SENIOR HIGH SCHOOL- Creative Nonfiction

Student’s Name: Grade/Section:

Teacher: Date Submitted:

I. LEARNING SKILLS
A. Most Essential Learning Competencies:
1. Analyze and interpret factual/non fiction aspects in the texts; and
2. Evaluate the relationship of creative and nonfictional elements of the texts.

B. Objectives:
At the end of the lesson, you are expected to:
1. Read then analyze and interpret factual aspects of some creative nonfiction
works; and
2. Evaluate the creative and nonfictional aspects of some creative nonfiction
works.

II. INTRODUCTORY CONCEPT

One Story, Two Perspectives

by Tilar Mazzeo, Writing Creative Nonfiction

Here is an example of how two versions of a single nonfiction story can be

simultaneously true to the facts and yet completely different.

“The room was silent. As she walked to the oak podium, the carpet muffled the sound
of her footsteps. Beyond the windows, there was only blue, and she remembered her
own days as an undergraduate, days when she sat, pen in hand, far at the back of a
room, filled with excitement.

Now, she cleared her mind of the other things occupying her mind, things she couldn’t
tell anyone in this room about, things that shaped her own unwritten story. The problem
that obsessed her receded to the end of a long and distant tunnel, and what she
needed to do now was the only thing that came into focus. “Welcome to Writing
Creative Nonfiction,” she said. “I’m Tilar Mazzeo, and together we’ll be exploring what
it means to write a great story.”
Here is that same scene again, only this time, we consider the experience with a tone
of tension and worry, as Professor Mazzeo lets us know what problem so obsessed
her.

“The studio was oddly silent. She could see only the legs of the cameramen, hunched
over the cameras, with their empty glass camera eyes staring back at her like space
aliens. As she walked across the stage to the oak podium, the carpet muffled the
sound of her footsteps, and the spotlight blinded her for a moment. Beyond the false
RO_SENIOR HS_Creative Nonfiction_Q1_LP10
1
windows, there was only a blue panel, meant to suggest the sky, and she remembered
her own days as an undergraduate. Her shoes hurt, and she wished she had chosen
another pair this morning. But of course, she couldn’t say that. She put that to the back
of her mind. “Welcome to Writing Creative Nonfiction,” she said. “I’m Tilar Mazzeo,
and together we’ll be exploring what it means to write a great story.”

By shifting what facts you know, you see the character in a different context, and by
changing that context, the way the story develops in the reader’s mind changes.
Notice, however, that in both cases, every piece of information was a fact.

Fiction, by definition, is a written work that is based on the writer’s imagination. Fiction
does not have to be true. Nonfiction, therefore, is the opposite. It is writing that is true
to facts and history.

On any given day, you might encounter many types of nonfiction: You might read the
news in the morning; read a popular autobiography on your lunch break; and review
e-mails, memos, and meeting minutes throughout your day at work.

These are very different kinds of writing, but all of them are what we used to call, in a
general way, good journalism—a “who, what, why, where, when, and how,” fact-based
approach to writing.

Traditionally, university creative writing departments have been the place to learn
fiction and poetry writing. Today, many schools are offering programs in creative
nonfiction as well. It is the fastest growing part of the creative writing world—and the
fastest growing part of the market for books too.

Creative nonfiction gets a bit tricky because the “creative” part means the writer is
using the techniques of fictional storytelling. Unless the writer has warned you, the
reader, that he or she is indulging in some creativity, you have the right to assume
everything in the story is true—and the right to get angry if it is not.

Nonfiction writers have a sort of contract with readers: We are not allowed to make
anything up. We must be rigorous reporters of lived experience. Our impulses must
be documentary.

Despite this, the opportunities for creativity in nonfiction writing are immense. When
writing is done at the highest level of craftsmanship—when the way of telling the story
is just as important as the story itself—we often call that literature.

All the strategies for telling a great story are the same, whether you are writing a novel
or a work of nonfiction: You must set a vivid scene that lets your reader see every
detail. The difference is that details are historically accurate.

