CNF Melc2 Final Field-Validated-V2

11/12
Creative Nonfiction
Quarter 1 – Module 2:
Literary Elements on Creative
Nonfiction
Grade 11/12- Creative Nonfiction 1

Grade 11/12- Creative Nonfiction
Competency: Create samples of the different literary elements based on one’s experience
Competency: Create samples of the different literary elements based on one’s experience (e.g. metaphor to describe an emotion)
(e.g. metaphor to describe an emotion)
(HUMSS_CNF11/12-Ib-d-4)
English – Grade 11/12
English Learning Kit
Literary Elements on Creative Nonfiction
First Edition, 2020
Published in the Philippines

by the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City
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
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the payment of royalties.
This English Learning Kit is developed by the Schools Division of Iloilo and to
be utilized by DepEd Region VI - Western Visayas.
ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from DepEd - Region VI.
Development Team of English Learning Kit
Writer: Razel Joy Cabag-Salvado
Illustrators: Armand Glenn S. Lapor, Mark T. Dasa, John Bermudo

Joven Velasco
Layout Artists: Armand Glenn S. Lapor, Ricky T. Salabe, Jun Victor F. Bactan
Sanil John S. Perez
Division Quality Assurance Team:

Lilibeth Larupay, Armand Glenn S. Lapor
Dr. Ruby Therese P. Almencion, Ricky T. Salabe
Sanil John S. Perez, Ma. Jonalyn O. Gegato, Rita M. Bertomo
Management Team: Ma. Gemma M. Ledesma, Dr. Josilyn S. Solana

Dr. Elena P. Gonzaga, Donald T. Genine
Dr. Nestor Paul M. Pingil, Dr. Roel F. Bermejo
Dr. Nordy D. Siason, Jr., Dr. Lilibeth T. Estoque
Dr. Azucena T. Falales, Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Ruby Therese P. Almencion

Introductory Message
Welcome to Grade 11/12 Creative Nonfiction.
The English Learning Kit is a product of the collaborative efforts of the Division
of Iloilo Secondary English Teachers Association (DISETA) and the Division English
Coordinators Association (DECA) writers, illustrators, layout artists, reviewers, editors,
and Quality Assurance Team from the Department of Education, Schools Division of
Iloilo. This is developed to guide you dear learning facilitators in helping our learners
meet the standards set by the K to 12 Curriculum.
The English Learning Kit aims to guide our learners in accomplishing activities
at their own pace and time. This also aims to assist learners in developing and
achieving the lifelong learning skills while considering their needs and situations.
For the learning facilitator:
The English Learning Kit is developed to address the current needs of the
learner to continue learning in the comforts of their homes or learning centers. As the
learning facilitator, make sure that you give them clear instructions on how to study
and accomplish the given activities in the material. Learner’s progress must be
monitored.
For the learner:
The English Learning Kit is developed to help you, dear learner, in your
needs to continue learning even if you are not in school. This learning material aims
to primarily provide you with meaningful and engaging activities for independent
learning. Being an active learner, carefully read and understand to follow the
instructions given.

Using Literary Elements on Nonfiction
BEGIN
The K to 12 curriculum
provides opportunity for the 21st
Century or the new millennial
learner to widen their perspective
by giving them options through the
different tracks offered on what best
suit their skills.
This kit is created to present

a variety of materials and activities
to develop your skills in Creative
Nonfiction. It will expose you to a
diversity of developmental tasks to
help you better understand the
implication and concept of literary
elements in a different writing
genre. Lastly, this will further hone
and enhance the writer within you.
TARGETS
As you complete your journey in this module you should be able to:
1. recognize the different literary elements used in a text read;

2. use literary elements in expressing your thoughts and emotions
through writing; and
3. write your own story or article using the literary elements for creative
nonfiction.

TRY THIS
Directions: Study the story excerpts below and answer the questions that follow.
Write the letter of your answer in your Creative Nonfiction activity
notebook.
“Tanghaling-tapat ngayon. Kalagitnaan ng Hunyo.Taong 2007. Nakatayo

siya — si Sadyah Zapanta Lopez — sa isang burol sa kanilang baryo, ang
Barasanan, sa bayan ng Dao. Nasa dulong timog ito ng Antique, isang
probinsya sa Panay na ayon sa isang paring musikero nito, ay ang lugar kung
saan nagtatagpo ang dagat at bundok. Lupa at dagat sa pinggan naman ito
para sa isa niyang babaeng makata na kasalukuyang nasa Amerika.”
Excerpt from “Ang Lumbay ng Dila” by Genevieve L. Asenjo1
1. What is the setting of the story?

