GIYA

(Guided, IntegrAted, YeArning Activities)

For SHS LEARNERS
Creative Nonfiction
FIRST SEMESTER, Q1-Week 3-Day 1-4
MELC: Create samples of the different literary elements based on one’s experience
Topic: Literary Elements
Objectives: At the end of the lesson, learners are expected to:
1. use metaphors to describe emotions,
2. write the setting of a given place based from their experience
3. retell the story of a sample nonfiction texts read; and
4. rewrite direct characterization to indirect characterization.

Writer:
JANINA MICHELLE W. ARANETA
Francisco Ramos National High School (formerly Buayan NHS)
Kabasalan District
Zamboanga Sibugay Division

0
DAY 1- Clouds by Kelly Givens
I. MINI-LESSON
Have you been into a really deep problem? What did you do to release the
burden?
Read the excerpt, entitled Clouds by Kelly Givens and find out how the author
coped with the tragedy that happened to her friend.
CLOUDS by Kelly Givens
An Excerpt

Walking into the tattoo shop was nerve wracking and exciting all at the same time. I
couldn’t believe this day had finally arrived and I was ecstatic. I sank into the leather couch as I
waited for the tattooist to call me to the back. I flipped through his portfolio and thought for the
millionth time if this was exactly what I wanted. A tattoo is forever. My stomach started to knot with
anticipation. Impatiently, I began bobbing my foot to the music playing over the speakers. The
electric guitar riffs combined with the drums and bass line created a rock and roll atmosphere. I
was having a hard time relaxing without singing along. Twisting my hair between my fingers while
humming softly to myself, he finally called me back. I took my T-shirt off and sat with my back to
the tattoo artist as the needle started up; it sounded like a swarm of angry wasps. The potent smell
of A+D ointment and rubbing alcohol filled my nostrils. The moment the needle touched my skin, I
started to remember why I was getting this tattoo, and I realized there were both tragic and joyous
memories that led me here.
Sara was a beautiful girl, a strong athlete, and an amazing straight-A student. It took us a
long time to realize she was sick. It started off slowly; she skipped meals and just insisted she
wasn’t hungry. Since it wasn’t every day we didn’t notice right away. She stopped bringing food to
school and she was gradually getting thinner and frailer. I don’t know how her parents found out.
Maybe they also realized she wasn’t eating. Maybe they caught her throwing up after the rare meal
she did happen to eat, but as soon as they recognized that she was anorexic they took her to the
best doctors they could find. It didn’t matter who they took her to see; she wasn’t getting any
better. If anything she was getting worse, she was 5’9 and around 100 pounds. The final hospital
they brought her to was her last hope. I remember the last time I saw her. She was lying in her
hospital bed, propped up by fluffy, cloud-like pillows. Her black curly hair limply hung in ringlets
around her gaunt face. I sat next to her and we gossiped about our friends and the boys we had
crushes on. All I wanted to do was cry and tell her that she’s beautiful; I didn’t understand why she
couldn’t see that. But I needed to be brave for her. I delicately touched her skeletal hand and asked
her how she was feeling. She told me, ―I feel strong for the first time in a long time. I’m
okay.‖ We must have talked for an hour or so after that comment before I left. I told her I loved her
and I’d be back later that week. She smiled sadly at me and told me she loved me too. The hairs
on the back of my neck stood up and I hesitated, just for a moment, before I walked down the hall.
A strange feeling washed over me, I felt like bugs had crawled under my skin. I thought something
was wrong, but I couldn’t put my finger on it. So I ignored it and walked out of the hospital.
Two days later, her parents called my house and talked to my mom. I was at school at the
time. When I got home, my mom’s face looked red and puffy, like she’d been crying .
She asked me to come sit next to her on the couch; cautiously I sat down. She
stroked my face and played with my hair for a moment, her brown eyes looking at me like
she was trying to keep my image in her mind forever. ―Mom, what’s wrong? What’s
going on?‖ She couldn’t speak for a few more seconds, but it felt like an eternity.
―Sara’s parents called today . . . Somehow she snuck out of her room and went to the roof
of the hospital . . . Honey, she jumped; she committed suicide.‖ She choked on her
words and

