12

CREATIVE WRITING
Quarter 3 – Module 3
Identify and Write Compositions Exploring the
Various Elements, Techniques, and Literary
Devices in Various Modes of Fiction)
Creative Writing – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 3: Identify and Write Compositions Exploring the
Various Elements, Techniques and Literary Devices in Various
Modes of Fiction
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos,
brand names, trademarks, etc.) included in this module are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Jess Reille D. Espinas
Editor: Esteria J. Macajelos
Reviewer: Esteria J. Macajelos
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 12
CREATIVE
WRITING
Quarter 3 – Module 3
Identify and Write Compositions
Exploring the Various Elements,
Techniques, and Literary Devices
in Various Modes of Fiction
Introductory Message

For the Facilitator:

Welcome to the Creative Writing Alternative Delivery Mode (ADM) Module 3

on Identifying and Writing Compositions Exploring the Various
Elements, Techniques, and Literary Devices in various modes of
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:

“Writing is the painting of the

Voice”
Voltaire

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 the Creative Writing Alternative Delivery Mode (ADM) Module 3

on Identifying and Writing Compositions Exploring the Various
Elements, Techniques, and Literary Devices in Various Modes of
Fiction!

ii
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:

What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn
in the module.

What I Know This part includes an activity that aims

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

What’s In This is a brief drill or review to help you

link the current lesson with the previous
one.

What’s New 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.

What is It This section provides a brief discussion

of the lesson. This aims to help you
discover and understand new concepts
and skills.

What’s More 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.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life situations
or concerns.

iii
 Assessment This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities given to you to 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 the 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!

iv
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 1

Task 1 ------------------------------------------------ 1

WHAT’S IN ------------------------------------------------ 2
Task 2 ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 3

Task 3 ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 6

WHAT’S MORE ------------------------------------------------ 10

Task 4 ------------------------------------------------ 10
Task 5 ------------------------------------------------ 10

WHAT I HAVE LEARNED --------------------------------- 12

Task 6 --------------------------------- 12

WHAT I CAN DO ---------------------------------------- 12

Task 7 ---------------------------------------- 12

ASSESSMENT ------------------------------------------------ 14

ANSWER KEYS ------------------------------------------------ 16

REFERENCE LIST -------------------------------------------- 17

v
 WHAT I NEED TO KNOW

Dear students, join me as we venture into the realm of fiction! This module
will allow you to have a refresher on your previous knowledge on the elements of
fiction and apply it through dissecting the varied literary works you will encounter
in this module. You will also be able to look into techniques and literary devices
you could employ in crafting your own story.

Learning Competency

Identify and write compositions exploring the various elements, techniques,

and literary devices in various modes of fiction

Learning Objectives

At the end of the module, you should be able to:

1. Identify the various elements, techniques, and literary devices in a work of fiction
(Cognitive)
2. Read with comprehension sample works of fiction (Psychomotor)
3. Write a brief story incorporating elements, techniques and literary devices of
fiction (Psychomotor)
4. Distinguish positive traits a person should possess to succeed in life (Affective)

WHAT I KNOW

Task1
Direction: Identify the elements of fiction defined by the statements below.
Write your answers on your notebook.

__________________________ 1. This refers to the persons, animals,

plants, inanimate objects that possess life and give life to the story.
__________________________ 2. This refers to the angle of narration; it
indicates “who is the narrator” and “how is the narration done”.
__________________________ 3. This refers to the series of events or
action that comprise a story.
__________________________ 4. This refers to the time and place in
which events of a narrative take place.
__________________________ 5. This refers to a literature in the form of
prose that describes imaginary events and people.
__________________________ 6. This is the idea or concept of the author

1
 often referred to as the message of the story.
__________________________ 7. This is the initial part of the plot in
which the setting and the characters are introduced.
__________________________ 8. This is the part of the plot in which the
conflict develops.
__________________________ 9. This is the highest point of the story
during which the readers know how the conflict will be resolved.
__________________________ 10. This refers to the last part of the plot
which gives the story some finality.

WHAT’S IN

Task 2
Direction: Identify which among the list below are works of fiction and
nonfiction by writing them inside the boxes where they belong.

