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Learners' Material in Creative Nonfiction Quarter 1 - B (Principles, Elements, Techniques, and Devices of Creative Nonfiction)
Learners' Material in Creative Nonfiction Quarter 1 - B (Principles, Elements, Techniques, and Devices of Creative Nonfiction)
Day 1
Learning competency
Learning code
HUMSS_CNF11/12-I-e-f-9
a. Conflict c. Characters
b. Plot d. Angle
a. Characterization c. Characters
b. Plot d. Angle
a. Symbolisms c. Setting
b. Point of view d. Atmosphere
50,000 6. __________is the physical and social context in which the action
of a story occurs.
a. Symbolisms c. Setting
b. Irony d. Atmosphere
a. Symbolisms c. Symbols
b. Dialogue d. Irony
150,000 8. “My heart is a lonely hunter that hunts on a lonely hill” from a
book by William Sharp is a good example of ___________.
a. Simile c. Metaphor
b. Metonymy d. Hyperbole
160,000 9. “Life is like a box of chocolates; you never know what you’re
going to get” is a famous line from the movie Forrest Gump that illustrates
what figure of speech?
a. Simile c. Metaphor
b. Metonymy d. Hyperbole
200,000 10. It could be a person, object, image, word, ore vent that
evokes a range of additional meanings beyond and usually more abstract
than its literal significance.
a. Dialogue c. Symbols
b. Scene d. None of the above
500,000 11. The narrator here is one of the characters. This point of view
is described as having invisible author.
a. Style c. Tone
b. Theme d. Diction
a. You will arrange the jumbled words. In every word, the meaning will
be discussed.
b. A sample sentence will be shown. You will be asked to give your own
sentence.
The words are:
eatiyg nhirwlwdi
nforueeens
nephlreis ratnuiliqty
nusgyl
dlangce
ahendg
msikr
ttsurea
dacdin
Activity # 3: Picture Says it All!
a. The parts of the text will be distributed to seven groups.
b. The groups will be assigned two – three paragraphs wherein they
will do choral reading after seeing the series of pictures.
c. You will see the series of pictures related to every paragraph.
You will write keywords/group of words that will describe the
picture.
d. You will be tapped for reading aloud. The members of the group
will read series of sentences for them to understand the assigned
paragraphs.
e. After every group, you will receive a feedback on the choral
reading. Process questions will be asked after the reading part.
Group 1
Kring!!! That was the sound of the bell. I finally finished jotting down
the lectures from that four-sided board. The rest of the grade five
students hurriedly went outside the room with so much gaiety. It was
again a moment of freedom and rejoicing. Not to mention that the ringing
of the bell was the only thing they had been waiting for at the start of the
class that morning. It was an everyday affair during school days. But for
me, I dealt with it very differently; everyday was a new encounter, new
faces to meet, new surroundings to explore and new feelings to develop.
I was holding my pen and noticed that the ink inside was almost
dried up. I kept all of my messy school stuffs inside my bag and went
outside wondering where I should be going. Either way, I want to fill my
complaining tummy and to purchase a new Panda ball pen. I further
decided that I should first replenish one of my basic needs.
Process questions:
Group 2
As I walked out of my way to the canteen, a voice bothered me from
a distance, so I turned around and saw a figure of a boy whose face was
likened to that of a tourist guide welcoming a foreigner. I’m pretty sure
that he was one of my classmates.
Process questions:
Group 3
Process questions:
Group 4
The scenery abruptly changes, the wind blew so hard, the sun shone
so bright and birds chirped with so much glee. Everyone has their own
affairs; the ants were busy laboring and carrying small bits of food as I
was watching them under an old tree just in front of me; butterflies and
bees were kissing their neighborhood flowers and greeting them a
wonderful morning. Upon seeing these fleeting things, I realized that
everything was real including the words spoken to me by the strange lass.
At last, I arrived and stood between the outside and inside of the
canteen. My eyes seized what to be considered delicious to eat so that my
stomach will stop complaining to me. I grab hold of a tuna sandwich and
juice placed and tied in a plastic. Few moments later, I satisfyingly
consumed my snacks but I felt like it’s not enough so I went to one of the
stalls near the school gate and decided to buy a banana-cue. I was busy
choosing when suddenly a familiar voice called my name. I seemed not to
care at first but it bothered me at the second so I finally turned behind. I
was stunned to see the same girl who talked to me just a while ago. But
this time, she’s not alone; she had a companion, a boy.
