Senior High School

Creative
CreativeNonfiction
Nonfiction
Quarter 1 – Module
Quarter 1 4:
Writing a Short Draft of a Short Fiction
Writing a Draft of a Short Fiction
HUMSS_CNF11/12-Ib-d-5

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Specialized Subject - Creative Nonfiction
Supplementary Learning Material
Quarter 1 – Writing a Short Draft of a Short Fiction
First Edition, 2020

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Published by the Department of Education - Region III

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

Development Team of the Module

Author : Janelle C. Ruiz

Language Reviewer : Nancylita C. Cubol, PhD
Content Editor : Esperanza S. Nunez, PhD
Illustrator : Raffy O. Capulong
Layout Artist : Teriza R. Tavares

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Jay Arr V. Sangoyo, PhD

EPS I – English

Joannarie C. Gracia
Librarian II

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.goc.ph

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 11

Creative Nonfiction
Quarter 1 – Module 4:
Writing a Short Draft of a Short Fiction

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 Introductory Message
For the Facilitator:

Welcome to the Creative Nonfiction Supplementary Learning Material (SLM) on Writing a

Short Draft of a Short Fiction.

This module was collaboratively designed, developed and reviewed by educators both from
public and private 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 the learners as they do the tasks included
in the module.

For the Learner:

Welcome to the Creative Nonfiction Supplementary Learning Material (SLM) on Writing a

Short Draft of 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 module has the following parts and corresponding icons:

This will give you an idea of the skills or

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 you get all the answers
correctly (100%), you may decide to skip
this module.

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 This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to 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. 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 may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
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 the other activities included
in the module.
3. Read the instructions 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!

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 Our minds are capable of imagining so many things. It can create various experiences
which may be reel or real. To unwrap these thoughts, words are used to visualize and show
the ideas that play in one’s mind.

Exploring human experiences is a worthwhile endeavor. It gives deeper understanding

about man’s behavior and feelings. Cultivating notable discoveries can be done through
reading, evaluating, and appreciation of literary texts. On the other note, the best way to
preserve and treasure these amazing revelations is by putting these thoughts and experiences
into writing.

Learning Competency:
Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the literary
conventions of genre following these pointers:
• Choosing a topic
• Formulation a thesis statement
• Organizing and developing ideas
• Using any of literary conventions of a genre
• Ensuring the theme and technique are effectively developed.

LC Code: HUMSS_CNF11/12-Ib-d-5

At the end of the lesson, you are expected to:

1. identify the guidelines in developing a short fiction;
2. utilize its literary conventions; and
3. write a draft of a short fiction.

Directions: Write FACT if the statement is true; BLUFF if it is false.

_________ 1. Fictional characters have their set of traits and beliefs but can still
be
unpredictable.
_________ 2. In coming up with a setting of the story, simply state the location
where the story occurs.
_________ 3. Fiction presents conditions and surroundings that are similar to what
is real.
_________ 4. In the climax, readers can visualize in their minds the totality of the
story.
_________ 5. The literary conventions must harmonize to provide confusion to the
readers.
_________ 6. Dealing with a broad topic will make you an effective writer.
_________ 7. Developing the characters in the story is done by simply mentioning
their names.
_________ 8. Organizing the ideas is intended for academic writing, not in story
writing.

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 _________ 9. Narrative thesis guides and controls the flow of a short fiction.
_________ 10. All parts of the story must contribute to the theme.
_________ 11. Characterization is made of actions, goals, experiences, and
feelings.
_________ 12. In writing a plot, you must develop exposition, rising action, conflict,
climax, and falling action.
_________ 13. To heighten your readers’ interest, plot must be linked carefully.
_________ 14. Theme can only be found in the introduction of a short fiction.
_________ 15. Theme binds all other elements to bring sense into the story.

Read the story and answer the tasks that follow.

