Senior High School

Creative Non-Fiction
Quarter 1 - Modules 5 & 6:
Evaluating and Revising a Short Fiction
Specialized Subject – Creative Non-Fiction
Supplementary Learning Material
Quarter 1 – Evaluating and Revising a Short Fiction
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module:

Author: Esperanza S. Nunez, PhD

Language Editor: John Reniel D. Mendoza
Content Editor: Domingo J. Langa, Jr. EdD
Illustrator: Maica Jill N. de Guzman
Layout Artist: Rolando N. Javier, Jr.

Management Team:
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

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Jay Arr V. Sangoyo, PhD

EPS—English

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Librarian II

Department of Education, Schools Division of Bulacan

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Email address: lrmdsbulacan@deped.goc.ph
 11
Creative Non-Fiction
Quarter 1- Modules 5 & 6:
Evaluating and Revising
a Short Fiction
 Introductory Message
For the facilitator:

Welcome to Creative Non-Fiction Supplementary Learning Material (SLM) on Evaluating and

Revising a Short Fiction.

This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards set by
the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners into guided and independent learning activities
at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also need
to keep track of the learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

Welcome to Creative Non-Fiction Supplementary Learning Material (SLM) on Evaluating and

Revising a Short Fiction.

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner.

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic. You
What’s More
may check the answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank sentence/ paragraph
What I Have Learned to be filled in to process what you learned from the
lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task, which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 What I Need to Know

This module aims to help you:

• evaluate other writer’s drafts based on the clarity of idea, appropriate choice and use
of the element, and effective combination of the idea and the chosen literary element
(HUMSS_CNF11/12-Ib-d-6); and
• revise the draft of a short piece using any of the literary conventions of a genre
(HUMSS_CNF11/12-Ib-d-7).

Specifically, you are expected to:

1. identify factors to attain clarity of idea;
2. analyze the choice and use of literary elements;
3. evaluate a short fiction; and
4. revise a short fiction.

What I Know

Modified True or False. Write True if the statement is correct. If not, underline the word or
phrase which makes it incorrect, then write the correct word or phrase.

1. Organization refers to how a writer chooses his/her words.

2. Diction aims to deliver a text using the exact set of words by
removing unnecessary details.
3. Conciseness and redundancy are synonyms of one another.
4. The ages of the target readers must be considered in choosing a literary
element.
5. Any part of a plot may not be removed from the storyline as each of them
greatly affect the other parts.
6. The theme should cater to the interest and needs of the readers and the
society.
7. In evaluating a draft, a writer shall work by chunks.
8. A writer should let a more knowledgeable person to write his/her draft for
revisions.
9. A draft is a written at the end of the writing process.
10. Revisions are done after evaluations.
11. It is important to jot down terms that you don’t understand.
12. Write your ideas as if you are talking.
13. We evaluate and revise the final draft.
14. Revisions and evaluations involve scrutinizing the first drafts.
15. Evaluation is unnecessary even if you are an expert writer.

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 What’s In

Before we proceed with our lesson, let us find out if you can recall the topics we had
in our previous discussion. In your last module, we dug deep on Short Fiction Writing. You
were asked to write your own Short Fiction by following the pointers discussed.

Direction: Matching Type. Now, prove your understanding of Short Fiction by matching its
elements in Column A to their corresponding samples in Column B. Write the letter of your
answer on the given space before each number.

COLUMN A COLUMN B
1. Character a. An enchanting afternoon by the purest of all
streams where most of the town’s children
play
2. Setting b. A mother’s love
3. Plot c. Her son was missing, and with that in mind her
entire world collapsed. For a second, her heart
forgot its own beating.
4. Theme d. Mother and world
5. Conflict e. A mother of three

What’s New

Spot the difference! Identify five differences which make Image B incorrect by writing the
faulty numbers on the blanks.

A B
1. is smaller in Image B.
2. is slanted in Image B.
3. in Image A became in Image B.
4. is repeated in Image B.
5. is underlined in Image B.

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 What is It

What you did in the What’s New, wherein you identified the numbers which made
Image B incorrect, is a direct analogy of our target in this module. At this point, as you have
already written your Short Fiction in the previous module, your new task is to evaluate
someone else’s Short Fiction. The goal is for you to learn how to spot points for improvement
by means of clarity of idea and choice and use of literary elements.

Clarity of Ideas
A fiction, or any other literary genre, may be considered clear if it can easily be
understood by the target readers. Hence, we shall carefully look at the choice of words,
redundancy, and flow. Let us study each factor one by one.