Process questions:
Group 5
I was not sure whether I knew him but she looked very familiar to me.
It’s just that I can’t see his face because he’s turning his back at me.
“What is it?” I replied to her. “Uhmm…there’s…nothing. Just forget it,” she
exclaimed. “Ok” was my only answer. I bubbled up with a lot of questions
and awe as I noticed that the boy was shaking and seemed
uncomfortable. I resumed with my previous business. I looked again at the
spot where the short-haired girl and the faceless boy stood but their
presence was no longer there.
The only thing that can be seen was the old acacia tree staring at my
direction. I ate the last piece of banana-cue and headed my way to the
store to meet my new ball pen.
I was strolling and thinking about that mysterious boy who was
supposed to meet me a while ago. “Maybe he was just terribly shy or he
was not charmed with beauty that’s why he acted the way,” I told myself.
One thing I was extremely puzzled was that somehow he resembled the
cute boy I have seen just yesterday. In an instant, I remembered the
scenario that still lingered in my mind. How could I possibly forget that? I
was with my mom and we’re to embark in my grandmother’s house in a
nearby barangay. We rode downtown but we stopped at one side of the
highway.
Process questions:
Group 6
Process questions:
What does the character look like? What does this suggest
about the character?
What types of imagery does the writer use?
How does the imagery affect the mood of the story?
Group 7
I was not able to look back at him even just for a last chance. That
time, I knew that it would be an unforgettable experience of admiration at
first sight. After being itinerant with such a memory, I finally returned
back to reality. I attempted to rewind what had happened – the time I saw
the girl with the boy. I studied the boy’s feature such as the height, the
hair, the shape of the head and his physique and matched them with that
of the boy yesterday until I cipher a conclusion – “They are one.”
The boy yesterday was none other than the same boy I saw today. I
was absolutely sure about it. I was trying to convince myself that he was
the one, he was my crush. I almost jumped for joy as I was trying to figure
out why he concealed his face. I also thought of the exact words the girl
with the short hair had said. The line goes like this, “I have a friend who
wants to meet you and I think you’re fit for each other.” Meaning to say,
they were friends so it would not be hard for me to meet my crush. I was
so high when I unraveled the explanation as well as conclusion.
Process questions:
Day 2
Learning competency
Learning code
HUMSS_CNF11/12-I-e-f-9
Activity # 1: Give me a picture!
a. You will participate in a give me a picture activity.
b. The class will be grouped into five. They need to portray the
situations which will be given by the teacher.
c. The groups will be given two minutes to plan after the
announcement of the situation.
d. After two minutes, you need to pause or freeze for the
evaluation of the situation.
e. In every situation, group/groups will be given a point.
Situations
Process questions:
How did you act the characters in the situations?
Have you encountered any difficulty in understanding the situation?
In the situations you have shown, which one have you enjoyed the
most? Why?
Have you experienced any of those situations? How did you describe
your experience?
Activity # 2: Arrange me
a. You will arrange the jumbled words. In every word, the meaning
will be discussed.
b. A sample sentence will be shown. Students will be asked to give
their own sentence.
The words are:
ubnled epek
equishds orhrileb
lagrse
It’s a Boy!
Process questions:
Inside the body of this doll was a computer that was programmed to
make periodic crying sounds. I was the only person who could stop the
crying because I had the key. This key, tied to my wrist, could be inserted
in the doll’s back to stop the crying. So far, so good. The doll had not
cried, yet.
We finally got a table, and the waiter, not knowing I was carrying a
doll, asked me if I needed a high chair. I told him it was just a doll, but a
high chair would be good. He thought it was funny that I actually dared to
bring a doll into the restaurant, so he brought a high chair, plus a red
balloon for the little one.
We went to the mall after we were finished eating, and I had to take
Tyler with me. My friends were looking at clothes, but I couldn’t because I
was carrying this “baby” (which was becoming quite heavy). So I just
roamed around wishing I could try on clothes, too. Then the baby started
to cry this horrible imitation baby’s cry. It was so loud and terrible. I
quickly put the key into the doll’s back so it would quit crying, and then I
had to explain to the salesclerk why I was carrying around a plastic doll. I
was so glad to finally go home.