LEARNERS’ MATERIAL IN CREATIVE NONFICTION

QUARTER 1 – B (PRINCIPLES, ELEMENTS, TECHNIQUES, AND

DEVICES OF CREATIVE NONFICTION)

Day 1

Learning competency

At the end of the lesson the students are expected to:

Identify the fictional elements in nonfictional texts.

Learning code

HUMSS_CNF11/12-I-e-f-9

Activity # 1: Who wants to be millionaire?

a. The students will participate in a game entitled, “Who wants to

be millionaire?”
b. The class will be grouped into two. Each group will choose a
representative who will answer the set of questions about
fictional elements.
c. The mechanics of the game will be explained. Lifelines such
50/50, call a friend and people speak will be discussed as well.
d. The questions will focus on the fictional elements and its
application to fictional texts.
e. Once the representative is not correct, the other group will be
given the chance to answer.
Questions in the game:

1,000 1. This element refers to the sequence of events of which a story is

composed, presented in significant order.

a. Conflict c. Characters
b. Plot d. Angle

2,000 2. He/She is an important figure at the center of the story’s action

or theme.

a. Minor character c. Dynamic character

b. Major character d. Static character

10,000 3. It is a means by which writers present and reveal characters –

by direct description, by showing the character in action, or by the
presentation of other characters who help to define each other.

a. Characterization c. Characters
b. Plot d. Angle

20,000 4. It refers to who tells the story and how it is told.

a. Symbolisms c. Setting
b. Point of view d. Atmosphere

40,000 5. In this perspective, the narrator is all-knowing and takes the

reader inside the characters’ thoughts, feelings, and motives, as well as
shows what the characters say and do.

a. Limited omniscient c. Objective

b. Omniscient d. Angle

50,000 6. __________is the physical and social context in which the action
of a story occurs.

a. Symbolisms c. Setting
b. Irony d. Atmosphere

100,000 7. It always involves a contrast or discrepancy between one

thing and another.

a. Symbolisms c. Symbols
b. Dialogue d. Irony

150,000 8. “My heart is a lonely hunter that hunts on a lonely hill” from a
book by William Sharp is a good example of ___________.
 a. Simile c. Metaphor
b. Metonymy d. Hyperbole

160,000 9. “Life is like a box of chocolates; you never know what you’re
going to get” is a famous line from the movie Forrest Gump that illustrates
what figure of speech?

a. Simile c. Metaphor
b. Metonymy d. Hyperbole

200,000 10. It could be a person, object, image, word, ore vent that
evokes a range of additional meanings beyond and usually more abstract
than its literal significance.

a. Dialogue c. Symbols
b. Scene d. None of the above

500,000 11. The narrator here is one of the characters. This point of view
is described as having invisible author.

a. Limited omniscient c. First person

b. Omniscient d. Objective

1,000,000 12. It provides a unifying point around which the plot,

characters, setting, point of view, symbols, and other elements of a story
are organized.

a. Style c. Tone
b. Theme d. Diction

Activity # 2: Unlocking of difficulties

a. You will arrange the jumbled words. In every word, the meaning will
be discussed.
b. A sample sentence will be shown. You will be asked to give your own
sentence.
The words are:
eatiyg nhirwlwdi
nforueeens
nephlreis ratnuiliqty
nusgyl

dlangce
ahendg
msikr
ttsurea
dacdin
 Activity # 3: Picture Says it All!
a. The parts of the text will be distributed to seven groups.
b. The groups will be assigned two – three paragraphs wherein they
will do choral reading after seeing the series of pictures.
c. You will see the series of pictures related to every paragraph.
You will write keywords/group of words that will describe the
picture.
d. You will be tapped for reading aloud. The members of the group
will read series of sentences for them to understand the assigned
paragraphs.
e. After every group, you will receive a feedback on the choral
reading. Process questions will be asked after the reading part.

