LAS 1 3.1 in Creative Writing

Diocese of Imus Catholic Educational System, Inc.
(DICES)
St. Jude Parish School, Inc.
Governor’s Drive, San Agustin, Trece Martires City, Cavite
LEARNING ACTIVITY SHEET NO. 1

Lesson Title: Forms of CREATIVE WRITING
Learning Target/Competency: The learners will be able to identify the different forms of creative
writing. (DICES)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent and
efficient communicators, purposeful and decisive, resourceful and innovative, ethical and morally
upright, and globally competitive and locally active individuals in evoking emotional and intellectual
responses from the readers through the use of sensory details and the language of creative writing
and thus allowing them to build connections and harmonious relationships towards other people.
Reference(s) & Author(s): Buhisan, Arnold Jarn Ford G. & Sayseng, Ayesha H. (2016). Creative
WRITING. Pasay City, Metro Manila, Philippines: JFS PUBLISHING Services.
Ramos, John Oliver M. & Talisay, Junie Mart A. (2017). FUNDAMENTALS OF CREATIVE
WRITING. Quezon City, Metro Manila, Philippines: Brilliant Creations Publishing, Inc.
Solmerano, E. T. M., Ondevilla, M. K. B., Chancoco, J. J. L., Del Rosario-Garcia, M., & Palencia,
M. M. (2017). Creative Writing. Sampaloc, Manila, Philippines: FASTBOOKS Educational Supply,
Inc.
Concept Notes:
FORMS OF CREATIVE WRITING
Creative writing is an artistic expression through written words. It mainly deals with the use of
one’s imagination to produce a literary piece that fully expresses the ideas and emotions of the writer.
Various literary forms are used to help shape such creative ideas. Creative writing is mainly fictional and
may take the form of poetry, short story, novel, or play.
A. Poetry
 Poetry is an expression of imaginative awareness of experience through meaning, sound, and
rhythmic language with the purpose of evoking emotional response.
 It is used to express one’s creative thoughts and feelings through a specialized and heightened
language.
 Some poems are free verse and do not need structure.
 Poems are generally divided into two classifications:
a. Lyric Poems – These include odes, sonnets, elegies, poems for various occasions, and simple
lyric poems.
b. Narrative Poems – These are poems which narrate a story in verse form. These stories are
usually about love and heroic deeds. Epics and ballads are considered narrative poems.
B. Fiction (Short Stories and Novels)
 One of the most popular types of creative writing is fiction. Prose fiction, or narrative fiction,
includes novels, short stories, myths, parables, romances, and epics.
 Short stories and novels are generally similar with each other and considered to be included in the
prose genre.
 Though both forms are used to tell tales, their main difference lies in the variations in length.
 A short story can be read usually for a short period of time; while a novel requires more time to be
comprehended fully.
 They both talk about a series of events that make up the plot of the story that is woven around a
theme, develop characters in definite settings, and resolve the conflicts and resolutions.
C. Drama
 Dramas or plays initially appear to be similar to short stories and novels, for they also tell stories
about characters that face conflicts which they have to resolve within the story.
 The plots take place in particular settings, and impart lessons and themes.
 It is intended to be performed in front of an audience and presented on a stage.
 It has additional elements that are exclusively for drama, such as dialogue and movement.
Exercise 1
Directions: Listed below are titles of some of the most popular literary pieces around the globe. Search
for the following literary works and identify whether each literary piece is a poem, short story, novel, or
drama. Write your answer on the space provided before each number.
1. Death of a Salesman by Arthur Miller

2. The Road Not Taken by Robert Frost
Diocese of Imus Catholic Educational System, Inc. (DICES)
3. The Necklace by Guy de Maupassant

4. The Fault in Our Stars by John Green
5. The Tell-Tale Heart by Edgar Allan Poe
6. If I Can Stop One Heart from Breaking by Emily Dickinson
7. To Kill a Mockingbird by Harper Lee
8. Timawa by A. C. Fabian
9. The Crucible by Arthur Miller
10. The Last Leaf by O. Henry
LEARNING ACTIVITY SHEET 1.1

