12 CREATIVE-NON-FICTIONLAS-QUARTER-3.pdf

12 CREATIVE-NON-FICTION-LAS-QUARTER-3.pdf

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1. Creative Non-Fiction
Third Quarter


LEARNING ACTIVITY SHEETS










12

2. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES ii

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 TAGUIA M, 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



Printed by: DepEd Regional Office No. 02
Regional Center, Carig Sur, Tuguegarao City

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE

3. Table of Contents
TOPICS

PAGE
Introduction to Literary Genres 1-6
Create Samples of Different Literary Elements 7-22
Analyze Factual/Non-Fictional Texts 23-33
Writing a Draft 34-43
Evaluating One’s Draft 44-58
Revising a Draft 59-66
Presenting a Commentary/Critique 67-78
Writing a Creative Non-Fiction 79-86



PRACTICE HYGIENE PROTOCOLS AT ALL TIMES
iii

4. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 1

CREATIVE NONFICTION

Name of Learner: __________________________________________________________
Grade Level/Section: _______________ Date: ____________________

LEARNING ACTIVITY SHEET
Introduction to Literary Genres
Background Information for the Learners
Writing creative nonfiction is about telling true stories. You can tell a story about
yourself or craft essays about personal experiences. You can also write about other people,
places, and events in the world. Creative nonfiction requires that you write true and factual
narratives, not fiction. You’ll want to present the truth and facts in a compelling, entertaining,
and memorable ways so that others will be inspired to read your story. To write any of these
forms of creative non fiction, you have many techniques to choose from, such as scene,
summary, personal reflection.

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.

_____ 1. The Legend of the Blue Sea
_____ 2. Reflective essay on Death Penalty
_____ 3. The creation of the Department of Disaster Resilience in the Philippines
_____ 4. The legalization of Divorce in the Philippines
_____ 5. Sonnet 116


Exercise 2: Identifying the Theme

5. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 2

Directions: Read the debate speech below. Identify at least three (3) topics or lessons you can
learn from the speech. Write your answers on the space provided.
“People of the Philippines, forgive me of the sin which you have accused me. A Filipino, killed
by fellow Filipinos”. These are the last words of Leo Echagaray before his execution on
February 5, 1999. A reminder of a wrong decision we made, a reminder of another wrong
decision the advocates of the death penalty are about to take.

Friends, ladies and gentlemen, good day.

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

6. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 3

gentlemen, it is our contention in the affirmative side that we regret the legality of death penalty
in the Philippines.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________


Exercise 3: Identifying the Ultimate Theme
Directions: Below is another debate speech which talks of a certain topic or theme. Identify
the ultimate theme and write it on the space provided.
Mother Theresa once said, and I quote, “I only feel angry when I see waste,when I see people
throwing away things we could use,” unquote.

Friends, ladies and gentlemen, good day.

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.

7. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 4


For my second argument, most countries have separate departments for disaster resilience and
response, yet they are still successful, efficient, and effective. In Japan, Thailand, and
Singapore, an ad hoc committee is created headed by the prime minister, as needed, in response
to particular calamities. In fact, in a study titled, Institutional Issues on Disaster Risk Reduction
and Management conducted by Sonny Domingo, the International Best Practices and
Institutional Platforms was presented and such mentioned that the Southeast Asian countries
present good cases of DRRM institutional setups that address similar regional disaster hazards.
Underscored in this study is that, the Malaysian government’s disaster response is one of the
most functional and effective and such design is modeled from those of the Philippines and
Indonesia. Considering such result, I am wondering why there is such move to create a
Department of Disaster Resilience when in reality, the status quo, the design we are using in
disaster response is laudable and is recognized internationally?

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.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________

Exercise 4: Developing Mine
Directions: Write an essay by developing one of the topics below.
1. My ideal marriage
2. Legalization of Divorce in the Philippines
3. Effects of Broken Families
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________

8. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 5

References:
Theme_creative_nonfiction retrieved from www.creative_nonfiction.com, on February 12,
2021
Death_penalty retrieved from www.death_penalty.com, on February 13, 2021
Effects of Divorce in the Philippines retrieved from www.divorce_philippines.com, on
February 13, 2021
Department of Disaster Resilience retrieved from www.DDR.com., on February 14, 2021

Answer Key:

Exercise 1:
1. No
2. Yes
3. Yes
4. Yes
5. No

Exercise 2: Sample Answer
1. Death Penalty
2. Beneficiality of Death Penalty
3. Practicability of Death Penalty

Exercise 3:
The creation of Department of Disaster Resilience is not necessary

Exercise 4: Sample Answer
Lawmakers are now pushing for bills that support and advocate for divorce in the Philippines.
For the purpose of this debate, we shall focus on the provisions of House Bill 0100, otherwise
known as the Absolute Divorce Bill of 2019, which has already passed the third and final
reading in the House of Representatives. And looking into the provisions of the said bill, I agree
that divorce should not be allowed in the Philippines.

Divorce also known as dissolution of marriage is the termination of a marriage or marital
union, the canceling or reorganizing of the legal duties and responsibilities of marriage, and
thus dissolving the bonds of matrimony between a married couple under the rule of law of a
country or state. Furthermore, absolute divorce as defined in House Bill 0100 refers to the
separation between married couples that is total and final where the husband and wife return
to their status of being single with the right to contract marriage again.

Divorce should not be allowed in the Philippines, because it is UNCONSTITUTIONAL. The
1987 Philippine Constitution provides that “the State recognizes the sanctity of family life and
shall protect and strengthen the family as a basic social institutions (Section 12, Article II). In
Manuel vs. People, General Register No. 16582, the Supreme Court asserts that Marriage is a
relationship of highest importance. As a matter of fact, to highlight the importance of the family

9. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 6

and marriage, the Constitution further provides a separate Article XV exclusively dealing with
the family. Among others, it provides that the State recognizes the Filipino family as the
foundation of the nation. Accordingly, it shall strengthen its solidarity and actively promote its
total development (Section 1, Article XV). Marriage, according to the Constitution, is an
inviolable social institution and the foundation of the family and shall be protected by the state
(Section 2, Article XV). Looking into the meaning of the word inviolable, it means anything
that cannot be assailed, cannot be broken, cannot be interchanged. Anything inviolable is
considered hallowed, holy, sacred, sacrosanct, and untouchable.

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
[email protected]
Gadu National High School

10. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 7

CREATIVE NON-FICTION WRITING

Name of Learner: _________________________________ Date: ________
Grade Level/Section: ______________________________
LEARNING ACTIVITY SHEET

CREATE SAMPLES OF THE DIFFERENT LITERARY ELEMENTS
BASED ON ONE’S EXPERIENCE


Background Information for Learners
Literary elements are the things that all literature—whether it's a news article, a book,
or a poem—absolutely have to have. They are the fundamental building blocks of writing, and
they play an important role in helping us write, read, and understand literature. Further, these
are the “whats” of a work.
LITERARY ELEME NTS

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.

11. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 8


III. POINT OF VIEW

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.
All conflict falls into two categories: internal and external.
• 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.
The 6 Types of Literary Conflict
1. Character vs. Self
This is an internal conflict, meaning that the opposition the character faces is coming from
within. This may entail a struggle to discern what the moral or “right” choice is, or it may
also encompass mental health struggles.
2. Character vs. Character
This is a common type of conflict in which one character’s needs or wants are at odds with

12. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 9


another. A character conflict can be depicted as a straightforward fist fight, or as intricate
and nuanced as the ongoing struggle for power.
3. Character vs. Nature
In a nature conflict, a character is set in opposition to nature. This can mean the weather,
the wilderness, or a natural disaster.
4. Character vs. Supernatural
Pitting characters against phenomena like ghosts, gods, or monsters raises the stakes of a
conflict by creating an unequal playing field.
5. Character vs. Technology
In this case, a character is in conflict with some kinds of technology..
6. Character vs. Society
A character vs. society conflict is an external conflict that occurs in literature when the
protagonist is placed in opposition with society, the government, or a cultural tradition or
societal norm of some kind. Characters may be motivated to take action against their
society by a need to survive, a moral sense of right and wrong, or a desire for happiness,
freedom, justice, or love.

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

13. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 10
2.FIGURATIVE LANGUAGE —Language that goes beyond the normal meaning of the
words used. It strengthens the creative expression and description along with making the
language more graphic, pointed and vivid.

MOST COMMOM FIGURES OF SPEECH

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 (____________________).

14. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 11




LOAD

FOCUS- LITERARY ELEMENTS

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.

15. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 12





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
Setting
Characters:
Plot Exposition

Rising Action

Climax

Falling Action

Resolution

Conflict
Point-of-view
Tone
Theme

16. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 13

CHARACTERS
(describe each of the
characters)
Allan, Meriam, Cindy, Jason, Alaina
Unknown
PLOT
CONFLICT Man vs. supernatural
Point-of-view First Person
Theme
Mood Fear






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.
Short Story Assessment Rubric

Needs
work
Fair Good
Very
good
Score
1. Content:
• Originality of ideas
• Appropriateness of setting
• Development of characters and plot
• Other points of interest, e.g. use of dialogue, point of view,
irony, symbolism, theme
1-5 6-10 11-15 16-20

2. Organisation:
• Plot structure, e.g. orientation, complication, climax, resolution
• Coherence and cohesion of ideas
• Paragraphing
• Other points of interest, e.g. flashback, story within a story,
transitions, twist
1-5 6-10 11-15 16-20

3. Language and style:
• • Range and appropriateness of vocabulary
• • Range and accuracy of grammar structures
• • Accuracy of spelling, capitalisation, punctuation
• • Appropriateness of tone and register
• • Use of narrative writing techniques, e.g. varying
short and long sentences, appealing to the five senses,
withholding details to create suspense
1-5 6-10 11-15 16-20

17. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 14

• • Use of literary devices, e.g. alliteration,
onomatopoeia, simile, metaphor, personification

Total:
/60
Comments: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________





Reflection

Reflect on what you have learned after taking up this lesson by completing the K-W-L
chart below.

What I KNOW What I WANT to know What I have LEARNED
I thought that …










I want to … I learned that …


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

18. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 15


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

Exercise 2. Identifying Literary Elements

19. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 16

Activity 3.

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

Conflict Man Vs. Society
Point-of-view First Person
Tone Answers may vary
Theme Answers may vary

20. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 17

Activity 5
Answers may vary

How My Brother Leon Brought Home A Wife
Manuel E. Arguilla
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.
“Maria –,” my brother Leon said.
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.
We stood alone on the roadside.

21. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 18

The sun was in our eyes, for it was dipping into the bright sea. The sky was wide and deep and very
blue above us; but at the saw-tooth rim of the Katayaghan Hills to the southwest flamed huge masses
of clouds. Before us, the fields swam in a golden haze through which floated bug purple and red and
yellow bubbles when I looked at the sinking sun. Labang’s white coat which I washed and brushed
under the lamplight and his horns appeared tipped with fire. He faced the sun and from his mouth issued
a call so loud and vibrant that the Earth seemed to tremble underfoot. And far away in the middle of the
fields, a cow lowed softly in answer.
“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.
“What is it to you have forgotten now, Baldo?” my brother Leon said.

22. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 19

I did not say anything but stickled with my finger the rump of Labang; and away we went – back to
where I had unhitched and waited for them. The sun had sunk and down from the wooden sides of the
Katayaghan Hills, shadows stealing into the fields. High up overhead the sky burned with many slow
tires.
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.
“Father, he told me to follow the Waig tonight, Manong.”
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.

23. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 20

Now, the shadows took fright and did not crowd so near. Clumps of andadasi and arrais flashed into
view and quickly disappeared as we passed by. Ahead the elongated shadow of Labang bobbed up and
down and swayed drunkenly from side to side, for the lantern rocked jerkily with the cart.
“Have we far to go yet, Noel?” she asked.
“Ask Baldo,” my brother Leon said, “we have been neglecting him.”
“I am asking you, Baldo,” she said.
Without looking back, I answered, picking my words slowly:
“Soon, we will get out of the Waig and pass into the fields. After the fields is home – Manang.”
“So near already.”
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.
“Yes, but in a different way. I am glad they are not here.”
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.”
“Noel –” she said.
“Yes, Maria.”
“I am afraid. He may not like me.”
“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.”

24. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 21

We came to the house of Lacay Julian and I spoke to Labang loudly, but Moning did not come to the
window, so I surmised she must be eating with the rest of her family. And I thought of the food being
made ready at home and my mouth watered. We met the twins, Orong and Polo, and I said “Hoy!”
calling them by name and they shouted back and asked if my brother Leon and his wife were with me.
And my brother Leon shouted to them and told me to make Labang so that their answers were lost in
the noise of the wheels.
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:
“Father, where is he?”
“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.
“She is very beautiful, Father.”
“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.
“No, Father, she was not afraid.”
“On the way –”
“She looked at the stars, Father. And Manong Leon sang.”
“What did he sing?”
“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.
“Have you watered Labang?” Father spoke to me.
“I told him that Labang was resting yet under the
barn. There was no light in Father’s room. There was

25. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 22

no movement. He sat in the big armchair in the western window, and a star shone directly through it.
He was smoking, but he removed the roll of tobacco from his mouth when he saw me. He laid it carefully
in the window – sill before speaking. “Did you meet anybody on the way?” he asked.
“No, Father,” I said. “Nobody passes through the Waig at night.”
“It is time for you watered him, my son,” my Father said.
“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:
Brief History and Profile of Bauang". http://www.bauang.gov.ph/index.php?id1=9&id2=1&id3=0.
2006. Dictionary of Philippine Biography, Volume 3, Filipiniana Publications, Quezon City, 1986.
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.

26. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 23

CREATIVE NON-FICTION

Name of Learner:_________________________ Grade
Level:__________________
Section:_________________________________
Score:_______________________

LEARNING ACTIVITY SHEET
ANALYZE FACTUAL/NON -FICTIONAL TEXTS





















Background Information for Learners

Many writers and readers tend to be puzzled on the term “creative
nonfiction”. How can it become creative in nature if everything in it is factual?
It is worthy to note that in this case, readers may find difficulty
identifying precise difference between fiction and nonfiction considering that
some authors tend to resonate real stories blend with literary elements.
However, knowing the technique in analyzing several factual and nonfictional
texts can resolve this problem. As such, the technique gets easier once you
know how to do it.
What is textual analysis?
Analysis of a text means decoding or interpreting information that is
written in a text. It is examining how the author presents his or her arguments
within the text and a test if these arguments work or not. For clarification, this
process is not just summarizing a text or restating an opinion but it is more
than eliciting ideas behind what is written in the text. It is leading the readers
to understand better what they are reading, hence improving their
comprehension skills.
Some forms of prose like autobiographies, biographies, memoirs,
letters, essays speeches and news articles concern real rather than imaginary
subjects and nonfiction writers present information they consider true. With
this, they can be taken into as subjects of analysis whereby providing
opportunity to engage students in activities that shape themselves in the world
of exploration at the same time form pieces of craft done creatively.

27. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 24































Ways to Analyze a Text:
1. Determine the author’s purpose. Knowing the purpose of the author
can help you better understand the meaning of a text. To determine the
purpose , ask yourself the following questions:
a. What are the topics and discipline?
b. What does the text accomplish?
c. What does the author make you think, believe or feel?
d. Are the ideas in the text new or borrowed from someone else?
2. Examine the writer’s use of language, including jargon. The writer’s
word choice especially when it comes to jargon, can give you more
perspective on the text.
• Using jargon and technical language shows the author is
writing for people in their field. If unsure of a writer’s intended
audience, technical terms and jargon can be a good indicator.
• The tone is the mood of a text. A researcher might use a formal,
professional tone to present a research findings while a writer might
use an informal, casual tone when writing a magazine article.
3. Identify the author’s argument. Consider the author’s thesis as well
as any claims stated within the text. In a shorter piece, the entire
argument maybe presented clearly in the thesis, but a longer text may
include multiple claims.
• When struggling for the author’s argument, review the
evidence and identify the ideas that it supports.
4. Examine the evidence the author uses to support the argument.
Evaluate the type of evidence used such as data, facts, or anecdotes.
Then, determine if the evidences fully and accurately support the
argument, or if the evidence is weak.
• Evidence that includes research and statistical data may
provide a lot of support for an argument.
• Anecdotal evidence might result in a weak argument and you
may want to write out the evidences in your own words,
however may not be necessary.
5. Separate facts from opinion in a nonfiction text. Although the text is
nonfiction, the author will likely include his/her viewpoints. Both the
factual information and the author’s ideas are important to your
analysis, but you need to know the difference between the two. Simply,
read with an eye for the author’s use of rhetorical or persuasive
techniques and you can record the facts and opinions in a chart.

28. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 25































6. Determine if the text accomplishes its purpose. Based on your analysis,
decide if the text is effective, and explain why or why not. For example, the text
might have presented statistical data yet contains anecdotal evidences. This
might lead you to doubt the author’s argument which implies that the writer did
not achieve his/her purpose.

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.

Steps in Writing an Analysis Paragraph:
1. Create a topic sentence explaining your views on the text.
What have you concluded about the text? What ideas will your selected
text support? Use this information to create a topic sentence.