1. Diction – This pertains to the writer’s choice of words. To achieve clarity, it is of utmost
importance to choose the words which are appropriate to the level of reading abilities
of the target readers. That is, if a story is intended for Kindergarten pupils, make sure
that the words are simple and common. On the other hand, if a story is to be read by
Senior High School Students, then opt for words which are suited to their abilities.

2. Conciseness – This is the opposite of wordiness and redundancy. Conciseness aims

to deliver a text using the exact set of words by removing unnecessary details. It seeks
brief yet clear statements. For example, greeting someone with “A pleasant good
morning” is incorrect, because pleasant and good mean the same. Rather, “A pleasant
morning” or “Good morning” is enough. The same thing goes for “repeat again” and “in
my own personal opinion.” Repeat and again are synonyms, so it is enough to use
either one of them. On the other hand, my, own, and personal are all pertaining to the
speaker’s possession of his/her opinion. Thus, it is enough to say “in my opinion.”

3. Organization – This refers to how the story was sequenced and how well are they
connected, from the exposition down to the denouement. If a story does not follow a
logical sequence or format, the readers may find themselves confused and worst,
uninterested in the story. Hence, it is important to identify how united the parts are, so
that they all tell the same concepts.

4. Grammar and Punctuations – This covers how knowledgeable the writer is when it
comes to the usage of the English language in writing. For clarity, all sentences should
follow the standards of English grammar, as well as the rules in punctuation marks.

5
 Choice and Use of Literary Elements

In the previous module, we discussed about the elements of a Short Fiction. Today,
let us identify the pointers to consider to ascertain that the elements we have chosen and used
are appropriate or not.

1. The characters are carefully selected. Their personalities and attributes are of great
influence as they add color to the storyline. None of them are irrelevant to the flow
of the story as they perform their purposes rightfully.

2. The setting is fitting to the story, the characters, the theme, and the target readers.
It is also explained in such a way that the readers’ senses are stimulated.

3. The parts of the plot are relevant. None of them may be removed from the storyline
as they greatly affect other the other parts. They are also not too obvious nor too
out of context. They stick to the theme and bear with them necessary scenes to
complete the story.

4. The theme is age appropriate to the readers. The overall idea of the story is
interesting, gender-sensitive, and socially-relevant in such a way that the readers
can relate based on their probable experiences in accordance with their ages.

Revising a Draft

Parallel to evaluation, another skill that you have to develop is revising a draft. Simply, a
draft is a preliminary writing inputs of your original paper. This is called a draft since it naturally
requires a second look to check if your writing is noteworthy. Seemingly, revising is simply
reading while scrutinizing a certain literary piece or draft. Here are some pointers that may
help you in revising a draft.

1. Read the literary thoroughly. While reading, jot down terms that you cannot grasp.
Later, use a Dictionary or try to contextualize to obtain the meaning of the terms.
2. Organize your thoughts. Think as if you are talking.
3. Work by chunks. You may start working with the vocabularies, the agreement of
subject and verb, the tenses, the transitional devices, relationships of ideas, etcetera.
4. Rewrite the whole literary draft. Now, in writing - consider all the necessary
corrections that you have noted down.
5. Let someone more knowledgeable read the revised draft. If there are still some
corrections, revise again.

Remember, practice makes perfect. One may not be able to evaluate and revise a
literary piece if he/she lacks exposure to different literary nonfiction. One may start to
simple revision and later find himself/herself revising some academic manuscripts.

6
 What’s More

Independent Activity 1

True or False. Write True if the statement is correct and False if it is incorrect. Use the space
provided before each number.

1. Conciseness is the opposite of wordiness and redundancy.

2. Diction refers to how the story was sequenced and how well they are
connected from the exposition down to the denouement.
3. If a story does not follow a logical sequence or format, it becomes confusing
only to the young readers.
4. To achieve clarity, it is of utmost importance to choose the words which are
appropriate to the level of reading abilities of the target readers.
5. For clarity, rules in grammar and punctuation marks may be set aside.

Independent Assessment 1

Multiple Choice. Identify the factors to attain the clarity of the given statements or scenarios.
Use the space provided before each number.

1. A teacher told his Grade 1 pupil, “You are supercalifragilisticexpialidocious!”

a. Conciseness b. Diction

2. Nica had a problem with the company policies and it was solved, but she gave
up before it was solved.
a. Diction b. Organization

3. Do you know how to apply grammar rules or not.

a. Grammar b. Punctuation

4. Let us merge together our ideas in order to come up with the best solution.
a. Organization b. Conciseness

5. Jason thinked of a strategy to finish his tasks more quickly.

a. Grammar b. Diction

Independent Activity 2

Organization is one of the major factors that we must consider for clarity of idea. In
a Short Fiction, this pertains to the clear flow of the parts of a story’s plot.

