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LAS IN Creative Nonfiction 11 Module 1 Quarter 1

English (Titay National High School)

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Republic of the Philippines

Department of Education
REGION IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
PROVINCIAL GOVERNMENT CENTER, DAO, PAGADIAN CITY

DUMALINAO NATIONAL HIGH SCHOOL

Paglaum, Dumalinao, Zamboanga Del Sur

ACTIVITY SHEETS IN CREATIVE NONFICTION 11

Quarter 1 – Module 1
S.Y. 2020-2021

Name of Learner:_______________________ Grade Level/Section:__________

Date:_____

Title: Introduction to Literary Genres

I. Background Information for Learners

Creative non-fiction is a genre of writing that utilizes

the elements and styles of writing fiction to artistically
and aesthetically express, inform and persuade others
about facts and true life accounts.

What is Non-fiction?

About Fiction and Non-fiction  Non-fiction pieces are based on facts and
author’s opinions about a subject.
FICTION NON-FICTION
Features: Features:  Non-fiction could be biographies, articles
 Imaginary  Real from textbooks, newspaper and magazine
 Character -People articles.
s -Events  The purpose of non-fiction writing is to
-People -Ideas
-Animals  Fact
-Objects  Organizat
 Plot ion
-Setting -Style
-Conflict
-Resolution
-Theme

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Literary Techniques are specific, deliberate construction and use of

language to convey meaning. Oftentimes, these techniques are indirectly or
implicitly used in a text. Sometimes, readers experience difficulty in figuring
out the intended meaning because of these techniques. Unlike literary texts,
techniques are not necessarily present in all texts. However, creative non-
fiction texts utilize techniques commonly used in literary texts as part of art
and aesthetic aspect of writing. Sometimes, these techniques are used in free
and formal and informative and narrative essays. Some of these techniques
are the inclusion of figures of speech, dialogue, imagery, kenning, symbolism,
parallelism, foreshadowing, flashback, approach to events such as deductive
or inductive, employment of sounds, choice of word, humor, representation,
and form of writing and more others.

Theme refers to the central idea, subject, topic or message of the text.
Oftentimes, a narrative text, poetry and literary texts have themes. Themes
are the overall idea or message conveyed in the text. It is a 6 underlying
belief and outlook of the author about life inside and outside him. It is often
universal. Universality means true to all- felt and experienced by all. Some of
the examples of themes are love, power, corruption, courage, excellence,
prejudice, discrimination, good versus evil, heroism, beauty, nationalism,
patriotism, positivity, poverty, piousness or religiosity, survival and many
more.

II. Learning Competency with code

1. Analyze and interpret the theme and techniques used in a particular text
(HUMSS_CNF11/12-Ia-3)

III. Learning Objectives:

1. Identify the elements of each genre and
2. Analyze the theme and techniques used in a particular text.
3. Compose a short literary piece using the literary techniques

IV. Directions: Read and analyze the background information above so that you
can answer the activities given below
V. Activities

Activity I. Read Me! Analyze Me! Answer Me!

Directions: Read and analyze the “direct statements” below. Identify the style or
technique used through the underlined and italicized portions, phrases or words.
Choose your answer on the pool of words provided. Write your answer in the space
provided before the number.

Oxymoron Repetition Imagery Point of View Simile Hyperbole

Symbolism

__________1. “I cried a river when my favorite cat died. Marj is my favorite pet.
We spent
four years together and I can’t imagine life without her.”
__________2. “The silence is deafening me. His looks blind me. He does not
even say any
single word. I know he figured out everything. His fully zipped
mouth is so loud that it may explode anytime. I feel different. I
feel terrified.”
__________3. “She has a long shiny black hair with chinky eyes and an
aquiline nose. Her

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eyelashes are long and curly like that of Cleopatra. Her pouting
lips are small, pinkish in color and it seems inviting. Her body is
like that of Kylie Jenner and her smile makes my heart so
delighted like the angelic smile of Anne Curtis.”
__________4. “Being in love is like heaven. It is a feeling that is incomparable
among other
feelings or emotions. To be in love is like a rainbow, full of colors,
full of joy!”
__________5. “Sheila, see? Sally sells seashells by the seashore! She

Do you know?
 The direct statements (items) from activity 1 utilized techniques which make
the whole discourse creative and figurative. The items in activity 1 used
symbolism, figurative language, point of view, alliteration and imagery. These
are called techniques employed in writing and could possibly be used also in
speaking.

Activity 2: WHAT DO YOU MEAN??

Directions: Read and analyze the “direct statements” below. Identify the one-word
idea or message (subject or topic) of the statements by choosing your answer on
the pool of words provided. Write your answer before the number.