The Nonfiction Contract

Writing creative nonfiction entails abiding by one’s commitment to the truth. In the book
“Writing Creative Nonfiction,” Mazzeo refers to this as the nonfiction contract.
Nonfiction Contract refers to the implied agreement between a reader and a writer that
RO_SENIOR HS_Creative Nonfiction_Q1_LP10
2
the author of creative nonfiction does not invent any facts in his or her storytelling.
Mazzeo suggests that if one cannot help but alter the truth, the work should instead
be labeled as fiction. That way, the writer would not break away from the “nonfiction
contract” and readers will not question the changes made to the facts.

III. ACTIVITIES

A. Practice Task 1
Directions: Read the passage below and complete the table that follows it.

Dog Days and Starlit Nights

By Angie J. Mayfield

It was love at first sight. He was ambling alongside the road with a McDonald’s French
fry box in his mouth, and something about those big sorrowful eyes, copper brown and
pleading, tugged at my heart, and the steering wheel, forcing me to pull over and offer
him a ride.

The scene was straight from a chic flick movie. I called out. He turned. He dropped the
box and ran to me, his tongue outstretched, his tail wagging, rushing into my arms and
delivering a big, slobbery kiss right on the lips. I was his heroine, his savior, and he
gladly jumped into the truck and sat beside me as though we were destined to be
together.

The stretch of road south of my home is flat and desolate, with acres of sandy fields
running along White River. The area is a common dump site for the unwanted and
judging by the visible outline of his ribcage and sunken eyes, my new pet had seen
better days. Raised around coon dogs, I knew the gangly creature to be a blue tick
hound, probably about four or five months old. Bluish-black in color, with white spots,
or ticking, spread over his body, he is an animated replica of one of my youngest son’s
splotchy artworks hanging on the refrigerator. One ear and eye are completely black,
giving him a half pirate, half Little Rascals comical appearance that makes him even
more pitiful and endearing.

I call ahead to tell the kids we have a new member of the family, and they meet me at
the truck with “ohhh”s, “ahhh”s, and “poor thing.” My 13-year-old feeds him a leftover
hamburger from the fridge, while my 4-year-old offers French fries and hugs. I retrieve
a bowl of water and a scoop of Purina from the house, and our scrawny friend happily
gorges everything offered, burps, then laps up his water and licks the bowl. We stare
in wonder at our appreciative guest, unaccustomed to company of any sort in our rural
setting. The boys point at his bloated belly, which seems odd in comparison to his
starved frame, and giggle. Our old Labrador, Buddy, watches from the porch,
apprehensive and envious.

“I like ‘im, Mommy,”Hunter announces. “He tol’ me ‘is name’s Charlie.” I rustle my son’s
soft, strawberry-blonde hair, and Charlie licks him generously, perfectly content to be
called anything if the food keeps coming. Full and more relaxed, the hound begins to
investigate his new environment, sniffing around the yard, giving the cat a huge ‘Nice

RO_SENIOR HS_Creative Nonfiction_Q1_LP10

3
to meet ya’ lick, then relieving himself in the garden. I decide I like him more by the
minute.

The boys coax Charlie into the house and give him a desperately needed bath, while
I sit on the porch swing with a glass of iced tea and watch dusk surround our farm.
Soon, they come bounding onto the porch, more wet and smelly than the dog,
chattering like squirrels. I try to remember when I’ve seen them so excited and I enjoy
the moment.

Charlie jumps onto the swing and Josey and Briar follow. Hunter sits between my legs,
enjoying a popsicle and offering Charlie an occasional lick. Our Labrador Buddy
hobbles over and lays his head on my lap, and I pat my firstborn’s white fur and let
him know he’s still the man of the house. The kids snuggle close and we watch the
first star shimmer in the distance, and I can’t think of one thing to wish for. (Angie J.
Mayfield teaches English at Vincennes University in Southern Indiana)

FACTUAL/NONFICTIONAL ASPECTS CREATIVE ASPECTS

Practice Task 2

Directions:
How long have you been in quarantine since the coronavirus disease pandemic was
declared? What are your thoughts about being quarantined and the COVID19 itself?
Here is one creative nonfiction work about it. Answer the questions that follow the
selection.

Hello Corona
By Millind, March 24, 2020

Hello Corona,

No, I will not call you a novel or any such thing. You are a monster that has claimed
thousands of lives and infected hundreds of thousands of people across the world and
there is no sign of your taming down yet. But you must be the happiest creature in the
RO_SENIOR HS_Creative Nonfiction_Q1_LP10
4
world these days. After all, you have brought the entire mankind who considered
themselves the most superior to all other beings, to their knees.