Guide:
Fiction refers to literature created from imagination.
Nonfiction refers to literature based in fact.

Source: (Hoover Public Library, 2020)

o A letter to Santa Clause

o The Hunger Games book trilogy
o A web page telling you about the weather
o A restaurant menu
o A book of fables
o An advertisement in the newspaper
o A travel brochure
o Harry Potter books
o A fairy tale
o A myth about Orpheus and Eurydice

FICTION NONFICTION

1. _________________________ 1. _________________________
2. _________________________ 2. _________________________
3. _________________________ 3. _________________________
4. _________________________ 4. _________________________
5. _________________________ 5. _________________________

2
 WHAT’S NEW

Task 3 Reading activity

Direction: Read and comprehend the following work of fiction.

Orpheus and Eurydice

Myth

There has only been one mortal whose skill at playing the lyre compared with
the skill of the god of music, golden Apollo, and that mortal’s name was
Orpheus. When he played, the birds would swoop down from the heavens
and sit on the branches above his head. When he played, the animals of the
fields would gather round him, their heads cocked to one side.

Now Orpheus had fallen in love with a woman called Eurydice. There was a
wedding, a magnificent wedding, but all through the wedding ceremony the
candles and the lamps in the temple gave off an oily black smoke so that the
guests coughed and choked. Even the priests had to wipe tears from their
eyes. They looked at one another and shook their heads: ‘This is a bad omen.
Such things should never happen at a wedding.’ And the priests were right to
be worried.

The very next morning Eurydice woke up early. She climbed out of the bed
where Orpheus was still deep in sleep. She pulled on her clothes and went
out walking. The dawn was breaking. A snake that was coiled up on a rock
woke up. It slid through the grass just as Eurydice was walking barefoot
across the meadow. Their paths crossed. It sunk its fangs into her ankle; its
poison coursed through her veins. With a cry she fell to the ground. When
Orpheus found her, she was lying dead and cold. He lifted her in his arms. He
carried her home, his face wet with tears.

When the funeral was finished, when the pyre had burned and the heat of the
fire’s heart had consumed the house of bone, Orpheus picked up his lyre and
set off on a great journey. He travelled over land and sea until he came to a
dark cave. He made his way through tunnels that wound to the left and right.
He delved into darkness. At last he came to the edge of an oily, black river,
the river of forgetfulness. On the far side of it he could see the shadowy hills
of the country he was seeking. He was looking across towards the land of the
dead.

Orpheus stared over the water, with only the thought of Eurydice in his mind.
How could his lovely bride be there, in that strange dark place? Suddenly
there came the sound of growling, then a harsh barking. Out of the shadows
the great three-headed dog Cerberus, who guards the riverbank, leapt at
Orpheus, his lips curled back from his teeth. Orpheus lifted his lyre to his
shoulder and began to play; and such was the beauty of his music that the

3
monstrous dog stopped in his tracks, wagged his tail, closed his six red eyes,
rolled onto his back and howled with his three heads. The beauty of the music
floated out across the water and reached the ears of Charon, the ferryman.
He poled his boat towards the sound. Orpheus never stopped playing his lyre.
He stepped from the bank into the boat and the ancient ferryman pushed
away from the land and poled his boat across the river. When they reached
the far side, Orpheus, still playing, jumped from the boat and walked into the
shadows.

Soon there was a whispering around him, a rustling, a shuffling, like the
sound of the wind blowing through dead leaves: the dead were gathering.
They were following him. They were enchanted by his music. It made them
weep for sorrows they could not remember any more; it made them laugh for
joys that were forgotten, for the dead have lost all memory of their lives.
They’re a drifting host of whispering ghosts.

On and on Orpheus walked, surrounded by the dead, and then he saw a

palace loom out of the shadows. As he approached it, the dead fell back. He
found that he was walking alone. He was approaching the dwelling place of
their king. He made his way between black gates; he climbed steps of black
stone; a doorway of black ebony swung open before him. He entered the hall.
At the far end of it there were two thrones. On one sat the king of terrors,
Hades himself, his eyes as deep as open graves, his black beard spread
across his belly. Beside Hades sat his wife, beautiful Persephone. She was
like a moon shining in a dark sky, like a mistletoe berry in the depths of
winter. Orpheus, still playing his lyre, walked up to the two thrones. He stood
before the god and goddess. He looked into their faces and then he began to
sing.