Piousness Courage Poverty Farewell Prejudice Heroism

Positivity

__________1. . “I think good things will come to those who patiently wait. I also look
into the

beauty of each human being regardless of their culture, status and

backgrounds. Lastly, I believe that everyone can change when they
see inspiration whether it’s spiritual, physical, moral or emotional.”

__________2. “I don’t feel like to be her friend. She’s a highlander. She looks like my
old shoes,

out of the trend. I couldn’t imagine her style of clothing still exist this
era. Oh my gosh! Is everything fine? Is the world okay?”

__________3. “I have fought the good fight, I have finished the race, I have kept the
faith. Now

there is in store for me the crown of righteousness, which the Lord.

__________4. “We struggled a lot like a stray dog, with no permanent home, no
refuge. We have

no food to eat, not even a single penny. We drink water from the
muddy lake, tastes like a rusting iron.”

__________5. “Lord, please cleanse away my soul. I know that I sin oftentimes and
that I am a

human with many inequities. I know that I sometimes commit sin

against your will. Sometimes I cannot control and tell myself to do the

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right thing. I ask for your forgiveness and hope to remind me always of
my promise.”

Do you know?
 Activity 2 showed the themes used in the items but it only utilized direct
statements. However, based from the direct statements, it can be noted that
themes can be identified easily by feeling their contents. Thus, the task of
this module is for you to analyze the techniques and interpret the themes in a
text. For you to do it, you should at least have the following competencies:
(1) You can read text at least in a comprehension, interpretive and
critical level;
(2) You should have knowledge about literary techniques, elements
forms and types;
(3) You have the skill to relate experiences to the text or vice versa;
and
(4) You love reading and learning. If you have all of these, then I
believe you could do better than expected!

EXPLORE : Story time!

Directions: Read, analyze and enjoy a true-to-life narrative text taken from
the New York Times’ rank 1 Winner of their first Personal Narrative Essay
Contest.

Nothing Extraordinary
By Jeniffer Kim

It was a Saturday. Whether it was sunny or cloudy, hot or cold, I cannot remember, but I
do remember it was a Saturday because the mall was packed with people.
I was with my mom.
Mom is short. Skinny. It is easy to overlook her in a crowd simply because she is nothing
extraordinary to see.
On that day we strolled down the slippery-slick tiles with soft, inconspicuous steps,
peaking at window boutiques in fleeting glances because we both knew we wouldn’t be
buying much, like always.
I remember I was looking up at the people we passed as we walked — at first
apathetically, but then more attentively.
Ladies wore five-inch heels that clicked importantly on the floor and bright, elaborate
clothing. Men strode by smelling of sharp cologne, faces clear of wrinkles — wiped away
with expensive creams.
An uneasy feeling started to settle in my chest. I tried to push it out, but once it took root
it refused to be yanked up and tossed away. It got more unbearable with every second
until I could deny it no longer; I was ashamed of my mother.
We were in a high-class neighbourhood, I knew that. We lived in a small, overpriced
apartment building that hung on to the edge of our county that Mom chose to move to
because she knew the schools were good.
We were in a high-class neighbourhood, but as I scrutinized the passers-by and then
turned accusing eyes on Mom, I realized for the first time that we didn’t belong there.
I could see the heavy lines around Mom’s eyes and mouth, etched deep into her skin
without luxurious lotions to ease them away. She wore cheap, ragged clothes with the
seams torn, shoes with the soles worn down. Her eyes were tired from working long
hours to make ends meet and her hair too gray for her age.

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I looked at her, and I was ashamed.

My mom is nothing extraordinary, yet at that moment she stood out because she was
just so plain.
Mumbling I’d meet her at the clothes outlet around the corner, I hurried away to the
bathroom. I didn’t want to be seen with her, although there was no one important
around to see me anyway.
When I finally made my way to the outlet with grudging steps, I found that Mom wasn’t
there.
With no other options, I had to scour the other stores in the area for her. I was dreading
returning to her side, already feeling the secondhand embarrassment that I’d recently
discovered came with being with her.
I couldn’t have been more wrong. Mom was standing in the middle of a high-end store,
holding a sweater that looked much too expensive.
She said, “This will look good on you. Do you want it?”
It was much too expensive. And I almost agreed, carelessly, thoughtlessly.
Then I took a closer look at the small, weary woman with a big smile stretching across
her narrow face and a sweater in her hands, happy to be giving me something so nice,
and my words died in my throat.
I felt like I’d been dropped into a cold lake.
Her clothes were tattered and old because she spent her money buying me new ones.
She looked so tired and ragged all the time because she was busy working to provide for
me. She didn’t wear jewelry or scented perfumes because she was just content with me.
Suddenly, Mother was beautiful and extraordinarily wonderful in my eyes.
I was no longer ashamed of her, but of myself.
“Do you want it?” My mom repeated.
“No thanks.”