A. Hunyo, 2007 C. Hunyo, 2007 and Barasan, Dao Antique
B. Antique D. Barasan, Dao Antique
2. “Ang lugar kung saan nagtatagpo ang dagat at bundok.” is an example of what
literary element?
A. simile C. metaphor
B. onomatopoeia D. metonymy
“The air was still. No cocks crowed. No dogs barked. Flap-flap-flap.

Flap-flap-flap. Flap-flap-flap. The sinister sound came from the millions of
whirring brownish wings and the people trembled in shock and fear.
Excerpt from “The Day of the Locusts” by Leoncio P. Deriada2
3. What literary element is used in these lines?

A. simile C. metaphor
B. onomatopoeia D. metonymy
“They swarmed not only over the green areas but also on the dry grass
and even over the newly plowed fields. Millions more clung to the bamboo and
palm trees and the plants in the backyard of homes and those along the road
to town.”
Excerpt from “The Day of the Locusts” by Leoncio P. Deriada
4. What literary element is presented in this line?
A. hyperbole C. metaphor
B. idiom D. symbolism
1
Genevieve L. Asenjo, “Patikim Ng Nobelang Lumbay Ng Dila Ni Genevieve L. Asenjo,” Balay
Sugidanun, May 9, 2014, https://balaysugidanun.com/2013/08/14/patikim-ng-nobelang-lumbay-ng-
dila-ni-genevieve-l-asenjo/comment-page-1/.
2
“Leoncio P. Deriada, “The Day of the Locusts,” n.d.

“Victor was quite attractive. When he was a teen-ager, he was a member
of the Gregory Body Building Club on Cortes Street. He dropped out of
freshmen year at Harvadian and instead of developing his meager powers in
accounting, he developed his chest and biceps at the club. His ambition was to
be Mr. Philippines, until one day, Gregory cancelled his membership.”
Excerpt from “The Dog Eaters” by Leoncio P. Deriada3
5. The text above, is an example of a _____________________.

A. setting C. characterization
B. plot D. narration
Directions: Match the sentences in column I to the literary element they convey in
column II. Write the letter of your answer in your Creative Nonfiction
activity notebook.
I II
6. The sea had been calling me all day, let’s swim. A. metaphor
7. He gave a white dove as a peace offering to his neighbor. B. simile
8. I feel like a movie star walking on a red carpet. C. personification
9. She is a tiger when angered and annoyed. D. idiom
10. We did not notice how late it was so we called it a day. E. symbolism
F. metonymy
RECALL
In your literature subject, you commonly

encounter topics about the different literary
elements.
Now, let us have a short recall on your
knowledge on the topic: “Analyzing Theme and
Literary Techniques in a Particular Text”. Read the
article below and answer the questions that follow.
Write your response to the questions after the
story in your Creative Nonfiction activity notebook.
3
Leoncio P. Deriada, “The Dog Eaters,” n.d.

Excerpt from “Home But Unwanted4”
by Rev. Fr. Eugene Elivera
As a young man he was in Germany in the late thirties, as Adolf Hitler was
gaining strength, and he had brought home records of Hitler speaking. I remember
him playing these for my brother and me and telling us if ever we hear such a forceful
speaker, we should run like mad the other way!
He retired when he was about 62 and he and my mother moved to Arizona,

