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G12 SLM Creative Nonfiction Q2 Final
G12 SLM Creative Nonfiction Q2 Final
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Creative Nonfiction
Quarter 2 – Module 2:
Writing a Draft of Creative Nonfiction
Creative Nonfiction – SHS-HUMSS
Alternative Delivery Mode
Quarter 2 – Module 2: Writing a Draft of Creative Nonfiction
First Edition, 2021
Creative
Nonfiction
Quarter 2 – Module 2:
Writing a Draft of Creative
Nonfiction
Introductory Message
For the Facilitator:
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
ii
For the Learner:
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
iii
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
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Table of Contents
Contents Pages
Title Page i
INTRODUCTORY MESSAGE ii
For the Facilitator ii
For the Learner ii
WHAT’S I KNOW 2
Activity 1 2
Activity 2 3
WHAT’S IN 4
WHAT’S KNEW 5
WHAT IS IT 7
WHAT’S MORE 9
WHAT I CAN DO 10
ASSESSMENT 11
ADDITIONAL ACTIVITY 12
ANSWER KEY 13
REFERENCES 14
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What I Need to Know
Good day! Welcome to the final part of our module. In the previous
module, you were taught how to write a mini critique of one’s work. You
were taught how to evaluate and make sound recommendations to improve
a writing – to make it better.
This time, you will not be a critique but a writer. So, start thinking of
an event when you were present, and then consider it to be a very
memorable one.
1
What I Know
Activity I
Below are pictures of the famous landmarks of the world. I want you
to identify the place where each landmark may be found. Write your answer
on your activity notebook.
1.
Taj Mahal
2.
Mount Fuji
2
3.
Statue of Liberty
4.
Sacre-Coeur
5.
Sydney Opera House
Activity II.
List down five memorable places that you have gone to here in Negros
Oriental or in the Philippines. Write your answers in your notebook.
3
What’s In
Activity
3. Broken and torn from World War II, this resilient race, hand in
hand, slowly rose up to become the major world power the
country is today.
a. flexible b. hard c. brave d. both a and b
4
What's New
This travelogue was published in the Features Section of the Central Scholar,
the official student publication of Philippine Science High School Central Luzon
Campus. It won Third Place in the 2015 National Schools Press Conference (NSPC) in
Taguig City.
5
Japanese have revolutionized life across all fields of knowledge –
submarines to probe the depths of the seas, novel healthful cosmetics,
sensors to detect earthquakes from miles away, energy from
microalgae, powerful supercomputers simulating the Earth – these are
testaments to their skill, proof of the enduring Japanese spirit of
innovation.
Another focal point of our trip was visiting Japan’s universities
in and around Tokyo. They are sacred halls of learning, where modern
technology meets age-old knowledge. Seeing Filipino exchange
students biking throughout the lush campuses, students using
advanced laboratory equipment and enjoying the Japanese life outside
school, I recall our own universities and schools back home- it brings
more than one wistful thought to mind.
One more highlight was the chance to hear talks from leading
minds in the scientific community. Dr. Akiko Arima and Dr. Toshihide
Maskawa, both renowned physicist- the latter even received the 2008
Physics Nobel- shared with us students their discoveries, and their
reflections on science and education and life. It was an experience
that was truly once- in-a-lifetime.
By day, we toured museums and universities, but by night, we
saw Tokyo for ourselves. The bustling city is a modern Manila: with
vending machines on every corner, city lights bright in the night sky,
people going about their business with Japanese diligence. It was
hard to see how such a large city could be so neat, but so it was,
running with Japanese clockwork. The chance to eat at an authentic
ramen bar, to see the local malls and shops, to visit the city’s mystical
temples- it was an immersion of culture that could only happen in
such a place bursting to the seams with history and diversity.
Comprehension Check
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What Is It
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I want you to consider the Key Points to Consider in writing a
travelogue:
1. A description of nothing but places you’ve visited and exotic
food you’ve eaten will most likely be perceived as a boring
2. travelogue rather than an interesting read. A travelogue
needs a central idea, which will be the backbone of your
whole piece of writing. Life lessons you’ve learned during
the voyage, your reflections about the differences between
the places you’ve visited, or at least some historic theme
could serve as such a backbone.
3. Deviate from the common tourist routes and make
explorations of your own. This way, you can add lots of
interesting, distinctive places into your descriptions, which
will definitely add value to your travelogue.