ACTIVITY 3: I NEED YOUR BASIC COMPREHENSION! READ AND ANSWER ME!

Directions: Read the questions below and choose the correct answer from the
given choices by encircling the letter of your choice.

1. What point of view was used in the text?

a. First Person b. Omniscient c. Second Person

2. What happened to the author as she saw her mom holding a new and
expensive sweater for her?

a. Felt mad b. self- embarrassed c. delighted d. shocked

3. Why does the author hurried away to the bathroom without telling her
mom?

a. Because she really needs to pee.

b. Because she wants to freshen up.
c. Because she’s embarrassed by the looks of her mother.
d. Because she saw someone she owe for some money.

4. How will you describe the tone of the opening or introduction part?

a. Happy B. Exciting c. natural d. Fearful

5. What do you think is the theme of the piece?

a. Bravery b. Courage c. Heroism d. Disappointment

6. How does the persona describe her mother at the beginning of the
narrative?

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a. Pretentious b. Glamorous c. Desperate d. plain

7. What does the persona felt to as she narrated “ I felt like I’d been dropped
into a cold lake”?

a. jump out of one's skin b. egg on face c. down in the mouth d.

caught red handed

8. Men strode by smelling of sharp cologne, faces clear of wrinkles —

wiped away with expensive creams. The persona uses what type of
literary technique?

a. Imagery b. hyperbole c. simile d. personification

9. Why did the author write this true account?

a. to inspire people to be better on their lives

b. to persuade readers to love, respect and appreciate their mothers
c. to emphasize the greater value of loving mothers who sacrifices for their
children
d. all of the above

10. How was the ending of the narrative?

a. Boring b. meaningful c. inspirational d. explanatory

Activity 4: DO YOU STILL REMEMBER?

DIRECTIONS: Try to revisit your childhood memories. Do you still remember your
favourite childhood snack or your favourite Tv show? Can you still recall the joy it
brought you whenever you’re eating your snack or watching your favourite show?
Why do you think that story captured your heart completely? Narrate your answers
on the spaces provided by applying the literary techniques in writing.

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VI. Guide Questions

1. Do you think narrative is just plainly narrating made up stories just to
entertain readers/listeners? Why or why not?
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2. If you are a narrative writer, how would you draft your own piece? Why?
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VII. Reflection
As grade 11 learner and an aspirant writer, what was the most important
reason in learning the literary genres and techniques?
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VIII. References for learners

https://znnhs.zdnorte.net/wp-content/uploads/2021/04/SHS_SLM-CNF_MELC1.pdf

https://www.google.com/search?
q=kinds+of+creative+nonfiction&sxsrf=AOaemvL3xYI-
FpvcMrlDhWNTNCCW_IFjyg:1635230249006&source=lnms&tbm=isch&sa=X&ved=
2ahUKEwi4nPiwu-
fzAhUOZt4KHVVSDsUQ_AUoAXoECAEQAw&biw=1366&bih=600&dpr=1#imgrc=Gh-
iiTvYdBP2XM

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https://www.nytimes.com/2020/01/07/learning/personal-narrative-essay-
winners.html#link-7257e973

https://www.nytimes.com/2020/01/07/learning/personal-narrative-essay-
winners.html#link-7257e973

https://www.google.com/search?
q=narrative+meaning&sxsrf=AOaemvLoEMxTA6kQsKW5ccat1n2eT8ag2Q
%3A1635241152829&ei=wMx3YY2CMpT6wAOA0ITgCg&oq=narrative+meaning&gs
_lcp=Cgdnd3Mtd2l6EAMYAjIECAAQQzILCAAQsQMQgwEQkQIyEAgAEIAEEIcCELEDEIM
BEBQyBAgAEEMyBQgAEJECMgoIABCxAxCDARBDMgoIABCxAxCDARBDMgoIABCxAxC
DARBDMgoIABCxAxCDARBDMgsIABCABBCxAxCDAToHCCMQsAMQJzoHCAAQRxCwAz
oHCAAQsAMQQzoECCMQJzoKCAAQgAQQhwIQFDoGCAAQFhAeOgcIIxDqAhAnOgsILhC
ABBCxAxCDAToOCC4QgAQQsQMQxwEQ0QM6CAgAELEDEIMBOg0IABCABBCHAhCxAx
AUOgcIABCxAxBDSgQIQRgAULqaLFi0tCxgn88saAJwAngDgAGaAYgB6BOSAQQyLjE5m
AEAoAEBsAEKyAEKwAEB&sclient=gws-wiz

IX. ANSWER KEY

Prepared by:

PRINCESS MARY L. DURANO

TEACHER-II

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