1
 started to cry. I sat in stunned silence for a moment before I stood up; I immediately fell to
the ground as painful sobs escaped from my throat. Suicide? How could she do this?
Why did she stop fighting? I couldn’t believe this had happened, especially to someone
who used to be so strong. One of my best friends died and I was exposed to my own
mortality. Death consumed my thoughts; my mind was sucked into a tunnel of pain and
fear. I didn’t understand, she said she was getting better; she said she was feeling better.
Was she just trying to give me hope so I wouldn’t suspect what she planned on doing?
Was she feeling better because she decided this was what she really wanted? Singing
was my coping mechanism so I didn’t drown in my sorrow. Day and night, I listened to
music and sang until my throat was raw, until I could no longer make a sound.
Evanescence music would play in my room, some songs on repeat. The haunting lyrics
and melodies echoed around the room and in my head. I knew her songs by heart; I
couldn’t stop singing. It was the only way I could think of to simultaneously ease my pain
and honor Sara’s memory.
Singing had always been a way for me to relieve tension, heal, and cope with
difficult situations. Everyday eventually got a little bit easier. I never would have gotten
through her death without my music. It allowed me to grieve without my misery
swallowing me whole.
The tattooist finished and I realized how much this would mean to me for the rest
of my life. My flesh was tender and I could feel the blood pounding into freshly inked skin.
I stood looking over my shoulder at the treble clef and bass clef that will forever be a part
of my life and permanently on my body. The ebony stood out against my pale skin in a
graceful heart with filigree delicately twisting and turning within the center. It was beautiful
and I could not put into words how happy I was with it. This magnificent piece of art was
now a part of me. It was something that I wanted, and needed, to get for myself; it will
always be mine. Singing is something beautiful that I will always treasure and rely on to
get me through the rough patches that will undoubtedly come up throughout my life. It’s
for Sara, for every time I perform on stage; this tattoo is an exquisite reminder that I will
always be able to overcome whatever the world throws at me.

II. Facilitating Learning

Activity 1. Word Defence
Read the definitions and supply the missing letters to form the correct word for
each item. Refer your answers from the text.
1. very happy or excited
e c
2. to develop a painful or uncomfortable
feeling of tightness k t
3. very weak; having less than a normal
amount of strength or force f r
4. seemingly affected with anorexia nervosa as
by being excessively skinny a c
5. very thin
s l
6. to stop briefly before doing something age fully
especially when nervous or unsure 8. to
7. to cause (someone) to feel sad or eng 9. a hard
g e
 heavy wood that comes from
tropical trees h e
10. to cry noisily while taking in short, unhappy
s b
breaths

c e
Activity 2. Problem Analysis
e y
sudden

Complete the sentences below. Write your answers in the space provided.

1. The main problem in the story was

2. The character attempted to solve the problem (what was tried but did not work)
was/were _

3. The problem solved was _ _

III. Evaluation
Directions: Rewrite the story using your own words. Please be guided with the
rubric.

_
__ _
_
_
_
_
_
_
_
_
 _
_
_
_
_
_

Do the retelling…
Questions 5 4 3 2 1 Total
Exemp Excell Good Averag Needs
lary ent e Improve
ment
have a good beginning telling
when and where the story takes
place?
name the characters?
tell the main points of the story?
make sense to the reader?
sound organized?
keep the sequence of the story?
tell how the problem was solved in
the story?

IV. Reflection
1. If you were a friend of Sarah, what advice would you give her while she was
still alive?

_
_
_
_

2. Singing is one way for the author to cope with difficult situation. How about
you? How do you relieve tension and pain when you encounter some
problems?
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_
_
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DAY 2- Characterization
I. MINI-LESSON
Sara and the narrator are the main characters of the story, Clouds by Kelly Givens.
The readers are able to sympathize with the characters because the author effectively
develops the characters in the story. Readers will be more engaged with the narrative if
they can vividly imagine the characters as real people.
To write a great creative nonfiction, a writer must develop a skill in characterization,
a process by which the writer expresses the personality of the character. Characterization
can be revealed through direct characterization and indirect characterization.
 Direct Characterization – The writer makes a direct statement about a character’s
personality. It tells the reader what the character is like.
Example: Ms. Anne, a patient and gorgeous woman, finally meets the man in her
dream.
Explanation: The author directly tells the reader about Ms. Anne, the character as
woman who is ―patient” and ―gorgeous”.
Example: Max was an eating machine. He had never met a meal he didn’t like.
Explanation: The author directly describes Max as an eating machine which the
reader can clearly understand that he always eat.
 Indirect Characterization- The writer reveals the character’s personality through
his/her words, actions, looks and thoughts, along with other characters’ responses
toward the character (what others say and think about the character). The readers
look for clues and draw conclusions based from the statements. It does not tell the
reader, but it shows the reader what a character is like. There are five different
methods of indirect characterization which can be easily remembered with the
acronym L-STAR.

Looks What does the character look like? How does the character dress?
Speech What does the character say? How does the character speak?

Thoughts What is revealed through the character’s thoughts and feelings?