Rubik’s Cube
By Merlyn Llonado

The cold gush of the wind caressed my skin; telling me to

enter the establishment and feed my eyes with the colorful lights
hung all over the corners. I took the step forward and felt my skin
welcoming the same cold air, but this time, it came from the air-
conditions which are all in full blast. My shivering hands were balled
into fist, enclosing the fifty-peso bill that my mother gave me to buy
the thing that I have been wanting for so long. That cube-shaped
object which made my mind go crazy, like a carousel rotating non-
stop, radiating a variety of color rays. This cube will be my mother’s
Christmas gift for me, and although this is already my third Rubik’s
cube, I still feel so ecstatic with the new addition to my collection.

My feet finally made its way inside. My eyes curiously roamed along the different
shelves, standing proudly with different items placed still on them. Each item has their own
charisma, making me want to buy everything notwithstanding the tag prices stick to them.
However, I only have fifty pesos and I have to find that Rubik’s cube before my mother groan
in so much frustration and take back the fifty-peso bill she gave me.

It did not take me long to find the thing that has been long visiting my every dream.
After some time of scanning the store, my gaze immediately landed on that familiar cube,
causing sparks to fly around it. I made my way to it and grab the thing, like my future depended
on it. Luckily, the first counter was vacant, like it was really waiting for my arrival. I paid for the
Rubik’s cube and quickened my pace to go outside because my mother will surely come to
fetch me anytime soon.

While waiting outside the store, with the stars and the moon as the display of my pitch-
black ceiling, I threw the plastic bag away and started to manipulate that little object. In the
middle of my self-made wonder, a boy suddenly stood beside me. He was wearing an old,
faded shirt and stained basketball shorts and his hair seemed to be discerned my mind. His

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lonely eyes stared at the Rubik’s cube I was holding, and his little joy suddenly reflected while
watching the different colors of the cube slide pass each other.

“Wow, Ate. You are so good in solving the Rubik’s cube. Too bad, I didn’t have one.”,
he uttered, his eyes twinkling, and his lips were formed in a curve.

I felt my heart being touched by his warm smile. Suddenly, I felt the urge to give him
my little bundle of joy and share the happiness with him. So, I did the thing that felt right. I
gave him the cube, smiled at him and witnessed as his eyes sparkled even more.

As I was about to say some words, I heard my mother’s voice calling me from afar. I
abruptly went to her, rode to our motorcycle and took one last glance on the boy who was all
smiles. Right at that moment, I knew that his smile was way better than the Rubik’s cube. And
that’s the most valuable gift I have received that night.

Identify the elements found in the story by filling out the table below.

Characters:

Setting
(Time and Place)
Plot Exposition:

Rising Action:

Climax:

Falling Action:

Denouement:

Task 1.
Directions: How did the lives of Filipinos change during the Enhanced Community
Quarantine? In five to seven sentences, write your answer in the box below.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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Task 2:

Directions: Think of your favorite story or movie. Then, provide at least five sentences in
stating your reasons why it is close to your heart.

_________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Writing a short fiction is simply telling a story. It may be a product of a writer’s
____________________________________________________________________________
imagination or a recounting of actual experiences. It aims to bring readers to the world of the
_____________________________________
story that they read. An effective story tickles a reader’s curiosity and leaves a mark.

In developing a short fiction, the same basic forms as most academic papers are also
considered. Yet, it allows the writer to be more creative and artistic in presenting and putting
thoughts into writing.

Developing a Short Fiction

When writing a short fiction, there are a few strategies that may serve as your guide.
These are choosing a topic, formulating central message, organizing ideas, applying literary
conventions of a genre, and developing the theme effectively.

1. Choosing a topic

When you write a story, choose a topic that really interests you. By doing this, your
story will be more motivating to write and more exciting to read. In coming up with a topic, it is
important to remember that it must not be too broad. Choose a topic that you can develop.

To help you think of a topic for your story, you may also brainstorm to generate your
ideas. It can be done by asking wh- questions. With this, the general topic will be unwrapped
and will direct you to a specific one.

General Topic: Unforgettable Moment

Questions: What is your most unforgettable moment? What event in your life will you enjoy
writing about the most? What are the emotions you had back then? How will you describe the
place and mood? Who were with you? What is the highlight of that event? Why can’t you forget
this scene in your life? To what extent did it influence me?