For example: “In the short story ‘Quicksand’, the author uses quicksand
as a metaphor for living with chronic illness”

2. Introduce your supporting text by explaining its context. You will
need to include a direct quote from the text to back up your views. It’s
best to introduce this quote by explaining how it’s presented in the text,
as well as what it means.

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”.

3. Provide your supporting text using a lead-in. This will be a direct
quote from the text that illustrates your views on the text. It’s a piece of
evidence that shows you are right about what the text means.

For example: “In Frankenstein, Victor escapes from his problems by
frequently going out into nature. After spending two days in nature,
Victor says, “By degrees, the calm and heavenly scene restored me…”

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.

For example: “ In this passage, the author builds on the metaphor of an
illness acting like quicksand by showing the main character struggling to
get out of bed. Despite fighting to get up, the main character feels as
though he is sinking further into the bed. Furthermore, the author uses
first person point of view to help the reader understand the main
character’s thoughts and feelings on his illness.

29. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 26

Learning Competency:
MELC 3: Analyze factual/nonfictional elements (Plot, Characters,
Characterization, Point of View, Angle, Setting and Atmosphere, Symbols and
Symbolisms, Irony, Figures of Speech, Dialogue, Scene, Other Elements and
Devices) in the texts
Directions and Instructions
Dear Learner, you are about to check your learnings about analysing
factual/nonfictional elements following the five stages of exploration : (1-Load, 2-
Engage, 3- Advance, 4- Refine, 5- Nurture). Just follow the instructions given for every
task.





LOAD
Activity 1. CAPTURE IT!
Directions: Complete the given clauses as you infer and interpret the given art.

Source: artranked.com



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
(____________________).

30. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 27


1. Something I like about the work is…
2. I think the artist has made the work by using…
3. I think the artist’s work is relevant to my work because…
4. I think the artist’s ideas are about…
5. I will use the artist’s ideas in my own work by…
6. I think the artist made his work this way because…
7. I think the goal of the artist in doing this work is…
8. I think the artist’s belief is that…
9. I think the feelings of the artist while doing the work is…. because…
10. The work of art is related to…..because…

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

Activity 3. SIGNAL IT!

31. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 28

Directions: Track the setting, symbols and symbolism projected in the character,
qualities and ideologies of the artist.
Setting Symbols Symbolism




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

32. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 29

knew anything that the oppressor must be liberated just as surely as the oppressed. A man who takes
away another man's freedom is a prisoner of hatred, he is locked behind the bars of prejudice and
narrow-mindedness. I am not truly free if I am taking away someone else's freedom, just as surely as I
am not free when my freedom is taken from me.
The oppressed and the oppressor alike are robbed of their humanity.

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?

33. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 30

_________________________________________________________________________
______________________________________________ ___________________________
_________________________________________________________________________
_________
_____________________________________________________ ____________________
___


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.
__________________________________________________ _______________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___

34. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 31


NURTURE

Activity 5: ANALYZE IT!
Directions: Now, you are set to write your analysis paragraph using the information
delineated from the text and from the analysis framework. Organize your paragraph
using the three-part structure( Introduction, Body, and Conclusion). You will be rated
using the rubrics below.
Title
_______________________________________________________
Author


______________________________________________________________
_____________________________________________________ ______________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
_______________________________________ _______________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_.

35. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 32




https://www.academia.edu/3431917/Creative_Nonfiction_Assessment_Rubric






REFLECTION

36. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 33

Reflect on what you have learned after taking up this lesson by completing the
K-W-L chart below.

What I KNOW What I WANT to know What I have LEARNED
I thought that …










I want to … I learned that …



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

37. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 34

CREATIVE NONFICTION

Name of Learner: _________________________ Grade Level:
_________________
Section: _________________________________ Score:
______________________

LEARNING ACTIVITY SHEET
Writing a Draft





















Background Information for Learners
Writing is a process that involves several distinct steps: prewriting,
drafting, revising, editing, and publishing. It is important for a writer to work
through each of the steps in order to ensure that he has produced a polished,
complete piece. The writing process is not always linear. A writer may move
back and forth between steps as needed. For example, while you are
revising, you might have to return to the prewriting step to develop and expand
your ideas.
Although prewriting is the first activity you engage in, generating ideas
is an activity that occurs throughout the writing process. During prewriting,
the writer will choose a manageable topic, identify the purpose and audience,
draft a sentence that expresses the main idea of the piece, gather information
about the topic, and begin to organize the information. Examples of prewriting
include brainstorming, freewriting, and questioning. Many people find it
helpful to use a shape planner or graphic organizer to organize their thoughts
during the prewriting process.
Drafting
The second step of the writing process involves drafting. During
drafting, the writer puts his/her ideas into complete thoughts, such as
sentences and paragraphs. The writer organizes his/her ideas in a way that
allows the reader to understand his message. He/She does this by focusing
on which ideas or topics to include in the piece of writing. During drafting, the
writer will compose an introduction to the piece and develop a conclusion for
the material. At the end of this step of the writing process, the author will have
completed a “rough draft.”

38. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 35































Drafting—The Process
The process of drafting a piece of writing begins with an analysis of the
prewriting. The author must use his/her prewriting notes to determine the focus
of the piece. This may involve narrowing the focus of the topic and perhaps
identifying a purpose for the piece.
What is a First Draft?
A first draft is a preliminary version of a piece of writing. During the first draft,
the author attempts to develop the main characters and flesh out the plot ideas
of his/her work, uncovering his/her overarching themes in the process.
Tips in Writing a First Draft
Before you start your piece, you should have a plan on how you’re going to
finish your first draft. Once you’ve done the necessary brainstorming,
prewriting, and outlining, here are some tips to follow to ensure the process of
writing your first draft:
1.Set aside daily writing time. Staring at a blank page can be
daunting, that is why it’s essential to stay disciplined during the writing process.
It is important to establish good writing habits as you work on your rough draft.
Find a calm, distraction-free writing space for your writing sessions. If you’re
experiencing writer’s block, keep writing. Use your pre-allotted writing time for
freewriting or writing exercises. The drafting stage takes a lot of time and hard
work, that is why it’s crucial to develop a consistent routine.
2. Make a schedule for yourself. It is helpful to set realistic deadlines
for yourself. What you do with this time likely depends on what kind of writer
you are. Conduct basic research. If you’re writing something that takes place
in a specific location or time period, you’ll likely need to conduct some basic
research so that your work is accurate and credible.
3. Write out of order. If you find yourself getting stuck on a certain
section of your draft, put it aside and jump to a new section. If you’re struggling
with your introductory paragraph or topic sentences, jump to the body of your
essay and chip away at some of your body paragraphs. Oftentimes, this
process can help you refine and clarify your thesis statement, as you discover
new pieces of information and argumentative pathways by working ahead.

39. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 36





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.















4. Allow imperfections. Perfectionism is the enemy of a first draft. If you’re
constantly rewriting the same paragraph over and over again, trying to make it as
perfect as possible, you’ll never finish your draft. As you write, you’ll likely notice that
your draft is full of typos and poor word choice. At this stage, that’s not a bad thing—
you’ll have plenty of time to clean up your work during the editing process. Focus on
the big picture elements of your draft, like a strong point of view and making sure
your character’s motivation makes sense. Make sure you have plenty of time to
refine the small stuff in your second draft and third draft.



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
(____________________).

40. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 37

LOAD

Activity 1. CONNECT YOUR THOUGHTS AND WRITE THEM
THROUGH
Directions: Select one of the prompts below. Remember, clustering is often referred
to as mind mapping. This process allows you to explore how ideas fit together. Write
the topic in the center circle and finish completing the outer circles with ideas that
relate to the subject.
Prompt 1: What type or types of technology would you like to see in a college
classroom? How would you like to see this technology used?
Prompt 2: If you could create a mobile application for an iPhone or Android,
what would it be?
Prompt 3: What is your favorite technological device? (Example: computer,
phone, iPod etc.)

41. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 38



ENGAGE
Activity 2. WRITING FROM A FREE MIND
Directions: From the ideas generated on the previous activity, write down whatever
comes to your mind. In freewriting you do not need to worry about spelling, grammar,
or punctuation. The purpose is to write out as many ideas as you can about the topic.
Set a time limit, five or ten minutes, and freely write your thoughts and ideas. Consider
to: Describe it, Compare it, Associate it, Analyze it.
______________________________________________________ _____________
___________________________________________________________________
__________________________________________ _________________________
___________________________________________________________________
__________________________________________ _________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________________________________________ ______
___________________________________________________________________
_____________________________________________________________ ______
___________________________________________________________________
_________________________________________________ __________________
___________________________________________________________________
_________________________________________________ __________________
___________________________________________________________________
_____________________________________ ______________________________
___________________________________________________________________
_____________________________________ ______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________

42. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 39


ADVANCE

Activity 3. WRITING CLINIC
Directions: Since you have already chosen a topic that you are passionate about,
begin to dig deeper on your subject. Organize your thoughts from the freewriting
activity and fill out the diagram below with the ideas that you have generated.

43. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 40




REFINE

Activity 4. WRITING TAKE OFF
Directions: When you start a paper, you should have in mind a general topic that you
wish to write about. A topic is a general area of inquiry or the general subject of your
paper. A thesis statement is an argument that you present based on your topic. The
complexity of your thesis statement will depend on the length and purpose of your
paper. Some people like to try and think of a thesis statement before they start writing
their paper or even at outline. Others start with some version of pre-writing (freewriting
or a loose outline) and then work on creating a solid thesis.
A thesis statement is a single, complete sentence that succinctly expresses
your view concerning a particular topic. It will generally be included in the introductory
paragraph of your essay, and you must be sure that you support the statement in the
body of the essay. Your thesis statement will very often be the answer to the question:
What does this information mean?
Instructions: Work on with your draft by accomplishing the table below.
Areas What to do What to Write
Topic


Target Audience


Theme


Tone and Motif


Genre/Type


Point of View




NURTURE

Activity 5: WRITE ON!

44. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 41

Directions: Using the template below, start conceptualizing your characters and
other essential elements for your draft.

.Scoring Rubrics for Writing a draft


https://caitlinkellegher.weebly.com/uploads/4/6/8/0/46806901/2488882_orig.png

REFLECTION

45. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 42

Reflect on what you have learned after taking up this lesson by completing the
K-W-L chart below.

What I KNOW What I WANT to know What I have LEARNED
I thought that …










I want to … I learned that …



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)

46. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 43

Exercise 4: (Answers may vary)
Exercise 5: (Answers may vary)




ANNA LIZETTE ABINAN
Bukig National Agricultural and Technical School

47. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 44

CREATIVE NONFICTION

Name of Learner: ______________________ Grade Level: ___________
Section: ______________________________ Score: ________________

LEARNING ACTIVITY SHEET
Evaluating One’s Draft











































BACKGROUND INFORMATION FOR LEARNERS





A literary analysis is not merely a summary of a literary work. Instead, it is
an argument about the work that expresses a writer’s personal perspective,
interpretation, judgment, or critical evaluation of the work. Evaluating one’s output
increases awareness on the criteria of good writing, promote greater
improvement of writing, and foster more positive attitudes towards writing.
Additionally, it reinforces in-process feedback with end-of-process evaluation to
improve students’ attitudes, motivation and abilities to help each other. The
purpose of evaluating one’s draft is to demonstrate why the author used specific
ideas, word choices, or writing structures to convey his or her message.
In this lesson, you are expected to evaluate one’s draft based on:
1.Clarity of idea
2.Appropriate choice of literary element
3.Appropriate use of the element
4.Effective combination of the idea and the chosen literary element






Evaluation of others’ work is

48. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 45










































Learning Competency: Write at least one scene for one-act play applying the








A. Clarity of Idea

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.

Several techniques are as follows:
Using clear, descriptive language improves clarity in a paragraph. It helps
the reader see accurately the person or thing the writer is describing.
Avoid vague and unclear words, instead choose clear and precise words.
Adding adjectives or prepositional phrases can make your sentences more
specific and descriptive to improve the clarity of your writing.
Use transitions which connect sentences and you should use them at the
beginning or in the middle of sentences to connect ideas.

B. Appropriate Choice of Literary Elements
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.
Two Kinds of Literary Devices
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 Techniques, on the contrary, are structures usually, words or phrases in
literary texts that writers employ to achieve not merely artistic ends but also for
readers to have a greater understanding and appreciation of their literary works.
Examples are: metaphor, simile, alliteration, hyperbole, allegory etc.
C. Appropriate Use of Elements

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.

49. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 46






































HUMSS_CNF11/12-Ib-d-5
Learning Competency: Evaluate other’s draft based on:
1. Clarity of idea
2. Appropriateness of Literary Elements
3. Appropriate Use of the Element
4. Effective Combination of the Idea and the Chosen Literary
Elements
CG Code: MELC Code: S1/2 Q1/3

Directions and Instructions:



Understanding how a story is organized is necessary to access the highest
levels of comprehension of that story. It also provides the readers with a frame of
reference that greatly assists with recall. Developing a solid understanding of the
elements of a story is essential to follow and fully comprehend the stories to read.
However, before students can understand how these elements contribute to the
overall meaning and effect of a story, they must first be able to identify the
component parts confidently. Being familiar with the various elements that
combine together in good storytelling also helps students in their own writing. It
helps students to organize their thoughts and to competently weave together the
various threads of their own stories.

D. Effective Combination of Ideas and the Chosen Element

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
combined the ideas and literary elements appropriately?
Did the readers appreciate the piece because of the literary elements
embedded in it?
Did the combination of ideas and literary elements hook the readers from
beginning to end?

50. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 47


Learning Competency: Evaluate other’s draft based on:
1. Clarity of idea
2. Appropriateness of Literary Elements
3. Appropriate Use of the Elements
4. Effective Combination of the Idea and the Chosen Literary
Elements
CG Code: MELC Code: S1/2 Q1/3

Instructions and Directions
Hello, learner! You are about to check your learning/s on the different topics under
Evaluating One’s Draft in a five-stage exploration (1-Load, 2-Engage, 3-Advance, 4-
Refine, 5-Nurture). Just follow the instructions given for every task.





LOAD

Activity 1. Complete the table below by writing words, concepts or statements
associated with evaluating a piece.


Clarity of idea


Appropriate
Choice of Literary
Elements

Appropriate Use
of
Elements

Effective
combination of
ideas and literary
elements

































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 (____________________).

51. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 48




ENGAGE

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.


Agree

Statements

Disagree

1. Accuracy is the same with clarity.
2. Appropriateness is a characteristic of a speech
or a prose composition that communicates
effectively with its intended audience.

3. A literary element refers to a literary technique
employed by the author to produce an effect
(tone, irony, figurative language, symbolism,
foreshadowing.)

4. A literary device refers to a component of a
literary work (character, setting, plot, theme,
frame, exposition, ending/denouement, motif,
titling, narrative point-of-view).

5. Knowing your readers is an important feature
of good writing. The better you know your
audience, the more clearly you can communicate
with them.

6. Diction is a literary device which
means choice of words or style used by the
writer in order to convey his message.

7. Everything in a piece of writing is subject to
scrutiny, including word choice.

8. Different techniques such as flashbacks,
stream of consciousness, or different scenes
help the writers to string together for the main
idea to be revealed.

9. Understanding how a story is organized is
necessary to access the highest levels of critical
thinking related to the story.

10. To successfully interpret and analyze literary
texts, you'll first need to have a solid foundation
in literary terms and their definitions.

52. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 49


ADVANCE


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










I am a Filipino. I came from islands rippled with sun
Where days are green fires and nights are warm
With moon and stars. Girdling my loins is blood rich as milk
For I was born of sultans, rajahs, kings,
Soldiers, heroes who fought to sing
The poetry of freedom. My house is my land
Virgin, brown, wombed out of loam, volcanic rock and shells,
Carpeted with rice, corn, coconut, cane, trees
That rise as temples to grapple winds
Rains, mighty rivers furrowing the earth.
Where I walk, my shadow is a marriage of flags
Malay, Chinese, Spanish, American, Japanese
While in my bones sleep quietly as a bride
Vanquished desires of conquerors who dreamt of empires,
Gold, trade and spice. Though a paly breed
I stand with the ancients for my love and loyalty
Are as fish to the sea.I am proud of my brownness,
My duty and destiny are thirty-million brown men
Planting rice, husking coconut, throwing nets far into the Pacific
Hacking mountains of iron, coal, chrome, manganese and timber
To live. We are one and the same. A moving, restless caravan
Of dark brown skins building a holy heritage of democracy
Piece by piece with our dreams, sweat and death
As a bird builds patiently twig by twig
The warm, brown circle of its nest.
I am a Filipino. I believe in the goodness and the bounty of God,
I believe in the grandeur of charity and peace as a cure for the ills of man
For I am a Christian who looks upon all men
As brothers whose task it is to love.
I believe in my country and in the deathlessness of my flag
For its every color is a history of courage, sacrifice, death

53. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 50

Against injustice, tyranny, oppression and hate.
I believe in my people as noble keepers of the faith:
That all men are equal; that all men are free.
I believe with verdant and sprawling mountains, hills, valleys, plains,
Lakes, waterfalls, rivers, sunsets, beaches
And a generous sea. Alive, sovereign, wondrously happy in work and
Abundant with hope for my people.
I am proud to be a Filipino.