‘We mortals are wretched things and the gods who know no care have woven
sorrow into the pattern of our lives. Even the sparrow on the branch, even the
wren in the willow knows more of sorrow than the

thundering gods, who have never felt the cold hand of death closing around
their hearts. But you, you mighty gods, you have known the sweet pains of
love. You have felt Aphrodite’s shining shafts. Great Hades imagine those
summer months, when Persephone is gone, lasting forever. Imagine, if you
can, her pale face crumbling into dust. That is how it is for mortal man. Great
Hades, I beg you, give me back my Eurydice.’

There was a silence. Then Persephone turned to Hades, her face streaming
with silver tears, and Hades turned to his wife. One oily black tear trickled
down his cheek and splashed onto his beard. He drew breath and spoke:
‘Fetch me the three Fates.’

The three ancient sisters were brought before him, the first who spins out the
thread of a life, the second who measures its length and the third who cuts it.
Hades looked into the wrinkled, leathery face of the third sister. ‘Find the cut
thread of Eurydice’s life and mend it.’

4
The third sister bowed before the god.

Hades turned to Orpheus. ‘Now go! Leave my palace! Leave my realm, and
she will follow you. But do not look behind you. Do not look over your
shoulder until the light of the sun shines full on your face.’

Orpheus bowed. He turned on his heel and left the palace. He made his way
across the shadowy kingdom until he came to the river’s edge. Charon, the
ferryman, was waiting for him; he climbed into the boat. As he sat down, he
felt it tremble, as if someone had climbed in behind him. He kept his eyes
fixed on the far shore. When they reached the riverbank, he stepped out of the
boat and behind him he could hear footsteps, soft footsteps following him. As
he journeyed, he could sometimes hear the snap of a twig. Sometimes he
thought he could feel Eurydice’s breath on the back of his neck. And still he
looked ahead. He made his way through the tunnel of stone. And then at last
he was out of the cave and breathing the fresh air of the living world. Above
him the sky was bright with shining stars. Soon, he thought to himself, soon
the dawn will break, and the light of the sun will shine on my face.

But as Eurydice was following Orpheus, she caught her foot on a stone, she
tripped, and she fell. Orpheus heard her stumble and without thinking he
turned to catch her in his arms. He tried to break her fall and for a single
moment he saw her face, pale beneath the silver stars. And then his arms
closed around empty air and she was gone. In the land of many guests, the
third Fate cut the thread of Eurydice’s life for the second time. And this time
there would be no mending it.

Orpheus turned, he ran back into the cave, he journeyed down into darkness
until he came to the edge of the oily black water. He shouted her name and
there was no answer. And then the three-headed dog Cerberus came,
growling and snarling and snapping at his ankles; and Charon the ancient
ferryman cursed him and spat at him. And Orpheus knew there could be no
return to the land of the dead. So he made his way back to the living world
and he devoted himself to his music, which was more beautiful than ever,
woven through with a silver thread of sorrow. And Orpheus never saw
Eurydice again. Never.

EXPLORE!

1. Describe your feelings after reading the selection

2. Can the story happen in real life? Why?
3. Characterize Orpheus as a person
4. Identify an event in the story that you like most and explain its relevance
in your life as a student.

5
 WHAT IS IT

Fiction is make-believe, invented stories. They may be short stories,

fables, vignettes, plays, novellas, or novels. Although writers may base a
character on people they have met in real life, the characters and the
experiences that the character faces in the story are not real. (Source: (Linda
Frances Lein, n.d.))

Literary subgenres under fiction include Fantasy, Folklore, Mystery,

Historical Fiction, Realistic Fiction, Romance, Science Fiction and
Thriller.

