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CREATIVE-NON-FICTION-LAS-QUARTER-1 SHSPH
CREATIVE-NON-FICTION-LAS-QUARTER-1 SHSPH
Creative Non-Fiction
Third Quarter
www.shsph.blogspot.com
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in Creative Non-Fiction
(Grade 12)
Copyright © 2021
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material 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.”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
and Learning Management Division (CLMD). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement of supplementary work are permitted provided all original works are acknowledged and the
copyright is attributed. No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS, PhD, CESO IV
Assistant Regional Director : JESSIE L. AMIN, EdD, CESO V
Schools Division Superintendent : ORLANDO E. MANUEL, EdD, CESO V
Asst. Schools Division Superintendent : WILMA C. BUMAGAT, PhD, CHELO P. TANGAN, PhD
ROMEL L. LIBANG, PhD
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : ROGELIO H. PASINOS, PhD
Development Team
Writers : JOHN PAUL C. TONG, PhD, HAZEL N. FARINAS, JOSELYN VILORIA, ANNA
LIZETTE ABINAN, FLORMIN ANN TAGUIAM, ROSEL L. GANNABAN, MARVELYN
CATUBANG, ALLAN DELELIS, ELVIRA TULIAO, DYNNA MABBAZA, JACKJOCK
RIGONAN, PhD, HAZEL JOY B. GUZMAN
Lead Content/Language Editor : JONALYN P. CALUENG
Language Editor: JONALYN P. CALUENG, SARAH MAE A. FERRER, MYNNA S. CATUBAG, CECILIA
B. LAGUNDI
Layout Artist : JONALYN B. CALUENG
Focal Persons : INOCENCIO B. CARAG
EMELYNNE U. AGCAOILI
RONNIE F. TEJANO
RIZALINO G. CARONAN
The theme of a text is what the author is trying to convey- in other words, the central
idea of the text. The plot is simply what happens in the story and order of the story’s events,
and the moral is the lesson that the writer wants the main character to learn form the story.
Some common themes in texts are love, war, revenge, betrayal, patriotism, grace,
isolation, motherhood, forgiveness, wartime loss, treachery, rich versus poor, appearance
versus reality, and help other worldly powers.
To identify the theme, be sure that you’ve first identified the story’s plot, the way the
story uses characterization, and the primary conflict in the story. In creative nonfiction on the
other hand, theme is the subject or the topic of a given text.
Learning Competency: Analyze and interpret the theme and techniques used in a particular text
(HUMSS_CNF11/12-Ia-3)
Exercise 1: In or Out
Directions: Identify whether the following topics can be developed into a nonfictional text or
not. Write YES on the space provided before each number if the topic can be developed. If not,
write NO.
We, in the affirmative side regret the legality of death penalty under the light of House Bill
4727. I will be discussing to you important arguments why it is not necessary to legalize death
penalty.
First, it is not necessary to legalize the death penalty because in the status quo, criminals do not
just go unpunished. RA 9346 also known as An Act Prohibiting the Imposition of Death
Penalty in the Philippines clearly states that in lieu of the death penalty, the following shall be
imposed: the penalty of reclusion perpetua, when the law violated makes use of the
nomenclature of the penalties of the Revised Penal Code, or the penalty of life imprisonment,
otherwise. A clear manifestation that indeed, it is still our contention in the affirmative side
that violators will be punished but never by death penalty.
Secondly, there is no credible evidence or recognized research which demonstrates that the
death penalty deters crime, any more than lengthy imprisonment does. In fact, a study titled Do
Executions lower homicide Rates. The views of leading Criminologists, revealed that 88% of
criminal experts interviewed disagreed that death penalty can act as a deterrent or can lower
the murder rate.They maintain that the death penalty has the opposite effect: that is, the society
is brutalized by the use of death penalty, and this increases the likelihood of murder. Vice
President Leni Robredo convincingly said that it is not the severity of punishment that deters
wrongdoers, but its certainty.
As a matter of fact, the crime rate or the number of crime incidents per 100,000 population
decreased from 145.7 in 1993 to 98 in 1998. In 1999, however, when six of the seven
executions under the Estrada administration happened, the crime rate rose to 111. Looking into
these numbers, how can we even say that death penalty can deter crimes? Furthermore, looking
into the experiences of other countries, states in the United States that do not employ the death
penalty generally have lower murder rates than states that do. The U.S., with the death penalty,
has a higher murder rate than the countries of Europe and Canada, which do not use the death
penalty.
We always have to remember, that although our first instinct may be to inflict immediate pain
on someone who wrongs us, the standards of a mature society demand a more measured
response. The emotional impulse of revenge is not a sufficient justification of invoking a
system of capital punishment. Our laws and criminal justice system should lead us to higher
principles that demonstrate a complete respect for life, even the life of a criminal. Legalizing
the death penalty only extends the chain of violence. We have to recall that in a civilized
society, we reject the principle of doing to the criminals what they do to their victims. The
penalty for rape cannot be rape, or for arson, the burning down of the arsonist’s house. We
should not, therefore, punish the murderer with death. The notion of life for a life, eye for an
eye, and tooth for tooth will only make our world blind and toothless. Hence, ladies and
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Lawmakers are now pushing for the creation of the Department of Disaster Resilience and we,
in the affirmative side firmly regret its creation.
For this constructive speech, I will be discussing two arguments why it is not necessary to
create the Department of Disaster Resilience under the provisions of House Bill No. 5989
which has already passed the third and final reading in the House of Representatives.
For my first argument, the proposed creation of DDR fails to justify how it is different from
existing institutions that already deal and are effective with disaster relief and response. Vice
President Leni Robredo in fact convincingly stated that the government should look into the
gaps in existing agencies instead of creating new ones that will create unnecessary layer in the
bureaucracy when in fact existing state agencies are already performing its mandate.
Furthermore, Albay Rep. Edcel Lagman reiterates that the Office of the Civil Defense, Social
Welfare Development, Department of Interior and Local Government (DILG), and the
Department of Public works and Highways (DPWH) among others are actively performing on
disaster prevention, mitigation, management and rehabilitation.
Meanwhile, RA 10121, also known as the Philippine Disaster Risk Reduction and Management
Act of 2010 provides that the (NDRRMC) is the working group convened during times of crises
to ensure the protection and welfare of all Filipinos during disasters or emergencies. Included
in its functions are securing communication lines during calamities, issuing warning signals,
providing emergency transportation, and facilitating evacuation and rescue missions. It also
leads in the provision of engineering, health and rehabilitation, public education and auxiliary
services such as fire-fighting and post-calamity measures. This is yet to take into account the
contribution of non-government organizations such as the Red Cross and various charities. And
these ladies and gentlemen are mere duplications under the proposed creation of the
Department of Disaster Resilience. We have to remember that to create a Department of
Disaster Resilience, there’s an expectation that it will hold all these responsibilities and not
cause blatant redundancy in the government’s functions.
It is our contention therefore in the affirmative side that our resiliency initiatives have been
gaining support in all levels of political subdivisions of the government, including communities
and outside stakeholders. And when such current momentum is sustained, the coming years
would be witness to the monumental transformation of the institutional landscape for DRRM
in the country. Hence, we regret the creation of the Department of Disaster Resilience in the
Philippines.
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Answer Key:
Exercise 1:
1. No
2. Yes
3. Yes
4. Yes
5. No
Exercise 3:
The creation of Department of Disaster Resilience is not necessary
So why will a state which is supposed to protect and promote the sanctity of marriage and
family pass to a law a bill that destroys our very core and foundation? We have to remember
that when we allow divorce, the harm is not only done to the families that are broken by it.
