UMINGAN CENTRAL NATIONAL HIGH SCHOOL
Poblacion West, Umingan, Pangasinan 2443
Detailed Lesson Plan in
CREATIVE WRITING – GRADE 12
September 27, 2023
I. OBJECTIVES
At the end of the lesson, the students should be able to:
a) explain the literary devices used in the poem;
b) appreciate the importance of using literary devices when making a poem; and,
c) illustrate the objects being describe in the poetry as part of giving emphasis to visual imagery.
II. SUBJECT MATTER
Topic:
Literary Devices in Poetry
Reference: Israel, Lorna. Creative Writing. Quezon City: Vibal Group, Inc. 2020.
https://www.tckpublishing.com/creative-writing/
Materials:
PowerPoint Presentation, Television, Laptop
GAD Integration: Gender Equality
Integration to the Different Learning Area: Mathematics and History
III. PROCEDURE
Teacher’s Activity
A. PRELIMINARY ACTIVITIES
1. Prayer
Good morning class.
Let us start our day with a prayer. May I request Marjun
to lead the prayer.
Students’ Activity
Let us bow our heads and feel the presence of
the Lord.
Lord, thank you for this day that you have given
us. Please help us oh Lord to understand and
learn our lesson for today. And also help our
teacher to execute the lesson with all her
wisdom in teaching the lesson. We pray in Jesus
name…Amen.
Once again, good morning class!
You may now be seated.
In the name of the Father, and of the Son and of
the Holy Spirit…Amen.
Good morning, Ma’am, it’s nice to see you
again.
2. Checking of Attendance
Before anything else, let us check your attendance first.
Group leaders kindly stand up.
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The group leaders will stand up and tell the
teacher who are the absentees in their groups.
Who are the absentees in Group 1?
Ma’am, I’m glad to say that we are complete.
How about Group 2?
Ma’am, I’m sad to say that there are two
absentees in our group and they are (names of
the absentees)
Next, Group 3?
Ma’am, we are complete.
3.Checking of Assignment
Please pass your assignment at the count of 1, 2, 3 … Pass
it forward.
B. REVIEW
Before we proceed to our new lesson, let us first have a
recap about the previous lesson we have discussed last
yesterday.
Who can still remember it?
The students will get their notebooks and pass it
forward as the teacher counts.
Students are raising their right hand to answer.
Ma’am it is all about Literary Devices or
Figures of Speech.
Can you give me some examples of literary devices?
What else aside from metaphor?
Now, to prove that you really understood the literary
devices, identify what literary device is used in the
sentence.
One of the literary devices used by the authors
to compare two things without using as and like
is Metaphor.
Ma’am, Hyperbole! It uses exaggeration of
ideas.
1.The minister told the guests that the couple’s friendship
was deeper than the sea, and sweeter than honey.
Ma’am, the first sentence is a metaphor.
2.He was deeply in love. When she spoke, he thought he
heard bells, as if she were a garbage truck backing up.
Ma’am, the second sentence is a simile.
3.Silence was broken by the peal of piano keys as
Shannon began practicing her concerto.
It seems that you really understood the lesson class. I glad
you have learned it very well, give yourself 3 claps.
1,2,3…
Ma’am, the third sentence is a sound imagery.
The students will clap three times for
themselves.
C. MOTIVATION
Do you want to play a game?
Yes ma’am, we want to play.
Do you know some riddles?
Yes ma’am, are we going to play a riddle game?
Yes, you got it right. We will play a riddle very quick.
You will be grouped according to your row okay? are you
ready?
Ohhh so exciting.Yes we are ready.
The students will raise the picture of their
answer as the teacher read the riddle.
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Here are the pictures, I’m going to read the riddles twice,
if you already know the answer raise the picture of your
answer.
1. The person who buys me doesn't need me, the
person who makes me doesn't want me, and the
person who uses me can't appreciate me.
Nice! It’s a COFFIN.
2. It goes up but never comes down
Yes, It’s AGE, Very Good!
