what will they do?”

This stanza has used a combination of iambic and anapestic meter. In anapest, two
unstressed syllables are followed by one stressed syllable, which rhymes the lines and add
music to them.

Example #7: Evangeline (By Henry Wadsworth Longfellow)

“Bent like a laboring oar, that toils in the surf of the ocean,
Bent, but not broken, by age was the form of the notary public;
Shocks of yellow hair, like the silken floss of the maize, hung
Over his shoulders; his forehead was high; and glasses with horn bows
Sat astride on his nose, with a look of wisdom supernal.”

This poem is written in dactylic hexameter, with six dactyls in each line. The poet has
combined dactylic hexameter with spondaic meter to give more rhythmic and uplifting
reading experience to readers.

Example #8: Trees (By Joyce Kilmer)

“I think that I shall never see

A poem lovely as a tree.
A tree whose hungry mouth is prest …
A tree that looks at God all day,
And lifts her leafy arms to pray;

A tree that may in summer wear

A nest of robins in her hair …”

Each line in this example is following iambic tetrameterical pattern. Notice the very first
line, in which the stress is placed on the second syllable “think,” but not on “I.” In this poem,
the poet emphasizes the comparison between a tree and poem.

Example #9: Song (By William Blake)

“I love the jocund dance,

The softly breathing song,
Where innocent eyes do glance,
And where lisps the maiden’s tongue.

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I love the oaken seat,
Beneath the oaken tree,
Where all the old villagers meet,
And laugh our sports to see.”

This is an example of iambic trimeter. There are three iambs and six syllables, alternating
three groups of unaccented and accented in each line.

Example #10: The Song of Hiawatha (By Henry Wadsworth Longfellow)

“Should you ask me, whence these stories?

Whence these legends and traditions,
With the odors of the forest,
With the dew and damp of meadows …
With their frequent repetitions,
And their wild reverberations,
As of thunder in the mountains?”

This unique poem has used trochaic meter as its major metrical foot, which is clearly
adding music to the verses.

What Is It
Directions: Below is a poem entitled “Beclouded” composed by Emily
Dickinson. Examine the poem by looking into the elements. Fill out the chart
that follows to guide you in analysing the given poem.

The sky is low, the clouds are mean,

A travelling flake of snow
Across a barn or through a rut
Debates if it will go

A narrow mind complains all day

How some one treated him;
Nature, like us, is sometimes caught
Without her diadem

POEM TITLE:
1. STANZA

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2. RHYME

3. RHYTHM

4. METER

What’s More
Directions: Read the poem entitled “The Poets Lament” by Stephanie Mulrooney
then single out its elements by answering the questions given.

Oh why do we have to write poems?

Such a ludicrous waste of my time!
There are so many ways to express an idea
Without using rhythm or rhyme

Similes, metaphors, symbols and sounds,

Assonance and alliteration
So many words that I don’t understand
All contributing to my frustration

And what about all the ridiculous rules

For each line, each verse and each words?
There must be a much less tiresome way
To have all of my sentiments heard.

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 I want to express how I’m feeling
But a poem is just not the way
What if you think I sound silly or wring
And you don’t understand what I say?

So please, don’t make me write poems!

It’s clearly a waste of my time
I’ll find other ways to express my idea
Without using rhythm or rhyme.

Rhythm

1. Clap out the number of syllables in each line of the poem. Record these in the table
below.
Verse 1 Verse 2 Verse 3 Verse 4 Verse 5
Line 1
Line 2
Line 3
Line 4
a) What do you notice about the number of syllables in Line 1, Line 2, Line 3 and Line 4
across the verses?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
b) Which line of the poem tends to have the most syllables?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
c) How does the number of syllables in each line affect the rhythm of the poem?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

2. Read the poem aloud. As you read, highlight the syllables that are pronounced more
strongly to create the rhythm. Record the number of stressed syllables in each line in the
table below.
Verse 1 Verse 2 Verse 3 Verse 4 Verse 5
Line 1
Line 2
Line 3
Line 4

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a) What do you notice about the number of stressed syllables in Line 1, Line 2, Line 3 and
Line 4 across the verses?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
b) Which line of the poem tends to have the most stressed syllables?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
c) How does the number of stressed syllables in each line affect the rhythm of the poem?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Rhyme
3. In your own words, describe the rhyming pattern of the poem.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
4. Make a list of additional words that could have been used to rhyme with these words
from the poem.
a) time: _________________________________
b) frustration: _________________________
c) word: ________________________________
d) way:__________________________

What I Have Learned

Assess your learning progress by completing the given statements

1. I have learned that _____________________________________________________________________________

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________________________________________________________
2. I have realized that _____________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________________________________________________________

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3. I believe I can deepen my understanding through __________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
______________________________________________________________________________________________________

What I Can Do
Directions

Assessment
Directions: Read each statement carefully and choose the letter of the correct
answer. Write your answers on your answer sheets.

