Learning Activity

Sheets in
Creativ
Nonfiction 1
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QUARTER 3 – WEEK 1
Module 1 & 2

Module 1: Theme & Techniques

Module 2: Literary Elements

Lesson Analyzing Factual/Nonfictional

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 1 Elements in the Texts

Analysis, particularly in literature, sets you to be well-equipped not just with the
subject but even in the application of what they have learned to real-life situations. Literary
analysis encourages you to branch beyond their own experiences and beliefs, and in doing
so it allows you to build empathy. Understanding nonfictional elements helps you to work on
with different tasks dealing with literature.

In this lesson, you are expected to analyze factual/nonfictional elements like plot,
characters, characterization, point of view, angle, setting and atmosphere, symbols and
symbolisms, irony, figures of speech, dialogue, scene and other elements and devices in
texts.

At its foundation, literary analysis encourages critical thinking. While in a writing

class, you might be asked to dissect a particular piece from writing or search for explicit
components/associations inside a bit of writing as doing such builds up a system for basic
considerations outside writing.

Critical thinking is significant that it urges you to interface thoughts, inspect for
irregularities in thinking, take care of issues, and consider your own convictions. Especially
in the present culture, these characteristics are indispensable outside of secondary school
whether an understudy goes to school or not–whether an understudy turns into an English
major or not. Scholarly literary analysis requests that you reinforce your basic reasoning
skills.

The absence of nonfiction writing for young readers may have genuine ramifications
since verifiable education matters. Nonfiction materials set the pot inside which readers can
pick up information and abilities that empower them to arrive at quality choices in all fields of
life; keep away from artlessness conceived of numbness; and take part in an educated and
dynamic populace. Nonfiction is the money with which open arrangements and enactment
are sanctioned; cultural requirements are talked about; social feel are characterized; life
exercises are passed on; logical discoveries and verifiable stories are communicated; and
matters of war and harmony are chosen.

Because you read something does not make it valid on the grounds that something
is verifiable does not mean it is exact. It is imperative to ponder what you read.

Purdue University enumerated a number of writing prompts that can help you
analyze nonfiction texts in remote classrooms. Although these writing prompts were written
with a few common nonfiction genres in mind, they can be easily adapted to work for other
nonfiction genres (or even, with a little more work, fiction genres).

General Analysis Prompts for Nonfiction Writing

Purpose

1. What is the purpose of the text?

2. What kind of text is this? Is this appropriate for the writer’s purpose?

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 Organization

1. What structure does the text broadly follow?

2. How is the text laid out/organized?
3. Is the overall structural organization appropriate to the text type?
4. In your opinion, are there any sections that might improve the missing text?

Connectives/Transitions

1. Does the "flow" or progression of ideas in this text seem smooth and logical?
2. Can you identify any clear instances of transitional or connective elements in the
text?
3. Is there an appropriate variety of these transitional/connective elements?

Language

1. What other interesting or unusual language features do you see in the text?
2. In your opinion, does the text demonstrate a varied vocabulary, or is it too dry and
repetitive?

What is your overall impression of the text? Why?

Narrative Nonfiction Writing

1. What is the story about? What is the main topic of the text?
2. Who is the main character? Who are the other important characters in the story?
3. Where does this story take place? How does the place influence the storyline or
sequence of events?
4. Are there any conflicts/problems in the story?
5. How does the conflict progress? Do things get worse or better?
6. How does the conflict get resolved?
7. What are the most emotionally-charged parts of the story?
8. How would you have reacted differently if you were the main character?
9. Do you remember any similar series of events you experienced?
10. What was the most memorable part of your own experience?

Informational Reports

1. What is the main topic of this report?

2. Is the overall purpose of the report clear? What would the author like us to do with
this information?
3. How does the author start and end this report?
4. How efficiently did this report convey information to the reader?
5. What makes this report interesting/uninteresting?
6. What might the author have done differently to convey information more
clearly/interestingly?
7. What were you surprised to learn about the topic?
8. What other topics would this type of informational report be good for describing?
9. What makes this type of writing different from narrative writing?

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 Argumentative Writing

1. What is the author's main argument?

2. What would the author like us to do, if anything?
3. How effective was the argument, from your point of view?
4. Do you have any prior beliefs or opinions that might affect how persuasive you
perceived the argument to be? What about other readers who are likely to read this
piece?
5. What would be some other good topics for this type of argumentative writing?
6. What were the primary sources to support the author’s argument?
7. What makes this type of writing different from an informational report or a narrative?

By discussing key features of a local text and making simple inferences about
author's intentions and their own perceptions, using this framework, you can arrive at a
deeper understanding of the text.

Nonfiction Narrative Informative Argumentative

Genre

A travelogue of a Description of Should personal travel be

Example
tourist who went to Philippine banned during a
topic
Caramoan Tourism pandemic?

To provide personal
To encourage the
insights and
readers; to present a
emotions To provide information
Purpose position on an significant
while experiencing about the topic
and current topic and
the event or the
support it
topic.

Establishing the core

points like the WH
Introductory statement
elements as
history development or
introduction of the
Thesis statement of background information,
narration.
topic's importance news peg, stand about
the topic, personal
Chronological
Provide background statement of opinion
Arrangement of
information Details or
Organization series of events
supporting details (1 Supporting statements
Introduction of
idea 1 paragraph) about your stand, may
problem/conflict, if
include evidences to
available
Wrapping up on the strengthen the stand
concluding part
Resolution Author’s
Conclusion and
perceptions about
recommendation
the topic
and its significance

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 Introducing each
Procedural
Transitional for argument may use
Examples of transitional like first,
additional and procedural transitional
transitional/ second, next, lastly
objecting the previous Introducing the
connectors and words that
idea conclusion using
indicate time
concluding transitional

Diction shall be
Use Past tense of Ideas shall be
considered especially
Other the verb to discuss presented in present
with the target audience.
language what happened tense. The use of
Present tense shall be
features Dialogues may be formal diction is
used in presenting the
used. appropriate
arguments.