Elements of Fiction

1. Character
Characters refer to the persons, animals, plants, inanimate objects
such as robots, natural and supernatural beings that possess life and
give life to the story.

a. Protagonist
The character around whom the story revolves. He/she is
traditionally an outstanding character with good traits.
b. Antagonist
The character who is opposed to the protagonist.
Story Guide:

Orpheus and Eurydice are the protagonists in the story while the snake acts as
the antagonist. Other characters in the story were Hades, Persephone, Cerberus
(the three-headed dog), Charon (the ferryman), the three ancient sisters.

2. Point of View
Point of view (POV) refers to the angle of narration, it indicates “who is
the narrator” and “how is the narration done”.

a. First-person POV
The narrator presents the POV of only one character’s
consciousness, which limits the narrative to what the first-person
narrator knows, experiences, infers, or can find out by talking to
other characters.
b. Omniscient third person POV

6
 The narrator is all-knowing and takes the reader inside the
characters’ thoughts, feelings, and motives, as well as shows what
the characters say and do.
c. Limited omniscient third person POV
The narrator takes the reader inside one (or at most very few
characters) but neither the reader nor the character has access to
the inner lives of any of the other characters in the story.
d. Objective third person POV
The narrator does not see into the mind of any character; rather he
or she reports the action and dialogue without telling the reader
directly what the characters feel and think.

Story Guide:

The story of Orpheus and Eurydice is told in objective third-person point of view.
The narrator tells the story.

3. Plot
Plot is the series of events or actions that comprise the story.

a. Exposition
Exposition is an introduction to the characters, time, and the
problem. At the point where exposition moves into rising action a
problem, sometimes called an inciting incident, occurs for the main
character to handle or solve. This creates the beginning of the
story.
Story Guide:

Orpheus is a legendary musician who skill could compare with that of the god of
music. He has the ability to charm all living things with his music.

b. Rising Action
The event that reveals the conflict.

Story Guide:

Orpheus met and wooed the maiden he loved, Eurydice. They married. The day
after their wedding, the bride walked in the meadow and a snake bit her and
caused her death.

c. Climax
The highest point of the story also called as the turning point. This
is the greatest moment of tension when everything is critical, with
emotion and interest peaks.

7
 Story Guide:

Orpheus went to the dark place and successfully convinced Hades and
Persephone to give back his wife in a condition that he should not turn a glimpse
at her until they reach the world of the living. Climbing up and up but when
they were almost there, Eurydice tripped and fell. He turned to look at her. It
was too soon. He saw her in the dim light and held out his arms to clasp her,
but on the instant, she was gone.

d. Falling Action
The event when things start to wind down. All the tension is
actively being resolved.

Story Guide:

Desperately, he tried to rush after her and followed her down, but he is not
allowed to return. The three-headed dog and the ferryman blocked his return.

e. Resolution/Denouement
This is when the conflicts are resolved, and the story concludes.
Story Guide:

He made his way back to the living world and devoted his life to playing music.

4. Setting
Setting refers to the time and place in which the events of a narrative
take place. It includes not only the physical environment in which the
character interacts, but also the cultural, sociological, political,
religious among other settings.

Setting can function as a main force that the characters encounter,

such as a tornado or flood, or a setting can play a minor role such as
setting the mood. Often times, the setting can reveal something about
the main character as he/she functions in that place and time period.

a. Locale
The place where the story takes place.
b. Time
The time when the story takes place.

Story Guide:

The time was not directly stated in the story, but it took place in the dark place
which is the realm of Hades.

8
 5. Conflict
Conflict is the struggle between two entities. In story writing the main
character, also known as the protagonist, encounters a conflict with
the antagonist, which is an adversary. The conflict may be one of
these (Introduction to Creative Writing, n.d.) kinds:

a. Social conflict (man versus man)

The conflict which exists between the protagonist and the
antagonist.
b. Physical conflict (man versus nature)
The conflict which exists between the protagonist and any natural
forces (water, earth, wind, fire, as well as diseases)
c. Internal/Personal/Psychological conflict (man versus himself)
The conflict which exists between the protagonist and his own self.

Story Guide:

The story’s conflict is an example of physical conflict where man is in clash with
nature. The snake took the life of Eurydice which caused the misery of Orpheus.