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 As mentioned in the previous module, a plot has five parts namely the exposition, rising
action, climax, falling action, and denouement. To check for organization, let us see your
understanding of these basic concepts.

Identification. Identify which part of a plot is being explained in each of the given statement.
Use the space provided before each number.

1. This part shows the closing moments of the story, although

sometimes it may be cliffhanger.
2. This part gives us a glimpse of the possible ending by showing
events that explain how the conflict is solved or not.
3. This part is where the conflict or the problem is born.
_ 4. This part is where characterization takes place and where the
setting is descriptively explained.
5. This part bears the highest emotional intensity among all other parts
as major incidents happen in the story.

Independent Assessment 2

Sequencing of events. Arrange the parts of the given plot. Write 1 for exposition, 2 for rising
action, 3 for climax, 4 for falling action, and 5 for denouement on the given spaces.

About the Author:

Yu Hua, who was born in April 03, 1960 in Hangzhou, Zhejiang province, is a Chinese
author. Right after his debut in 1988, he was considered a post-New Wave writer in the field
of fictional writing as many critics credited him a champion for Chinese meta- fictional or post-
modernized writing. However, when he shifted to a more psychological way of narrating in
1990s, he received strong criticisms from both critics and readers.

Yu Hua has and three collections of essays, six collections of stories, five novels. His
novels have been translated into English, Spanish, Portuguese, French, German, Russian,
Italian, Dutch, Czech, Polish, Romanian, Swedish, Hungarian, Serbian, Turkish, Persian,
Hebrew, Korean, Mongolian and Malayalam.

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 As the North Wind Howled
(Selected Parts)
By Yu Hua

1. Sunlight had sneaked in through the window and was creeping toward the chair
where my pants dangled. I was lying bare-chested in bed, rubbing some gunk from the corner
of my right eye. It must have collected while I was sleeping, and to just let it stay there seemed
inappropriate. Meanwhile, my left eye was idle, so I gave it the job of looking at my pants. I
had taken them off the night before, and now I regretted tossing them so casually over the
chair, where they lay wrinkled and crumpled beside my jacket. As my left eye inspected them,
I began to wonder whether while sleeping I had shed, snakelike, a layer of skin, for that’s what
my jacket and pants looked like. At this point, a drop of sunshine reached my pant leg; the
little splotch of leaping light made me think of a golden flea. And so I felt itchy all over and had
my idle left hand make itself useful by scratching.

2. I knew it was pointless to argue any further with this guy, because he was at least
five times as strong as me. “Seeing as a dying man wants to see me,” I told him, “of course
I’m happy to go.”

3. Once we were in the street, the north wind blew me and the big fellow to the
friend’s house just as quickly as it would blow leaves off a tree. The doorway was piled high
with wreaths. The big fellow turned to me and said dolefully, “Your friend is dead.”

4. So that was how, on this lousy morning, a muscleman kicked down my door and
lumbered me with a friend I had no interest in having—a friend who was about to die, no less.
What’s more, the north wind was howling like a banshee outside. I had no overcoat or scarf,
no gloves or hat—all I was wearing was a thin jacket as I went off to visit this friend I knew
absolutely nothing about.

5. Someone was knocking on the door. But who could it be? I was the only person
with a reason to come here, and I was already here. So I decided to ignore the knocking and
continue with my scratching. Now the door was making a colossal noise, as though it were
about to cave in. The person outside, I realized, was knocking not with his hand but with his
foot, and, before I had time to think of a response, the door fell to the floor with such a crash
that it sent shock waves through me. A brawny fellow with whiskers on his face charged over
to my bed. “Your friend’s dying, and you’re still not up?” he yelled. I’d never seen this man
before. “Have you come to the wrong address?” I asked.

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Independent Activity 3

Read the short fiction.