1. It’s a warm wind, the west wind, full of birds’ cries;

I never hear the west wind but tears are in my eyes.

For it comes from the west lands, the old brown hills,
And April’s in the west wind, and daffodils.

It’s a fine land, the west land, for hearts as tired as mine;
Apple orchards blossom there, and the airs’ like wine.

There is cool green grass there where men may lie at rest;
And the thrushes are in song there, fluting from their nest…

The poem is written in_______________________.

A. couplets B. stanzas C. quatrains D. cinquains

2. ________________ is a line (or lines) that is (are) repeated at the end of stanzas in poetry and
music.
A. rhythm B. simile C. refrain D. rhyme
3. The repeating of end sounds of words is ______________________.
A. rhyme B. meter C. rhythm D. feet
4. The way a line in a poem has stressed and unstressed words
A. rhythm B. repetition C. rhyme D. rhyme scheme
5. A group of lines in a poem similar to that of a paragraph; the way the poem is divided
A. alliteration B. repetition C. stanza D. simile
6. How do you know you are most likely reading a poem?
A. It will include a simile. C. It will rhyme.
B. It will include paragraphs. D. It will be written using lines and stanzas.

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7 is a series of stressed or unstressed sounds in a group of words.
A. Couplet B. Rhythm C. Stanza D. Cinquain
8. is a regular pattern of rhythm in a poem.
A. Metric B. Meter C. Story D. Scheme
9. A group of lines in a poem.
A. Verse B. Alliteration C. Symbolism D. Meter
10. Words that are very similar on the end but do not truly rhyme are examples of
a(n) .
A. end rhyme B. sight rhyme C. true rhymed. D. slant rhyme

Additional Activities
Reflect on the elements of poetry we have studied and the types of poems you wrote
for me during this unit. What did you learn and what did you like? (Be specific in your
explanation)

You will be graded based on the given rubrics

Rubric in Grading the Essay

Above Meets Approaching Below

Criteria Expectations Expectations Expectations Expectations
(5) (4) (3) (2)
The reflection The reflection
explains the The reflection attempts to
The reflection
student’s own explains the demonstrate
does not
thinking and student’s thinking about
REFLECTIVE address the
learning thinking about learning but is
THINKING student’s
processes, as his/her own vague and/or
thinking and/or
well as learning unclear about
learning.
implications for processes the personal
future learning. learning process
The reflection is
The reflection
an in-depth
The reflection is attempts to
analysis of the
an analysis of analyze the The reflection
learning
the learning learning does not move
experience, the
experience and experience but beyond a
ANALYSIS value of the
the value of the the value of the description of
deprived
deprived learning to the the learning
learning to self
learning to self student or experience.
or others and
or others. others is vague
the
and/or unclear.
enhancement of

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 the student’s
appreciation for
discipline.
The reflection
attempts to
The reflection
The reflection articulate
articulates
articulates connections
multiple
connections between this
connections
between this learning The reflection
between this
learning experience and does not
learning
MAKING experience and content from articulate any
experience and
CONNECTIONS content from other courses, connection to
content from
other courses, past learning other learning
other courses,
past learning experiences or or experiences.
past learning,
experiences personal goals,
life experiences
and/or future but the
and/or future
goals. connection is
goals.
vague and/or
unclear

References
https://www.masterclass.com/articles/poetry-101-what-is-a-stanza-in-poetry-stanza-definition-with-
examples
https://literarydevices.net/rhyme/
https://literarydevices.net/rhythm/
http://www.literarydevices.com/rhythm/
https://www.tckpublishing.com/rhythm/
https://literarydevices.net/meter/
http://45launchpad.weebly.com/uploads/7/6/6/1/76611255/teachstarter-elements-of-poetry-
workbook.pdf
https://www.helpteaching.com/tests/printKey.htm?test=233013

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This module is self-crafted and reviewed by teachers
of ILAYA NATIONAL HIGH SCHOOL.

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