Activity #4: Fall in love with the text

Love at First Sight

Group 1

Kring!!! That was the sound of the bell. I finally finished jotting down
the lectures from that four-sided board. The rest of the grade five
students hurriedly went outside the room with so much gaiety. It was
again a moment of freedom and rejoicing. Not to mention that the ringing
of the bell was the only thing they had been waiting for at the start of the
class that morning. It was an everyday affair during school days. But for
me, I dealt with it very differently; everyday was a new encounter, new
faces to meet, new surroundings to explore and new feelings to develop.

I was holding my pen and noticed that the ink inside was almost
dried up. I kept all of my messy school stuffs inside my bag and went
outside wondering where I should be going. Either way, I want to fill my
complaining tummy and to purchase a new Panda ball pen. I further
decided that I should first replenish one of my basic needs.

Process questions:

 What is the setting in the story?

 What point of view does the writer use?

Group 2
 As I walked out of my way to the canteen, a voice bothered me from
a distance, so I turned around and saw a figure of a boy whose face was
likened to that of a tourist guide welcoming a foreigner. I’m pretty sure
that he was one of my classmates.

He smiled broadly as he launched into a friendly conversation with

me. “Hi, Sarah Jane. Where are you up to? I hope you’d be happy staying
here with us,” he said to me. I glanced at him and responded, “Oh, thank
you, and you are?” The boy said his name was Mark. He talked a lot as if
we’re close friends and with that, I find him silly and kind of annoying
despite the fact that I should be friendly towards him because that was
the first time someone welcomed to me to that new school. It was as if I
was hanged there for a moment and in a reticent manner, I gave him a
smirk as he left me with a smiley face.

Process questions:

 Who is the protagonist in the story? Why?

 What does their dialogue or behavior tell you about their
values, beliefs, interests, motives?

Group 3

As I was on route to where there were varieties of foods for my

craving stomach, I heard a girl’s voice behind me. “Sarah Jane! Wait!” It
was another classmate that I’m familiar with. Just like the others she was
wearing a friendly smile, too. One thing I’ve noticed from her was her
stature. She was a bit short for her age but with her candid gestures, I find
her very amusing. She came along the way as a whirlwind bringing an
unforeseen surprise. “I have a friend who wants to meet you and I think
you are fit for each other,” she bluntly said. “Eh? Seriously? And who is
he...err…I mean when?” Her news brought a strange sensation and
overwhelming excitement deep within.

My mind was in a state of tranquility then suddenly this girl

disrupted my haven and awakened my senses. She was telling me that
there’s this unknown guest who wanted to meet a mysterious person like
me. “You’re kidding me. Is this a trick or something?” I asked “No, but I
just want you to meet him Jane and see for yourself. I will not tell you
when but you just have to wait, OK?” That was her blunt statements as
she swiftly went away. I stood there for a while with my mind soaring up
in the clouds to ascertain if everything she told me were factual.

Process questions:

 What conflicts does the character experience?

  Does the author use point of view to reveal or conceal?

Group 4

The scenery abruptly changes, the wind blew so hard, the sun shone
so bright and birds chirped with so much glee. Everyone has their own
affairs; the ants were busy laboring and carrying small bits of food as I
was watching them under an old tree just in front of me; butterflies and
bees were kissing their neighborhood flowers and greeting them a
wonderful morning. Upon seeing these fleeting things, I realized that
everything was real including the words spoken to me by the strange lass.

At last, I arrived and stood between the outside and inside of the
canteen. My eyes seized what to be considered delicious to eat so that my
stomach will stop complaining to me. I grab hold of a tuna sandwich and
juice placed and tied in a plastic. Few moments later, I satisfyingly
consumed my snacks but I felt like it’s not enough so I went to one of the
stalls near the school gate and decided to buy a banana-cue. I was busy
choosing when suddenly a familiar voice called my name. I seemed not to
care at first but it bothered me at the second so I finally turned behind. I
was stunned to see the same girl who talked to me just a while ago. But
this time, she’s not alone; she had a companion, a boy.

Process questions:

 Do elements of the story's setting appear symbolic? Why?

 Does the writer use simile? Why is it used?
 Does the writer use metaphor? Why is it used?
 Does the writer use personification? Why is it used?