Lesson Title: CREATIVE WRITING versus OTHER FORMS OF WRITING
Learning Target/Competency: The learners will be able to differentiate imaginative writing from
among other forms of writing. (DepEd, HUMSS_CW/MP11/12-Ia-b-1)
Reference(s) & Author(s): Buhisan, Arnold Jarn Ford G. & Sayseng, Ayesha H. (2016). Creative
WRITING. Pasay City, Metro Manila, Philippines: JFS PUBLISHING Services.
Ramos, John Oliver M. & Talisay, Junie Mart A. (2017). FUNDAMENTALS OF CREATIVE
WRITING. Quezon City, Metro Manila, Philippines: Brilliant Creations Publishing, Inc.
Inc. Module No. ______1______
Concept Notes:
CREATIVE WRITING VERSUS OTHER FORMS OF WRITING
Below are the other writing styles that follow a more serious and structured form of language as
opposed to creative writing.
A. Academic Writing
 It is the style commonly used in scholastic compositions.
 It is mainly used in the publications and references used by teachers and researchers, or in
educational conference presentations.
B. Technical Writing
 It conveys specific information about a technical subject for a specific audience.
 It often contains facts and is straightforward in its tone of writing, commonly addressing its target
audience.
 It typically aims to inform or instruct and has a formal, standardized, and simple use of language
compared to creative writing.
C. Creative Nonfiction
 It discusses factually accurate narratives while employing the use of literary devices commonly
found in fiction, thus making it more interesting to read.
D. Journalism and News Writing
 It is the writing style employed in various mass media such as newspaper, television, and radio.
Exercise 2
Directions: Read and analyze the following situations and questions carefully. Discuss and justify what
form of writing should be applied in each situation. Please refer also to the given rubric for the evaluation
of your answer.
1. Naoko and Toru are both employees in Anteros Company. Their head supervisor asked them to prepare
for the annual presentation of their business status report. What form of writing must Naoko and Toru
use? Why do you think it is the most suitable form of writing for the given situation?
2. Seri is a senior staffer in the school publication. Her editor-in-chief asked her to write a feature story
about women in Cavite who have made an impact on the community and influenced others towards a
common good. Discuss what form of writing is relevant in order to execute what was being asked by
the editor-in-chief.
3. A new library is being established in the municipality. The library includes free internet connection and
computers, which can be used for research purposes. Aila, the intern in the municipality’s
Communications Department, has been asked to inform the community about this new project. What
form of writing must be used by Aila to inform the community about the new project? Explain your
answer.
RUBRIC FOR THE EVALUATION OF YOUR ANSWER
Criteria 1 Point 2 Points 3 Points 4 Points
The content needs The content is clear; The content is logical The content is logical and
improvements: a lot of includes some details that and well-expressed; well-expressed; includes
Content
details are missing to are somehow connected includes many details to complete and valid details
support the main idea. to the main idea. support the main idea. to support the main idea.
Statements contain
numerous and Statements contain some Statements contain few
Statements have no errors
Technicalities noticeable errors in errors in grammar and errors in grammar and
in grammar and mechanics.
grammar and mechanics. mechanics.
mechanics
LEARNING ACTIVITY SHEET 2

