Module 2.2.

Reading and Writing Poetry

Day 5

Objective/s
The learner will be able to:
• use selected elements of poetry in short exercises
(HUMSS_CW/MP11/12c-f8);
• construct sentences using literary devices in poetry; and
• demonstrates sense of responsibility in learning the fundamentals of
reading and writing poetry (faithfulness).

Introduction

In the previous module, poetry is explained as an artistic text composed of stanzas and lines. It is one
of the divisions of literature along with prose and drama. Prose and drama both have elements that
they share, but there are also elements which make them differ from each other. Similar to this,
poetry also has its shared elements and distinct elements.

Aside from introducing the nature of poetry, the previous module also explores the first two elements
of poetry which are structure and forms. As a continuation, this module will proceed with the
discussion of another two elements: sound and literary devices.

Review
Study the “ghost” below. Search the poetic terms which are explained in the last module. Encircle
the words that you found.

“Let’s make arts through words.”

 Module 2.2. Reading and Writing Poetry
Day 5

Let’s begin!
The Curious Case of Butter
In this activity, you are the infamous consulting detective, Sherlock Holmes. Your first case it
to investigate the text, “Bitter Butter”. To begin, read the text below as fast as you can, then,
answer the observation chart below.

Learn about it
Elements of Poetry
Sound
In discussing the sounds in poetry, we will explore the rhyme, rhythm, and meter.

a. Rhyme
Words that have the same or approximately the same final sounds. A rhyme scheme or rhyme
pattern is present if a set of rhyming words are in the poem.

Flying Crooked
Robert Graves

The butterfly, the cabbage white, A

(His honest idiocy of flight) A
Will never now, it is too late, B
Master the art of flying straight, B
Yet has—who knows so well as I’? — C
A just sense of how not to fly: C
He lurches here and here by guess D
And God and hope and hopelessness D
Even the aerobatic swift E
Has not his flying crooked gift E

c. Meter
A unit of poetry that refers to the number of syllables in a line.

Trees
Joyce Kilmer

8 I think that I shall never see

8 A poem lovely as a tree.

8 A tree whose hungry moth is prest

8 Against the earth’s sweet flowing breast;

“Let’s make arts through words.”

 Module 2.2. Reading and Writing Poetry
Day 5

8 A tree that looks at God all day,

8 And lifts her leafy arms to pray;

8 A tree that may in summer wear

8 A nest of robins in her hair;

8 Upon whose bosom snow has lain;

8 Who intimately lives with rain.

8 Poems are made by fools like me,

8 But only God can make a tree.

b. Rhythm
Rhythm can be described as the beat and pace of a poem. It pertains to the recurrence of stresses
and pauses in a poem. When hearing a poem aloud stresses and pauses are part of its sound.

Literary Devices
Literary devices of poetry include imagery and figures of speech, which are already discussed in the
previous modules. As a recap, imagery is the use of sensory experiences in describing an abstract,
situation or object. Figures of speech are words or phrases used in a non-literal sense for rhetorical
or vivid effect. Aside from the given figures of speech in the previous modules, poems also use
alliteration, and consonance.

a. Alliteration
Alliteration is the repetition of the same letter sound across the start of several words in a line of
text. This is sometimes called initial rhyme or head rhyme.

Example:
Rudolph the red-nose reindeer rose rapidly into the air.

b. Assonance
Assonance is the repetition of the same vowel sounds within the words, sentences or lines.

Example:
The Cold Wind Blows
Kelly Rogers

Who knows why the cold wind blows

Or where it goes, or what it knows.
It only flows in passionate throes
Until it finally slows and settles in repose.

“Let’s make arts through words.”

 Module 2.2. Reading and Writing Poetry
Day 5

Q1. Written Work 3. A Poetic Quest: Part I

Short Exercises

A. Sound. Construct a couplet using the given line. Make sure that the last words rhyme, and the
lines have similar metrical scheme.

1. I play with my imagination

______________________________________

2. Words in my head keeps on echoing

_______________________________________

B. Literary Devices. Give a short sentence example for each figure of speech below.

1. Alliteration
_________________________________________________________

2. Assonance
_________________________________________________________

“Let’s make arts through words.”

 Module 2.2. Reading and Writing Poetry
Day 5

References

Andres, D. (2019) Survey of Philippine Literature. ISBN: 978-621-8127-87-6

https://www.bbc.co.uk/bitesize/topics/zqsvbqt/articles/zmpxbdm#:~:text=Rhythm%20can%20be%20described%20as,can%20help
%20to%20create%20rhythm.

https://www.poetryfoundation.org/poetrymagazine/poems/12744/trees

https://allpoetry.com/Flying-Crooked

https://www.yourdictionary.com/articles/examples-alliteration-meaning

https://www.google.com/amp/s/literaryterms.net/assonance/amp/

“Let’s make arts through words.”