Group 5

I was not sure whether I knew him but she looked very familiar to me.
It’s just that I can’t see his face because he’s turning his back at me.
“What is it?” I replied to her. “Uhmm…there’s…nothing. Just forget it,” she
exclaimed. “Ok” was my only answer. I bubbled up with a lot of questions
and awe as I noticed that the boy was shaking and seemed
uncomfortable. I resumed with my previous business. I looked again at the
spot where the short-haired girl and the faceless boy stood but their
presence was no longer there.
The only thing that can be seen was the old acacia tree staring at my
direction. I ate the last piece of banana-cue and headed my way to the
store to meet my new ball pen.

I was strolling and thinking about that mysterious boy who was
supposed to meet me a while ago. “Maybe he was just terribly shy or he
was not charmed with beauty that’s why he acted the way,” I told myself.
One thing I was extremely puzzled was that somehow he resembled the
cute boy I have seen just yesterday. In an instant, I remembered the
scenario that still lingered in my mind. How could I possibly forget that? I
was with my mom and we’re to embark in my grandmother’s house in a
nearby barangay. We rode downtown but we stopped at one side of the
highway.

Process questions:

 Do any characters act as symbols? Why?

 How does the character change as the story progresses?
 Does the writer use flashback? If so, how?

Group 6

My mother clasped my hand very firmly with hers as we were

crossing to the other side of the road. But something caught my attention.
I thought I have seen a sanguine angel at the right side of the highway.
Astonished from the mere sight of the boy with a handsome smile, little by
little, I felt butterflies in the stomach. I knew that I was blushing while I
glued my eyes on him.

My only reaction was that he was so cute. His eyes were

mesmerizing and squinting as he laughed and smiled. He had a
companion in the figure of what I thought as one of my schoolmates and
they were chatting frivolously. I wanted to tell my mom to slow down
because I want to savor that moment. My world seemed to stop revolving.
My eyes were all over him – from head to toe. I feared that he might stare
at my direction. I pinned my hair at the side of my ear hoping he will
notice me. But it didn’t work out the way I expected it to be because Mom
was in a hurry pulling arm to cross the highway.

Process questions:

 What does the character look like? What does this suggest
about the character?
 What types of imagery does the writer use?
 How does the imagery affect the mood of the story?
Group 7

I was not able to look back at him even just for a last chance. That
time, I knew that it would be an unforgettable experience of admiration at
first sight. After being itinerant with such a memory, I finally returned
back to reality. I attempted to rewind what had happened – the time I saw
the girl with the boy. I studied the boy’s feature such as the height, the
hair, the shape of the head and his physique and matched them with that
of the boy yesterday until I cipher a conclusion – “They are one.”

The boy yesterday was none other than the same boy I saw today. I
was absolutely sure about it. I was trying to convince myself that he was
the one, he was my crush. I almost jumped for joy as I was trying to figure
out why he concealed his face. I also thought of the exact words the girl
with the short hair had said. The line goes like this, “I have a friend who
wants to meet you and I think you’re fit for each other.” Meaning to say,
they were friends so it would not be hard for me to meet my crush. I was
so high when I unraveled the explanation as well as conclusion.

My rejoicing stopped when I heard the ringing of the bell which

reminded me that I should better go back to the room and to plan another
appointment with the girl and her friend. My mood became settled as to
how to be more kind and sociable. I realized also that I should be more
friendly towards my treatment to strangers especially my new classmate
Mark and the rest. At that moment, I knew that I was on the right road as I
was beginning to face new experiences, new inspiration, new people, and
new adventure in that school with which I will be spending the rest of my
elementary years.

Process questions:

 What types of conflict occur throughout the story?

 What was the writer's purpose in writing the story?
 What message or lesson does the writer wish the reader to
understand from the story?
 What is the writer's attitude toward the readers?
Condescending? Ironic? Comic?
 How does the tone of the story impact your reading? For
instance, do you laugh?
Activity # 5: Pantomime time
a. You will present a pantomime about their assigned situations
from the nonfictional text.
b. After the presentation, one representative will explain the
fictional element assigned to them and its application on the text
read.