Lesson Title: Writing through SENSORY EXPERIENCE
Learning Target/Competency: The learners will be able to use imagery, diction, figures of speech, and
specific experiences to evoke meaningful responses from readers. (DepEd-MELC,
HUMSS_CW/MP11/12-Ia-b4)
responses from the readers through the use of sensory details and the language of creative writing and
thus allowing them to build connections and harmonious relationships towards other people.
Reference(s) & Author(s): Buhisan, A. J. F. G. & Sayseng, A. H. (2016). Creative WRITING. Pasay City,
Metro Manila, Philippines: JFS PUBLISHING Services.
Ramos, J. O. M. & Talisay, J. M. A. (2017). FUNDAMENTALS OF CREATIVE WRITING. Quezon City,
Metro Manila, Philippines: Brilliant Creations Publishing, Inc.
Concept Notes:
WRITING THROUGH SENSORY EXPERIENCE
Creatively crafted literary pieces are not just meant to be read, for like other works of art, they must
entice the basic senses of people in order to achieve their very purpose.
A. Sensory Experience/Sensory Detail
● In literature, sensory experience or sensory detail is the literary device that makes use of imagery to
enliven the five human basic senses.
● It helps the reader feel like he or she was part of the text and create a more intimate connection to the
narrator or writer and a greater understanding of the text.
● Imagery – It refers to the use of figurative language in such a way that it appeals to the readers’ physical
senses.
● Sensory Details in Poetry
The Eagle
Alfred, Lord Tennyson
He clasps the crag with crooked hands;

Close to the sun in lonely lands,
Ringed with the azure world, he stands.
The wrinkled sea beneath him crawls;

He watches from his mountain walls,
And like a thunderbolt he falls
Source: Ramos, J. O. M. & Talisay, J. M. A. (2017).

FUNDAMENTALS OF CREATIVE WRITING. Quezon City, Metro
Manila, Philippines: Brilliant Creations Publishing, Inc.
Exercise 1
Directions: Refer to your textbook in this subject entitled, FUNDAMENTALS OF CREATIVE WRITING
and turn to page 30. Then, accomplish the activity from the Write it Down! section of the textbook.
LEARNING ACTIVITY SHEET 2.1

Lesson Title: The LANGUAGE of CREATIVE WRITING
Learning Target/Competency: The learners will be able to use imagery, diction, figures of speech, and
specific experiences to evoke meaningful responses from readers. (DepEd-MELC,
HUMSS_CW/MP11/12-Ia-b4)
Reference(s) & Author(s): Buhisan, A. J. F. G. & Sayseng, A. H. (2016). Creative WRITING. Pasay
City, Metro Manila, Philippines: JFS PUBLISHING Services.
Ramos, J. O. M. & Talisay, J. M. A. (2017). FUNDAMENTALS OF CREATIVE WRITING. Quezon
City, Metro Manila, Philippines: Brilliant Creations Publishing, Inc.
Inc.
Concept Notes:
THE LANGUAGE OF CREATIVE WRITING
In coming up with a good literary piece, every writer must learn how to use the language in such a
way that it will form images in the minds of the readers. These images are further emphasized by adding
different figures of speech and other sound devices.
A. Figures of Speech
● Figures of speech and figurative language create the so-called figurative images which increase
reading pleasure.
● The following are the most commonly used figures of speech that aid writers in developing mental
images: simile, metaphor, personification, hyperbole, onomatopoeia, apostrophe, metonymy,
oxymoron, irony, paradox, synecdoche, understatement, and antithesis. (Refer to your
textbook for the definitions and examples of each figure of speech.)
B. Sound Devices
● Sound devices help a lot in adding flavor to literary compositions, especially in poems.
● Here are the sound devices commonly used in creative writing: rhyming words, alliteration, and
assonance. (Refer to your textbook for the definitions and examples of each sound device.)
C. Diction
● The right choice of words greatly contributes to the development of a composition.
● Diction refers to the selection of the most appropriate word that one can use for a written work.
● A good use of diction is said to be achieved when the following conditions are met by the author or
writer:
1. the right words were chosen for what is written about
2. the words chosen are appropriate for the theme and tone of the composition
3. the words used can be easily understood by the readers
Exercise 2
Directions: Refer again to your textbook in this subject entitled, FUNDAMENTALS OF CREATIVE
WRITING and proceed to page 24. Then, accomplish the activity from the Write it Down!
LEARNING ACTIVITY SHEET NO. 3