Proud for our superior intellect, ingenuity, and technological development over past so
many centuries, nearly the entire world except emergency service providers has been
locked at home now.

We constructed large and beautiful bridges, built monumental towers, statues, and
sacred places for worship which people visited for centuries. All those places are
deserted now. We made airplanes and travelled in each corner of the world. We
developed astronomical science, built rockets, and travelled in space; we even set our
footprint on the moon. But now we are afraid of even stepping outside our homes and
you deserve the entire (dis)credit for this.

Who are you in reality, Corona… are you a message from nature that we’ve been
ignoring for several decades or maybe centuries? Are you a blow to us from the nature
against whom we tried to prove ourselves superior?

We were told time and again that we are part of the entire universal ecosystem and
whatever development we make; it should be harmonious with this ecosystem so that
life on the planet remains unaffected. We did not listen to this advice, and you are
probably the result of our misdeeds.

Each phase of life, however pleasant or difficult, must pass and a new dawn must
arrive. I sincerely hope that after causing so much harm to mankind, you will go away
by doing some good to us and make a few positive changes in our lives.

Though you have built walls between us and our loved ones by isolating us, I hope
that you will destroy walls of castes, religions, and languages eventually as people will
now realize that the worth of a human life is much more than these man made things.

Capitalists are the ones who contribute immensely to our economic growth and
provide millions of jobs. But they, at times, become so profit-hungry that they flout
environmental norms and foster corruption to satisfy their profit motive.

I hope that they will now realize that humanity is above everything and set their
priorities accordingly. I hope that countries in the world will come closer in solidarity in
the present situation and feuding nations will look for peaceful solutions to disputes
between them rather than speaking the language of revenge and destruction. I hope
that people in our country will become more hygiene conscious – not just on a personal
level, but also in public places such that they maintain cleanliness everywhere. I also
hope that our people will grow up with this experience and set their priorities to buy
products with good quality rather than just buying cheap products, though this is not
directly related to being infected by you. I expect them to value manual labor and treat
manual workers respectfully, ensuring their safety. This is crucial because when we
interact with these workers, we are sure that we are dealing with hygienic people.

Over the years, as medical science developed, our life span increased, and we started
taking things for granted. Our approach to life became very rigid and unilateral. We
didn’t care if life had something to talk to us…it did have a lot to tell us which is
RO_SENIOR HS_Creative Nonfiction_Q1_LP10
5
appearing now in your form and shape. It has been our belief for many centuries that
we are fully evolved beings. You proved us wrong the hard way and made us realize
that we are still evolving, and the process of evolution is never complete for which, I
thank you.

We humans are innovative and intelligent. I’m sure, a vaccine on your infection will be
shortly developed and your fear will be wiped out. But as you go, I only hope that you
will teach us some good lessons of life that will prevent your younger siblings from
entering our lives in years to come.

1. What is the text about?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________

2. From what point of view is the text written? Would it make a difference if the text
were written from a different perspective? Why or why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________

3. What are the factual/non fiction aspects present in the passage?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________

1. What are the creative aspects of the text? What makes you say so?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________

Practice Task 3

Directions: Recall conversations you have had with another person – your sibling,
parent, or classmate. Write down the conversation and try to come up with a short
creative nonfiction work about it. Do not attempt to make the work perfect as you can
still go over it and revise later in the succeeding writing activities.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________

RO_SENIOR HS_Creative Nonfiction_Q1_LP10

6
Practice Task 4

Directions: Choose a sketch, drawing or painting done by a family member, friend, or

classmate. Write a historical background (if there is any) of the sketch, drawing or
painting and personal experiences that you have with regards to it.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________
___________________________________________________________________
_________________________________________________________

B. ASSESSMENT 1

Directions: Looking at photographs is another way to start a creative writing task. Go

over the photos in your phone’s gallery or your family’s photo album. Look for a photo
which you think can spur you to a creative nonfiction work. Answer the following
questions which can help you to write.