where he could play tennis every day, and drive up to Grand Canyon on weekends.
He loved the hot, arid weather in Arizona and the wide opened spaces – and the
rabbits that cavorted around their backyard, and the birds, especially the quails who
frequently stopped traffic by marching their families across the street.
But still the protestant was still determined to be useful: he did pro bono tax
counseling in one of the banks for a month or so before tax deadlines each year, and
he read for the blind under the local Lions Club, sometimes reading Shakespeare and
other classical literature to ease the way for blind students taking college courses. And
he continued to travel.
He had always loved traveling. He would ask my mother over a drink one night
whether she had ever thought about going to Iceland, for instance, and no matter what
she said, he would come home a few days later with pamphlets from his travel agent
–and within a few months at most, they would be in Iceland.
He was fortunate enough to live well for 20 years after he retired, and to have
been traveling and playing tennis a month before he died. Some medical tests he had
prior to taking his last trip to Europe revealed some blocked arteries, but he went off
on the trip without knowing this. But he knew he didn’t feel well and after hearing from
his doctor, he decided to return to the U.S. and undergo the surgery. This at first
appeared to be successful, but afterwards the doctors found they were unable to stop
the bleeding. He did not regain consciousness after the operation.
1. What does the title tell you about the article?
2. Does it clearly suggest what the article is about? Explain.
3. What is the theme/ main idea of the article? Does it tell a story? Explain.
4
Rev. Fr. Eugene Elivera, “Home, but Unwelcomed,” Palawan News Online, June 13, 2020,
https://palawan-news.com/home-but-unwelcomed.

DO THIS
Activity 1
MY OWN STORY TO TELL
Directions: Tell a story about your personal experience related to each of the photos
below. Then perform its corresponding task using your Creative
Nonfiction activity notebook.
Write a short description and the title of your

favorite childhood film.
Write a short description and the title of the

last story you read.
Write a short description and location of your

most unforgettable vacation or travel.
EXPLORE
E
You did great! Now, you will answer
the following questions related to your
previous activity.
1. How was the activity?
2. Did you enjoy telling and sharing your stories?
3. Was telling your personal story more exciting than reading stories of fictional
characters? Why?

KEEP THIS IN MIND
Now that you are getting along with

your tasks, let us discuss the different literary
elements.
The first thing you always look for in a story is the SETTING. It is the context of
a storytelling that describes the elements of where and when the story takes place. It
is a literary element used in various genre and generally introduced at the exposition
(beginning) of a literary piece. Moreover, the setting gives you the feeling and the
picture of the plot of the story.
The setting gives you a clearer view or understanding of the character’s actions,
language and even the flow of events and presents a specific aspect that answers to
these questions:
• Where does it take place?
• What is the social climate?
• What time, period or season is it?
• What important events are happening in the world?
• What emotion did it evoke to you as a reader?
The PLOT is the sequence of events and their significance in the unfolding of
the story. It follows a flow from the exposition (beginning) of the story to its
denouement (resolution) and can be presented using a diagram as presented
below:
PLOT SEQUENCE
Climax
_______________
_______________
Rising Action Falling Action

____________ ____________
____________ ____________
Exposition Denouement
__________ ___________
__________ ___________

CONFLICT or the struggle of opposing forces in a story. It is usually a driving
force that makes you react to what you read or watch. It is presented in different forms
such as:
• Man against Self is a psychological battle or dilemma.
• Man against Man is a battle of force or strength between two or more
individuals.
• Man against Nature is the battle against the many forces of nature.
• Man against Society is a battle with the taboos, traditions and laws of a
community.
• Man against the Supreme Being is a battle with the more powerful force
than man himself or herself.
Activity 2
ROLLER COASTER RIDE
Directions: Riding a rollercoaster is indeed exciting. Copy the illustration below in
your notebook and complete the adventure with a plot diagram of your
favorite movie.
Climax
Denouement
Exposition

OTHER LITERARY ELEMENTS IN CREATIVE NONFICTION
1. Imagery is a figurative language that uses the different human senses to

describe and display visual representation through words. It may be
classified to:
❖ Sight ❖ Hearing
❖ Olfactory or smell ❖ Feel or touch
❖ Taste
2. Characters are the people involved in the story. Depending on their

importance or purpose they are identified as:
❖ Protagonist ❖ Antagonist
3. Narrative Techniques are different ways the story is told:

❖ Flashback is an alteration of the time sequence, bringing the
audience back to the past of a character that may impact an
event in a story.
❖ Foreshadowing is an intentional way of an author to be
suggestive of future or coming events in the story in the
process of narration.
❖ In Medias Res is an author’s way of starting the story sequence
from the middle.
❖ Quibble is when an author plots sequence from an argument that
disposes the legal value to an agreement.
4. Figures of Speech is a phrase or a set of words that makes literary

pieces colorful and meaningful. It presents a different meaning to the
words literal meaning conveyed in different forms such as:
❖ Metaphor is a comparison of two unlike things without the use of
comparative words.
❖ Simile is a comparison of two unlike things using comparative
words “like” or “as”.
❖ Personification is giving human qualities to inanimate or inhuman
objects.
❖ Idioms are expressions used to mean something else than what
is said.
❖ Apostrophe is an expression wherein you address something,
someone or an idea as though it existed.
❖ Hyperbole is an exaggeration statement to give emphasis to a
stated idea.
❖ Euphemism is an expression to mildly imply something harsh or
negative.
❖ Paradox is giving a statement that is contradictory to one’s belief
or opinion.

SUM UP
Well done! You have finally identified the

different literary elements in Creative Nonfiction. You
are set to writing your own literature. Let us first recall
what you have learned so far.
SETTING, PLOT, NARRATIVE TECHNIQUE and THEME are just some

of the LITERARY ELEMENTS of most literary genres. However, what
distinguishes creative nonfiction from other genre of writing is, it is basically true,
while others usually are established through imagination.
Creative Nonfiction is a literature based on real experience or
observations. It uses important tools in making great literary pieces, the literary
elements such as:
• Setting • Imagery
• Plot • Conflict
• Character • Figures of Speech
APPLY WHAT YOU HAVE LEARNED
Activity 3
MY QUARANTINE EXPERIENCE
Directions: Below are different articles and stories about people’s experiences or
observations during the quarantine period. Study and read them, then in
your Creative Nonfiction activity notebook, write your own COVID-19
Quarantine experience, story or observation. Make sure to check the
rubric for rating scale.
1.
Culturally, home, to Filipinos, necessarily means being family-oriented. Being
together in one place is what is supposedly ideal. Subculturally though, Filipinos do
not only speak of “bahay”, but also of “kapitbahay”. Hence, flying back home actually
entails too “pasalubong” to “kapitbahay”, even to “kabarangay” (village people). While
not related by kinship, a typical kapitbahay is customarily considered as “parang
pamilya na rin.” With the imposition of lockdown, coupled with curfew, this terrific social
functioning has turned indeed into social distancing. One returnee begged wearyingly
to their kapitbahays, “‘Wag nyo naman kaming pandirihan. Hindi din namin gusto ang

COVID. Gusto rin lang naming makauwi.” Somewhere, heartless individuals even
threw stones at houses of neighbors heard to be infected of coronavirus.
And on the way home, flights cancelled. In the news, people found themselves
jam packed in the airport. Those who do not have much of luck got their “silong” along
the streets under the flyover. Out of this sorry circumstance, they have transformed as
homeless, until further notice (read: until government gets organized and their acts
coordinated). Meanwhile, these “homeless” continue to bear the brunt of confusion,
indecision and inaction of the powers-that-be.
Seriously, where is home now? How can one go back home? If staying at home
means saving lives, what makes of the multitude who are virtually homeless under the
flyover? And finally, in the eventuality of being at home, how would one feel having no
welcome at all, let alone be stoned…. Pray tell.
Excerpt from: “Home but Unwanted5” by Rev. Fr. Eugene Elivera
2.
On Monday, March 16, I went to Robinsons bright and early. Very few people
were there, and the store was well stocked – especially with meat and fish – and I
bought groceries for maybe ten days or a bit longer and went home. I had to go back
in the afternoon to buy our prescription drugs, as the main part of the mall hadn’t been
opened earlier. There I felt crowded and almost endangered, although many people
wore masks. After that, I felt more determined to avoid crowds.
Later that day I heard Rob was closed to seniors, although this wasn’t
confirmed. The day after that we were locked down and urgently told to stay home.
From the beginning, there has been a great deal of concern for elders, and for people
with underlying health conditions, very often the same people. But now that has
become somewhat qualified as younger people get infected and even die. The doctor
who was the original whistleblower in China died of the disease – and many other
health workers followed. And now we hear that it can be serious even for children.
Still, from the beaches of Florida, we see crowds of American college kids on
spring break, saying things like “If I get it, I get it. I’m certainly not going to let it control
my life!”
This is partly due to the lightness and denial with which some American officials
treated it for too long. Maybe among younger people, there is too much reliance on
the idea that seniors would get it first.
Excerpt from: “Seniors in the Time of Corona6” by Dr. Susan Evangelista
5
Jun 13 and Rev. Fr. Eugene Elivera, “Home, but Unwelcomed,” Palawan News Online, June 13,
2020, https://palawan-news.com/home-but-unwelcomed/.
6
Mar 24 and Dr. Susan Evangelista, “Seniors in the Time of Corona,” Palawan News Online, March
24, 2020, https://palawan-news.com/seniors-in-the-time-of-corona.