Group 1 – Plot Group 5 – Symbols

Group 2 – Characters Group 6 – Figures of speech
Group 3 – Point of view Group 7 - Symbols
Group 4 – Setting

Activity # 6: Fictional Element

a. You will receive a copy of a story stem worksheet.
b. You will use the story, “Love At First Sight” in completing the
items in the worksheet.
c. The content of the worksheet will be explained by your teacher.
d. You will identify the fictional elements by completing the
worksheet.
 LEARNERS’ MATERIAL IN CREATIVE NONFICTION
QUARTER 1 – B (PRINCIPLES, ELEMENTS, TECHNIQUES, AND
DEVICES OF CREATIVE NONFICTION)

Day 2

Learning competency

Identify the fictional elements in nonfictional texts.

Learning code

HUMSS_CNF11/12-I-e-f-9
Activity # 1: Give me a picture!
a. You will participate in a give me a picture activity.
b. The class will be grouped into five. They need to portray the
situations which will be given by the teacher.
c. The groups will be given two minutes to plan after the
announcement of the situation.
d. After two minutes, you need to pause or freeze for the
evaluation of the situation.
e. In every situation, group/groups will be given a point.

Situations

1. First day of pre-school class

2. A mother who is giving birth
3. A crying baby
4. Friends talking about life
5. A family bonding

Process questions:
 How did you act the characters in the situations?
 Have you encountered any difficulty in understanding the situation?
 In the situations you have shown, which one have you enjoyed the
most? Why?
 Have you experienced any of those situations? How did you describe
your experience?

Activity # 2: Arrange me

a. You will arrange the jumbled words. In every word, the meaning
will be discussed.
b. A sample sentence will be shown. Students will be asked to give
their own sentence.
 The words are:
ubnled epek
equishds orhrileb
lagrse

Activity # 3: Tap reading time

a. You will experience a tap reading. If your shoulder will be
tapped, you will be the person-in-charge of reading.
b. The story will be chunked into parts.
c. Pause and reflect will be applied wherein questions about
predicting outcomes will be applied.

It’s a Boy!

“Congratulations, you have a new baby boy!” my child-development

teacher said as she handed over the 10-pound bundle.

Last year in my high school child-development class, each student

had to take the “Think-It-Over” baby home for a night to get a taste of
parenthood. Even before I received the baby, I knew I was not ready to be
a parent as a senior in high school. I could still remember when my
brother and sister were little and I would have to take care of them all the
time. At least the doll had no dirty diapers I would have to change.

Process questions:

 What point of view does the writer use?

 Who is the protagonist?

It was a Friday night when my turn came to take the 10-pound

plastic doll home. The doll really did look like a live baby from a distance.
It even had a pleasant baby powder smell. After I took the baby home in
his car seat, I changed him into some really cute clothes because my
friends and I were going out that night. I then decided to name him Tyler.

Inside the body of this doll was a computer that was programmed to
make periodic crying sounds. I was the only person who could stop the
crying because I had the key. This key, tied to my wrist, could be inserted
in the doll’s back to stop the crying. So far, so good. The doll had not
cried, yet.

Pause and Reflect!

 What is the setting in the story?
 What will be the possible reason for the baby to cry?
 My friends came over, and we all piled into the car. It was kind of
squished because we had the baby’s seat in there, too. I had to treat the
doll like a real baby because the computer inside also measured any
abuse to the doll, such as shaking or neglect. The hour-long drive to the
restaurant was uneventful. It was rather chilly, so I decided to wrap Tyler
in a blanket and carry him in that way. I also had a diaper bag with
diapers, a bottle, and an extra set of clothes hanging on my arm.

Pause and Reflect!

 What does the character look like? What does this suggest
about the character?
 What types of imagery does the writer use?