Harm is done to the whole country because allowing divorce tells people that the promise of
marriage is to be faithful not until till death do they part, but only until till divorce do they part.
A country that accepts divorce will soon have more broken families, that lead to more disunity,
and to more divisions in other families. Yes, we cannot solve all problems in the world but let
us never bring in the worst problem of all and that is to destroy love. And that is what we are
doing when we tell married people they can divorce each other and easily go with someone
else. This is not only because divorce is a destroyer of love, unity, and peace but also because
the divorced feel lonely and find friends of their own age who are usually married. This kind
of friendship breaks up other marriages and this just goes on and on.
Prepared by:
JOHN PAUL C. TONG, PhD
johnpaul.tong@deped.gov.ph
Gadu National High School
I. SETTING
Setting is the time and location where the story takes place. It refers to time periods,
geographic locations, cultural contexts, immediate surroundings, weather, times of day, or
times of year employed in the story. A setting can be used to create a mood, as an integral part
of the plot (creating a conflict, etc.) A carefully crafted setting can be used to skillfully hint
at the story’s theme and to reveal some aspects of the various characters.
II. PLOT
The plot of a work is defined as the sequence of events that occurs from the first line to the
last. In other words, the plot is what happens in a story.
All literature has a plot of some kinds. The plot has six elements:
Beginning/Exposition: This is the very beginning of a story. During the exposition, authors
usually introduce the major characters and settings to the reader.
Conflict: The conflict of a story is the problem that the main characters have to tackle.
The major conflict is the overarching problem that characters face. Minor conflicts are the
smaller obstacles the characters have to overcome to resolve the major conflict.
Rising Action: Rising action is literally everything that happens in a story that leads up to the
climax of the plot. The writers use rising action to build tension that comes to a head during
the plot's climax.
Climax: This is the "peak" of the plot where all the tension of the rising action finally comes
to a head, the characters finally have to face and solve the major conflict. You can usually
identify the climax by figuring out which part of the story is the moment where the hero will
either succeed or totally fail.
Falling Action: Falling action is everything that happens after the book's climax but before the
resolution. This is where writers tie up any loose ends and start bringing the book's action to a
close.
Resolution/Denouement: This is the conclusion of a story. But just because it's called a
"resolution" doesn't mean every single issue is resolved happily—or even satisfactorily.
Point of view is the position of the narrator in relationship to the plot of a piece of literature,
it is the perspective from which the story is told.
First person: This is told by one of the characters of the story from his perspective, and uses
first-person pronouns, like "I," "you," and "my."
Second person: Second-person point of view happens when the audience is made a character
in the story. In this instance, the narrator uses second person pronouns, like "you" and "your."
Third person limited: The narrator can only reveal the thoughts, feelings, and understanding
of a single character at any given time — hence, the reader is “limited” to that perspective
character's mind. The narrator is removed from the story and tells it from an outside
perspective. To do this, the narrator uses pronouns like "he," "she," and "they" to refer to the
characters in the story. In a third person limited point of view, this narrator focuses on the story
as it surrounds one character.
Third person omniscient: The narrator still uses third-person pronouns, but instead of being
limited to one character, the narrator can tell readers what's happening with all the characters
at all times. It's almost like the narrator is God: they can see all, hear all, and explain all.
Point of view is an important literary element for two reasons. First, it helps us better
understand the characters in a story, and it lets readers get to know the main character in detail.
Second, point of view establishes a narrator, or a character whose job is to tell the story.
IV. CONFLICT
A conflict is the central struggle that motivates the characters and leads to the climax.
Generally, conflict occurs between the protagonist, or hero, and the antagonist, or villain, but
it can also exist between secondary characters.
More importantly, conflict gives a story purpose and motivates a story's plot. Sometimes
these conflicts are large in scale, like a war, but they can also be small, like conflict in a
relationship between the hero and parents.
• Internal conflict is when a character struggles with his own opposing desires or
beliefs. It happens within him, and it drives his development as a character.
• External conflict sets a character against something or someone beyond his
control. External forces stand in the way of a character’s motivations and create
tension as the character tries to reach his goals.
V. CHARACTERS
A piece of literature has to have at least one character, which can be a person, an object, or an
animal.
The protagonist of a work is its main character. The plot circles around this person or
object, and it is central to solving the conflict of the story.
Antagonists, on the other hand, are the characters that oppose the protagonist in some way.
VI. THEME
All literary works have themes, or central messages, that authors are trying to
convey. Sometimes, theme is described as the main idea of a work, but more accurately,
themes are any ideas that appear repeatedly throughout a text.
VII. TONE
The author's attitude towards the topic.
VIII. MOOD
The feeling the reader gets from a story. Mood is shown through the setting and the atmosphere.
LITERARY TECHNIQUES/DEVICES
I. FIGURES OF SPEECH
Figures of speech are tools that writers use to create images, or paint pictures in the mind.
1.LITERAL LANGUAGE—The actual, dictionary meaning of a word. Writers use literal
language solely by their defined or primary meanings
A. Simile— It is a comparison between two distinctly different things and the comparison is
indicated by the word as or like.
B. Metaphor— the use of a word which originally denotes one thing to refer to another with
a similar quality. The comparison is implied, not expressed with the word as or like.
C. Personification—Personification gives human traits and feelings to things that are not
human – like animals or objects.
D. Apostrophe: It is a direct address either to an absent person or to a non-human entity.
E. Hyperbole: Exaggeration is used for emphasis or humorous effect.
F. Onomatopoeia: It is the use of words that imitate the sounds associated with the objects or
actions they refer to.
G. Oxymoron: Oxymoron is the combination of two contradictory terms to produce a special
effect.
H. Alliteration: refers to the appearance of the same initial consonant sound in two or more
words.
I. Assonance: It is the repetition of identical/ similar vowel sounds.
J. Consonance: It is the repetition of consonant sounds in the middle or at the end of
words.
K. Allusion: A figure of speech that makes a reference to a place, person, or something that
happened. This can be real or imaginary and may refer to anything, including paintings, opera,
folklore, mythical figures, or religious manuscripts. The reference can be direct or may be
inferred, and can broaden the reader’s understanding.
L. Irony—Words are used to convey a meaning contrary to their literal meaning.
M. Anaphora-- The deliberate repetition of the first part of the sentence in order to achieve
an artistic effect.
N. Metonymy- Metonymy is a figure of speech that replaces the name of a thing with the
name of something else with which it is closely associated.
Learning Competency:
MELC: Identify the various elements, techniques, and literary devices in specific forms of
poetry (S1/2, Q1/3)
CG: HUMSS_CNF11/12-Ib-d-4
Directions and Instructions
Hello, learner! You are about to check your learning/s on the different topics under the
Fundamentals of Communication in a five-stage exploration (1-Load, 2-Engage, 3-Advance,
4-Refine, 5-Nurture). Just follow the instructions given for every task.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).
Activity 1. Directions: The following statements are descriptions of the different literary
elements. Identify whether these statements are true or false. For statements that are true
write T and F for false statements.
_____________1. Mood is the author’s attitude towards the audience, the subject, or the character.
_____________2. Tone is the feeling the reader gets from a story.
_____________3. The denouement is the turning point, the most intense moment in the plot.
_____________4. Conflict is the dramatic struggle between two forces in a story. Without conflict,
there is no plot.
_____________5. A story is told through the eyes of a character or narrator—this is the setting.
_____________6. The narrator tells the story from one character’s point—we find out what this one
character thinks, feels—this is omniscient point of view.
_____________7. Another characteristics of omniscient POV is that the author can enter the minds of
the characters and can describe what all characters are thinking and feeling.