Actions What does the character do? How does the character behave? What are
his actions?
Response of What is revealed through the response of other people toward the
others toward character? How do other characters feel or behave in reaction to the
the character character? What do other people say or think about the character?

Example of Indirect Characterization

TYPES OF INDIRECT EXAMPLES EXPLANATION

CHARACTERIZATION
Looks ―His ashen jacket had His looks revealed that
clearly seen better days and only the man was very dirty.
partially covered up the remains
of the black shirt. The bramble
that grew on his chin was flecked
with dirt and remnants of an old
meal.‖
-Separate Worlds
by Kim Campbell
Speech ―The supervising principal, Mr. The way she spoke and
Cablana came this afternoon said the word
 and told us you may go to high balibictorian, it reveals
school without paying the fees, that the character was not
because you’re the balibictorian,‖ highly literate.
went on Inciang in a rush.
-Big Sister by
Consorcio
Borje
Thoughts ―I began to speculate how this These were the thoughts
man’s life reached this point. I of the narrator as she
wondered if he had ever known watched the homeless
a warm place to call home.‖ man. These thoughts
-Separate Worlds reveal that she felt sad
by Kim and pity toward the man.
Campbell
Actions ―He meandered out of a dark His actions showed that
alley, pushing a shopping cart he was homeless
filled with water bottles and because he walked
blankets.‖ without purpose while
-Separate Worlds pushing the cart with
by Kim blanket which he could
Campbell use for sleeping.
Response of others toward ―I questioned if he had ever The narrator’s response
the character experienced having money or toward the man revealed
power, or if he had always drifted that he had a better life
between places, never truly that the man he saw and
belonging.‖ he was concerned about
-Separate Worlds him.
by Kim Campbell

II. Facilitating Learning

Activity 1. What Am I
Read the indirect characterization written in bold letters and encircle the trait
that it describes or suggests.
Example:
Roy’s mouth twitched, and his fingers were all bitten
short. Roy is: happy dishonest brave nervous

1. When Cal saw his younger brother sniffling in a corner, he patted the
seat next to him. “Wanna play?”
Cal is: sheepish nervous lonely sympathetic

2. Once Mama had made up her mind about the dog, Emma knew that it’d
be a waste of time to ask again.
Mama is: stubborn brilliant shy brave

3. His eyes-how they twinkled! His dimples how merry. His cheeks were like
roses, his noses like a cherry.
He is: frightened perplexed mournful jolly

4. Too lazy to actually reach for it, Marty just stared wishfully at the TV
remote.
He is: confused excited eager inactive
5. Ariel peeked into the package and though she might explode. “An iPad!
You got me my own iPad!”
Ariel is: anxious excited sensitive meek

Activity 2.
Read some passages from the literary text, Clouds by Kelly Givens and write what
it reveals about the character. Then, identify its type of characterization.

PASSAGE WHAT IT REVEALS TYPE OF

ABOUT THE CHARACTERIZATION
CHARACTER
EXAMPLE:
She couldn’t speak for a few She was hesitant to tell Indirect Characterization
more seconds… the truth.
1. Sara was a beautiful girl, a
strong athlete, and an
amazing straight-A student.

2. A strange feeling washed

over me, I felt like bugs
had crawled under my skin.
I thought something was
wrong, but I couldn’t put
my finger on it.
3. If anything she was getting
worse, she was 5’9 and
around 100 pounds

4. She smiled sadly at me

and told me she loved me
too. The hairs on the back
of my neck stood up and I
hesitated, just for a
moment, before I walked
down the hall.
5. She asked me to come sit
next to her on the couch;
cautiously I sat down. She
stroked my face and
played with my hair for a
moment, her brown eyes
looking at me like she was
trying to keep my image in
her mind forever.
 III. Evaluation
Rewrite the following sentences written in direct characterization and change
them to indirect characterization. You can use any of the L-STAR in writing.
Note: You can write more than one sentence.

1. He is a smart kid.
_

2. She felt nervous when she was called.

3. He was a rich man.

4. Anne is a silent person.

5. The mother loves her children.

IV. Reflection
If you are going to write a story about your life, what are you going to write
about? What personality would you want to show/tell the readers about yourself?
DAY 3- Setting
I. MINI-LESSON
Have you already tried telling a story to someone without giving idea where it takes
place? Although possible, it seems to be lacking.
Since we are writing a nonfiction, it will consist primarily of facts. We include facts not
only about the characters and events, but also about the setting- the ―where‖ and ―when‖
of the story.
In writing the setting, there are multiple aspects to consider. These include:

1. Place - Geographical location; Where is the action of the story taking

place? Example:
All the streets and walls of Chefchaouen, a city in northern Morocco,
are painted blue. A deep bold blue that sinks into the dimpled
surface of ancient stone. There are no cars in the inner medina of
the city. Instead, the streets— some barely wide enough to walk two
abreast—wind in the absurd twists of medieval engineering.
-Moroccan Blue by Hannah Beckler

2. Time – Historical Period, time of day, year, etc.; When is the story taking
place? Example:
The first World Beard and Moustache Championships were held in
Germany in 1990. The Championships didn’t start garnering real
attention until the 2007 competition, held in England. Since then,
there has been a steady rise in popularity though the 2009
competition in Alaska and the 2011 competition in Norway.
--Facial Hair Club for
Men by Sam Klomhaus

3. Weather Conditions- Is it rainy, sunny, stormy,

etc.? Example:
There are some days I get awfully down on myself. It’s probably on
one of those lazy, rainy Sundays where you spend the whole day
inside doing practically nothing. It’s days like these that I sit under a
tree and drag on my cigarette.
-The Jacket by Aj Gustern

4. Social Conditions- What is the daily life of the character’s like? Does the story
contain local color (writing that focuses on the speech, dress, mannerisms, customs,
etc. of a particular place)?
Example:
The first primitive man trudges out of his cave to greet the new day.
Sunlight pours forth from the heavens like the most glorious pitcher
of orange juice. His wife’s nagging voice rings in his head as he
surveys his kingdom.
-Facial Hair Club for Men
by Sam Klomhaus

5. Mood or atmosphere- The tone and feeling of the story; What feeling is created at
the beginning of the story? Cheerful or eerie? Is there a tension?
Example:
The room was silent. As she walked to the oak podium, the carpet
muffled the sound of her footsteps. Beyond the windows, there was
only blue, and she remembered her own days as an undergraduate,
 days when she sat, pen in hand, far at the back of a room, filled with
excitement.

To keep the readers interested, do not tell your reader directly where the story is set.
However, show the readers and let them experience what the characters experience in
the story. Describe the things that are seen and heard if you were there.

II. FACILITATING LEARNING

Activity 1
Read again the story, ―Clouds‖ by Kelly Givens. Then, using the Mind
Map write down the words/phrases that describe/relate to the tattoo shop.

TATTOO
SHOP

Activity 2
Read the story openings below. The setting of the story is not directly stated
but the things seen and heard if you where there are described. Then, try to
complete the following sentences.
The studio was oddly silent. She could see only the legs of the cameramen, hunched
over the cameras, with their empty glass camera eyes staring back at her like space
 aliens. As she walked across the stage to the oak podium, the carpet muffled the sound
of her footsteps, and the spotlight blinded her for a moment. Beyond the false windows,
there was only a blue panel, meant to suggest the sky, and she remembered her own
days as an undergraduate. Her shoes hurt, and she wished she had chosen another pair
this morning. But of course she couldn’t say that. She put that to the back of her mind.
―Welcome to Writing Creative Nonfiction,‖ she said. ―I’m Tilar Mazzeo, and together
we’ll be exploring what it means to write a great story.‖

The setting of the story is:

_
The words or expressions that helped me guess were:
_
_

Opening it as quietly as possible, I slip inside as I hear the lyrics to ―Prime

Time Blues.‖ The mixed a capella jazz choir enthralls me and I get lost in the
music, the glamour, and the lights. The other girls file in behind me one at a time while
the other choir finishes their last song. The curtain closes to roaring applause from the
audience as the light focuses on a filler act in front of the red curtain. We grab our
microphones and tiptoe on stage as quietly as church mice. Anxiety hits me right as the
applause goes up for the filler act. Will they like us? God I hope I don’t screw up.

The setting of the story is:

_
The words or expressions that helped me guess were:
_
_
III. Evaluation
Write a story opening in which your character is in a beach. Describe the
things you might see or hear if you were there. Do not tell directly. Include at least
3 aspects such as place, time, weather condition, social condition and mood and
atmosphere in writing the setting. Please be guided with the rubric.

_
_
_
_
 _
_
_
_
_
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Rubric
4 3 2 1
Sentence Wrote 5 or more Wrote only 3-4 Wrote only 1-2 Wrote no
complete sentences sentences sentences at all
sentences
Description All the details Most of the Some of the No detail at all;
described the details described details described Wrote directly
beach the beach the beach where the story
took place
Aspects in Used at least 3 Used at least 2 Used at least 1 Did not use any
Setting aspects in writing aspects in writing aspect in writing aspect in writing
the setting the setting the setting the setting
Mechanics No error found in Minimal error Maximum error Grammar,
grammar, found in found in spelling,
spelling, grammar, grammar, punctuations are
punctuations and spelling, spelling, all erroneous
etc. punctuations and punctuations and
etc. etc.