4. Keeping a travelogue within the structure of an essay is a
sound way to present your material. In the introduction,
you can provide some background about the place you are
writing about and also describe your traveling conditions. In
the main body, introduce the information you want to convey
to your readers based on the recording and notes you’ve
made during the journey. Finally, summarize the experience
from the trip. Share your thoughts about it, your findings,
and what you will be contemplating after in regard to the
trip.
5. You don’t necessarily need to write only about the
attractiveness of the place you’ve visited. The journey
most likely won’t consist only of nice events, places, and
people. Describe also the difficulties you faced, strange
customs, sanitary conditions, etc.
Your target readers and the purpose on your story will determine
your choice of words, style, and technique. Specifically, here are the
things that you should consider in evaluating if your story or article
has achieved its goals.
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Activity Write what is asked for in your notebook.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
What’s More
Activity
This time, I want you to practice writing from the things that you
have listed under the activity in What Is It. Try to combine them by writing
a paragraph or paragraphs of the details. Write them in your activity
notebook.
___________________________________
Title
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________
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What I Have Learned
1. I have learned that ________________________________________.
2. I have realized that ________________________________________.
3. I will apply _______________________________________________.
What I Can Do
Create a slogan promoting the tourist spot in your place. Write the
slogan in your notebook.
Criteria:
Creativity - 5
Soundness of thought - 5
Appeal - 5
Mechanics (spelling and others) - 5
Neatness - 5
Total 25 points
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Assessment
Write your own travelogue. Recall the place where you have travelled and
which you consider as the best place you have been to. Be able to apply things and
the techniques that you have learned in the discussion. Refer to the rubrics below
on how your work shall be assessed. Write your travelogue in your notebook.
Title
________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
May Still Be
Criteria Improve Good Excellent
3 6 10
Main Idea The article lacks a The main idea is The main idea is
central idea. It clear with relevant exceptionally clear
does not develop details, but it only with relevant
about the details of talks little details supporting details
the place. about the place. and it talks
sufficiently about
the place.
Organization Paragraph There is a good There is an
structure is not beginning, middle excellent
clear. There are and end. It is well beginning, middle
lacking parts of the organized, and the and end. The ideas
paragraph like in ideas connect each connect each
the beginning, other. other, and the
middle and end. thought of each
part is well
organized.
Grammar and There are a lot of There are some There are only
Usage errors and the errors in grammar minor errors in
ideas are not and usage and the grammar and
organized. idea is clear. usage and do not
hamper to the idea
of the article.
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Additional Activities
Take or cut out a picture about the place in your TRAVELOGUE write-up in
Assessment. Paste it in your notebook and write a short caption about it. Refer to
the rubric below on how your work will be assessed.
May Still Be
Criteria Improved Good Excellent
3 6 10
Photo The photos do not The photo shows The photo shows
show the details of little details of the sufficient details of
the place. place. the place.
Caption The caption does The caption says The caption says
not say about the little about the sufficient details
photo photo about the photo
Clarity The photo is The photo is The photo is
printed in black printed in colored printed in colored
and white and can mode and is a little mode and is clear
hardly be figured bit clear and big to and big enough to
out. be figured out. be figured out.
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Answer Key
What I Know
Activity I
1. India
2. Japan
3. USA
4. France
5. Australia
Activity II
Answers may vary. Students shall list down 5 memorable places they've gone to here in Negros
Oriental or in the Philippines.
What’s In
Activity
1.D
2.A
3.A
4.B
5.A
What’s New
Comprehension Check
1. Everything in Japan amazed the author. But what struck him most is the mere orderliness and
with no excuses for tardiness and mediocrity. Japanese people are very conscientious and resilient.
They take their universities as the sacred halls for leaning where modern technologies meet old age of
knowledge and the bustling city of Tokyo where people visit local malls and temples at the same time.
2. Ancient culture of Japan does not give way to the modern progress of the place. To mention,
modern technology meets old-age of Japan, busy people performing their business with diligence and
the bustling city still embraces the mystical temples-it is indeed an immersion of modernity and culture.
What Is It
Activity (Answers may vary) Students answer the following:
1. Pick one of the places listed in Activity II in What I Know.
2. Describe the place.
3. Impression about the people and place
What's More
(Answers may vary)
Students combine the information they wrote in the Activity in What Is It and form a paragraph.
What I Can Do
Students create a slogan promoting the tourist spot in their place. Criteria is given.
Assessment
(Answers may vary)
Students write their own travelogue applying what they've learned in What Is It. Rubric is given.
Additional Activities
Students cut out a picture about the place described in their Assessment and write a short caption about
it. Rubric is given.
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References:
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