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 Moreover, you may also list words or phrases that can be associated or described your
topic. Remember, this is just a baby step in the writing process. Thus, changes might occur
as you go along.

family thermometer overthinking

room gloomy weather loneliness
doctor medicine sleepless

2. Formulating a narrative thesis

After having a specific topic, it is now time to develop that into a central idea or narrative
thesis. Narrative thesis introduces the event that starts in the first paragraph of the story. It
can be apparent or an implied one. In simple words, it is the power behind an entire work.

Narrative thesis controls and directs the content of the story. It unifies the ideas and
other elements of the story. Events and circumstances in the story are all anchored to it.

Examples:

Seed
By Mariel Q. de Jesus

Her father bought rice home the night the company men came to the village.

Waiting
By Sarah C. De Mesa

The knock came as expected- tentative, uncertain, as if the person at

the other side of the door could, at any time, turn their heels and walk away,
leaving only the receding sound of their footsteps.

3. Organizing ideas

Now is the time to craft and arrange the details of the story convincingly and clearly.
Not all details must be provided. Include only the significant events that move the story such
as the following:

a. Beginning of the story (characters, setting, narrative thesis)

Who are involved in the story? Where does it happen? What is its basic idea or its
central message?

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 b. Middle of the story (plot and mood)
What will happen in the story? What feeling or vibes do you want to give to your
readers?
c. End of the story (moral, prediction, and revelation)
How will your story end? How will you wrap up the events? What are the moral,
predication, and revelation that you will make?

Read the story and see how ideas are developed and organized.

A Day’s Wait
by Ernest Hemingway

He came into the room to shut the windows while we Characterization is evident on
were still in bed and I saw he looked ill. He was shivering, his the first part of the story. The
face was white, and he walked slowly as though it ached to character is being developed
and introduced.
move.
‘What’s the matter, Schatz?’
‘I’ve got a headache.’
‘You better go back to bed.’
‘No, I’m all right.’
‘You go to bed. I’ll see you when I’m dressed.’

This part provides more

But when I came downstairs, he was dressed, sitting by
details about the character.
Likewise, we also meet the fire, looking a very sick and miserable boy of nine years. When
another character. I put my hand on his forehead, I knew he had a fever.

‘You go up to bed,’ I said, ‘you’re sick.’

‘I’m all right,’ he said.
When the doctor came, he took the boy’s temperature.
‘What is it?’ I asked him.
‘One hundred and two.’

Downstairs, the doctor left three different medicines in It reveals a clear picture of
different colored capsules with instructions for giving them. One what the situation is.
was to bring down the fever, another a purgative, the third to Conflict can also be
identified.
overcome an acid condition. The germs of influenza can only exist
in an acid condition, he explained. He seemed to know all about influenza and said there was
nothing to worry about if the fever did not go above one hundred and four degrees. This was
a light epidemic of flu and there was no danger if you avoided pneumonia.

Back in the room I wrote the boy’s temperature down and made a note of the time to
give the various capsules.
‘Do you want me to read to you?’
‘All right. If you want to,’ said the boy.

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 His face was very white and there were dark areas under his eyes. He lay still in bed
and seemed very detached from what was going on. I read aloud from Howard Pyle’s
Book of Pirates; but I could see he was not following what I was reading.
‘How do you feel, Schatz?’ I asked him.

‘Just the same, so far,’ he said.

I sat at the foot of the bed and read to myself while I waited for it to be time to give
another capsule. It would have been natural for him to go to sleep, but when I looked up he
was looking at the foot of the bed, looking very strangely.

‘Why don’t you try to go to sleep? I’ll wake you up for the medicine.’
‘I’d rather stay awake.’
After a while he said to me, ‘You don’t have to stay here with me, Papa,
If itt bothers you.’
‘It doesn’t bother me.’
‘No, I mean you don’t have to stay if it’s going to bother you.’