6. Theme
The theme is the idea or concept of the author. This is referred to as
the message of the story
Story Guide:

The theme of the story surrounds around love and regret.

Techniques and Literary Devices

1. Flashback
Flashbacks in literature are when the narrator goes back in time for a
specific scene or chapter in order to give more context for the story.

Sample:

In Suzanne Collins’ The Hunger Games, the author uses flashback to create a
pivotal connection between Katniss and Peeta. When Peeta is called to the
podium, she distinctly remembers Peeta giving her the bread when her family
was starving.
Source: (Betts, 2020)

2. Foreshadowing
Foreshadowing is when the author places elements within the writing
that gives clues about what will happen in the future of the story.

9
 Sample:

In Shakespeare’s Romeo and Juliet, Romeo says he prefers to die sooner than live
without Juliet’s love: “Life were better ended by their hate, than death prorogues,
wanting of the love.”
Source: (White, 2020)

3. Symbolism
This literary device is the use of a situation or element to represent a
larger message, idea, or concept.

Sample:

In the novel series Harry Potter by JK Rowling, Harry’s scar is symbolic of his
bravery, like a badge of honor.
Source: (Your Dictionary, 2020)

4. Figurative Language
Figurative language refers to the use of words in a way that deviates
from the conventional order and meaning in order to convey a
complicated meaning, colorful writing, clarity, or evocative
comparison. It uses an ordinary sentence to refer to something
without directly stating it.

Source: (Pope, 2019)

WHAT'S MORE

Task 4.
Direction: Read and comprehend the Japanese folktale entitled “The
Burning of the Rice Field”.

The Burning of the Rice Field

A Japanese Folktale

Once there was a good old man who lived up on a mountain, far away in Japan.
All round his little house the mountain was flat, and the ground was rich; and
there were the rice fields of all the people who lived in the village at the
mountain’s foot. Mornings and evenings, the old man and his little grandson, who
lived with him, used to look far down on the people at work in the village, and
watch the blue sea which lay all-round the land, so close that there was no room
for fields below, only for houses. The little boy loved the rice fields, dearly, for he
knew that all the good food for all the people came from them; and he often
helped his grandfather to watch over them.

10
One day, the grandfather was standing alone, before his house, looking far down
at the people, and out at the sea, when, suddenly, he saw something very
strange far off where the sea and sky meet. Something like a great cloud was
rising there, as if the sea were lifting itself high into the sky. The old man put his
hands to his eyes and looked again, hard as his old sight could. Then he turned
and ran to the house. “Yone, Yone!” he cried, “bring a brand from the hearth!”

The little grandson could not imagine what his grandfather wanted with fire, but
he always obeyed, so he ran quickly and brought the brand. The old man already
had one and was running for the rice fields. Yone ran after. But what was his
horror to see his grandfather thrust his burning brand into the ripe dry rice,
where it stood.

“Oh, Grandfather, Grandfather!” screamed the little boy, “what are you doing?”

“Quick, set fire! Thrust your brand in!” said the grandfather.

Yone thought his dear grandfather had lost his mind, and he began to sob; but a
little Japanese boy always obeys, so though he sobbed, he thrust his torch in,
and the sharp flame ran up the dry stalks, red and yellow. In an instant, the field
was ablaze, and thick black smoke began to pour up, on the mountain side. It
rose like a cloud, black and fierce, and in no time the people below saw that their
precious rice fields were on fire. Ah, how they ran! Men, women, and children
climbed the mountain, running as fast as they could to save the rice; not one soul
stayed behind.

And when they came to the mountain top, and saw the beautiful rice-crop all in
flames, beyond help, they cried bitterly, “Who has done this thing? How did it
happen?”

“I set fire,” said the old man, very solemnly; and the little grandson sobbed,
“Grandfather set fire.”

But when they came fiercely round the old man, with “Why? Why?” he only
turned and pointed to the sea. “Look!” he said.

They all turned and looked. And there, where the blue sea had lain, so calm, a
mighty wall of water, reaching from earth to sky, was rolling in. No one could
scream, so terrible was the sight. The wall of water rolled in on the land, passed
quite over the place where the village had been, and broke, with an awful sound,
on the mountain side. One wave more, and still one more, came; and then all was
water, as far as they could look, below; the village where they had been was
under the sea.