_____________8. The place, weather, time of day and season are all included in creating the setting.
_____________9. At the heart of every great story is a conflict (or problem).
_____________10. Mood is shown through the setting and the atmosphere.
ENGAGE
Activity 2. Read the short story “How My Brother Leon Brought Home a Wife,” by Manuel
Arguilla. After reading, identify the literary elements of the story by filling in the table below.
Plot Exposition
Rising Action
Climax
Falling Action
Resolution
Conflict
Point-of-view
Tone
Theme
ADVANCE
Activity 3. Directions: The following statements are lines from “How my Brother Leon
Brought Home a Wife.” Identify if the following statements employ figures of speech. With
items containing figures of speech, write FG; for items without figures of speech, write NFG
on the space provided before each number.
_____1. She was fragrant like a morning when papayas are in bloom.
_____2. He swallowed and brought up to his mouth more cud and the sound of his insides
was like a drum.
_____3. The sun was in our eyes for it was dripping into the bright sea. The sky was wide
and deep and very blue above us but along the saw-tooth rim of the Katagyahan hills to the
southwest flamed huge masses of clouds.
_____4. She was smiling at him and I stopped tying the sinta across Labang’s neck to the
opposite end of the yoke, because her teeth was very white, her eyes were so full of laughter
and there was a small dimple high up on her right cheek.
_____5”. He must have taught her the song because she joined him, and her voice flowed into
his like a gentle stream meeting a stronger one.
REFINE
Activity 4. Create a short story using the following information.
SETTING Rainy afternoon, haunted house, in a dark forest
NURTURE
Activity 5. Write a short story integrating all the literary elements. The teacher will
provide topics to choose from. You will be graded using the rubrics below.
Needs Very
Fair Good Score
work good
1. Content:
• Originality of ideas
• Appropriateness of setting 1-5 6-10 11-15 16-20
• Development of characters and plot
• Other points of interest, e.g. use of dialogue, point of view,
irony, symbolism, theme
2. Organisation:
Total:
/60
Comments: ________________________________________________________
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Reflection
Reflect on what you have learned after taking up this lesson by completing the K-W-L
chart below.
References
https://literaryanalysisphillit.weebly.com/how-my-brother-leon-brought-home-a-wife.html
https://englishsummary.com/how-my-brother-leon-brought-home-a-wife-analysis/
https://ocw.metu.edu.tr/pluginfile.php/32353/mod_resource/content/0/FIGURATIVE%
20LANGUAGE.pdf
https://lessonworksheets.com/concept/literary-devices
https://answers.yahoo.com/question/index?qid=20080301113030AAjkU2Chttps://lesson
worksheets.com/concept/literary-devices
PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 14
https://bryanluisballesteros21stcenturyliterature.wordpress.com/2017/12/27/how-my-brother-
leon-brought-home-a-wife/https://www.literacyideas.com/elements-of-poetry
https://blog.prepscholar.com/literary-elements-list-examples
https://blog.prepscholar.com/literary-elements-list-examples
HAZEL NEBAB-FARIÑAS
Writer
ANSWER KEY
Exercise 1.
FOCUS- Literary Elements
1. False 2. False
1. False 4. True
5. False 6. False
7. True 8. True
9. True 10. True
1. FG
2. FG
3. NFG
4. NFG
5. FG
Activity 4.
Answers may vary
Setting Waig, Nagrebcan, La Union
Characters: Baldo - Narrator, brother of Leon.
Leon - The husband of Maria.
Maria - The wife of Leon.
Labang - the family cow.
Father - the one who instructed Baldo on what he will do while he is
on the road with Leon and Maria.
Plot Exposition-The story begun when the wife stepped down to the Carratela
of Ca Celin with a quick, delicate grace. She looked lovely, she was tall,
she looked up to Leon with a smile, and her forehead was level with his
mouth.” It goes when Leon introduced Maria as his wife to his younger
brother, Baldo who is thinking deeply if father will like Maria. He’s
thinking if Maria can survive or will fit in the life in the barrio.
Rising Action-They took the dry bed of the Waig as substitute for Camino
Real and it was the wish of the father to go by the Waig. They were trying
to test Maria’s characteristics, her attitude, her looks, how she talks, and
how she handle the situation.
Climax: When they have arrived home and Baldo was called by his father, they
had a conversation about their trip and about Labang. He did ask a little about
Maria at first it seemed
Falling Action: Maria Passed all the tests or the challenges despite of her
personality being a city girl. She surpassed the trial given to her proving
that she is worth of Leon as his wife.
Resolution: When Baldo crossed the threshold of his father and asked
him about Maria. Afterwards the door opened and Leon and Maria came
in. Baldo leaves and it seems that the three are left and gonna talk to each other
about Leon having a wife
She stepped down from the carretela of Ca Celin with a quick, delicate grace. She was lovely. She was
tall. She looked up to my brother with a smile, and her brother with a smile, and her forehead was on a
level with his mouth.
“You are Baldo,” she said and placed her hand lightly on my shoulder. Her nails were long, but they
were not painted. She was fragrant like a morning when papayas are in bloom. And a small dimple
appeared high up on her cheek.
“And this is Labang of whom I have heard so much.” She held the wrist of one hand with the other and
looked at Labang, and Labang never stopped chewing his cud. He swallowed and brought up to his
mouth more cud and the sound of his insides was like a drum.
I laid a hand on Labang’s massive neck and said to her. “You may scratch his forehead now.”
She hesitated and I saw that her eyes were on the long curving horns. But she came and touched
Labang’s forehead with her long fingers, and Labang never even stopped chewing his cud, except that
his big eyes half closed. And by and by, she was scratching his forehead very daintily.
My brother Leon put down the trunks on the grassy side of the road. He paid Ca Celin twice the usual
fare from the station to the edge of Nagrebcan. Then he was standing beside us, and she turned to him
eagerly. I watched Ca Celin, where he stood in front of the horse, and he ran his fingers through its
forelock, and could not keep his eyes away from her.
He did not say Maring. He did not say Mayang. I knew then that he had always called her Maria, and
that to us all, she would be Maria, and that to us all, she
would be Maria; and in my mind I said – “Maria” – and it was a beautiful name.
“Yes, Noel.”
Now, where did she get that name? I pondered the matter quietly to myself, thinking father might not
like it. But it was only the name of my brother Leon said backwards and it sounded much better that
way.
“There is Nabrebcan, Maria,” my brother Leon said, gesturing widely toward the west.
She moved close to him and slipped her arm through his. And after a while, she said quietly, “You love
Nagrebcan, don’t you Noel?”
Ca Celin drove away, hi-yi-ing to his horse loudly. At the bend of the Camino Real where the big duhat
tree grew, he rattled the handle of his rattan whip against the spokes of the wheel.
“Hitch him to the cart, Baldo,” my brother Leon said, laughing , and she laughed with him a bit
uncertainly, and I saw that he had put his arm around her shoulders.
“Why does he make that sound?” she asked. “I have never heard the like of it.”
“There is not another like it,” my brother Leon said. “I have yet to hear another bull call like Labang.
In all the world there is no other bull like him.”
She was smiling at him, and I stopped in the act of tying the sinta across Labang’s neck to the opposite
end of the yoke, because her teeth were very white, her eyes were so full of laughter, and there was a
small dimple high up on her right cheek.
“If you continue to talk about him like that, either ii shall fall in love with him or become greatly
jealous.”
My brother Leon laughed and she laughed and they looked at each other and it seemed to me there was
a world of laughter between them and in them.
I climbed into the cart over the wheel and Labang would have bolted for he was always like that, but I
kept a firm hold on his rope. He was restless and would not stand still, so that my brother Leon had to
say “Labang” several times. When he was quiet again, my brother Leon lifted the trunks into the cart,
placing the smaller on top.