This part brings us to the I thought perhaps he was a little light-headed and after
setting of the story. It giving him the prescribed capsule at eleven o’clock I went out for a
makes us hear, feel, and while. It was a bright, cold day, the ground covered with a sleet that
see the situation.
had frozen so that it seemed as if all the bare trees, the bushes, the
cut brush and all the grass and the bare ground had been
varnished with ice. I took the young Irish setter for a little walk up the road and along a frozen
creek, but it was difficult to stand or walk on the glassy surface and the red dog slipped and
slithered and fell twice, hard, once dropping my gun and having it slide over the ice. We flushed
a covey of quail under a high clay bank with overhanging brush and killed two as they went
out of sight over the top of the bank. Some of the covey lit the trees, but most of them scattered
into brush piles and it was necessary to jump on the ice coated mounds of brush several times
before they would flush. Coming out while you were poised unsteadily on the icy, springy brush
they made difficult shooting and killed two, missed five, and started back pleased to have
found a covey close to the house and happy there were so many left to find on another day.

At the house they said the boy had refused to let anyone come into the room.
‘You can’t come in,’ he said. ‘You mustn’t get what I have.’

I went up to him and found him in exactly the position I had left him, white faced, but
with the tops of his cheeks flushed by the fever, staring still, as he had stared, at the foot of
the bed. I took his temperature.

‘What is it?’
‘Something like a hundred,’ I said. It was one hundred and two and four tenth.
‘It was a hundred and two,’ he said.
‘Who said so?’
‘The doctor.’
‘Your temperature is all right,’ I said. It’s nothing to worry about.’
‘I don’t worry,’ he said, ‘but I can’t keep from thinking.’
‘Don’t think,’ I said. ‘Just take it easy.’
‘I’m taking it easy,’ he said and looked straight ahead. He was evidently holding tight

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 onto himself about something.
‘Take this with water.’
‘Do you think it will do any good?’
‘Of course, it will.’ Dialogues and narration are
used in developing the story.
I sat down and opened the Pirate book and commenced The short narration keeps the
flow of story. It also leads to
to read, but I could see he was not following, so I
have a smooth transition.
stopped.

‘About what time do you think I’m going to die?’ he asked.

‘What?’
‘About how long will it be before I die?’
‘You aren’t going to die. What’s the matter with you?’
Oh, yes, I am. I heard him say a hundred and two.’
‘People don’t die with a fever of one hundred and two. That’s a silly way to talk.’
‘I know they do. At school in France the boys told me you can’t live with forty-four
degrees. I’ve got a hundred and two.’

He had been waiting to die all day, ever since nine o’clock in the morning.

‘You poor Schatz,’ I said. ‘Poor old Schatz. It’s like miles The writer surprised us with
and kilometers. You aren’t going to die. That’s a different the ending. The vibes he
thermometer. On that thermometer thirty-seven is normal. created on the first part of
the story is totally different
On this kind it’s ninety-eight.’
and opposite to how he
‘Are you sure?’ ended it. Moreover, it also
‘Absolutely,’ I said. ‘It’s like miles and kilometers. You creates puzzles.
know, like how many kilometers we make when we do
seventy in the car?’
‘Oh,’ he said.

But his gaze at the foot of his bed relaxed slowly. The hold over himself relaxed too,
finally, and the next day it was very slack, and he cried very easily at little things that were of
no importance.

4. Applying literary conventions

Creating stories out of a person’s imagination is impossible if there are no elements

that will harmonize them. These conventions are connected to each other and contribute to
the entire story. Knowing how to apply these elements and at the same time understanding
how these are being weaved will lead to a good fictional story.

➢ Characterization is the process by which the writer presents the details and
creates images of the characters in the story.

Example:

As I was staring at her, the torture deeply penetrated that I couldn’t breathe and
deal with it. Her eyes were longing for something. Her face was covered with
sadness and melancholy as if she was suffering from a sickness that could be
cured.

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 ➢ Setting is where and when the story takes place. This includes all the details of a
place and time. Dialect, clothing, customs, and traditions are usually used to
establish the setting.

Example:

Raindrops, horrible thunders and lightning, silent night, It was a really daunting
evening. My heart was really heavy. I was so afraid that I shivered as I moved.

➢ Plot lays out the flow and structures of events in the story. It also shows
connections or relationships of actions. It is made of exposition, rising action,
climax, falling action, and denouement.

➢ Theme is commonly the application or generalization of story about life. It is formed

from experiences, actions, and decisions made by the characters.