Rubrics for Essay
Fair Satisfactory Very Good Excellent

1 pt 2 pts 3 pts 4 pts
Student’s use Student’s use Student’s use Student’s use
of of of of
vocabulary is vocabulary is vocabulary is vocabulary is
very basic. more telling routine and precise, vivid,
than workable. and paints a
Word Usage
showing. strong clear
and
complete
picture
in the reader’s
mind.
Story is not Story is Story is Story is

Form written in the somewhat mostly written complete and
proper form. written in the in the proper follows its
proper form. form. intended form.
There are 12 There are 8 - There are 4 - There are 3 or

or more errors 11 errors in 7 errors in less errors in
in grammar, grammar, grammar, grammar,
Conventions
spelling, spelling, spelling, spelling,
punctuation, punctuation, punctuation, punctuation,
and and and and
capitalization. capitalization. capitalization. capitalization.
Student's Student's Student's Student's

work does not work includes work includes work includes
include any of very few some literary all literary
the literary literary elements as elements as
Literary
elements as elements as instructed. instructed.
Elements
instructed. instructed and Literary Literary
Literary literary elements may elements are
elements are elements are and/or may accurate.
inaccurate. inaccurate. not be
accurate.
Adapted from Rogen JH, “Rubric Gallery,” RCampus, 2014, https://www.rcampus.com/rubricshowc.cfm?sp=true.

REFLECT
Well done! You have shown great

improvement after accomplishing all the tasks
in each lesson. This time you will reflect on
your work and rate your confidence.
Activity 4
S-W-O CHART
Directions: Reflect on what you have successfully learned, what you found most
difficult and what are the opportunities to undertake in order to have a
better understanding of the topic. Copy the chart and write your answers
in your Creative Nonfiction activity notebook.
SUCCESS WEAKNESS OPPORTUNITIES

(What topics/activities did you (What topics/activities (What other activities
find easy to understand and did you find most could help you understand
enjoyable to learn?) difficult?) the topics better?)

LEARN MORE
Activity 5
MY OTHER SIDE OF THE STORY
Directions: You have various ways to express yourself such as writing a journal,
posting in social media or personally sharing your thoughts with someone
you are close with. Now for this task, choose only one among the ways
listed below and follow the corresponding instructions.
Blog
Create your own blogsite and use it to write at
least 2 articles from the topics on the list and
send the link to your teacher’s email.
Social Media
On your social media account, write at least 2
articles from the topics on the list. (Put it on
private setting and just tag your teacher for
security).
Journal
Write at least 2 articles from the topics on the list
and submit your journal to your teacher.
Topics: (You have to make your own title).
• Tips and guides in surviving months of quarantine.

• My role in the community and society amidst crisis.
• How I embraced the new normal.
• How your community reacted to COVID-19 pandemic.

ASSESS WHAT YOU HAVE LEARNED
Directions: Read each item carefully and answer the questions that follow. Write your
answer in your notebook.
1. The group of teenagers escaping the terrors of their town crept through the dark
alleys. The darkness screamed as fear grew within their young hearts. Yet, freedom
calls on to them and they bravely embrace its sullen whisper.
The underlined phrase is an example of a _________________.
A. hyperbole C. idiom
B. metaphor D. personification
2. Screaming at the top of her lungs, mother called on to Jose who thoughtlessly
played by the river early in the morning. His room was a wilderness of clothes, you
can barely see the floor. He ran back in haste fearful of the lashes he would hear
all day from his mother.
The underlined statement is a/an __________________.
A. hyperbole C. idiom
B. personification D. metaphor
3. Suddenly he was awake. But the sound of the sea still echoed and he saw that the
moonlight was in the room. It filtered through the pomelo tree in the window.
The exposition describes clearly the _____________ of the story.
A. setting C. conflict
B. plot D. imagery
4. With some extra gift from the Holy Ghost, they were all ready to set the town and
the world on fire with their liberal arts and ratio studio rum.
The underlined expression is an example of __________________.
A. euphemism C. idiom
B. paradox D. simile
5. Indeed, “Love was blind and lovers could not hear,” is an example of what figure of
speech?
A. euphemism C. idiom
B. paradox D. simile