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.

____1. the grating of cartwheels on the pebbles
a. the murmuring haunt of flies
b. the crackling of the fire
c. vast ridges of forest

____2. gentle swaying of the reeds
a. the eternal note of sadness
b. tiny human figures laboring in the distant fields
c. curls of smoke rising lazily from farm house chimney

____3. wet grass between my toes
a. dressed in crude and gaudy attire
b. completely wet and icy cold
c. a grain of sand in the eye

_____4. chocolate, ice cream and apple pie
a. tang of salt spray
b. many sweet thoughts
c. ice cold mango juice

_____5. scent of cologne, jasmine and body spray
a. pungent like old wine
b. acrid fumes of burning wax
c. guttural twang of the bull frog

B. Recognizing Figurative Language
Read each of the five sets of sentences that follow. For each sentence in
the set, write O if the sentence uses ordinary language and F if it uses figurative
language. Write your answer on the blank before the number.

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.

54. 51


___3. The curtain of night lifted and we, the actors come on stage once more.

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)

JUST SWINGING - September 12, 2009 by 9CatsPerLife101
There’s something strange and magical about a swing set. As a child, I always
loved to swing. Nothing on the playground ever compared to the swings. Sometimes I
would close my eyes and let the cool breeze be my friend, seemingly helping me rise
off the ground. And when I opened my eyes, I would see that the swing had carried
me far beyond the playground, far beyond the grove of trees along the edge of the
field, but I was never afraid. It was the only thing that could truly make me forget life
and simultaneously make me alive.
With time, though, I outgrew elementary school and moved on. By then
swinging was a mere ghost of a memory and was almost forgotten. Almost. The
summer before high school, I revisited my old playground. Like an abandoned house,
it had all the nostalgic memories of a previous home, and yet, I was drawn to only the
swings. If there’s something strange and magical about a swing set, it’s because it’s
never empty for long. The air was still as I got on, the metal chains never made a
sound. Slowly, as I swung, I remembered, no, embraced. I embraced the cool wind on
my face, the thrill of being weightless, and the knowledge of being too high for any
trouble to reach. And I embraced what it was like to be a child again. Sometimes I can
still see that teenage girl on the deserted playground. Just swinging.
Answer the following questions:
1. What is the theme of the memoir?

55. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 52

___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What is/are the emotion(s) portrayed in the memoir?
___________________________________________________________
______________________________________ _____________________
___________________________________________________________

3. How does the writer get you interested and wanting to read more?
___________________________________________________________
___________________________________________________________
___________________________________________________________
_________________________________________ __________________

4. What point of view is used by the author? Is it appropriate? Why?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

56. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 53

2. January 21, 1976 was an historic day. On that day, two supersonic
Concorde aircraft made there first flights. One took of from London and the
other from paris. Later that year, the first Concorde flew to New York. The
flight from London to New York took about three ours. Other planes took
twice the time to make that flight! The fleet of Concorde's was retierd in
2003. Over the years, the planes had carryed more then 2.5 million
passengers.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

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
taking up the lesson.
New or additional learning I had after
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=GzAlYNnR O

57. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 54

https://www.hohschools.org/cms/lib/NY01913703/Centricity/Domain/378/LITERARY
ELEMENTSBESTSHEET.pdf
https://literarydevices.net/literary-devices/
https://www.literacyideas.com/teaching-story-elements
http://www.homeofbob.com/literature/genre/fiction/ficElmnts.html
https://blog.prepscholar.com/literary-elements-list-examples
https://www.coursehero.com/file/69762589/SHS-SLM-CNF-MELC5pdf/
https://blog.prepscholar.com/list-of-literary-devices-techniques
https://blog.hubspot.com/marketing/write-with-clarity-tips
https://www.uvm.edu/wid/writingcenter/tutortips/nonfiction.html
https://sresenglishclub.weebly.com/uploads/1/1/7/0/117022047/as-en6-q1-w2-d3.pdf



































Answer Key

Activity 1 (Suggested Answers)

58. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 55


Clarity of idea


Appropriate
Choice of Literary
Elements

Appropriate Use of
Elements

Effective
combination of
ideas and literary
elements


concise

clear

brief

direct to
the point




Symbolism

Imagery


Figurative
Language

Literary
Devices







Connection

Building rapport
to the readers

Comprehension

Structure of the
literary piece




Message is
understood by
the readers.

The meaning
is interpreted
in meaningful
way.

Find its
relevance to
everyday lives


Activity 2




Agree


Statements


Disagree
1. Accuracy is the same with clarity.
×

√
2. Clarity is a characteristic of a speech or a
prose composition that communicates effectively
with its intended audience.

3. A literary element refers to a literary technique
employed by the author to produce an effect
(tone, irony, figurative language, symbolism,
foreshadowing.

×
4. A literary device refers to components of a
literary work (character, setting, plot, theme,
frame, exposition, ending/denouement, motif,
titling, narrative point-of-view).
×
√
5. Knowing your readers is an important feature
of good writing. The better you know your
audience, the more clearly you can communicate
to them.

59. 56


√
6. Diction is a literary device which
means choice of words or style used by the
writer in order to convey his message.

√
7. Everything in a piece of writing is subject to
scrutiny, including word choice.

√
8. Different techniques such as flashbacks,
stream of consciousness, or different scenes
help the writers to string together for the main
idea to be revealed.

9. Understanding how a story is organized is
necessary to access the highest levels of critical
thinking related to the story.
×
√
10. To successfully interpret and analyze
literary texts, you'll first need to have a solid
foundation in literary terms and their
definitions.



Activity 3
A. Recognizing Sensory Images
1. c
2. a
3. a
4. b
5. c

B. Recognizing Figurative Language

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

60. 57


F 2.
O 3.

ACTIVITY 4 (Possible Answers)
1. What is the theme of the memoir?
The theme of the memoir is about how a simple swing can bring a magical
comfort throughout a lifetime.

2. What is/are the emotion(s) portrayed by in the memoir?
The memoir conveys the nostalgic and contented feeling of being carefree
by forgetting everything and just immersing one’s self to the joy and comfort
of just swinging. While reading the text, it vividly describes how the persona
felt happy and alive once again as he/she began embracing the same old
vibe a swing can bring.

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 1
st
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 1
st
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.

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES

61. 58


2. January 21, 1976, was an historic day. On that day, two supersonic
Concorde aircraft made their first flights. One took off from London and
the other from Paris. Later that year, the first Concorde flew to New York.
The flight from London to New York took about three hours. Other planes
took twice the time to make that flight! The fleet of Conchords was retired
in 2003. Over the years, the planes had carried more than 2.5 million
passengers.

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.





FLORMIN ANN T. TAGUIAM
ROSEL L. GANNABAN

Writers











PRACTICE HYGIENE PROTOCOLS AT ALL TIMES

62. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 59

LEARNING ACTIVITY SHEET
Revising A Draft
Background Information for Learners
First drafts are fun to write but a challenging task. Many writers still produce
imperfect write-ups because they lack the benefits of the fundamental stage of the
writing process: Revision. One must keep in mind that it is in revision that a piece of
writing truly takes shape.
The aspects of writing that one considers in revising a written work are
mechanics, clarity, chronology, appropriateness, and effectiveness. Revising is
needed to track our writing progress and to check whether the objectives set in writing
a certain literary piece are met and thoughts are well communicated. It is not just
enough that you produce a piece.
To guide you in revising your piece such that of a feature story that you will soon
read in this lesson, always remember the word DRAFT.
DELETE unnecessary and repeated words, parts or sequences. Are there
words or parts that are needless or unnecessary which can be deleted and will not
affect the content or flow of the piece? If there are, delete them.
REARRANGE the paragraphs, sentences, clauses or words. Are there words
or sentences that need to be rearranged to attain the chronological arrangement of the
piece? If there are, rearrange them.
ADD some connectors, transitional devices or even information. If there are still
information that need to be included, add them. The use of connectors and transitional
devices will help to attain the smooth flow of the piece.
FORM each of the parts that are needed in the piece. Recalling the nonfiction
type, there are certain parts that should be present. Even the elements needed in a
type of nonfiction shall be formed and formulated.
TALK it aloud. Reading the text aloud surely reveals the errors of the write-up.
Various versions and modification can be made if we keep on reading it before
publishing. Does it sound right? Sound smooth? Better to read it aloud.
Learning Competency
MELC: Revise a draft of a short piece using any of the literary conventions of a genre
(e.g plot for a narrative piece)
CODE: HUMSS_CNF11 /12-1b-d-7
Directions and Instructions
Hello, learner! You are about to check your learning/s on revising a draft in a five-stage
exploration (1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture). Just follow the
instructions given for every task.