5. Developing the theme effectively

Theme is the generalization of the significant events in a short fiction. It guides the
author and provides a sense of direction. Experiences, actions, conflicts are the where the
theme is usually cultivated. It also gives the reader a deeper meaning of the story and an
effective way to establish connection among readers.

Common themes:
Love will conquer all.
Believe in yourself
The first impression is always wrong

In developing the theme for your story, you may ponder on the following questions:

1. What are the problems or mistakes that hinder the characters in attaining happiness
and contentment?
2. How do the events shape and transform the characters?
3. Do they surpass the challenges and trials that come along their ways?
4. What happened to the characters at the end of the story?

Answer the following questions based on the guidelines in writing a short fiction.
Independent Activity 1
A. Look at the pairs of topics. Put a check next to the topic that is better choice for a short
fiction.

1. ________ Your first year in senior high school

________ Your first day in senior high school

2. ________ An exciting trip to a province

________ An exciting trip around the Philippines

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 3. ________ Important family gatherings

________ Your mother’s 60th birthday

4. ________ Your dreams last month

________ Your dream last night

5. ________ Your college days

________ Your first day at work

B. Underline the narrative thesis of the given paragraphs.

1. The four corners of their house which used to be filled with laughter now gone. The
colorful paintings on their walls suddenly turned blue. It was no longer a home because
the light was nowhere to be founds. He felt his heart shattering into million pieces now
that his mother had vanished. Tears started to form in his eyes. No matter how hard
he tried, he just could not accept the fact that his mother had left.

2. The cold breeze coming from the sea. The sun’s light reflected by the ocean in
scattered rays. Different image of beaches playing on Hero’s head. His knees are
trembling in anticipation. He has never been to a beach. Seeing the sky meet the sea
along horizon excites his vessels and soul.

3. The sun was shining brightly up high, but Ysabel heard the loud roaring thunder when
she saw her boyfriend a few feet away from her. The man was busy flirting with a
woman, whom she did not even recognize. She felt her blood suddenly reaching its
boiling point. Her palms suddenly urged her to go on and slap them hard. Would it be
better if she used her right hand? Left? or both? She felt her tears wanting to flow but
she stopped herself from crying.

Independent Assessment 1

A. In one sentence, write your own narrative thesis for each topic. You will be graded
based on the criteria below.

1. One defining moment in your childhood

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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2. When your wish came true but later on you wished it did not
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. When you got into a dangerous situation and how you surpassed it
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. When you put yourself at risk just to do what is right

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. When you had difficulty with a new technology

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Criteria Excellent Good Pair Needs

Improvement
(5 pts) (4 pts) (3pts)
(2 pts)

Specific (concentrated on the specific topic

given)
Engaging (attract readers and entice them to
keep reading)

B. Choose a topic that you like the most from the box. Then, provide details about the
flow of your story by answering the given questions in at least five sentences. You will
be graded by your teacher based on the rubrics that come after each item.

Sadness Nostalgia Love

Shyness Loneliness Relief
Violence Sympathy Hate

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1. What is the basic idea or narrative thesis? Who are involved in the story? Where does
it happen? List down vivid details about the characters and setting, then write the
narrative thesis.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Needs
Excellent Good Pair
Criteria Improvement
5 pts 4 pts 3pts
2 pts
Characterization (actions
and behavior are provided)
Setting
(time and details in the
location are included)

2. What will happen in the story? What feeling or vibes do you want to give to your
readers? Include the atmosphere that you want to create and the details that will make
up the body of your story.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Needs
Criteria Excellent Good Pair
Improvement
5 pts 4 pts 3pts
2 pts
(Plot)
Details are anchored with the
chosen topic and expressed
clearly)

3. How will your story end? How will you wrap up the events? What are the moral,
predication, and revelation that you will make? State the details on how you will present
the ending of your story.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 Needs
Criteria Excellent Good Pair
Improvement
5 pts 4 pts 3pts
2 pts
(Plot)
Details are anchored with
the chosen topic and
expressed clearly)

Independent Activity 2

Read the story and answer the activities that follow.