6. “Yes”, boomed the voice of the governor of Ohio over CNN. “We’ve got this monster
down on the mat.” The amazed newscaster said, “You certainly sound confident!”
“Well, yes”, he said. “But down on the mat doesn’t mean game over. We’ve got him
down on the mat. If we turn and walk away, he’ll spring back to life.”7
What narrative technique is used in this exposition?
A. flashback C. quibble
B. In Medias Res D. foreshadowing
7. “Alexander Ilyich Rostov had been a careless young man in his youth. His family
had been rich and he had been spoiled but for all that, he was not a snob, did not
feel the weight of his position, but lived casually, in love with life and food and parties
but also with literature and art and architecture. He had somewhat unintentionally
killed another young man who had done wrong to his sister and had fled Russia
and was happily touring Europe when civil war broke out. After the Bolshevik
Revolution he went back to Russia – something no sane member of his class would
do – to make sure he could keep his Grandmother safe.”
Which part of the plot would this generally be placed?
A. exposition C. denouement
B. climax D. conflict
For Items 8 – 11.
“For some reason, I have the feeling that 2020 will be an auspicious year, at
least on some levels. I feel like new projects, health, and relationships will
thrive, maybe significantly. But on the other hand, the world situation — and
this will impact all of us of course — looks quite grim. We are already seeing
the results of terrible climate degradation in reduced water supplies, horribly
destructive fires now in Australia (with at least half a million animals dead) and
earlier in California.”
In your own words explain the theme of the essay based on this excerpt.
7
Apr 8 et al., “Dr. Susan Evangelista,” Palawan News Online, April 8, 2020, https://palawan-
news.com/author/dr-susan-evangelista/.
18
For Items 12-13.
“Let bygones be bygones. Past is past … until nakita mo uli ang iyong “past”.
You met each other once more in a batch reunion or have chanced each
other upon in a mall or perhaps you searched for him/her on Facebook, and
since then life has changed have become complicated. You are not your
usual self anymore. You got your eye twinkling nervously and your thoughts
(and heart?) handcuffed again by your past. You are fighting the feeling. How
can this be so wrong when it feels so right, says a popular cheesy song.
Delete… Unfriend… Don’t text… Cut and cut clean. Challenge is struggle.”
What form of conflict is emphasized here? Explain.
For Items 14-15.

“Millennials call it goals – squad goals, family goals, love goals, etc. The
purpose is not philosophical just yet, but simply practical. The purpose of a
husband is to love his wife. The purpose of a parent is to attend to the family.
The purpose of a student is to graduate. Who you really are is purpose
revealed. Second, realize your Potentials. Believe that you got what it takes to
make it. By maximizing your potentials you are turning happiness into
fulfillment.”
Explain the theme emphasized in this statement.
19
GLOSSARY
Blog - a website that contains online personal reflections,

comments, and often hyperlinks, videos, and
photographs provided by the writer
Characterization - the artistic representation (as in fiction or drama) of

human
E-mail - messages sent and received electronically through an

e-mail system
Genre - a category of artistic, musical, or literary composition

characterized by a particular style, form, or content.
Journal - a record of experiences, ideas, or reflections kept

regularly for private use
Link - an identifier attached to an element in a system (such as

an index term in a database) in order to indicate or permit
connection with other similarly identified elements.
Metonymy - a figure of speech consisting of the name of one thing for

that of another of which it is an attribute or with which it is
associated.
Onomatopoeia – a figure of speech that makes use of sounds to give a

name or identity to the object it refers to
Social Media - forms of electronic communication (such as websites for

social networking and microblogging) through which
users create online communities to share information,
ideas, personal messages, and other content.
20
ANSWER KEY
Pre-Test
1. C 6. C
2. D 7. E
3. B 8. B
4. A 9. A
5. C 10. D
Recall: Answers may vary
Do This:
Activity 1. Answers may vary
Explore: Answers may vary
Keep This in Mind:

Activity 2: Answers may vary
Assess What You Have Learned:

Activity 3: Answers may vary
Reflect:
Answers may vary
Learn More:
Answers may vary
Posttest
1. D
2. A
3. A
4. C
5. C
6. B
7. A
8-15. Answers may vary.
21
REFERENCES
Asenjo, Genevieve L. “Norebang by Genevieve L Asenjo.” Mascara Literary Review,

June 9, 2013. http://mascarareview.com/norebang-by-genevieve-l-asenjo/.
“ASENJO, Genevieve L.” ASENJO, Genevieve L. | The International Writing
Program. Accessed July 2020. https://iwp.uiowa.edu/writers/genevieve-
lampasa-asenjo.
“Asenjo, Genevieve L.” panitikan.ph, January 22, 2020.
http://panitikan.ph/2018/05/25/genevieve-l-asenjo/.
Asenjo, Genevieve. “Patikim Ng Nobelang Lumbay Ng Dila Ni Genevieve L. Asenjo.”
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11/12

Grade 11/12- Creative Nonfiction 1

Published in the Philippines

ALL RIGHTS RESERVED. No part of this learning resource may be

Development Team of English Learning Kit

Writer: Razel Joy Cabag-Salvado

Illustrators: Armand Glenn S. Lapor, Mark T. Dasa, John Bermudo

Division Quality Assurance Team:

Management Team: Ma. Gemma M. Ledesma, Dr. Josilyn S. Solana

Grade 11/12- Creative Nonfiction 2

For the learning facilitator:

For the learner:

Grade 11/12- Creative Nonfiction 3

This kit is created to present

1. recognize the different literary elements used in a text read;

Grade 11/12- Creative Nonfiction 4

“Tanghaling-tapat ngayon. Kalagitnaan ng Hunyo.Taong 2007. Nakatayo

1. What is the setting of the story?

“The air was still. No cocks crowed. No dogs barked. Flap-flap-flap.

3. What literary element is used in these lines?

Grade 11/12- Creative Nonfiction 5

5. The text above, is an example of a _____________________.

In your literature subject, you commonly

Grade 11/12- Creative Nonfiction 6

He retired when he was about 62 and he and my mother moved to Arizona,

1. What does the title tell you about the article?

2. Does it clearly suggest what the article is about? Explain.

Grade 11/12- Creative Nonfiction 7

Write a short description and the title of your

Write a short description and the title of the

Write a short description and location of your

1. How was the activity?

2. Did you enjoy telling and sharing your stories?

Grade 11/12- Creative Nonfiction 8

Now that you are getting along with

Rising Action Falling Action

Grade 11/12- Creative Nonfiction 9

Grade 11/12- Creative Nonfiction 10

1. Imagery is a figurative language that uses the different human senses to

2. Characters are the people involved in the story. Depending on their

3. Narrative Techniques are different ways the story is told:

4. Figures of Speech is a phrase or a set of words that makes literary

Grade 11/12- Creative Nonfiction 11

Well done! You have finally identified the

SETTING, PLOT, NARRATIVE TECHNIQUE and THEME are just some

APPLY WHAT YOU HAVE LEARNED

Grade 11/12- Creative Nonfiction 12

Grade 11/12- Creative Nonfiction 13

Fair Satisfactory Very Good Excellent

Story is not Story is Story is Story is

There are 12 There are 8 - There are 4 - There are 3 or

Student's Student's Student's Student's

Adapted from Rogen JH, “Rubric Gallery,” RCampus, 2014, https://www.rcampus.com/rubricshowc.cfm?sp=true.

Grade 11/12- Creative Nonfiction 14

Well done! You have shown great

SUCCESS WEAKNESS OPPORTUNITIES

Grade 11/12- Creative Nonfiction 15

Topics: (You have to make your own title).