Because it was Friday night, there were a lot of people waiting in

line to get a table. When I walked into that crowded entryway, I got some
very weird looks and quite a few raised eyebrows. My friends also noticed
the glares and stares, so we decided to make a game out of the whole
situation. I stood in the corner pretending to rock Tyler to sleep. Every
once in a while my friends would peek in the blanket and say, “Oh, how
cute.” I could not help but laugh. And although it was funny to my friends
and me, some of the people did not think it was so funny that I had a
baby. I overheard one couple say, “Why would she bring a baby here?”
These people were giving me rude looks and forming judgments about me
because they thought I was a teenage mom. Others just smiled at me
sympathetically and felt sorry for me because I was only a child with a
child.

 What types of conflict occur throughout the story?

 Do elements of the story's setting appear symbolic? Why?

We finally got a table, and the waiter, not knowing I was carrying a
doll, asked me if I needed a high chair. I told him it was just a doll, but a
high chair would be good. He thought it was funny that I actually dared to
bring a doll into the restaurant, so he brought a high chair, plus a red
balloon for the little one.

Again, during our meal, my friends and I received strange looks

from the others in the restaurant. One couple kept walking by our table
just to get a look at my baby. I think they were trying to figure out if the
doll was an actual baby. As the couple walked by, my friends and I started
discussing how people so quickly judged me and assumed that I was the
mother of the baby. We decided that we would probably do the same if we
saw a teenage girl coming in with a child and a group of friends. Teenage
pregnancy is not accepted where I live and is definitely not the norm;
many girls would hide their pregnancies if they decided to keep their
babies.

 What was the writer's purpose in writing the story?

We went to the mall after we were finished eating, and I had to take
Tyler with me. My friends were looking at clothes, but I couldn’t because I
was carrying this “baby” (which was becoming quite heavy). So I just
roamed around wishing I could try on clothes, too. Then the baby started
to cry this horrible imitation baby’s cry. It was so loud and terrible. I
quickly put the key into the doll’s back so it would quit crying, and then I
had to explain to the salesclerk why I was carrying around a plastic doll. I
was so glad to finally go home.

 What types of imagery does the writer use?

 How does the imagery affect the mood of the story?

I learned a lot through my experience with the “Think-It-Over” baby.

The doll definitely reinforced my thinking that I was not ready to be a
parent, but it also made me more aware of the larger picture. It opened
my eyes to the judgments people make about others. People do not
realize that some things are not the way they seem. The doll seemed like
it was my baby, but that was not the case. I was only carrying it around
for a class project. The people in the restaurant were so quick to judge me
because they assumed I was a teenage mom. They undoubtedly thought I
was stupid for taking a baby to a noisy, smoky place; they didn’t realize it
was just a plastic doll underneath that blanket.

 How would the protagonist handle the problem?

 What do you think will happen to the people around her?

I sometimes catch myself judging people I do not know, just

because of the first impression they give. In reality, I do not have a clue
about their real stories. I especially think people judge teenage girls with
babies too quickly. Sure, they may have made a mistake, but the girls
usually know that, and they are the ones who have to pay the price. I only
experienced the glares and rude comments for one night, but I thought of
all the girls who have to deal with these looks wherever they go. We
should all be slower to judge these girls, or anyone else, and realize that
some things are not as they seem.

Retrieved from: https://k12.thoughtfullearning.com/studentmodels/it

%E2%80%99s-boy#sthash.u8zDXAUd.dpuf

 What message or lesson does the writer wish the reader to

understand from the story?
 How does the tone of the story impact your reading? For
instance, do you laugh?

Activity # 4: Identify, create, and analyze

a. Students will do a group activity entitled, “Identify, create, and
analyze”
b. Each group will be assigned a fictional element with the process
of draw lots. The group will create a big version of their
worksheet.
c. One representative will explain the fictional element assigned to
them.

Words the draw lots:

 Character examination, character analysis, mood and tone, plot and
conflict analysis
Activity # 5: Plotting Fictional Elements
a. You will receive a copy of a story map worksheet.
b. You will use the story, “It’s a boy” in completing the items in the
worksheet.
c. The content of the worksheet will be explained your teacher.
d. You will identify the fictional elements by completing the
worksheet.