Alicia or Not?
by Maica Jill N. de Guzman

The night was deep when Detective McAdams

received a call from a woman named Alicia, aged 29,
who claims that she received a mysterious death note
e-mail from DearFutureMe.com. Although the website
is supposed to send letters to people written by
themselves in the past, Alicia swore she never used
the website before. The letter was written ten years
ago by who seems to be Alicia at 19, and the said e- mail
seems legit because it has stories about Alicia which, according to her,
only she knew about. What makes the letter even more disturbing is that it knows
exactly what Alicia’s present life is in details, given that it was written ten years back.
Detective McAdams drove to Alicia’s place very quickly to investigate. Upon his
arrival, a skinny yet attractive blonde woman in a deep blue dress welcomed him. She
shyly flipped her long curvy hair away from her pale white face. Alicia, although scared,
is a breath-taking vision. Detective McAdams had to remind himself of his duty.
Alicia opened her laptop to show the e-mail she received to the detective.
While he was reading, she offered him a cup of tea. The e-mail reads:

28 October 2010

Dear Alicia,
Be careful. Ten years from when I am writing this letter, you must be living by yourself
at 108 Eve Street in Uphills. You are unhappy with your job and that is okay. If you
survive, you will get that promotion. Someone will try to kill you there. Your hair, a fake
gun, and your black doormat. You have to fight back. Call Detective McAdams from the
South, he could help you.

P.S. Stop blaming yourself for Mom and Dad’s death. We both know it was not your
intention to make Dad mad while he was driving. Besides, nobody knows about that
heated conversation.

I really hope you make it.

Alicia

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Independent Assessment 3
Analyze the combination of ideas and the literary elements of the story. Write your
analyses on the spaces provided.

1. Characters:

2. Setting:

3. Plot:

4. Theme:

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 What I Have Learned

Write what you have learned about the given words related to clarity of idea and proper
choice and use of literary elements on the given spaces.

1. Diction

2. Conciseness

3. Organization

4. Grammar and Punctuations

5. Choice and Use of Characters

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6. Choice and Use of Setting

7. Choice and Use of Plot

8. Choice and Use of Theme

What I Can Do

A. Evaluate the clarity of ideas and choice and use of literary elements of this short
fiction by answering the rubrics on the page 15.

About the Author:

R. Zamora Linmark is a Filipino American poet, novelist, and playwright. He was born in
Manila but he earned his bachelor's degree at the University of Hawaii in Honolulu. An
award-winning author, Linmark is a recipient of a Japan-United States Friendship
Commission, a National Endowment for the Arts creative writing fellowship in poetry in
2001, and was a Fulbright Foundation Senior Lecturer/Researcher in the Philippines in
2005 to 2006.

He also became a Creative Writing professor at the University of Hawaii and University of
Miami. He is known for his works Rolling the R’s published in 1995, Prime-Time Apparitions
published in 2005, The Evolution of a Sigh which was written in 2008, Drive- By Vigils in
2011, Leche in 2011, and The Importance of Being Wilde at Heart in 2019.

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 Turban Legend
By R Zamora Linmark

By the time Vince arrives at the

Philippine Airlines departures terminal, it is
already bustling with restless souls who, with
their balikbayan boxes, have transformed the
terminal into a warehouse, as if they’re returning
to the motherland on a cargo ship rather than
Asia’s first airline carrier. Comedians use these
durable cardboard boxes as materials for their
Filipino-flavored jokes. “How is the balikbayan
box like American Express to Filipinos?
Because they never leave home without it.”

Everywhere Vince turns are boxes, boxes, and more boxes. Boxes secured by
electrical tape and ropes. Boxes with drawstring covers made from canvas or tarp. Boxes
lined up like a fortified wall behind check-in counters or convoying on squeaky conveyor
belts of x-ray machines. Boxes blocking the Mabuhay Express lane for first-and business-
class passengers. Boxes stacked up on carts right beside coach passengers standing in
queues that are straight only at their starting points before branching out to form more-or
converge with other-lines, bottlenecking as they near the ticket counter.

Boxes that ought to be the Philippines’ exhibit at the next World’s Fair, Vince tells
himself as he navigates his cartload of Louis Vuitton bags in and out of the maze. An exhibit
that should take place none other than here, at the Honolulu International Airport, he
laughs, as he imagines an entire terminal buried in the Filipinos’ most popular-and
preferred-pieces of luggage.

With a balikbayan box, Filipinos can pack cans of Hormel corned beef, Libby’s
Vienna sausage, Folgers, and SPAM; perfume samples; new or hand-me-down designer
jeans; travel-sized bottles of shampoo, conditioner, and body lotion gleaned from Las
Vegas hotels; and appliances marked with first-world labels that, as anyone who’s been to
the Philippines knows, can easily be purchased at Duty Free right outside the airport or
from any of the crypt-like malls that are so gargantuan they’re a metropolis unto
themselves.

Filipinos will even throw themselves into these boxes, as was the case of the
overseas contract worker in Dubai. The man, an engineer was so homesick that, unable
to afford the ticket-most of his earnings went to cover his living expenses and the rest to
his wife and children-he talked his roommate, who was homebound for the holidays, into
checking him in. He paid for the excess baggage fee, which still came out cheaper than a
round-trip airfare. En route to Manila, he died from hypothermia.