Polo
By Astrid Fontanilla

When Erning learned that his entire monthly

salary of P5, 619 was just the price of one of his
boss’s shirts, he decided to buy one.

In a whirl of frustration, and yearning for a kick

in the right direction, he let go of his money-pinching
instincts and poor-man sensibilities and decided that
for once in his rat life, he could act like a rich man.

If only for one day: his twenty-seventh

birthday. That day he found himself in a posh place
he actually had guts to enter SM Megamall. It was as
busy and as populated as his turf in Recto except the
human traffic towered in layers above him. With a
very purposeful gait he walked towards the center of
the mall to find a window mannequin wearing a
collared shirt. Mindful of the smell, it was just like the
plastic dipper he bought for P14. Even the mental
image dippers stacked up in a street stall reminded
him of the smell of the shirt.

Erning always knew he looked dirty from working on furniture at the shop but today he
was scrubbed clean, deodorant on, hair combed. This time poverty was his secret and he was
just another guy. His shopping habit was to check the price; but now it was to find out if it
exceeded five thousand pesos. He decided that all of last month’s earnings, the price of next
month’s cost of living was fit to be worn on his weary back. The saleslady seemed to have
known this as well. He was a man in lousy clothes bluffing his way through an air-conditioned
store.

He resented the way saleslady spoke to him. Internally he protested that he had the
money, that the saleslady was no less poor than he was, that he could smell the same sickly-
sweet powder on her that his past love used to wear. So, he decided to do the rude thing, ask

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for a bigger size, wait for her to disappear into the stockroom, then leave.

The next store had wooded floors with the mannequins hunched over, gathered at a
corner. There was something he could not understand about what was going on, why it felt
like he was being excluded by the faceless group hunched over, gathered at a corner to talk
about him. So, he left.

Two stores and still nothing. He felt like a rich man already; everything was below his
price range. Until he found the one. He was told it was a “blend of cotton and Dutch silk,” and
that it “needs dry cleaning.” Nice, Erning could save on water.

Rich man Erning walked sprightly. He thought of “the look that means I am going to an
important meeting.” But it was Sunday so maybe he could get stabbed instead and someone
could steal his near empty wallet. He would die looking like a rich man with no money left to
spend for a burial. Funerals are never a dead man’s problem, he thought.

Just as he greeted himself a happy birthday, a homeless woman walked up to him to

ask for money. “Why don’t you get a damn job,” he said and walked away.

Answer each task by providing details based on the story read.

A. Fill in each of the boxes below with the necessary information about the story, “Polo”.
Write you answer in at least one sentence per item.

GOALS FEELINGS

_________________ ________________
________________ ________________
________________ ________________
________________ ________________
________________ ________________
________________ ________________
________ _________
TRAITS ACTIONS

_________________ _________________
________________ ________________
________________ ________________
________________ ________________
________________ ________________
________________ ________________
________ ________
____________________________________
Character
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B. Write at least two statements that reveal the personality of the character in the story.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

C. Identify the setting of the story, “Polo” in one statement.

Setting

D. Select any setting your mind can imagine. Paint a picture through words to show how the
place looks like. In at least two to three sentences, write your answer in the box. You will
be graded based on the criteria below.

Example: “Along the seashore of a magical island, the salt water is a

luminescent turquoise and so crystal clear. The waves happily dance, and the
sea breeze calms one’s soul.”

Criteria Excellent Good Pair Needs Improvement

5 pts 4 pts 3pts 2 pts

Details are shown not told.

Descriptions use the sense of

sight, sound, touch, taste, and
smell.

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 Excellent Good Pair Needs Improvement
Criteria
5 pts 4 pts 3pts 2 pts

Details are shown not told.

Descriptions use the sense of

sight, sound, touch, taste, and
smell.

Criteria Excellent Good Pair Needs Improvement

5 pts 4 pts 3pts 2 pts

Details are shown not told.

Descriptions use the sense of

sight, sound, touch, taste, and
smell.

Independent Assessment 2

Read the story and answer the following activities.

Adultery
By Susan Evangelista

“What does ‘covet’ mean? “asks my eight-year-old as I cautiously nudge the car a few
feet forward. The jeepney driver to my right blares his horn at me.