1. Who is (are) in the picture? How are they related to one another?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________

2. When and where were the photos taken? What is the general ambience of the
place?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________

3. How do you think the people in the photos feel?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

4. Is there tension when the photo was taken? Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________

2. What were they wearing? What do their clothes reveal about their
personalities?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________
RO_SENIOR HS_Creative Nonfiction_Q1_LP10
7
ASSESSMENT 2

There is something both powerful and artful about reality. Real stories can inspire,
sadden, shock, enlighten, and even depress readers. The capacity to stimulate these
emotions can be achieved by the fusion of reality and creativity.

Creative nonfiction relies on one’s personal experiences as its substance. One’s rich
and varied experiences can be a treasure trove of a lot of ideas for a creative writer to
capitalize on. By being able to single out that moment or instance as a point of
reference for storytelling and highlighting that moment using the different strategies
and 10 techniques, a creative writer can bring to life and preserve to posterity events
which might otherwise become forgotten. This process is very much akin to snapping
a photograph of a milestone thereby saving it for the future.

Directions: Write your ten (10) memorable experiences as a Junior High School
student. Prioritize them according to importance, number 1 being the most important.
1. _________________________________________________________________.
2. _________________________________________________________________.
3. _________________________________________________________________.
4. _________________________________________________________________.
5. _________________________________________________________________.
6. _________________________________________________________________.
7. _________________________________________________________________.
8. _________________________________________________________________.
9. _________________________________________________________________.
10. ________________________________________________________________.

IV. RUBRICS

5 – Correct use of language/grammar; accurate and truthful historical background;

clear narration of personal experiences
3 – Minor errors on the use of language/grammar; accurate and truthful historical
background; clear narration of personal experiences
1 – Major errors in the use of language/grammar; accurate and truthful historical
background; unclear narration of personal experiences.

V. REFLECTION/COMMENTS/SUGGESTIONS

What did you learn from this lesson?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What part of the lesson did you find difficult to understand?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

RO_SENIOR HS_Creative Nonfiction_Q1_LP10

8
VI. REFERENCES

Department of Education. (February 2014). K to 12 Senior High School Humanities

and Social Science Strand – Creative Nonfiction Curriculum Guide.

Mazzeo, T. J. (2012). Writing Creative Nonfiction, Course Guidebook. From

https://www.fcusd.org/cms/lib/CA01001934/Centricity/Domain/3762/Writing%20Creat
ive %20

Prepared by:

Joyce T. De Guzman
Tinago National High School
DepEd Naga City Division

France P. Peñano
Naga City School of Arts and Trades
DepEd Naga City Division

Maria Teresa C. Morada

Don Manuel Abella School
DepEd Naga City Division

Quality Assured by:

Honesto M. Pesimo Jr.

EPS-I, English

AL BAMBINO M. CAMINO, MT I EMMA V. DASCO

Vinzons Pilot High School EPS I - English
Camarines Norte Division Camarines Norte Division

RO_SENIOR HS_Creative Nonfiction_Q1_LP10

9
V. ANSWER KEY

A. PRACTICE TASK 1
(Answers vary.)

A. PRACTICE TASK 2

1. It is all about the virus, COVID 19 and its effect on mankind.

2. The text is written from the first person point of view. (Answers for the two
questions that follow vary.)
3. Factual/Non Fiction Aspects
A. You claimed thousands of lives and infected hundreds of thousands of people
across the world.
B. We constructed large and beautiful bridges, built monumental towers, statues,
and sacred places for worship which people visited for centuries.
C. We made airplanes and travelled in each corner of the world.
D. We developed astronomical science, built rockets, and travelled in space.
E. We even set our footprint on the moon.
F. Capitalists are the ones who contribute immensely to our economic growth and
provide millions of jobs.
G. Over the years, as medical science developed, our life span increased, and we
started taking things for granted.
4. The creative aspects of the text are:
A. The letter is addressed to something that is absent. The author employs
apostrophe in the text.
B. The inanimate thing, Corona is personified. (Personification)

A. PRACTICE TASK 3
(Answers vary.)

PRACTICE TASK 4
(Answers vary.)

B. ASSESSMENT 1
(Answers vary.)

ASSESSMENT 2
(Answers vary.)

RO_SENIOR HS_Creative Nonfiction_Q1_LP10

10