3. Take one out and scratch my head, I am now black
but once was red.
They will raise the image of coffin.
They
will raise the word “age”
AGE
Each group will raise the matches
Very good! It’s a MATCH
4. I illuminate your life, we met, but rarely together.
You got it right! AN ECLIPSE
They will raise the picture of eclipse
5. He has married many women but has never
married.
They will raise the image of a priest
Excellent! It’s a PRIEST.
D. LESSON PROPER
1.Presentation of the Lesson
To formally start our new lesson for today, I would like
you to analyze the pictures posted on the board. Using the
pictures, you can create a title of a poem.
All students are looking on the board.
The students will raise their hands as they
create title on their minds.
A
A
-
Martian Sends A Postcard Home
Ma’am, A Martian Sends A Letter Home
Very good! Yes, it is a letter but you have to think
of other term for “letter”.
Ma’am, A Martian Sends A Postcard Home
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2. Background of the Author
Are you familiar with this person?
Before we proceed to the poem that we are going to study,
I would like to introduce to you the man who wrote the
poem.
This picture was posted on the board
Yes, he is Craig Anthony Raine. He was born on
December 3, 1944.
Yes, He is an English poet. Along with Christopher Reid,
he is the best-known exponent of Martian poetry.
He was a fellow of New College, Oxford from 1991 to
2010 and is now emeritus professor. He has been the
editor of Areté since 1999.
His works are The Onion, Memory, Oxford University
Press (1978). Journey to Greece, Sycamore Press (1979),
A Martian Sends a Postcard Home, Oxford University
Press (1979) etc.
Unlocking of Difficulties
1. Model T
--- is an automobile built by the Ford Motor
Company from 1908 until 1927. It is an affordable
transportation for the common man, it quickly
became prized for its low cost, durability,
versatility, and ease of maintenance.
2. Caxton
--- is the surname of an English man who is the
first person to print books in English.
3. Soothe
--- to reduce pain or discomfort in (a part of the
body.
--- to relieve or ease pain.
4. Shriek
--- utter a high-pitched piercing sound or words,
especially as an expression of terror, pain, or
excitement.
--- a high-pitched piercing cry or sound; a scream.
5. Martian
--- relating to the planet Mars or its supposed
inhabitants.
--- a hypothetical or fictional inhabitant of Mars
Discussion of Literary Selection
Let us read the poem by stanza. Everybody, read the first
stanza,
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No ma’am, is he the one who wrote the poem
“A Martian Sends A Postcard Home?
Ohhhh! this lesson seems interesting!
Aside from A Martian Sends a Postcard Home,
what are the poems he wrote?
(The students are listening very carefully as the
teacher gives the meaning of the unfamiliar
words being used in the poetry.)
(The students read the first stanza)
Caxtons are mechanical birds with many wings
and some are treasured for their markings –
they cause the eyes to melt
or the body to shriek without pain.
I have never seen one fly, but
sometimes they perch on the hand.
A martian saw a thing, it has many wings, but the martian
said each cannot fly, instead it perches on the hand. What
do you think is the object being described by the martian?
Ma’am, I think it is a BOOK. We are holding
each page once we turn it to the next page.
Yes! We are correct!
viewed in the power point slide
The speaker uses the word “Caxtons” to refer to books.
Do you know William Caxton?
He is an Englishman who lived during the fifteenth
century, was the first person to print books in English.
In these lines, the Martian compares books to birds.
Birds can be distinguished by their color(s), books by the
words they contain. Because the speaker does not know
the words for “cry” or “laugh,” he says that books can
“cause the eyes to melt / or the body to shriek without
pain,” referring to humans’ emotional response when they
read books.
In lines 5 and 6, the speaker returns again to the
comparison of books to birds, focusing on the way in
which humans frequently hold books. To the Martian, a
book in a person’s hands looks like a bird perching.
No ma’am. We don’t know him. Who is he?
Ohhh, so his surname “Caxton” is commonly
referred to a book.