She looked down once at her high-heeled shoes, the she gave her left hand to my brother Leon, placed
a foot on the hub of the wheel, and in one breath, she had swung up into the cart. Oh, the fragrance of
her! But Labang was fairly dancing with impatience and it was all I could do to keep him from running
away.
“Give me the rope, Baldo,” my brother said. “Maria, sit down on the hay and hold on to anything.”
Then he put a foot on the left shaft and that instant, Labang leaped forward. My brother Leon laughed
as he drew himself up to the top of the side of the cart and made the slack of the rope hiss about the
back of Labang. The wind whistled against my cheeks and the rattling of the wheels on the pebbles of
the road echoed in my ears.
She sat up straight on the bottom of the cart, legs bent together to one side, her skirts spread over them
so that only the toes and heels of her shoes were visible. Her eyes were on my brother Leon’s back; I
saw the wind on her hair.
When Labang slowed down, my brother Leon handed me the rope. I knelt on the straw inside the cart
and pulled on the rope until Labang was merely shuffling along, then I made him turn around.
When I sat Labang down the deep cut that would bring us down to the dry bed of the Waig which could
be used as a path to our place during the dry season, my brother Leon laid a hand on my shoulder and
said sternly: “Who told you to drive through the fields tonight?”
His hand was heavy on my shoulder, but I did not look back at him or utter a word until we were on the
rocky bottom of the Waig.
“Baldo, you fool, answer me before I lay the rope of Labang on you. Why did you follow the Waig
instead of Carmino Real?” His fingers bit into my shoulders.
Swiftly, his hand fell away from my shoulder, and without a word, he reached out for the rope of
Labang. Then my brother Leon laughed, and he sat back, and laughing still, he said:
“And I supposed Father also told you to hitch Labang to the cart and meet us with him instead of with
Castano and the calesa?”
Without waiting for me to answer, he turned to her and said, “Maria, why do you think Father would
do that now?” He laughed and added. “Have you ever seen so many stars before?”
I looked back and they were sitting side by side, leaning against the trunks, hands clasped across knees.
Seemingly but a man’s height above the tops of the steep banks of the Waig, hung the stars. But in the
deep gorge, the shadows had fallen heavily and even Labang’s white coat was merely a dim grayish
blur. Crickets chirped from their homes in the cracks in the banks. The thick unpleasant smell of dangla
bushes and cooling sun- heted Earth mingled with the clean, sharp scent of arrais
roots exposed to the night air and of the hay inside the cart.
“Look, Noel, yonder is our star!” Deep surprise and gladness were in her voice. Very low in the west,
almost touching the ragged edge of the bank, was the star, the biggest and brightest in the sky.
“I have been looking at,” my brother Leon said. “Do you remember how I would tell you that when you
want to see stars you must come to Nagrebcan?”
“Yes, Noel,” she said. “Look at it,” she murmured, half to herself. “It is so many times bigger and
brighter than it was at Ermita beach.”
“The air here is clean, free of dust and smoke.” “So it is, Noel,” she said, drawing a long breath. “Making
fun of me, Maria?”
She laughed then and they laughed together and she took my brother Leon’s hand and put it against her
face.
I stopped Labang, climbed down and lighted the lantern that hung from the cart between the wheels.
“Good boy, Baldo,” my brother Leon said as I climbed back into the cart, and my heart sang.
“Ask Baldo,” my brother Leon said, “we have been neglecting him.”
“Soon, we will get out of the Waig and pass into the fields. After the fields is home – Manang.”
I did not say anything more, because I did not know what to make of the tone of her voice as she said
her last words. All the laughter has seemed to have gone out of her. I waited for my brother Leon to say
something, but he was not saying anything. Suddenly, he broke out into song and the song was “Sky
Sown with Stars” – the same that he and Father sang when we cut hay in the fields of nights, before he
went away to study. He must have taught her the song because she joined him, and her voice flowed
into his like a gentle stream, meeting a stronger one. And each time the wheels encountered a big rock,
her voice would catch in her throat, but my brother Leon would sing on, until laughing softly, she would
join him again.
Then we were climbing out into the fields and through the spokes of the wheels, the light of the lantern
mocked the shadows. Labang quickened his steps. The jolting became more frequent and painful as we
crossed the low dikes.
“But it was so very wide here,” she said. The light of the stars broke and scattered the darkness so that
one could see far on every side, though indistinctly.
“You miss the houses, and the cars, and the people, and the noise, don’t you?” my brother Leon stopped
singing.
With difficulty, I turned Labang to the left, for he wanted to go straight on. He was breathing hard, but
I knew he was more thirsty than tired. In a little while, we drove up the grassy side onto the Camino
Real.
“You see,” my brother Leon was explaining, “the Camino Real curves around the foot of the
Katayaghan Hills passes by our house. We drove through the fields, because – but I’ll be asking Father
as soon as we get home.”
“Does that worry you still, Maria?” my brother Leon said, “From the way you talk, he might be an
ogre for all the world. Except when his leg that was wounded in the Revolution is troubling him,
Father is the mildest tempered, gentlest man I know.”
I stopped Labang on the road before our house and would have gotten down, but my brother Leon took
the rope and told me to stay in the cart. He turned Labang into the gate and we dashed into our yard. I
thought we would crash into the bole of the camachile tree, but my brother Leon reined in Labang in
time. There was light downstairs in the kitchen, and Mother stood in the doorway, and I could see her
smiling shyly. My brother Leon was helping Maria over the wheel.
The first words that fell from his lipsafter he had kissed her Mother’s arms were:
“He is in his room upstairs,” Mother said, her face becoming serious. “His leg is bothering him again.”
I did not hear anything more because I had to go back into the cart to unhitch Labang. But I had hardly
tied him under the barn when I heard Father calling me. I met my brother Leon going to bring up the
trunks. As I passed through the kitchen, there were Mother and my sister Aurelia and Maria and it
seemed to me they were crying, all of them.
He reached for his roll of tobacco and hitched himself up the chair.
“Was she afraid of Labang?” My Father had not raised his voice, but the room seemed to resound it.
And again, I saw her eyes in the long curving horns and the arm of my brother Leon around her
shoulders.
“Sky Sown with Stars. She sang with him.” He was silent again. I heard the voices of my Mother and
my sister Aurelia downstairs. There was also the voice of my brother Leon, and I thought that Father’s
voice must have been like it when Father was young. He had laid the roll of tobacco on the window –
sill once more. I watched the smoke waver faintly upward from the lighted end and vanish slowly into
the night outside.
The door opened and my brother Leon and Maria came in.
“I looked at Maria and she was lovely. She was tall. Beside my brother Leon, she was tall and very still.
Then I went out, and in the darkened hall the fragrance of her was like a morning when papayas are in
bloom.
REFERENCES:
Filipino Writers in English by Florentino B. Valeros and Estrellita V. Gruenberg, New Day Publishers,
Quezon City, 1987.
Francisca B. De La Cruz, et al. Exploring Life Through Filipino Literature. Quezon City, 2004.
José, Francisco Sionil (2005), Alejandro Padilla, ed., Termites in the Sala, Heroes in the Attic: Why
We Are Poor, Ermita, Manila: Solidaridad Publishing House, ISBN 971-8845-41-0.
José, Francisco Sionil (December 8, 2003), "A Sense of Time and Place", Philippine Graphic. Jun Elias.
"Iloko La Union's official language". The Philippine Star.
Maysa a Ruknoy ken ni Manuel E. Arguilla, RIMAT Magazine, Quezon City, October 2004.