IV. Reflection
Each of us has a favorite place. If you are to write something about it, how would
you describe it? What are things you can see and hear in that place? What mood
would want to set to the readers?

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_
_
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 DAY 4- Metaphor
I. MINI-LESSON
Being able to describe emotions effectively is a very challenging part of being a
writer. It takes a practice to master this skill. However, there are some ways to do it.
One is the use of metaphor.
As a review, metaphor is a figure of speech that makes an implicit, implied or
hidden comparison between two things. In other words, a resemblance is made
between two different objects based on a single or common similarities.
It is different from simile because it does not use the words ―like‖ or ―as‖ in comparing.

Metaphors are usually used in literary writing. This is because metaphor can help
communicate images and feelings to readers most emotively. Here are some examples
of metaphors to describe emotions.
 My brother was boiling with anger. (This compares anger as hot fluid in a
container)
 He unleashed his anger. (This compares anger as a captive animal.)
 I am starving for his love. (This compares love as a nutrient.)
 He conquered her feelings for him. (This compares love as war.)
 Guilt weighs me down. (This compares guilt as a burden or a heavy load.)
 It made me feel great. (This compares happiness as health.)

II. Facilitating Learning

Activity 1
Identify the emotion described in the following metaphorical statements. Choose
your answers from the box and write your answers in the space before the
number.

Sadness Fear Happiness

ShameLove

1. The news brightened up his day.

2. Waves of depression came over him.
3. There is a close tie between them.
4. I wanted to bury my head in the sand.
5. Jill was sick with fright.

Activity 2

Read the following metaphors in bold letters and choose the comparison made
in the given statements. Write your answers in the space provided.

_1. She carries the weight of taking care of her children.

A. Responsibility as a heavy load
B. Responsibility as a temperature
 C. Responsibility as a natural force
D. Responsibility as a container
_2. I am burning with love.
A. Love as a captive animal
B. Love as an opponent
C. Love as a fire
D. Love as a war
_3. I am going to explode in a minute.
A. Emotion as a volcano
B. Emotion as a fluid
C. Emotion as an animal
D. Emotion as temperature
_4. I was struggling with my anger.
A. Anger as a hot fluid in a container
B. Anger as an opponent
C. Anger as natural force
D. Anger as a burden
_5. She was full of excitement when she saw her son again.
A. Self as a container for emotions
B. Self as a temperature
C. Self as pressure
D. Self as an enemy
Activity 3.
Encircle the best word or phrase to complete the following metaphorical
sentences. Comparisons in italicized words are given to serve as guide.

1. His actions were completely _ _ _ by anger. (Anger as a social

superior)
A. governed
B. carried
C. unleashed
D. drawn
2. The sight her with fear. (Fear as fluid in a container)
A. haunted
B. filled
C. worn
D. crept
3. They were _ with happiness. (Happiness as insanity)
A. amazed
B. crazy
C. devastated
D. swept off
4. He was by a fit of depression. (Sadness as an opponent)
A. seized
B. ruled
 C. drowned
D. filled
5. Don’t yourself! (Pride as an economic value)
A. mess
B. injure
C. deprive
D. underestimate

III. Evaluation
The following sentences below need to be improved. Now, rewrite those
sentences using metaphors to effectively describe the emotion conveyed.
Write your answers on the line.

1. She felt sad when he heard the news.

_
2. He was afraid to be transmitted with the disease.
_
3. I am so happy.
_
4. She was very angry looking at the man.
_
5. I think I love him.
_

IV. Reflection
Every person is created special and unique. Unlike animals, plants, and
other living creatures, a person has feeling and emotions and has the ability to
express them. However, these emotions may sometime create
misunderstanding or conflict to other people. As a human person, how can you
be able to avoid it so that you can keep the relationship with other people?
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***COtfGRATULATIOtfS! Keep Safe…***
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Quality Assured/Evaluated by the Following:

Edmond ParenasAileen May Recaido Janina Michelle Araneta

Estrelita Ampo-Pena,EdD
Education Program Supervisor Kindergarten & Senior HS Division Coordinator

Reviewed By:

Evelyn F. Importante
OIC- CID Chief EPS

Raymond M. Salvador
OIC- Assistant Schools Division Superintendent

Jerry C. Bokingkito
OIC- Assistant Schools Division Superintendent

Jeanelyn A. Aleman, CESE

OIC-Schools Division Superintendent