Lesson Title: The ESSENTIAL ELEMENTS of POETRY
Learning Target/Competency: The learners will be able to identify the various elements, techniques,
and literary devices in specific forms of poetry. (DepEd-MELC, HUMSS_CW/MP11/12c-f-6)
upright, and globally competitive and locally active individuals in exploring innovative techniques in
writing poetry along with their appreciation and understanding in its beauty as a literary genre.
Reference(s) & Author(s): Buhisan, A. J. F. G. & Sayseng, A. H. (2016). Creative WRITING. Pasay
City, Metro Manila, Philippines: JFS PUBLISHING Services.
Inc.
Concept Notes:
THE ESSENTIAL ELEMENTS OF POETRY

Poetry is a word composition arranged in a rhythmic pattern. It is used to express one’s creative
thoughts and feelings through a specialized and heightened language. An understanding of the elements of
poetry is important when reading and writing poetry. Recognizing poetic devices and elements are the first
step to a deeper understanding of poetry.
The Essential Elements of Poetry

A. Theme – It is the main idea or the underlying meaning that is continuously developed throughout the
poem. In poetry, the subject is not exactly its theme. The subject serves as the foundation of the poem
as it naturally becomes the topic where the writer navigates. On the contrary, the theme is essentially
the universal values expressed in relation to the subject.
B. Tone – It is the attitude of the poet towards the subject of the poem. It is conveyed generally through
the choice of words or standpoint. Varying tones are usually employed for varying agenda or purposes.
A poem with praising tone, for instance, is usually done to show approval, satiric for irony, and
protesting for moral indignation. Tone can go from being humorous to melancholic of playful to
nostalgic as it may change as the poem goes along. In reading poetry, you have to be aware of the
following to know what the tone of the poem is. It also helps you in employing a particular tone
without explicitly mentioning it when writing.
 images and how they are presented
 the implications of a statement
 the rhythm of the poem
Exercise 1
Directions: Look for a particular poem that you like to read. You may search online or at the nearest local
library for some examples of poetry. Then, describe the poem that you have read by answering the
following questions. Write your answer on the space provided after each question.
Title of the Poem: ___________________________________________________

Author: _____________________________________________________
Questions:
1. What is the theme and the subject of the poem?
2. What images and emotions does the poem invoke?
3. What are the tones employed in the poem based on the rhythm and its choices of words?
LEARNING ACTIVITY SHEET NO. 3.1

Lesson Title: ELEMENTS of SPECIFIC FORMS of POETRY
Learning Target/Competency: The learners will be able to write a short poem applying the various
elements and literary devices exploring innovative techniques. (DepEd-MELC,
HUMSS_CW/MP11/12c-f-10)
upright, and globally competitive and locally active individuals in exploring innovative techniques in
writing poetry along with their appreciation and understanding in its beauty as a literary genre.
Reference(s) & Author(s): Buhisan, A. J. F. G. & Sayseng, A. H. (2016). Creative WRITING. Pasay City,
Metro Manila, Philippines: JFS PUBLISHING Services.
Solmerano, E. T. M., Ondevilla, M. K. B., Chancoco, J. J. L., Del Rosario-Garcia, M., & Palencia, M.
M. (2017). Creative Writing. Sampaloc, Manila, Philippines: FASTBOOKS Educational Supply, Inc.
Concept Notes:
ELEMENTS OF SPECIFIC FORMS OF POETRY

Writing a poem can be as rigid as one sculpts a monument and as rigorous as one paints a portrait. As
you might have often read, poetry is a craft that involves not only the conception of ideas but also the
creation of a tangible and concrete form.
A. Conventional Poetry – This type of poetry adheres to a definite verse structure or set of characteristics
that belongs to the conventional form of poetry. Fixed rhyme and metrical patterns all throughout the
poem are strictly observed.
1. Rhyme – It is a repetition of similar sounding words at the end of lines in a poem.