Yes ma’am. Like birds, books have wings which
pertains to the pages, and like birds, they
marked in ways we give them value. Just like
humans, we are all equal and fair but unique in
any ways.
Very good! Let us read the next stanza.
(The students will read the next stanza)
viewed in the power point slide
Can you guess what’s the object being described by the
second stanza?
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Mist is when the sky is tired of flight
and rests its soft machine on ground:
then the world is dim and bookish
like engravings under tissue paper.
Rain is when the earth is television.
Thank you for your answer, but it is not an airplane.
Another?
It has the property of making colours darker.
Ma’am I think it is an AIRPLANE.
Very good! You got it right. It is a FOG
Again, a comparison is made between a manufactured
item and a natural thing. By saying that “Mist is when the
sky is tired of flight,” the speaker is suggesting that the
sky is like a vessel of some sort, presumably a flying
saucer or a spaceship.
(the students will raise their right hands to guess
what’s the object being described by the martian
in the second stanza.
Ma’am I think it is a FOG.
But Ma’am? How did that happen?
It is often difficult to see the sky when the ground is
shrouded in fog, hence the idea that the sky is resting itself
on the ground. In lines 9 and 10, the speaker returns to the
image of the book.
Ma’am, the stanza is complicated. We can’t
easily visualize the object being described by
Yes, the stanza describes a complicated image to
the Martian.
visualize, but it deepens our own understanding of how
mysterious the earth could be to someone who has never
experienced it before.
Is it clear? Can we now proceed to the next stanza?
Very good! Kindly read the next stanza in chorus.
viewed in the power point slide
What is the next object being describe by the martian?
Why?
Very Good! A Model T is an automobile. Not knowing
the words for the parts of a car, the speaker instead refers
to it as “a room” (the seats and the space inside the car)
“with the lock inside” (the ignition into which the key
fits). After the car is started, it moves. The Martian
compares the experience of seeing things go by, to “free
the world / for movement”
The “film” is the rearview mirror. We can see what we
missed by looking at it, and in this way, it is like a movie.
Let us read the next stanza. But time …
Yes Ma’am! We already understood the second
stanza because you helped us to understand it.
Model T is a room with the lock inside –
a key is turned to free the world for movement,
so quick there is a film
to watch for anything missed.
I think it is a CAR.
Because Model T is a type of transportation, an
automobile just like what has been discussed in
the unlocking of difficulties
I am in the world of imagination.
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Ma’am, we have to be imaginative to visualize
the object being described by the Martian.
viewed in the power point slide
Yes (name of the student), what is the object?
Very Good! It is a wrist watch
Wow! The poetry is very interesting!
How did you know that it is a wrist watch anyway?
But time is tied to the wrist
or kept in a box, ticking with impatience.
By saying that it is “ticking with impatience,” the Martian
subtly mocks human beings’ obsession with measuring
time, also suggesting that the ways in which human beings
Ma’am, I already knew the answer. I can feel
commodify time (by making it into a thing) is
it’s correct.
inappropriate at best and useless at worse.
Do you understand what the author wants to convey with
this stanza?
That’s good!
Everybody read the next stanza.
Ma’am, it is a WRIST WATCH!
The Martian implicitly criticizes human culture
in these lines, suggesting that human beings
have imprisoned time by tying it to the wrist
(wrist-watch) or keeping it in a box (a clock).
Yes Ma’am, especially some Filipinos do not
know the importance of time.
viewed in the power point slide
What do you think the object being described by the
Martian in the stanza?
Very Good! You got it right!
From this point on, the Martian attempts to describe the
domestic life of human beings. The first metaphor he uses
compares a baby to a telephone. The phone is “haunted”
because it periodically “cries,” or rings. Its snoring, of
course, the dial tone.
Any other interpretation about the stanza?
Excellent!
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In homes, a haunted apparatus sleeps,
that snores when you pick it up.
If the ghost cries, they carry it
to their lips and soothe it to sleep
with sounds. And yet, they wake it up
deliberately, by tickling with a finger.