But the people were all safe. And when they saw what the old man had done,
they honoured him above all men for the quick wit which had saved them all from
the tidal wave.

Source: (Stories from Around the World, n.d.)

11
Task 5.
Direction: Using the burger diagram, identify the elements of fiction in the
Japanese folktale “The Burning of the Rice Field”.

Characters
_____________________________________
___________________________________

Setting
_____________________________________
___________________________________

Plot
1. Exposition ______________________
2. Rising Action ___________________
3. Climax _________________________
4. Falling Action___________________
5. Resolution ______________________

Point of View
_____________________________________
___________________________________

Conflict
_____________________________________
___________________________________

Theme
_____________________________________
___________________________________

WHAT I HAVE LEARNED

Task 6
Direction: Write your reflection in your notebook by completing the
unfinished statements below.

Today, I have learned that _________________________________________________

___________________________________________________________________________
This lesson made me realize that __________________________________________
___________________________________________________________________________
This lesson made me feel _________________________________________________
___________________________________________________________________________
This lesson will be useful when ____________________________________________
___________________________________________________________________________

12
 WHAT I CAN DO

Task 7
Direction: In 3 to 5 sentences, write a short exposition based on the
question provided below. (A sample is shown in the first paragraph of Task
4.)

If you were to be in a story, how would you define yourself? What

characteristics would you possess to overcome life’s obstacles? What morals
and values would you have to achieve success in life? Write a short
exposition describing your character.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Follow this standard:

CATEGORY 20 points 15 points 10 points 5 points
Description Many vivid, Some vivid, The reader can The reader has
descriptive words descriptive words figure out the trouble figuring
are used to show are used to show character’s out the
the character’s the character’s appearance, character’s
appearance, appearance, characteristics appearance,
characteristics characteristics and values., but characteristics
and values. and values. the author didn’t and values.
supply much
detail.
Use of Literary Used at least 3 Used at least 2 Used at least 1 Did not use any
Technique/Devi literary literary literary literary
ce techniques/device techniques/device techniques/device techinique/devic
s. s. s. e.
Mechanics 1-2 grammatical 3-6 grammatical 7-9 grammatical More than 9
and spelling and spelling and spelling grammatical and
errors made errors made errors made spelling errors
which interfere which interfere which interfere were made
with the telling of with the telling of with the telling of which interfere
the story. the story. the story. with the telling
of the story.

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 ASSESSMENT

Task
Direction: Based on the sequence of pictures shown below, write a short
fictional story of 10-15 sentences. Incorporate the elements of a short story
and make use of literary techniques/devices.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

? ________________________________________________________
Provide the
resolution/
Denouement.
Decide on how
you want the
story to end. ________________________________________________________
________________________________________________________

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________________________________________________________
 Follow this standard:
Category 30 points 20 points 10 points
Exposition Includes background Identifies the Is missing one or more
information that is background of the following
essential before the information; exposition elements:
story can really get Identifies the main background information
going; Identifies the character(s); Partially main character(s)
main character(s); identifies the setting setting (when and where)
Identifies the setting (only gave when or
(when and where) where)
Rising Action Clearly describes the Describes the Does not correctly
problem of the story problem of the story describe the problem
and includes all the and includes some of and/or is missing some
important events the important events important events that
that lead to the that lead to the lead to the climax
climax climax
Climax Clearly establishes Establishes the The turning point for the
the turning point for turning point for the main character(s) is
the main character(s) main character(s), unclear.
but may be missing
a full description of
the event
Falling Action Clearly explains the Explains some of the Does not clearly explain
important events important events the events that
that happened after that happened after happened after the
the climax; Clearly the climax; May be climax and/or does not
solves problem (if not unclear if the indicate if the problem
solved in the problem was solved was solved
resolution)
Resolution Clearly explains how Explains the event(s) Does not clearly explain
the story ended; about how the story the event(s) about how
Clearly solves ended; May be the story ended and/or
problem (if not unclear if the does not indicate if the
solved in the falling problem was solved problem was solved
action)
Creativity and Use of The story is filled Some creative Very few creative terms
Literary with creative and language is used. are used. Potentially
Techniques/Devices descriptive language. Literary devices are terms have been used
The writer engages used within context out of context, but
the reader with an but do not allow for student makes valiant
entertaining tale of the flow of the story effort to place them in
an event that the to continue on point. his/her writing.
audience can relate
to.
Grammar 1-2 grammatical 3-6 grammatical 7-9 grammatical errors
errors made which errors made which made which interfere
interfere with the interfere with the with the telling of the
telling of the story. telling of the story. story.