CREATIVE NONFICTION
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: ________________________

63. 60







LOAD

Activity 1. FILL-OUT THE PROCESS
Using the concept map below, describe the writing process that you know.


ENGAGE

Activity 2. ARRANGE THE STEPS
Arrange the following steps of revising a draft based on what are provided
in the box. Write your answers on the blanks provided in each number.



1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________







Writing
Process







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 (____________________).
1. Check the transitions used in a text.
2. Skim the paragraphs and identify the main ideas.
3. Determine if the paragraphs help the main ideas.
4. Scan the mechanics of the text.
PRACTICE HYGIENE PROTOCOLS AT ALL TIMES

64. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 61


ADVANCE

Activity 3. UNDERLINE AND WRITE A DRAFT
Below is an excerpt of a feature story published at WHO website in the
Philippines. Underline the words or parts of the paragraph that needs to be
revised according to word choice, mechanics and structure. Using the words
or parts of the paragraph you have underlined, write your first draft on the
space provided below.

Protect yourself to protect others, say Philippine COVID 19 survivors

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.

65. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 62

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________ _________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________________________________________ ______
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________ ___________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________ _______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________ ___
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________ _________________

MY FIRST DRAFT

66. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 63

Activity 4. REVISE THE FIRST DRAFT
Revise the draft that you have written in activity 3 by considering the
aspects of writing a literary work such as mechanics, substance, style,
structure and literary elements.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________ _
___________________________________________________________________
___________________________________________________________________
_______________________________________________________ ____________
______________________________________________________ _____________
___________________________________________________________________
___________________________________________________________________
___________________________________________ ________________________
__________________________________________ _________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________________________________________ ______
____________________________________________________________ _______
___________________________________________________________________
___________________________________________________________________
________________________________________________ ___________________
_______________________________________________ ____________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

REFINE

67. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES
64

Using the literary piece on the previous learning task, write your comments
on the aspects below that you would consider in the final revision of the
piece.

Area Comments
Mechanics
Substance
Style
Structure
Literary Elements
Genre

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.

I still feel that I need to work on….






I feel I have done well at:
✔
✔
✔

NURTURE

Activity 5. COMMENT THE LITERARY PIECE

68. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 65


I can still improve by:





Answer Key:
Activity 1: LOAD: FILL-OUT THE PROCESS
Pre-Writing
Writing
Revising
Editing
Publishing
Activity 2: ENGAGE: ARRANGE THE STEPS





Activity 3: ADVANCE: UNDERLINE AND REVISE
(Answers may vary)

Activity 4: NURTURE: REVISE THE DRAFT
(Answers may vary)

Activity 5. REFINE: COMMENT THE LITERARY PIECE
(Answers may vary)

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

1. Skim the paragraphs and identify the main ideas
2. Determine if the paragraphs help the main ideas
3. Scan the mechanics of the text.
4. Check the transitions used in a text.

69. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 66

https://www.who.int/philippines/news/feature-stories/detail/protect-yourself-to-
protect-others-say-philippine-covid-19-survivors

Wall, D. (2010). More Ways to Use Fiction Techniques in Nonfiction. Retrieved
February 12, 2021 from https://www.dorothywall.com/writing-nonfiction-
tech.html

“Writing Prompts for Analyzing Nonfiction”. Retrieved February 12, 2021
from
https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_
resources/remote_teaching_resources/writing_prompts_for_analyzi
ng_nonfiction.html

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

70. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 67

CREATIVE NONFICTION

Name of Learner: Grade Level:
Strand & Section: Date:

LEARNING ACTIVITY SHEET
PRESENTING A COMMENTARY/CRITIQUE











































Background Information for Learners

A critical commentary is a close reading of a passage of a text. You will need to
explain the main features of the passage and analyze the kind of effect it creates. It can be
helpful to think of a critical commentary as answering the question: “What is the function
of the text and how is it achieved?”
A commentary may be:
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.
An article critique has four main parts:
1. Introduction-contains the name of the work, date, name of the author/creator.
-describe the main argument or purpose of work, and explain the
context (social, political and others)
-have a concluding signposts of your evaluation (positive,
negative or mixed)
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
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.

71. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 68



















































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

Other guidelines in judging the quality of a creative nonfictional text:
Low High
Most information from outside the writer
(Informative and Transactional)
Most information from inside the writer
(Personal Memoir)
Static thinking, done deal; writer presents the
final judgment
Movement of mind; writer unfolds her
thinking and changes, becomes part of the
story
Closed ending: only one interpretation
possible
Open ending; two or more possible
interpretations (ambiguity)
Tells story in chronological order Shows scenes not dependent on time, yet fit
together
Tells (reports, summarizes, generalizes) Shows (dialogue, metaphor, details, and details
about details)
Literal transitions (next, however, therefore,
second, third, finally, etc.)
Resonance (key image, word, phrase recurs,
sometimes in ironic ways)

72. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 69

Learning Competency

MELC: Present a commentary/critique on a chosen creative nonfictional text representing a
particular type or form (S1/2 Q2/4)

CG: HUMSS_CNF11/12-IIb-c-17

Directions and Instructions

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.





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. E R S Y R P G V B A
_______ 2. Z R Z B V E F
_______ 3. Y V G R E N E L – W B H E A N Y V F Z
_______ 4. G E N I R Y – J E V G V A T
_______ 5. R F F N L F
_______ 6. Z N T N M V A R – S R N G H E R – N E D V P Y R
_______ 7. V A G R E I V R J – F G B E L
_______ 8. O V B T E N C Y L
_______ 9. C E B S V Y R F
_______ 10. A N G H E R – J E V G V A T




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.




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 (____________________).

73. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 70



















































Extract 1:
In the West, all life forms are divided into
one of two categories: plant or animal.
Animals move and take in food. Plants are
rooted into the earth in some way and lack
locomotion. They photosynthesize their
food. Zoologists study animals, and
botanists study plants. Bacteria were
classified as plants because many kinds of
bacteria photosynthesize their food.
However, they also have locomotion.
Recent research has shown that there is an
enormous variety of bacteria. Some can
survive at extreme temperatures and in the
absence of oxygen. Most plants cannot
usually survive those conditions.
Therefore, even though bacteria
photosynthesize, they are not now regarded
as plants.


Extract 2:
The difficulty in categorizing bacteria was
partly based on the assumption that all life
forms were divided into two main
categories, plants and animals. Organisms
that photosynthesized and lacked mobility
were classified as plants; those that had
locomotion and ingested food were
classifies as animals. Bacteria were
traditionally categorized as plants because
many forms of bacteria photosynthesized
their food like plants. However, bacteria
also have locomotion, associated with
animal life. Genetic research has now
shown that there are at least eleven major
divisions of bacteria, all of which are more
genetically distinct than plants are from
animals (Fuhrman et al. 2002). In addition,
the minute organisms formerly described
as ‘bacteria’ are now found to consist of
several major kingdoms and domains of
unicellular and multicellular life (bacteria,
archaea, eucarya) (Woese 2014). This
research is significant as it has shown that
the fundamental division of all life forms
into ‘plant’ or ‘animal’ was an error, and
that plants and animals form only a very
small part of a much more diverse range of
living organisms.

Extract 3:
Scientists do not agree about the extent to
which creativity can be linked to activity in
the right hemisphere of the brain. It is
known that the biochemistry of the two
hemispheres of the brain is different. For
example there is more of the neuro-
transmitter, norepinephrine, in the right
hemisphere than the left (Oke et al. 1978)
Norepinephrine is associated with
increased alertness to visual stimuli. It has
been suggested by Springer and Deutsch
(2011) that this may lead to increased
righthemisphere specialisation for visual
and spatial perception. However, this link
is not yet proven. It is not yet clear whether
one hemisphere of the brain can be
responsible for any creative task.
Moreover, although it might seem
reasonable to assume that responsiveness
to visual stimulus may be an important
factor of creativity, this has also not yet
been proved.

Extract 4:
Bowlby’s Attachment Theory argues that child
development is affected by the closeness of the bond
between a mother and its child. Bowlby claimed that
even short spells away from the mother during
infancy could have a profound effect upon a person
later in life. This became known as ‘maternal
deprivation theory’. According to this theory, the
relationship with the mother during an early ‘critical
period’ gives the developing child an ‘internal
working model’. This model then forms the
foundation of all future relationships.

74. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 71



ADVANCE

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.