2. Meter – It refers to the pattern of stressed and unstressed syllables in a verse or within the line of the
poem.
Forms of Conventional Poetry
-Haiku -Sonnet
-Limerick -Villanelle
B. Free Verse Poetry – This poetry is free from the limitations of fixed meter, rhythm, and rhyme patterns.
It makes use of normal pauses and natural rhythmical phrases as compared to the strict adherence to a
particular form of conventional poetry.
1. Line and Line Breaks – A poem is divided into a unit of language called a line. The verse is the line
of a poem arranged in a metrical pattern. Stanza is referred to as the “unit of poetic lines.” Line break
is the point where one ends a line and begins with another. It is an important poetic device as it offers
dynamism and ambiguity, provides pauses in reading, and determines the visual shape of the poem.
2. Enjambment – It can be defined as a thought in a line of a poem that does not end at the line break
but moves over to the next line.
3. Metaphor – Poems communicate complex images and feelings to the readers and metaphors do so by
stating the comparisons most emotively.
C. Visual Poetry – A poem which heavily banks on its equally creative shape or forms falls under a much
broader discipline called visual poetry.
1. Altar Poetry – This type of visual poetry expresses poems, from the name itself, in the shape of an
altar.
2. Shape Poetry – A type of poetry arranged to achieve geometric shapes.
3. Acrostic Poetry – This is a variation of concrete poetry where the first letter of each stanza spells out
the title of the poem or any significant word, such as a name.
D. Genre-crossing Texts – A poem can dress up its conventional forms, swagger with its free-verse look or
even masquerade as something from other genres of literature.
1. Prose Poetry – It is a poem written in paragraph rather than in verse,but contains other poetic
attributes such as rhythm and metaphors, and focuses on images rather than on narrative, plot, and
characters.
2. Performance Poetry – It is a kind of poetry that banks on the actual stage performance of the poet
rather than poetry’s written form or even its mere recital.
Exercise 2
Directions: Think of your own topic. Compose a short poem about your chosen topic applying the various
elements and literary devices discussed in your Concept Notes. You may choose one among the various
forms of poetry introduced. You may also use another space provided from the MY NOTES section of this
academic module for your work. Refer to the given rubric for the evaluation of your poem.
RUBRIC FOR THE EVALUATION OF THE POEM
Indicators Rating Teacher’s Remarks

(1-5 points)
The poem clearly contains the necessary elements

and literary devices for the chosen form of poetry.
The poem manifests an exceptional level of

creativity and uniqueness.
The theme, the subject, and the tone of the poem

are evident based on its structure and form,
choices of words, and the images it presents.
The poem is well-written with proper use of

punctuations and correct spelling.
Source: The rubric was adapted from Buhisan, Arnold Jarn Ford G. & Sayseng, Ayesha H. (2016). Creative WRITING. Pasay City, Philippines:
JFS PUBLISHING Services.

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Diocese of Imus Catholic Educational System, Inc.

LEARNING ACTIVITY SHEET NO. 1

1. Death of a Salesman by Arthur Miller

3. The Necklace by Guy de Maupassant

LEARNING ACTIVITY SHEET 1.1

RUBRIC FOR THE EVALUATION OF YOUR ANSWER

Criteria 1 Point 2 Points 3 Points 4 Points

LEARNING ACTIVITY SHEET 2

He clasps the crag with crooked hands;

The wrinkled sea beneath him crawls;

Source: Ramos, J. O. M. & Talisay, J. M. A. (2017).

LEARNING ACTIVITY SHEET 2.1

LEARNING ACTIVITY SHEET NO. 3

THE ESSENTIAL ELEMENTS OF POETRY

The Essential Elements of Poetry

Title of the Poem: ___________________________________________________

LEARNING ACTIVITY SHEET NO. 3.1

ELEMENTS OF SPECIFIC FORMS OF POETRY

1. Rhyme – It is a repetition of similar sounding words at the end of lines in a poem.

RUBRIC FOR THE EVALUATION OF THE POEM

Indicators Rating Teacher’s Remarks

The poem clearly contains the necessary elements

The poem manifests an exceptional level of

The theme, the subject, and the tone of the poem

The poem is well-written with proper use of

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