Torrevillas, Domini M. (July 5, 2012). “Banana magnate passes away”. From the Stands.
Evaluating a text does not end in merely following the steps and creating
a framework, but it must be presented in a clear and structured paragraph.
Follow the given steps below for you to be guided on how to write an analysis
paragraph.
For example: “In the short story ‘Quicksand’, the author uses quicksand
as a metaphor for living with chronic illness”
For example: “At the beginning of the story, the main character wakes
up, dreading the coming day. She knows she needs to get out of bed,
but her illness prevents her from rising”.
4. Explain how the supporting text backs up your ideas. Describe what
is happening in the text and in the context of the entire text. You can
discuss any literary devices that are used such as symbolism or a
metaphor. Likewise, you can explain how the author’s style, diction,
and syntax affect the meaning of the text.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to
finish the activity package and submit it to your teacher (____________________) on
(____________________).
LOAD
Activity 1. CAPTURE IT!
Directions: Complete the given clauses as you infer and interpret the given art.
Source: artranked.com
Completing the statements means you have captured the ideas conveyed by
the artist in his work of art.Congratulations, you are done with the first level!
ENGAGE
Activity 2. PROMPT IT!
Direction: From your answers in activity one, how do you describe the artist? Use
the chart in analyzing his characteristics, qualities and ideologies.
ADVANCE
REFINE
Activity 4. EXAMINE IT!
Directions: Examine and analyze the sample autobiography using the graphic
organizer given.
Excerpt Nelson Mandela Autobiography The Long Walk to Freedom Part 11 Freedom
I was not born with a hunger to be free. I was born free — free in every way that I could
know. Free to run in the fields near my mother's hut, free to swim in the clear stream that ran through
my village, free to roast mealie under the stars and ride the broad backs of slow-moving bulls. As long
as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man or
God.
It was only when I began to learn that my boyhood freedom was an illusion, when I
discovered as a young man that my freedom had already been taken from me, that I began to hunger for
it. At first, as a student, I wanted freedom only for myself, the transitory freedoms of being able to stay
out at night, read what I pleased, and go where I chose. Later, as a young man in Johannesburg, I yearned
for the basic and honorable freedoms of achieving my potential, of earning my keep, of marrying and
having a family — the freedom not to be obstructed in a lawful life.
But then I slowly saw that not only was I not free, but my brothers and sisters were not free.
I saw that it was not just my freedom that was curtailed, but the freedom of everyone who looked like
I did. That is when I joined the African National Congress, and that is when the hunger for my own
freedom became the greater hunger for the freedom of my people. It was this desire for the freedom of
my people to live their lives with dignity and self-respect that animated
my life, that transformed a frightened young man into a bold one, that drove a law-abiding attorney to
become a criminal, that turned a family-loving husband into a man without a home, that forced a life-
loving man to live like a monk. I am no more virtuous or self-sacrificing than the next man, but I found
that I could not even enjoy the poor and limited freedoms I was allowed when I knew my people were
not free. Freedom is indivisible; the chains on anyone of my people were the chains on all of them, the
chains on all of my people were the chains on me.
It was during those long and lonely years that my hunger for the freedom of my own people
became a hunger for the freedom of all people, white and black. I knew as well as I
When I walked out of prison, that was my mission, to liberate the oppressed and the oppressor
both. Some say that has now been achieved. But I know that that is not the case. The truth is that we are
not yet free; we have merely achieved the freedom to be free, the right not to be
oppressed. We have not taken the final step of our journey, but the first step on a longer and even more
difficult road. For to be free is not merely to cast off one's chains, but to
live in a way that respects and enhances the freedom of others. The true test of our devotion to freedom
is just beginning.
I have walked that long road to freedom. I have tried not to falter; I have made missteps along
the way. But I have discovered the secret that after climbing a great hill, one only finds that there are
many more hills to climb. I have taken a moment here to rest, to steal a view of the glorious
vista that surrounds me, to look back on the distance I have come. But I can rest only for a moment, for
with freedom come responsibilities, and I dare not linger, for my long
walk is not yet ended.
Nonfiction Analysis Framework
Title of the text:
_________________________________________________________________________
___
Author:
_________________________________________________________________________
___
Give a brief summary of the text (2-3 sentences):
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
What are the underlying themes of the text? Does the author seem to be implying anything
without outright saying it?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________
_________________________________________________________________________
___
Select a line that reflects one of the themes you indicated above. Copy the quote here with
quotation marks.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
Do you feel any connection to the main character or narrator’s feelings or situation?
Does the text engage with any topics or issues that you think are especially important for
people
to know about?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
List some positive points about the text that you believe made it an interesting or engaging
read.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
Describe some aspects of the text that disappointed you or caused you to feel frustrated as a
reader.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
How do the ideas in the text connect with the real world and/or your own life?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
Describe anything you saw in this text that you'd like to remember to include in your writing.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_.
REFLECTION
Sources:
1. DeGeneres, Betty (2000). Love, Ellen: A Mother/Daughter Journey. HarperCollins
Publishers. pp. 22, 27. ISBN 0-688-17688-7
2. 20200420NonfictionAnalysisFramework-1.pdf
CHECK IT OUT!
Answer Key
Activity 1: Answers may vary
Activity 2: Answers may vary
Activity 3: Answers may vary
Activity 4: Answers may vary
Activity 5: Answers may vary
JOSELYN L. VILORIA
Baggao National High School
Learning Competency:
MELC 4: Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the
literary conventions of genre following these pointers:
1. Choosing a topic
2. Formulating a thesis statement
3. Organizing and developing ideas
4. Using any literary conventions of a genre
5. Ensuring that theme and technique are effectively developed
Directions and Instructions
Dear Learner, you are about to check your learnings about writing a draft of a short
piece using any of the literary conventions of a genre following the five-stage
exploration: (1-Load, 2- Engage, 3- Advance, 4- Refine, 5- Nurture). Just follow the
instructions given for every task.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to
finish the activity package and submit it to your teacher (____________________) on
(____________________).
Target Audience
Theme
Genre/Type
Point of View
NURTURE
Activity 5: WRITE ON!
https://caitlinkellegher.weebly.com/uploads/4/6/8/0/46806901/2488882_orig.png
REFLECTION
Sources:
Parts of this mini-lesson were taken from Purdue’s OWL website,
http://owl.english.purdue.edu/owl/, as well as the St. Helen’s School District website. Other
parts were written by Tahneer Oksman (WF, 2009-2011) and Jordan Pascoe (WF, 2010-2011)
Retrieved from: https://www.calverteducation.com/learning-motivation/the-writing-process-
drafting-and-editing Retrieved on: February 15, 2021
Retrieved from: https://www.masterclass.com/articles/how-to-write-a-first-draft#5-tips-for-
writing-a-first-draft Retrieved on: February 15, 2021
Retrieved from: https://www.riosalado.edu/web/oer/wrkdev100-
20012_inter_0000_v1/pdfs/m2_prewriting_worksheet.pdf Retrieved on: February 15, 2021
Retrieved from: http://www.brooklyn.cuny.edu/web/aca_facultywac/MiniLessons-
OrganizingEssays.pdf Retrieved on: February 15, 2021
CHECK IT OUT!
Answer Key
Exercise 1: (Answers may vary)
Exercise 2: (Answers may vary)
Exercise 3: (Answers may vary)
Clarity refers to how easy it is for the reader to understand your writing.
Good writers explain their points clearly. Clear sentences are not vague or indirect;
they get the point across to the reader by using specific, concise language. Clarity
is what makes text readable, even enjoyable and allows a text to succeed. When you
make your content easy to understand, you can produce sharp, clear, intelligent,
and easy-to-understand content, it becomes much easier for people to see the
value in it. Several techniques can help you learn to write clearly and concisely in
order to motivate your audience to read and respond favorably to your
communication.