Source: (Rcampus, n.d.)

15
ANSWER KEYS
Rising Action (2nd paragraph) WHAT I KNOW
One day, the grandfather was Task 1
standing alone, before his house, 1. Character
looking far down at the people, and 2. Point of View
out at the sea, when, suddenly, he 3. Plot
saw something very strange far off 4. Setting
where the sea and sky meet. 5. Fiction
6. Theme
Climax (3rd to 4th paragraph) 7. Exposition
But what was his horror to see his 8. Rising Action
grandfather thrust his burning 9. Climax
brand into the ripe dry rice, where it 10. Falling Action
stood.
WHAT’S IN
Falling Action Task 2
They all turned and looked. And Nonfiction
there, where the blue sea had lain, 1. A letter to Santa Clause
so calm, a mighty wall of water, 2. A web page telling you about the
reaching from earth to sky, was weather
rolling in. 3. A restaurant menu
4. An advertisement in the newspaper
Resolution/Denoument (last 5. A travel brochure
paragraph)
But the people were all safe. And Fiction
when they saw what the old man 1. The Hunger Games book trilogy
had done, they honoured him above 2. A book of fables
all men for the quick wit which had 3. Harry Potter books
saved them all from the tidal wave. 4. A fairy tale
5. A myth about Orpheus and
WHAT I HAVE LEARNED Eurydice

Answers may vary WHAT’S MORE

Task 5
WHAT I CAN DO Characters
- Grandfather
Answers may vary - Grandson/ little boy
- The people/ villagers
ASSESSMENT
Setting
Answers may vary - A village in Japan

Point of View
- Third person

Plot
Exposition (1st paragraph)
Once there was a good old man who
lived up on a mountain, far away in
Japan. All round his little house the
mountain was flat, and the ground
was rich; and there were the rice
fields of all the people who lived in
the village at the mountain’s foot.

16
 REFERENCES
Betts, J. (2020). Captivating Flashback Examples in Literature. Example
Articles & Resources.
https://examples.yourdictionary.com/captivating-flashback-examples-
in-literatures-html

Lein, F.M. (n.d). Lumen Introduction to Creative Writing.

https://courses/lumenlearning.com/atd-distanceminesota-
creative-writing

Menoy, J.Z. (2016). Creative Writing. The Burning of The rice Fields/Stories
From Around the World.
https://etc.uscedu//lit2go/134/stories-from-around-the-world/8221/
the-burning-of-the-rice-fields/

Pope, B.R. (2019, July 25). Literary Devices: 15 Literary Elements With
Examples & Tips to Use Them. Self-Publishing School.
https://self-publishingschool.com/literary-devices/

Rexroth, K. (2020). Literature. Encyclopedia Britannica.

https://www.britannica.com/art/literature

White, M.G. (2020). Foreshadowing Examples. Example Article & Resources.

https://examples.yourdictionary.com/foreshadowing-examples/html

“Examples of Symbolism in Literature”. (2020). Example Articles &

Resources.
https://examplesyourdictionary.com/example-of-symbolism-in-
literature-html

“What is difference between “fiction” and “nonfiction”?. (2020). Hoover

Public Library.
https://www.hooverlibrary.org/fag/fiction-vs-nonfiction/

“iRubrics Evaluating OER rubric”. (n.d). RCampus.

https://www.campus.com/rubricshowccfm?code=L9WC6xdsp=yes

“The Last Leaf/-American English/For English”. (n.d).

https://americanenglish.state.govt/files/ae/resources-files/the-last-
leaf-pdf

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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