“What?” asks Jeff impatiently.

“Covet, covet. Sentence?” My kids know I always need the context.

“Though shall not covet thy neighbor’s wife nor thy neighbor’s car.”

Oh, okay. Religion class. But how did the car get in there?

“Okay”, I say. “Covet. Want for your own. You’re not supposed to want other people’s
stuff. You know that.”

“Jeff wants the Santos’s car,” pipes up Kimmy, age 6. She idolizes her Kuya Jeff but
has to knock him down to size every once in a while.

“Yeah, I do, because it’s new. And it’s black. But is a wife stuff?”
18
 “Of course not, but -- maybe it’s the same kind of feeling, if you want somebody else’s
wife.”

“Like Mr. Santos when he keeps going over see to see Janey’s mom”, says Kimmy.
“Maybe that’s why he always waits for her dad to be out, so no one will know he covets.”

My mouth drops opened. If I were not deep in the traffic of Tandang Sora, I would turn
and stare at my prissy little daughter-- now a glance her way has to do.

“Kimmy,” I say. “Maybe it’s better not to repeat things like that. Who told you that
anyway? Was it Janey?

“Well, Janey did not say coveting. She just said it was adultery they were doing.
Adultery is something adults do. She told me.”

Damn! A blue bus is pushing me off the road- yikes! And I am supposed to turn left!
Hold on, everybody- “Umm,” I say to Kimmy, “I don’t think that’s quite right- some adults get
mixed up in adultery, but not at all. And it does not mean being an adult.”

“No, that’s right. It means ‘coveting.’” Jeff is back in the conversation. “And Sam told
me everybody does it. And not just dads. Moms too.”

Oh my. Sam, of course, is Janey’s brother. A brief silence while we all think about this.
I manage to make my left turn on to Commonwealth.

“Like when dad goes to see his secretary on Saturday,” says Kimmy all of a sudden.

“That’s what they are doing. Coveting.”

I notice that Jeff is watching me closely. Something hurts inside, suddenly, badly. I say
nothing.

Analyze the events in the story to identify how the theme was developed.

A. Write the theme of the story in one sentence. Then, fill in each box with how the theme
was developed over the course of the story. Write your answer in at least three to five
sentences. The criteria in which your work will be graded by your teacher come after each
item.
Theme: ____________________________________________________

Beginning:

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 Needs
Excellent Good Pair
Criteria Improvement
5 pts 4 pts 3pts
2 pts
Theme Statement
(Identify the key details in the story that
present the theme)

Evidence/Support
(Include some elements in the story such
as mood, tone, and plot to strongly
support the identified theme)

Middle:

Excellent Good Pair Needs Improvement

Criteria
5 pts 4 pts 3pts 2 pts

Theme Statement
(Identify the key details in the story
that present the theme)

Evidence/Support
(Include some elements in the story
such as mood, tone, and plot to
strongly support the identified theme)

Ending:

20
 Excellent Good Pair Needs Improvement
Criteria
5 pts 4 pts 3pts 2 pts
Theme Statement
(Identify the key details in the
story that present the theme)

Evidence/Support
(Include some elements in the
story such as mood, tone, and
plot to strongly support the
identified theme)

B. The short fiction below is missing large parts of the story (supporting details in the body).
As you read, add information that move the story along. Be sure to develop and organize
the ideas effectively. You will be graded based on the criteria below.

“Love Had Left”

He cannot recall how or when it happened. The only things that he can clearly
remember are first, the image of his father leaving them for another woman and second, the
last three words uttered by his mother before she died in his arms- I am sorry, son. Since
then, he just found himself being swallowed by a darkened room full of aluminum foils,
smoke, and whispers. A candle was lit on the farthest corner, surrounded by men who were
all floating on the clouds of their own illusion.

Every more they make is coated with silence. Carefully, he tore the sachet open like
his life depended on it.
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

21
 He was not aware of what hell was, until he reached their destination.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

After his situation finally sinks in, he realized that this could really be his fate. He was
bound to be forever stuck behind these bars. After all, life inside prison does not make any
difference with his life outside. Nobody loves him. His parents, the society, and even God
probably hates a junkie like him. He closed his eyes and tears began streaming down his
face. Even his love for himself was now gone.