As I mentioned in my introduction, technological equipment was never programmed to damage nature
per se, but to help people all around the globe. Now that nuclear families aren’t as closely intact compared to
the 1950s or 1990s, technology has given us an alternative method to keep in touch with our relatives thanks
to computer applications such as Skype, or even cell phone applications such as VIBER or WhatsApp.
Machinery has most definitely done wonders in our lives, and we as people should be grateful to easily possess
cars, and/or phones when poorer countries do not even have the chance to.

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.
____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________

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

75. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 72

return provides you with the chance of learning about other cultures and maybe building frienships with them.
As an example, while touring in Mexico two years ago, I was acquainted to tourists from various cultures and
learned a lot about each other.

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.
____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________


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.
____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

76. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 73

REFINE

Activity 4. Read and analyze the text. Write your comment on the aspects/ areas below. Use
the table to write your answer.


Cheap but golden
Cristina Kyla C. Villagen

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

Tone and Motif

Genre/Type

Point of View

77. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 74


NURTURE
Activity 5. Read and Analyze the text. Make a Critique/Commentary using its four main parts.
(Introduction, Summary, Critical Evaluation and Conclusion) Use separate sheet.
The Forgotten Ones
Mary Jade Dondonay
Have you ever felt how hard is it to be taken for granted? But what if the society has
totally forgotten you, would it be harder than it already is?
It was a humid afternoon Manila when after almost two weeks of working in
Balintawak Market, I’ve decided to unwind and give myself a break. The warmth of sun’s ray
as it kisses my skin felt like hell. It seems like I have stated all types of curses in my head for
not bringing an umbrella as I walk on the banquets and sidewalks of Novaliches, Bayan in
Quezon City. The some coming from the vehicle add up to my irritation as I sneezed every
now and then. I regretted going out for a second and realized that it was not the break that I
wanted. It feels like it was the biggest problem in the world that time.
As I continue walking on the clothing area, I saw three children maybe ages five to six
wearing their rugged-like clothes holding paper cups asking for coins to every people that’ll
pass by the area. The tiredness and hunger were etched on their faces that they almost want
to beg for they haven’t eaten since last night. Their bodies were that thin like a piece of a
bamboo, their big bellies were waving and it is evident that they lack of nutrients.
Then it hits me. At that time, I have realized how stupid I am earlier that time for
ranting such things when in fact those children have all the rights to speak up for experiencing
the hardest in such a young age. Those children who are years younger than me making ways
to earn money but there I was, complaining for heat. It broke my heart seeing those children
because I’ve been there. Memory when I was younger flash back. I have experienced stomach
ache for not having to eat because my father lost his job. What hurts me the most was seeing
my parents’ problematic faces thinking where to get food to eat. I learned how to value
education and started appreciating the hard works and sacrifices of my parents as such a young
age. They’ve done lot for us that the word “thanks” will never be enough to express my
gratitude for them. I am lucky that our parents are taking good care for us that although they
were not able to finish their studies, they took full responsibility of giving our basic needs.
Their parents may be irresponsible enough to stood up and take responsibility for bringing
them to the world that’s why they are the one who suffers. And I think that’s the saddest.
After giving them coins, I continued walking. Upon entering the area where
accessories are located, I saw an old man sitting in the dirty banquet where an umbrella is the
only one that protects him from hellish sun ray. He looks dirty in his black rugged-like tee
shirt and ripped shorts with his white hairs waving hello.
The dirt caused by the dust around was present on his wrinkled body, an understatement that
he has not taken his bath yet. I was standing on his back, observing. He lends his hands as if
asking for money on every people that pass by and will utter the word “pangkain lang po”.

78. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 75

Out of pity and curiosity, I went in front of him end asked him where were his children; he
answered “may kanya-kanya nang asawa”. I frown in dismay and nodded.
Upon hearing his answer, I’ve realized how ungrateful his children were. At that
moment, I promised myself to take care of my parents ‘til the day they bid their farewell in
this world. I can’t afford to see my parents in his situation. And I think, that’s the least that I
can do to pay them back.
Life had been really hard to those people who are less fortunate. It seems like they’ve
been forgotten not only by their loved ones but the society. Now, I realized why my parents
are working hard for us to send to school and have a better life because they’ve been there
and don’t want us to be in that situation. Those less fortunate people deserve to experience
the best in life for they’ve been through enough. But, no one will help them but themselves.
They should be the one to act first and the rest will follow.
For people like us, if we thought that we have the heaviest problems, think twice or
thrice. There were people out there who suffered a lot but are still fighting, and so us too.
Take every problem an opportunity to be stronger and be an inspiration to other people.
Reflection

Reflect on what you have learned after taking up this lesson by completing the K-W-L
chart below.

What I KNOW What I WANT to know What I have LEARNED
I thought that …










I want to … I learned that …

References

• Creative Nonfiction Textbook by Andrew John C. Baronda
• https://www.citewrite.qut.edu.au/write/critique.html
• https://writingcenter.uagc.edu/writing-article-critique
• https://ulsites.ul.ie/rwc/sites/default/files/MELAB-SampleEssays-Commentary-
2013.pdf
• http://swaskiewicz.blogs.ccps.us/files/2015/12/RubricforcriticalanalysisEssay.pdf
• https://www.citewrite.qut.edu.au/write/critique.html
• Creative Non-fiction.pdf Calabarzon

79. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 76





























Answer Key:

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

Activity 2. (Justification may vary)
Extract 1. LOW. The statements are not linked and ordered in such a way that they build
towards a conclusion.
Extract 2. HIGH. It gives a reasoned account of the difficulties in classifying bacteria. It
draws on reason and evaluates the significance.
Extract 3. HIGH. It evaluates the evidence for the theory. It draws out current finding that
may have implications in the long-term.
Extract 4. LOW. It describes Bowlby’s theories but does not critically evaluate them.

80. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 77


Activity 3. (Answers may vary)


Activity 4. (Answers may vary)



Activity 5. (Answers may vary)


Prepared by:


DYANNA T. MABAZZA
Senior High School – Teacher III
Calaoagan Dackel National High School

JACK JOCK RIGONAN, PhD
Senior High School Teacher III
Bukig National Agricultural & Technical School

81. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 78

CREATIVE NONFICTION


Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: _______________________


LEARNING ACTIVITY SHEET
Writing Creative Nonfiction

Background Information for Learners
Writing is deemed as one of the most difficult macroskills. This is because steps
have to be followed before, during and after writing. In other words, writing is a
process.
The writing process includes the writing of a Draft. Draft, as you have learned,
is the preliminary version of a written work.
Here are a few things to consider as you write the draft:
Beginning the Draft. The beginning should tell the reader what you are writing
about and why your piece is important to read. It should be able to grab the reader’s
attention and can compel them to continue reading.

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

82. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 79

Activity 1. LOAD
Let us test your writing skills. Imagine you are replying to your friend who asks
about how you are doing. Write a note to your human diary, guided with the following
questions.
1. What is your most pervading emotion/feeling right now? (Are you happy, sad,
mad or excited?)
2. What events made you feel that way?
3. Is there anyone who caused or contributed to the way you are feeling?
4. What are your thoughts about your present situation?
5. What are your realizations about it?
Activity 2. ENGAGE
Now, let’s process your activity. With your knowledge on revising a draft,
restructure and revise your output in Activity 1 to come up with a memoir.
Remember the following important points in writing your own memoir.
▪ A memoir can be any significant real-life experience that you want to retell.
It can be a picture of an event or a description of a person, place, or thing in
a moment of your life.
▪ In writing a memoir, choose a topic that you think will make your piece more
descriptive, emotional, and creative. Make sure that it will be something that
the readers can relate or connect to.
▪ Use descriptions and imagery to help the readers imagine, picture or feel
your experience. Use your own voice in your narrative.

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
:

83. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 80

Activity 4. REFINE
Based on the information you have gathered during the interview, write a
feature story about the project or program in your community. Be guided with the
steps in Writing Feature Story discussed in the previous lesson.
Activity 5. NURTURE
Write a travelogue about the most unforgettable adventure or travel you had
in a certain place.
A travelogue is a truthful account of an individual’s experiences traveling,
usually told in the past tense and in the first person point-of-view.
Here are tips in writing a better travelogue.
➢ Tell the specific story in that specific place
➢ Describe the outer world using vivid descriptions
➢ Reveal the inner world (your thoughts, feelings, emotions, etc.)
➢ Provide informed commentary (historical, political, cultural, etc.)
➢ Talk to locals and describe your interactions with them
➢ Use a conversational tone and avoid fancy, marketing jargon, or guidebook
tones
➢ Begin with an intrigue, something going wrong, or a compelling or captivating
moment
➢ End with a resolution, moral, message, reflection or revelation

84. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 81

MEMOIR
RUBRICS
4 3 2 1
Memorable
Moment
Memoir focuses on a
single moment that
seems significant to
the author’s life.
Memoir focuses on a
single moment that
seems kind of
significant to the
author’s life.
Memoir focuses on a
single moment that
does not seem
significant to the
author’s life.
Author does not
seem to be
aware of the
significance of
the moment.

