ANDRES BONIFACIO COLLEGE
College Park, Dipolog City
SCHOOL OF EDUCATION
A DETAILED LESSON PLAN IN CREATIVE NONFICTION
Senior High Department
I. OBJECTIVES
At the end of the lesson, the students can:
A. Express insights on the different definitions of poetry
B. Describe some of the elements of poetry and their importance to
creative nonfiction
C. Analyze sample texts for sensory images, concrete and evocative
details, and significant human experience
D. Give the adjectives that are appropriate for describing pictures
II. SUBJECT MATTER
Topic: Poetry
References:
 Claiming Spaces: Understanding, Reading and Writing Creative
Nonfiction (A Textbook on Humanities and Social Sciences)
 http://learn.lexiconic.net/elementsofpoetry.htm (Elements of Poetry)
Instructional Materials:
 Pictures
 Hand Outs
 Visual Aids
Value Focus: Appreciation and understanding of poetry and the connection it
can give to the literary arts and as well as to the world
III. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preparation
1. Opening Prayer
2. Greetings
Good morning class.
I’m Ms. Anjenette Columnas,
but you can call me Teacher Anj
if you like.
Good morning ma’am.

I will be filling in for your lovely
teacher Mrs. Muñoz. In her
absence, I hope I get the same
degree of respect you have for
her.
Thank you class.
3. Attendance
(Teacher refers to the students’
seating arrangement chart)
Who’s absent today?
4. Short Conversation
(Teacher engages students in a
short conversation about
themselves, studies and life, also
gives a hint about today’s topic.)
B. Motivation
(Teacher shows a sample picture for
students to describe it orally)
I have here a picture of famous
painting called “Starry Night”
which is painted by Vincent Van
Gogh. Give your description on
how it appears to you.
Very good!
You are sounding like good artists.
Yes ma’am.
You’re welcome ma’am.
There is none ma’am.
1. The picture is beautiful.
2. It looks colorful because of its
striking use of bold hues.
3. It expresses an intense degree of
emotion and feelings.
4. It appears to possess powerful and
strong strokes of the paintbrush.
5. It is majestic and artistically done.
(The students give out adjectives to
describe the picture and answers may
vary)

Without the use of a paint or brush,
what do you think you have done
by describing the painting?
Very good!
C. Presentation of the Topic
You are painting with your words.
Poets are also like artists because
they paint using words.
Since the outputs of painters are
paintings. What do you think will
be the output poets?
Correct!
Poets express their feelings and
emotions through their poems.
What category will the poems fall
or belong to?
Well done!
That will be our lesson for today.
So, listen well, class.
D. Unlocking of Difficulties
Now, I know you are all curious
about this tree on the board, class.
And we will soon find out its
purpose, but first, we need to
unlock the meaning of the
following words on the board.
Literary
Sentence: There are many authors
who became successful by just
(The students give out their ideas and
opinions about the question and answers
may vary)
Without the use of a paint and brush, we
can write a literary work by describing
something.
(The students listen to the teacher)
The outputs of poets are poems.
Poetry ma’am.
(The students listen to the teacher)
Associated with literary works or
other formal writing and content of
literature, especially of the kind

writing a creative literary piece.
Descriptive
Sentence: The paragraph is written
in a descriptive manner. There are
many adjectives being used.
Rhetorical
Sentence: You ask me too many
rhetorical questions. It is impossible
to answer them.
Abstract
Sentence: The painting is so
abstract. It is very difficult to
decipher or understand.
Perception
Sentence: Please give your
perception about the topic.
Now that we are done unlocking
the difficulties of the words, we are
now ready to move forward with
our lesson for today.
E. Discussion
(Teacher uses the hand outs as a
guide for the topic and distributes it
to the class)
What is poetry to you class?
valued for quality of form
Having the quality of describing or
it is characterized by description
Effective use of language that tends
to use exaggerated words or language
Characteristic apart from any
specific object and is difficult to
understand
Apprehending by the means of the
senses or of the mind, cognition and
human understanding
 Poetry is an expression of ideas
written in words using the sense of
imagination.
 Poetry is the writings of a poet and a
poem is a product of their
imagination.

Very good!
Let us pertain to our hand outs,
class.
It says here that:
 Poetry is a quality of beauty and
intensity of emotion regarded as
characteristic of poems.
 Poetry is a form of literature that
uses aesthetic and rhythmic
qualities of language.
In poetry, there are different
figurative devices to be used to
create a good piece of literary work
such as a poem.
What are these figurative devices to
be used in poetry?
(Teacher pertains to the tree on the
board and let students stick out its
leaves of details)
Who wants to volunteer and stick
out each leaf on the tree?
Leaves of Details:
Imagery
Simile
Metaphor
Metonymy
Symbol
Allegory
(The answers of students may vary)
(The students listen to the teacher)
(The students raise their hands to
volunteer to the discussion)

Personification
Irony
Hyperbole
Alliteration
Assonance
Onomatopoeia
Repetition
Rhyme
(Teacher let the students read each
term written on the leaf)
F. Application
(Teacher prepares students for the
activity about the topic)
What we are going to do is to have
a group activity to exercise your
brains and see if you have applied
what you have learned during our
discussion.
(Teacher divides the house into four
groups for the activity)
(Teacher gives each group a photo)
Class, I want you to take a good
look at those pictures.
In 15 minutes, compose your own
lyrics of a song using the different
figurative devices that we have
discussed.
(After the students stick the leaves of
details, they pertain to their hand outs to
read the meaning of each term)
(The students follow the teachers order
and grouped their selves into four)
(The students look at the picture)
(The students compose their song)

(The teacher let the students
perform their song in front of the
class to see and hear)
G. Generalization
(Teacher ends the discussion proper
and ask students a few questions)
Did you guys have fun with your
activity?
Now, what are the figurative
devices used in poetry?
(The teacher does a refresher of the
topic for the students to remember)
Figurative Devices in Poetry:
o Imagery
o Simile
o Metaphor
o Metonymy
o Symbol
o Allegory
o Personification
o Irony
o Hyperbole
o Alliteration
o Assonance
o Onomatopoeia
Yes ma’am.
(The students enumerate the figurative
devices in poetry)

o Repetition
o Rhyme
How is poetry important to us,
class?
Very good!
All of your ideas are correct. Just
like the great artists and authors,
who came to paint or write for the
people, you guys can certainly pass
because you have different
creations of ideas.
H. Evaluation
(Teacher hands out a worksheet for
the students to answer)
Class? Are you ready to take the
short quiz?
Very good!
Now, let us begin.
The following questions will be
found on worksheets)
(The students express their ideas and
answers may vary)
(The students answer the worksheets
given by the teacher)
IV. Assignment
Go about to your old pictures from the photo album. Think about the time
you enjoyed in the photograph and describe it. Write the description in a
poem form describing the photo in a short bond paper. This is to be passed by
next meeting. Good luck and God bless!