<![CDATA[The main problem in teaching poetry writing at the junior high school level lies in students' difficulty generating ideas, choosing appropriate diction, and expressing their thoughts during the learning process. These difficulties are generally caused by the use of teaching methods that are not contextually connected to the students' world and life experiences. Therefore, this problem requires serious attention to be addressed. This article aims to present the process of developing a poetry writing learning design that is simple, systematic, and relevant to students' lives. This research is a developmental study using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. However, the discussion in this article is limited to the three initial stages: analysis, design, and development, in accordance with the study's focus on learning design. The learning design developed integrates photographs of students' close friends as the primary stimulus for the imagination process. These photos constitute digital archives that hold strong emotional meaning in students' lives and can therefore be used as a source of ideas for poetry writing. The research results are a comprehensive learning design prototype, including (1) a teacher's guide, (2) a structured student worksheet, and (3) an assessment rubric. This design offers an alternative, well-organized learning sequence through eight structured steps, allowing students to transform personal experiences into poetry. By utilizing facts rooted in students' emotional worlds as a starting point for the creative process, this learning design significantly contributes to increasing students' engagement, motivation, and imaginative capacity in writing poetry. These findings align with the goal of achieving deep learning.]]>