Vince, who had heard the story from his older sister Jing, didn’t buy it. There were
too many loopholes, too many unanswered questions, like wouldn’t an x-ray machine in
the Middle East detect a Filipino man curled up inside a box? He simply dismissed it as a
“turban legend.”

“You’re missing the point brother,” Jing said. “It’s not the mechanics that matter. It’s
about drama. The extremes a Filipino will go to just to be back home for Christmas with
his family.”
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 RUBRICS FOR EVALUATING THE COMBINATION OF CLARITY OF IDEAS
AND CHOICE AND USE OF LITERARY ELEMENTS IN A SHORT FICTION
4 points 3 points 2 points 1 point Score
Diction All of the Most of the Some of the Majority of the
words used by words used by words used by words used by
the writer are the writer are the writer are the writer are
appropriate to appropriate to appropriate to inappropriate to
the level of the level of the level of the level of
reading reading abilities reading abilities reading abilities
abilities of the of the target of the target of the target
target readers readers readers readers
Conciseness The short The short The short The short fiction
fiction bears fiction bears 1- fiction bears 4- bears 7 or more
no 3 redundant or 6 redundant or redundant or
redundancy wordy wordy wordy
nor wordiness statements statements statements
Organization The plot is The plot is The plot is The plot is
sequenced sequenced somewhat somewhat
properly and properly, but sequenced sequenced
are logically some parts are properly and properly and
connected not logically some parts are some parts are
with one connected with not logically not logically
another one another connected with connected with
one another one another
Grammar The short The short The short The short fiction
and fiction is free fiction has 1-3 fiction has 4-6 has more than 7
Punctuations from any mistakes in mistakes in mistakes in
mistakes in grammar and grammar and grammar and
grammar and punctuations punctuations punctuations
punctuations
Use and All elements Most of the Some of the Majority of the
Choice of of the short elements of the elements of the elements of the
Literary fiction are short fiction are short fiction are short fiction are
Elements carefully carefully carefully not carefully
selected, have selected, have selected, have selected, have
great great great no great
influences to influences to influences to influences to the
the storyline, the storyline, the storyline, storyline, and
and are and are and are are
appropriate to appropriate to appropriate to inappropriate to
the target the target the target the target
readers readers. readers. readers.
TOTAL SCORE:

15
B. Revise the short fiction based on your evaluation. Write your revision on the given
space.

(Title)

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 Assessment

Modified True or False. Write True if the statement is correct. If wrong, underline the word or
phrase which make it incorrect, then write the correct word or phrase.

1. Diction pertains to the writer’s choice of words.

2. Organization aims to deliver a text using the exact set of words by
removing unnecessary details.
3. Conciseness refers to how the story was sequenced and how well
they are connected, from the exposition down to the denouement.
_4. In choosing a literary element, a writer must consider the ages of the
target readers.
5. Some of the parts of a plot may be removed from the storyline as they
greatly affect other parts.
6. The overall idea of the story should be interesting, gender-sensitive, and
socially-relevant.
7. In revising a draft, a writer shall work by chunks.
8. A good writer allows a more knowledgeable person to read the revised
draft for further improvements.
9. A draft is a preliminary writing that needs revisions.
10. In writing a draft, revisions shall be done before evaluations.

11. While reading, jot down terms that you cannot grasp.

12. In writing, think as if you are talking.

13. A draft is a final writing inputs of your original paper.

14. Revising is simply reading while scrutinizing a certain literary piece or

draft.

15. A draft requires a second look to check if your writing is noteworthy.

17
Interview your parents or any member of your family and ask them how they cope with the
COVID-19 pandemic. Draft their stories and evaluate your own work using the same rubric
that you used on page 15. Then, revise your own work based on the result of the rubric. Be
sure to consider the clarity of idea, appropriate choice and use of the element, and effective
combination of the idea and the chosen literary element.

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References

“As the North Wind Howled” Accessed August 1, 2020.://www.newyorker.com/books/flash-

fiction/as-the-north-wind-howled
“Fiction & Memoir”. Accessed June 15, 2020. https://www.splitlipmagazine.com/michele-
finn-johnson
“How to Revise a First Draft” Accessed August 3, 2020. https://jerichowriters.com/how-to-
revise-first-draft/
“Turband Legend”. Accessed August 4, 2020. https://maryriii.wordpress.com/2018/10/29/
turban-legendby-r-zamora-linmark/
“Yu Hua” Accessed July 19, 2020. https://en.wikipedia.org/wiki/Yu_Hua

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 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address:lrmdsbulacan@deped.gov.ph

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