Excellent Good Pair Needs Improvement

Criteria
5 pts 4 pts 3pts 2 pts
Prediction
(Incorporate logical strategy and
use wide range of relevant
details)

Organization
(Maintain a clear focus and
coherent structure)

Write the things that you have learned in writing a short fiction into three-five sentences
using the box below.

22
Directions: Write a draft of a short fiction in the box below using its literary conventions about
the topic “unprepared situation”. There will be no minimum number of paragraphs. Freely
write your story but make sure to develop effectively your narrative thesis, characterization,
setting and ideas must be linked with each other. Ask your parents or any of your siblings to
read your work and rate it honestly using the given criteria in the next page. Indicate the of
name your raters, relationship with them and ask them to sign after giving you your rating for
you work. For rater three (3), it will be your teacher.

23
Rater 1:___________________________ Relationship:__________________

Content Development Organization Language use Conventions

(story structure (elaborated and (logical and (description, (grammar,
and relevant ideas) coherent word choice, and punctuation, and
characterization) (20%) structure) sentence variety) spelling)
(40%) (20%) (10%) (10%)

________________________________
Signature

Rater 2:___________________________ Relationship:__________________

Content Development Organization Language use Conventions

(story structure (elaborated and (logical and (description, (grammar,
and relevant ideas) coherent word choice, and punctuation, and
characterization) (20%) structure) sentence variety) spelling)
(40%) (20%) (10%) (10%)

________________________________
Signature

Rater 3:___________________________ Relationship:__________________

Content Development Organization Language use Conventions

(story structure (elaborated and (logical and (description, (grammar,
and relevant ideas) coherent word choice, and punctuation, and
characterization) (20%) structure) sentence variety) spelling)
(40%) (20%) (10%) (10%)

________________________________
Signature

24
Analyze the statements hereunder and determine the veracity of each. Before the
number, write FACT if the statement is true; BLUFF if it tells otherwise.

_________ 1. Relevant features of the characters are necessary in writing a short

fiction.
_________ 2. Character’s personality may be explicitly and implicitly stated.
_________ 3. Characters are not as important as the plot.
_________ 4. Showing the character’s relationship with other characters in the
story is what narrative thesis is.
_________ 5. Setting may directly affect the characters.
_________ 6. Plot is usually arranged in random orders.
_________ 7. Story will be episodic if the connection of events is not linked.
_________ 8. The story needs to have a build up until it reaches the climax and
have a graceful exposition.
_________ 9. If the literary conventions are in accordance to the theme, the impact
will be puzzling.
_________ 10. Theme provides understanding of the events occurred in the story.
_________ 11. The writer may use setting to share his insights or how he views
human life.
_________ 12. Theme provides a perspective to the reader of the environment and
conditions that the writer tells through vivid descriptions.
_________ 13. This is an example of a good plot, “Raindrops, horrible thunders and
lightning, silent night, It was a really daunting evening.”
_________ 14. This is an example of narrative thesis, Confusion transpired whether
I got into three years of love or tortured.
_________ 15. The arrangement of plot has no significant effect to the overall
impact of the story.

Directions: Create a story based on the picture below. Take into account the literary
conventions of short fiction. There will be no minimum number of paragraphs. Freely write
your story but character, setting, narrative thesis, plot, and theme must be carefully developed
and organized. Ask your parents or any of your siblings to read your work and provide the
strong points and points to improve honestly using the template below.

25
Rater:___________________________ Relationship:___________________

Strong points:______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Points to improve: ___________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

________________________________
Signature

26
References

Baronda, Andrew John. 2016. Creative Nonfiction. Pasay City: JFS Publishing
Services

Buhisan, Arnold Jarn Ford and Sayseng, Ayesha. 2016. Creative Writing. Pasay City:
JFS Publishing Services

De Jesus, Noelle and Lacuesta, Mookie. 2015. Fast Food Fiction Delivery.
Mandaluyong City: ANVIL Publishing Inc.
 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