Literary Devices refer to the typical structures used by writers in their works
to convey their message(s) in a simple manner to the readers. When employed
properly, the different literary devices help readers to appreciate, interpret and
analyze a literary work.
Literary Elements have an inherent existence in literary piece and are extensively
employed by writers to develop a literary piece e.g. plot, setting, narrative structure,
characters, mood, theme, moral etc. Writers simply cannot create his desired work
without including Literary Elements in a thoroughly professional manner.
Literary elements are the things that all literature—whether it's a news article, a
book, or a poem—absolutely have to have. Literary elements are the fundamental
building blocks of writing, and they play an important role in helping us write, read,
and understand literature.
Literary devices are techniques that writers use to create a special and
pointed effect in their writing, to convey information, or to help readers understand
their writing on a deeper level. Often, literary devices are used in writing for
emphasis or clarity. Authors will also use literary devices to get readers to connect
more strongly with either a story as a whole or specific characters or themes. Being
able to identify when different literary techniques are being used helps you
understand the motivation behind the author's choices.
For example, being able to identify symbols in a story can help you figure out
why the author might have chosen to insert these focal points and what these might
suggest in regard to his/her attitude toward certain characters, plot points, and
events. Finally, literary techniques are important to know because they make texts
more interesting and more fun to read. If you were to read a novel without knowing
any literary devices, chances are you wouldn't be able to detect many of the layers
of meaning interwoven into the story via different techniques.
These are some of the things you may look into on the effectiveness of ideas
presented and the appropriate use of literary elements.
Did the readers understand the flow of the literary piece because the author
HUMSS_CNF11/12-Ib-d-5
combined
Learning the ideas
Competency: and literary
Evaluate elements
other’s appropriately?
draft based on:
Did the readers appreciate the
1. Clarity of idea piece because of the literary elements
embedded in it?2. Appropriateness of Literary Elements
Did the combination of ideas Use
3. Appropriate and of
literary elements hook the readers from
the Element
beginning to end?
4. Effective Combination of the Idea and the Chosen Literary
Elements
CG Code: MELC Code: S1/2 Q1/3
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).
LOAD
Activity 2. The following statements enable you to gauge your level of understanding
about clarity of ideas and the literary elements of Creative Nonfiction. The first column
will be labeled “Agree” and the third column is labeled “Disagree.” Place a check
mark (√) if you agree with the statement and a cross (X) if you disagree.
Activity 3. Read the poem below. Identify the images and the figurative language
used in the piece.
I Am Proud To Be A Filipino
Toribia Maño
A. Recognizing Sensory Images. Write the letter of the phrase that does NOT
appeal to the same sense as that of the phrase in bold print.
Set 1
___1. The wind howled like a wounded animal.
___2. The wind blew hard and made noises.
___3. The wind was a wounded animal, howling in the night.
Set 2
___1. When night ends and daylight begins, people become active again.
___2. The dawn of day is like the beginning of a play.
Set 3.
___1. The grass formed a velvet cushion for her head.
___2. The grass felt like velvet when she put her head down.
___3. She put her head on the grass.
Set 4
. ___1. He seeks money like a squirrel seeks nuts.
___2. He is selfish and greedy.
___3. He is a hungry squirrel storing loot for the future.
Set 5.
___1. When I held the ice, I felt shivers down my spine.
___2. The ice cube froze my spine.
___3. Holding the ice cube was like lying on a frozen pond.
REFINE
Activity 4. Let’s evaluate a selection. Read carefully the memoir below in order to
answer the provided questions. (5 points each)
51
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. How does the writer get you interested and wanting to read more?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. Does the memoir show how the learning change the author’s life? Support
your answer.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
NURTURE
Activity 5. Below is a vaguely written paragraph. Revise each paragraph
for a clearer presentation of ideas. Write your entries on your paper.
1. Did you no that a person can live with out food for more than a hole
month a person can only live four about won week with out water we need
water more then we need food. 97 % of earths water is in the oceans. Just 3
% of the earths water can bee used four drinking water. 75 % of the worlds
fresh water is frozen in the North and South polar ice caps?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Are you familiar with the work of Marie Curie. Born in Warsaw Poland,
on November 7, 1867, Curie was a Chemist and physicist. She and her
husband, Pierre won the Nobel Prize in 1903 for there discovery of the
element radium. In 1911, Marie becomes the first person to win the nobel
Prize twice she won the second award for her study of radioactivity. Marie
died in 1934 from cancer cause by her long contact with radiation.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Reflection:
Reflect on the learning that you gained after taking up this lesson. Complete the chart
below.
Misconceptions about the topic prior to New or additional learning I had after
taking up the lesson. taking up the lesson in terms of skills,
content, and attitude.
I thought that …. I learned that…….
References:
Creative Non Fiction, Phoenix Publishing House, pages 39-80
Online Sources
https://www.teenink.com/nonfiction/memoir/article/132491/Just-Swinging
https://www.eslwriting.org/wp-content/Editing-Exercises-6.pdf
https://www.germanna.edu/wp-content/uploads/tutoring/handouts/Literary-
Analysis.pdf
https://ngl.cengage.com/assets/downloads/greatwi_pro0000000335/gw3_unit2.pdf
https://saylordotorg.github.io/text_writing-for-success/s12-04-revising-and-
editing.html
https://www.google.com/search?rlz=1C1CHBD_enPH874PH874&ei=GzAlYNnRO
Answer Key
concise Message is
Symbolism Connection understood by
clear the readers.
Imagery Building rapport
to the readers The meaning
brief is interpreted
Figurative in meaningful
Language Comprehension way.
direct to
the point
Literary Structure of the
Devices Find its
literary piece relevance to
everyday lives
Activity 2
Activity 3
A. Recognizing Sensory Images
1. c
2. a
3. a
4. b
5. c
Set 1
F 1.
O 2.
F 3.
Set 2
O 1.
F 2.
F 3.
Set 3.
F 1.
F 2.
O3.
Set 4.
F 1.
O 2.
F 3.
Set 5.
O 1.
PRACTICE HYGIENE PROTOCOLS AT ALL TIMES
56
F 2.
O 3.
3. How does the writer get you interested and wanting to read more?
The writer get me interested and wanting to read more by providing me
some vivid images through his/her use of words and writing style. The
writer invites me into the world of the memory as he/she allowed me to
envision the setting, the character and his/her actions.
4. What point of view was used by the author? Was it the appropriate point of
view to be used?
The writer used the 1st point of view as manifested in the pronouns used
such as I, my and me. The POV used was appropriate because an effective
memoir should always maintain a 1st POV.
5. Does the memoir show how the learning changed the author’s life?
Support your answer.
Yes. It was clearly shown in the memoir how the swing brought changes in
the author’s life as manifested in the last sentence of the 1 st paragraph, “It
was the only thing that could truly make me forget life and simultaneously
make me alive”.
ACTIVITY 5.
1. Did you know that a person can live without food for more than a whole
month? A person can only live for about one week without water. We
need water more than we need food. 97 % of earth’s water is in the
oceans. Just 3 % of the earth’s water can be used for drinking water. 75
% of the world’s fresh water is frozen in the north and south polar ice
caps.
3. Are you familiar with the work of Marie Curie? Born in Warsaw, Poland,
on November 7, 1867, Curie was a chemist and physicist. She and her
husband, Pierre, won the Nobel Prize in 1903 for their discovery of the
element radium. In 1911, Marie became the first person to win the Nobel
Prize twice. She won the second award for her study of radioactivity.