Ma’am, I think it is a TELEPHONE
viewed in the power point slide
Continuing with his observations of the generational
relationships between humans, the Martian describes how
using the bathroom is different for adults and children.
Whereas children “are allowed to suffer / openly,”
“Adults go to a punishment room / with water but nothing
to eat.”
Here, the Martian returns to the theme of imprisonment,
which he initially suggested in his description of time in
lines 17 and 18.
(the students will raise their hands to express
their interpretation about the stanza)
The speaker compares the ways that people
attempt to calm a baby to the way that they talk
on the telephone: “they carry it / to their lips /
and soothe it to sleep / with sound.” Extending
the metaphor, the speaker notices the similarity
between tickling a baby and dialing a number.
Only the young are allowed to suffer
openly. Adults go to a punishment room
with water but nothing to eat.
They lock the door and suffer the noises
alone. No one is exempt
and everyone’s pain has a different smell.
You got it right dear!
Let’s read the last stanza. At night…
viewed in the power point slide
This final metaphor returns us to the Martian’s initial
comparison, only here he is comparing dreaming to
reading. “The colours die” when the sun goes down. It is
interesting to note that the speaker chooses to describe a
couple in these last lines rather than an individual human
being.
Taken with the previous two descriptions, this last one
seems to suggests that human beings’ primary mode of
living is in families.
He suggests that the ritual of going to the
bathroom is a punishment of sorts, because adult
human beings do it alone. Everyone is punished,
or punishes themselves, because everyone goes
to the bathroom. Raine adds a comic touch when
he says that “No one is exempt / and everyone’s
pain has a different smell.”
At night, when all the colours die,
they hide in pairs
and read about themselves –
in colour, with their eyelids shut.
Ma’am, the answer is EYES!
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AHA! It’s like a PERSON who is SLEEPING
Ma’am. Am I right?
Activity
To prove that you really understood the meaning of each
stanza, can you identify what are the objects being
compared in each stanza.
(the students will raise their hands and answer.)
In last stanza ma’am, the objects being
compared are couple and a person who is
sleeping.
The second to the last stanza compared a
comfort room to an imprisonment.
In first stanza, the objects being compared are
birds and books. The bird’s wings and the
book’s pages.
D. GENERALIZATION
What have you learned from the lesson?
Complete the phrase, “I have learned that …”
I have learned that to make the poem more
interesting we have to use literary devices.
I have learned that we can make poems based on
what we see in the environment; we just have to
put an art to make it more meaningful.
I have learned that we can make simple ideas
more colorful, interesting and meaningful as we
use our creative minds with literary devices.
E. APPLICATION
Class, I want you to close your eyes, as part of giving emphasis to visual imagery. I want you to imagine,
visualize and figure out, make your minds creative, make the poem A Martian Sends a Postcard Home a
reality in your imagination. Imagine that you were there watching the Martian as he describes all the things
he saw.
IV. EVALUATION
1. Divide the class into three groups. Have them work on the task assigned to them.
Group 1 – Have students illustrate/ draw the objects used in the poem “A Martian Sends a Postcard Home”
by Craig Raine.
Group 2 – Ask them to identify the literary devices used in the poem. Explain the devices by citing lines
from the poem.
Group 3 – Tell them to write a paragraph about the poem using at least the literary devices, (simile,
metaphor and hyperbole) showing appreciation to the poem they have read.
2. Assess students’ output using the rubric.
Rubric:
Content/ Organization –
5pts.
Presentation –
5pts.
Creativity5pts.
15pts.
3. Process students’ answers.
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IV. ASSIGNMENT
Answer the following questions. Write your answer in one whole sheet of paper.
1. What is fiction?
2. What are the elements of fiction?
Prepared:
JOCHELLE C. FERNANDEZ
SHS Teacher II
Checked:
WILMART S. CASARENO, PhD
Master Teacher I
ANDREA B. VELASQUEZ, EdD
HT-III/OIC, Office of the SHS Asst. Principal
Noted:
JULIUS M. JOSE, EdD
Principal III
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