Structure -
Events before
Author clearly “shows”
attitudes and feelings
numerous times
through the thoughts,
action and dialogue of
the characters.
Author’s attitudes and
feelings before are
evident & occur
numerous times
through the thoughts
and actions of the
character.
Direct statements
indicate the author’s
feelings and attitudes
and/or some events
are not necessarily
significant.
Memoir include
s irrelevant
events that
cause the
reader
confusion in
trying to
determine
the before feeli
ngs and
attitudes.
Structure -
Events after
The memoir clearly
“shows” how the
learning changed the
author’s life.
Although word choice
does not always
“show”, it is clear to the
reader how the learning
changed the author’s
life.
Change is evident; but
is “told” to the reader
through direct
statements.
Memoir include
s irrelevant
events that
cause confusion
when noticing
the change in
the author’s life.
Style &
Technique
Author consistently
“shows” the
significance of the
events through
engaging details,
compelling language,
and a balance of
action, thoughts, and
dialogue.
Author sometimes
“shows” the
significance of the
events through details,
compelling language,
and a balance of action,
thoughts, and dialogue.
Author “tells” the
significance of the
events through direct
statements.
No effort is
made to reveal
the significance
of the events to
the reader.
Format Memoir is neatly done
and published in an
appropriate and
attractive format and
could be used as a
model for others.
Memoir is neatly done
and published in an
appropriate format.
Format
of memoir may or
may not be
appropriate. Memoir
may or may not be
neat.
Format
of memoir is not
appropriate an
d piece is not
published
neatly.
Conventions Memoir is error-free. Memoir contains
minimal mistakes that
do not interfere with
meaning.
Numerous minor
errors often
make memoir difficult
to read.
Many errors in
spelling,
capitalization,
and punctuation
often interfere
with meaning.
Source: http://www.csun.edu/~hflrc001/spring10/Handouts/grade-rubric-memoir-first.html
Rubrics for Scoring

85. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 82


Source: https://www.menifee.k12.ky.us/userfiles/24/Classes/2211/Feature%20Article%20Rubric.doc

FEATURE
STORY
RUBRIC
4 3 2 1
Title
Grabs reader's attention.
Is creative and
appropriate.
Grabs the reader's
attention
No special quality to
grab the reader's
attention.
No title
Word Choice
Writer uses vivid words
and phrases that linger or
draw pictures in the
reader's mind, and the
choice and placement
seems accurate, natural,
and not forced.
Writer uses vivid words
and phrases that linger or
draw pictures in the
reader's mind, but
occasionally the words
are used inaccurately or
seem overdone.
Writer uses words that
communicate clearly,
but the writing lacks
variety, punch or flair.
Writer uses a limited
vocabulary that does
not communicate
strongly or capture the
reader's interest.
Lead
The lead is inviting and
draws the reader into the
article.
The lead states the topic,
and makes an attempt to
draw the reader into the
article.
The lead is not inviting
to the reader.
No lead, or very weak
lead.
Focused
Topic
There is one clear, well-
focused, defined topic.
Main idea is supported
with detailed information.
Main idea is clear, but the
supporting information is
general.
Main idea is somewhat
clear, or the writer tries
to bring in too much off
topic material.
The main idea is not
clear. There is a
seemingly random
collection of
information.
Expert
An expert is quoted in the
article. The purpose is
clear, and of interest, and
adds credibility to the
article.
The expert is quoted. The
purpose is clear, but it
does not add to the text.
The expert adds off
topic information.
No expert quoted.
Text Features
The writer used text
features to emphasize
angle of article. The writer
included at least 4 text
features that enhance the
reading of the article.
The writer used text
features to emphasize
angle of article. The
writer included at least 2 -
3 text features that
enhance the reading of
the article.
The writer used text
features to emphasize
angle of article. The
writer includes text
features but they do not
enhance the reading of
the article.
The writer used text
features to emphasize
angle of article. The
writer does not include
text features.
Conclusion
The writer draws an
appropriate conclusion
and writes it well.
The writer draws a
conclusion, but it is not
satisfying.
The writer rambles in
the conclusion.
There is no conclusion.
Grammar &
Spelling
Writer made no errors in
grammar or spelling that
distract the reader from
the content
Writer made 1-2 errors in
grammar or spelling that
distract the reader from
the content.
Writer made 3-4 errors
in grammar or spelling
that distract the reader
from the content
Writer made more than
4 errors in grammar or
spelling that distract
the reader from the
content.
Capitalization
&
Punctuation
Writer made no errors in
capitalization or
punctuation, so the paper
is exceptionally easy to
read.
Writer made 1 or 2 errors
in capitalization or
punctuation, but the
paper is still easy to read.
Writer made a few
errors in capitalization
and/or punctuation that
catch the reader's
attention and interrupt
the flow.
Writer made several
errors in capitalization
that catch the reader's
attention and greatly
interrupt the flow.

86. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 83

Source: https://www.rcampus.com/rubricshowc.cfm?sp=true&code=SXB395C&




Poor
(1 point)
Fair
(2 points)
Good
(3 points)
Excellent
(4 points)
Content
There is no title, or
the title is unoriginal
Where and when
the travel
experience takes
place is not clear.
Writer uses
common word
choices. A mental
picture of the setting
is either not clear or
not achieved.
The writer's
descriptions were
vague and
confusing.
Writer incorporates
one of the five
senses, or does not
incorporate them at
all.
There is a title, but it does
not appear to be related to
the writing piece.
Few descriptive words are
used to tell where and
when the travel
experience takes place.
Writer uses some
variation of word choice. It
is difficult to see a mental
picture of the setting.
The writer's descriptions
were common and mostly
clear.
Writer incorporates 2 out
of the five senses.
There is a title that is related
to the writing piece.
Some descriptive words are
used to tell where and when
the travel experience takes
place.
Writer uses a variety of
interesting words, and
creates a mental picture for
readers.
The writer's descriptions
were clear and
comprehensible.
Writer incorporates four out
of the five senses.
There is a creative title that
sparks interest and is
related to the writing piece.
Many descriptive words are
used to tell where and
when the travel experience
takes place.
Writer uses a wide variety
of interesting words, and
creates a very clear mental
picture for readers.
The writer's descriptions
were clear,
comprehensible, creative,
and vivid.
Writer incorporates all five
senses very effectively.
Perspective


First-person
narration is rarely
used, if at all. Writer
uses first-person
narration once in a
while, or not at all. It
is consistently
formal and uses a
2nd or 3rd - person
narration.
First-person narration is
sometimes used. Writer
will sometimes use
another mode of narration
in their writing piece. It
tries to be formal and
objective in tone.
First-person narration is
used most of the time. Writer
will use another mode of
narration once or twice
through their writing piece.
There is little formality and
objectivity in the writing.
First- person narration is
used all of the time.

Organization


Writing is hard to
follow and
transitions are not
clear (ideas and
scenes seem to
change randomly).
Writing is a little hard to
follow. Transitions are
somewhat clear.
Writing is organized with
clear transitions.
Writing is very well
organized. One idea or
scene follows another with
very smooth/ clear
transitions.
Spelling,
Grammar, and
Punctuation
Many spelling,
punctuation, and
grammatical errors
(interferes with the
meaning).

- 10 or more errors
A number of spelling,
punctuation, or
grammatical errors

- 6 - 9 errors
Few spelling, punctuation, or
grammatical errors.

- 2-5 errors
Virtually no spelling,
punctuation, or grammatical
errors.
Effort & Writing
Process


There is little
evidences of editing
and revising
between the
brainstorm, the
rough copy, and the
good copy.
There is some evidence of
editing and revising
between the brainstorm,
the rough copy, and the
good copy.
There is evidence of editing
and revising between the
brainstorm, the rough copy,
and the good copy.
There is a lot of evidence of
editing and revising
between the brainstorm,
the rough copy, and the
good copy.
Travelogue Rubric

87. PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 84

Exercise 3. Answers may vary
Exercise 4. Answers may vary
Exercise 5. Answers may vary

Reflection:
Complete the following statements:
Before, I thought that writing creative non-fiction is difficult because…
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Now, I have realized that writing creative non-fiction becomes easy if…

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References and Electronic Resources:

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




Answer Key
Exercise 1. Answers may vary
Exercise 2. Answers may vary