Marie died in 1934 from cancer caused by her long contact with
radiation.
Reflection
Answers vary.
Writers
LOAD
Writing
Process
ENGAGE
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
Worrying about their family, is the worst part of testing covid 19, say 2 survivors from
the Philippines, Drew and Yang
Drew,35 and father of one, work in the aviation industry. After developing symptoms ,
he test positive for covid 19 symtpoms.
“ The stress and anxiety was very difficult to handle because stress and anxiety I didn’t
know if I was infect my family already. I worry that my family might not be able to handle
what I was going through if they got infected by me”.
“That’s what scare me the most”.
Meanwhile, Yang, 26 , a manufacturing employee who lived with her parent and other
family member, begins wearing a face mask and avoid touching the handrails in public
transport as corona virus case roses.
Still, three days after her birthday she becomes ill. She had to tell her parents that she
tested positive.
“I see the sadness and felt of defeat in their eyes.”
“Why did I got. “ the disease?,’’she asks herself at the time “ What if I infect them?” “
What if I died and left my family because of this?”
After weeks of isolation, Yang recovers. When her swab tests came back ne negative,
she cry tears of relieves and her father also cries.
Today, she wanted everyone to protect themself and protect others.
Drew, who also follow the advice to isolate, also recovers. The experience
also teaches him a lesson.
How did you do in all the activities? Were you able to hit the answers, right? If you
did, you deserve 5 ! Congratulations! If you are not lucky enough, you
need not to worry, you can always go back until you get everything right!
Reflection
What have you felt after doing the activities? Encircle your feelings using
the following emoticons and answer the questions that follow:
Three things I have learnt about Revising a Draft specifically a short story are:
1.
2.
3.
Answer Key:
Activity 1: LOAD: FILL-OUT THE PROCESS
Pre-Writing
Writing
Revising
Editing
Publishing
Activity 2: ENGAGE: ARRANGE THE STEPS
References:
“Protect yourself to protect others, say Philippine COVID 19 survivors”.
World Health Organization Representative Office for the Philippines .
Retrieved August February 11, 2021 from
www.readwritethink.org.files
apps.prsa.org
edduson.com Block. Guides
www.liferichpublishing.com > why us
Prepared by:
MARVELYN M. CATUBAG
Tuao Vocational and Technical School
ALLAN F. DELELIS
Claveria School of Arts and Trades
ELVIRA D. TULIAO
Andarayan National High School
66
CREATIVE NONFICTION
1. A critical challenge to one or more aspects of the focal article, arguing for a position
other than that taken in the text
2. An elaboration or extension of the position taken in the text, basically sympathetic
to the position taken in the focal article but pushing the argument further
3. An application of a theoretical of methodological perspective that sheds light on the
issues addressed in the text
4. A reflection on the writer’s experiences in applying the issues addressed in the text,
health and well-being settings
5. A comment on the applicability of the issues raised in the text to other settings, or
to other cultures
In writing a critique, you first need to summarize the text you have read. Focus on
points within the article that you think are interesting. Summarize the authors’ main ideas
or argument. Explain how these ideas/arguments have been constructed. Evaluation is the
most important part in a critical review. Use the literature to support your views. You may
also use your knowledge of conducting research and your own experience. Evaluation can
be explicit or implicit.
2. Summary- it gives the main points and objectively describe how the creator
portrays by using techniques, styles, media, characters and symbols.
3. Critical Evaluation-it gives a systematic and detailed assessment of the
different elements of the work, evaluating how well the creator was able to
achieve the purpose
PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 67
4. Conclusion-it includes a statement indicating over all evaluation of work, key
reasons why evaluation was formed and, in some instances, recommendations
for improvement on work.
Good reading is an integral part of good writing. Here are some other factors to consider
in criticism, commentary, and other writing:
▪ Having an idea, having a point to make
▪ Uttering it clearly, arguing and developing it
▪ Evidence, including from primary sources such as a text
▪ Argument and proof
▪ Logic, rationality, and the reasonable
▪ Order, coherence, and consistency
▪ Sense, finding the sense of/in something, and making sense of it
▪ The virtuous circle of analysis and synthesis: generating further discussion, ideas,
writing, reading, writing, etc. …
▪ Conclusions, including open questions and opening up further questions
▪ Style, rhetoric, and readability
▪ Persuasion, and the after-effects of your writing: changing the world, one reader at
a time
CG: HUMSS_CNF11/12-IIb-c-17
Hello, learner! You are about to check your learning/s on the different topics under the
intertextuality as a technique of drama. (1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture).
Just follow the instructions given for every task.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).
LOAD
Activity 1. Look at the code table and break the codes by simply looking for the opposite letter
to form a meaningful word.
a b c d e f g h i j k l m
n o p q r s t u v w x y z
_______ 1. ERSYRPGVBA
_______ 2. ZRZBVEF
_______ 3. YVGRENEL–WBHEANYVFZ
_______ 4. GENIRY–JEVGVAT
_______ 5. RFFNLF
_______ 6. ZNTNMVAR–SRNGHER–NEDVPYR
_______ 7. VAGREIVRJ–FGBEL
_______ 8. OVBTENCYL
_______ 9. CEBSVYRF
_______ 10. ANGHER–JEVGVAT
ENGAGE
Activity 2. Read the following commentaries adapted from Cottrell, S. (2003) The Study Skills
Handbook and decide whether they have HIGH or LOW judging quality. Justify your answer.
Activity 3. Read the essays below and write a short commentary considering the guidelines in
judging the quality of a creative nonfictional text.
Essay 1.
Technology has highly evolved over time. In fact, nowadays almost everybody has some sort of
machine at hand, be it computers, cars, or even washing machines. But although machinery was devised to
benefit mankind, it has also brought along many flaws to match. Firstly, when it comes to
technological equipment such as computers, disruption most often arises between the person using the
computer, and the household he or she is surrounded by, or living with. For example, many old family traditions
such as eating meals with your relatives at the dining table seldom take place now that one of the family
members might be too busy working on his Mac. laptop. Thus, family values and morals have changed in order
to adapt to this technological age.
Secondly, having many kinds of machinery at hand is not only destroying family traditions, but is also
very harmful to our environment. Many people are careless about allowing their car engines to run
haphazardly, or leaving their laptops on for long periods of time, however they do not seem aware of the fact
that all this energy and electricity consumption is dangerous to not only our local environment, but to the world
as a whole. Additionally, it is the over-usage of machinery, big or small that is bringing our society ever closer
to Global Warming, and we must stop.
However, with all the advantages machinery has brought to us all, I personally believe that possessing
too many cars or phones, or even consuming too much of their energy and battery, is beginning to get out of
hand and needs to be controlled.
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Essay 2.
Traveling and visiting new countries can be an extremely thrilling experience. I usually prefer to take
guided tours to explore a new destination. By doing that I get a chance to visit its most significant landmarks,
get to meet tourists from other countries and learn about the city’s most popular and authentic restaurants.
Upon joining professional excursions, tourists discover the prominent cultural and historical
buildings in cities, such as churches, monuments, parks, and palaces. The tours are usually organized to cover
most of these important places. For example, when I visited Dubai last year, I joined the “Big Bus Tour” to
explore this amazing city. While visiting the Dubai Musuem, I learned that this chief city was only built sixty
years ago. Haven’t I taken such a guided tour, I wouldn’t have known this fact about this metropolis city.
The other reason to prompt me in taking tour buses is the opportunity to meet other tourists. sharing
the experience and spending time together gets you close to other people from different nationalities. This in
Another important factor to encourage me on taking bus tours is learning about the city’s most
popular restaurants. Although brochures and flyers usually contain such information, yet tour guides who live
in they cities recommend more authentic local places. As an example, one of the best meals I tried was at a
local restaurants in Mexico City where the guide advised us to go. It was a meal to remember.
In conclusion, taking professional excursions is worth the cost of it. You get to visit all the salient
landmarks, learn about other cultures and get familiar with popular restaurants.
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Essay 3
It is true that medical doctors are health professionals whose roles are of great importance in the
society. They are usually educated and people generally look up to them to take good care of their health issues.
In fact, whether people live or die depends to a very great extend on the doctors in charge of their health
situations, depending on how serious they are. Almost every one wants a doctor that is vastly knowledgeable
in the medical field, especially those with many years of experience.
Although I agree that the level of education of a medical doctor is of much importance for a doctor to
be regarded as a “good medical doctor”, I am also of the opinion that that is not the only criterion for a doctor
to be regarded as a “good medical doctor”. Character and the integrity of the person contribute to a large
extend. I am also of the view that a medical doctor should be a very responsible person in the society because
a lot of people tend to emulate them. Young adults usually look forward to becoming medical doctors in the
future. That being the case, they tend to copy the behaviours of medical doctors they know.
The country where I come from, Nigeria, where the health system has some issues, some medical
doctors who lack good character and do not care about their integrity can, because a patient does not have
enough money to pay their medical bills, walk away from a dying patient. During oath taking, these doctors
state that they will put patients first before any thing, but some of them do not keep up with this. Although I
agree that doctors in the third world countries usually face some challenges, I am still of the opinion that when
it comes to saving a patient’s life, a good medical doctor should always swing into action. In Canada, though
I have stayed here for just a year, I think many of their doctors can be regarded as “good doctors” from the
little I have seen.
In conclusion, I believe that a well educated doctor without a good character and integrity and also
without a passion to save lives is as good as a “bad doctor” since, with his education but with love for money
rather than love for his patient’s lives, can still lead to the loss of lives.
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Activity 4. Read and analyze the text. Write your comment on the aspects/ areas below. Use
the table to write your answer.
This place was one of the most talk-about topics especially when it comes to fashion.
Most of the people who went there are prominent vloggers like Angel Dei, The Gold Squad
and Tony Gonzaga; you can visit their YouTube channel to know some information and
reviews. According to them, affordable clothes which look expensive at first glance are
offered there. Traveling time is approximately one and a half hour and if you will be
commuting you will need to ride a jeepney going to SM Taytay which will pass through Baras,
Morong, Cardona and Angono. Taytay Tiangge is noy always open, you can see their
tarpaulins located in some areas which can easily be seen. But as far as I know, they are open
every Tuesdays and Thursdays.
When I get there, I immediately looked for the stalls of “Bagpi” and “Igpai” for the low
costing products according to the YouTube vlogs that I’ve watched. The stalls are really
colorful and nice to look at and just like the typical tiangge, it is noisy, crowded and humid.
All of their products, be it shoes, tops, or bottoms, will surely catch your attention.
Various designs are available in many sizes and colors. For women’s clothes starts at 10.00
which are mostly “ukay-ukay” but are still good ones. For men’s tip, price starts at 25.00. for
kid’s clothes, price starts at 5.00, I don’t believe it at first but the saleslady sad that it is true.
There are also overruns from the famous brands and clothing lines, with prices you’ve never
imagined.
Areas Comments
Topic
Target Audience
Theme
Genre/Type
Point of View
Reflection
Reflect on what you have learned after taking up this lesson by completing the K-W-L
chart below.
References
Activity 1.
1. REFLECTION
2. MEMOIR
3. LITERARY JOURNALISM
4. TRAVEL WRITING
5. ESSAYS
6. MAGAZINE FEATURE ARTICLE
7. INTERVIEW STORY
8. BIOGRAPHY
9. PROFILES
10. NATURE WRITING
Prepared by:
DYANNA T. MABAZZA
Senior High School – Teacher III
Calaoagan Dackel National High School
Writing the content. Your content will depend on the form and genre you are
writing. In drafting creative fiction and non-fiction, make a first attempt at:
➢ Showing and telling your story
➢ Writing about significant details
➢ Writing in scenes using imagery to evoke the senses (Writing vivid descriptions)
➢ Use literary devices like simile and metaphor
Writing the ending. Ending the draft should mean creating a sense of closure.
Before ending, make sure that you have included all significant details in the piece.
To end it, write one final point that the reader can take away and ponder .This makes
a written work powerful and memorable.
Revising Your Draft. Revision includes editing of your draft to make it better and
to transform it into a fine piece of writing.
Learning Competency:
Write a draft of Creative Nonfiction Piece Based on Memorable Real-Life
Experience
Activity 3. ADVANCE
Let us now apply your writing skills in a wider scope. For this activity, interview
a barangay official or person in authority about the latest projects or programs in your
community. Fill out the figure with the information needed.
Questions Information
Who :
What :
When :
Where :
Why :
How :
Other :
Details
Content There is no title, or There is a title, but it does There is a title that is related There is a creative title that
the title is unoriginal not appear to be related to to the writing piece. sparks interest and is
Where and when the writing piece. Some descriptive words are related to the writing piece.
the travel Few descriptive words are used to tell where and when Many descriptive words are
experience takes used to tell where and the travel experience takes used to tell where and
place is not clear. when the travel place. when the travel experience
Writer uses experience takes place. Writer uses a variety of takes place.
common word Writer uses some interesting words, and Writer uses a wide variety
choices. A mental variation of word choice. It creates a mental picture for of interesting words, and
picture of the setting is difficult to see a mental readers. creates a very clear mental
is either not clear or picture of the setting. The writer's descriptions picture for readers.
not achieved. The writer's descriptions were clear and The writer's descriptions
The writer's were common and mostly comprehensible. were clear,
descriptions were clear. Writer incorporates four out comprehensible, creative,
vague and Writer incorporates 2 out of the five senses. and vivid.
confusing. of the five senses. Writer incorporates all five
Writer incorporates senses very effectively.
one of the five
senses, or does not
incorporate them at
all.
Organization Writing is hard to Writing is a little hard to Writing is organized with Writing is very well
follow and follow. Transitions are clear transitions. organized. One idea or
transitions are not somewhat clear. scene follows another with
clear (ideas and very smooth/ clear
scenes seem to transitions.
change randomly).
Spelling, Many spelling, A number of spelling, Few spelling, punctuation, or Virtually no spelling,
punctuation, and punctuation, or grammatical errors. punctuation, or grammatical
Grammar, and grammatical errors grammatical errors errors.
(interferes with the - 2-5 errors
Punctuation meaning). - 6 - 9 errors
- 10 or more errors
Effort & Writing There is little There is some evidence of There is evidence of editing There is a lot of evidence of
evidences of editing editing and revising and revising between the editing and revising
Process and revising between the brainstorm, brainstorm, the rough copy, between the brainstorm,
between the the rough copy, and the and the good copy. the rough copy, and the
brainstorm, the good copy. good copy.
rough copy, and the
good copy.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=true&code=SXB395C&
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Hood, D. (2012). The Writing Process: The First Draft. Retrieved February 15, 2021 from
https://www.google.com/amp/s/davehood59.wordpress.com/2012/11/16/the-writing-
process-the-first-draft/amp/
How to Write a Travelogue: 8 Tips To Write Better Travel Stories. Retrieved February 15, 2021 from
https://www.travelwritingworld.com/how-to-write-a-travelogue/
https://www.uvm.edu/wid/writingcenter/tutortips/nonfiction.html
Prepared by:
HAZEL JOY B. GUZMAN
SHS Teacher