Learning Task 4: Read the narrative text below. Analyze the text by answering the
provided prompt questions about narrative genre. Do this in your notebook.

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.

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 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”. 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.

Questions: Do Not Answer

1. What is the story about? What is the main topic of the text?
2. Who is the main character? Who are the other important characters in the
story?
3. Where does this story take place? How does the place influence the storyline
or sequence of events?
4. Are there any conflicts/problems in the story?
5. How does the conflict progress? Do things get worse or better?
6. How does the conflict get resolved?
7. What are the most emotionally-charged parts of the story?
8. How would you have reacted differently if you were the main character?
9. Do you remember any similar series of events you experienced?
10. What was the most memorable part of your own experience?

Learning Task 5: Read the informative text below. Analyze the text by answering the
provided prompt questions about informative genre. Do this in your notebook.

New coronavirus mutation found in the Philippines

Gaea Katreena Cabico

A mutation of the novel coronavirus believed to be more infectious than the original
variant has been detected in the Philippines, genomic researchers said.

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 The new mutation of SARS-CoV-2, the virus that causes COVID-19, has been
reported to have become the dominant coronavirus strain circulating around the world.
Researchers called the new strain G614.

When the outbreak began in the country last March, the original D614 genotype
showed up in the positive samples collected by the Philippine Genome Center (PGC). But in
a new study, genomic researchers detected both the D614 and the G614.

“We now report the detection of the D614 variant among nine randomly selected
COVID-19 positive samples collected in Quezon City in July. In the month of June, both the
D614 as well as the G614 have been detected in a small sample of positive cases,” PGC
said in an August 13 bulletin.

“Although this information confirms the presence of G614 in the

Philippines, we note that all the samples tested were from Quezon City and may not
represent the mutational landscape for the whole country,” it added.

Last month, researchers from the Los Alamos National Laboratory in New Mexico
and Duke University in North Carolina published a study that a specific change in SARS-
CoV-2 virus genome is more infectious in cell culture. The team analyzed the data of 999
patients hospitalized with COVID-19 in the United Kingdom and observed that those
infected with G614 had more viral particles in them.

They, however, did not find evidence of G614 impact on disease severity. In other
words, it was not significantly associated with hospitalization status.

“There is still no definitive evidence showing that carriers of the G614 variant are
actually more transmissible than those with D614, and the mutation does not appear to
substantially affect clinical outcomes as well,” PGC said.

The genome center stressed the importance of continuously monitoring G614 to

help formulate containment, diagnostic and therapeutic strategies.

“Itong sinasabi nila na D614G mutation may higher possibility na mas transmissible
siya, mas higher ang level niya na makaka-transmit sya sa iba or infectious. Pero wala pa rin
tayong solid evidence to say na ‘yan talaga ay mangyayari,” Health Undersecretary Maria
Rosario Vergeire said in a media forum Monday.

(They say D614G mutation has higher possibility that it is transmissible, it has higher
level that it can transmit to others or infectious. But we still don’t have solid evidence to say
that will happen.)

She also said that the PGC has been authorized by the DOH to continue the study
to gather more information about the virus.

The novel coronavirus has so far infected 161,253 people in the country despite
imposing one of the longest and strictest lockdowns. Of the figure, 112,586 have recovered
and 2,665 have died.

Questions: Do Not Answer

1. What is the main topic of this report?

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 2. Is the overall purpose of the report clear? What would the author like us to do with
this information?
3. How does the author start and end this report?
4. How efficiently did this report convey information to the reader?
5. What makes this report interesting/uninteresting?
6. What might the author have done differently to convey information more
clearly/interestingly?
7. What were you surprised to learn about the topic?
8. What other topics would this type of informational report be good for describing?
9. What makes this type of writing different from narrative writing?

Learning Task 6: Read the argumentative text below. Analyze the text by
answering the provided prompt questions about argumentative genre. Do this in your
notebook.

Can’t schools resume where they’re ready – as usual?

Jarius Bondoc

Can't public schools reopen wherever they're ready? It's usual anyway. Classes
don't all start on the day the Dept. of Education sets. In these 7,641 islands there's always
disruption somewhere. Typhoon, fire, flood, landslide, earthquake, volcano eruption,
tsunami, rebellion retards entire provinces or towns. Schoolhouses are turned into
evacuation centers for days or weeks. Sometimes teachers simply are unavailable. Still
DepEd district supervisors, school principals, and teachers swiftly adopt contingencies. They
stick to sequential syllabuses per subject for the fixed number of schooldays. Through
weekend makeup classes and rush alternative workbooks, affected schoolchildren are able
to catch up.

That old normal is valid more than ever in this pandemic. Ready areas can be made
to proceed with "blended learning". Unready ones can be helped to catch up with them as
before.

COVID-19 has set back schooling nationwide by two months. Last Friday,

President Rody Duterte had to further delay to Oct. 5 the already late Aug. 24 back-
to-school. There was generally a sigh of relief in Metro Manila, Bulacan, Rizal, Cavite, and
Laguna. The capital region, one Central Luzon province, and most of Southern Tagalog
mainland just weren't ready.

With coronavirus infections surging there, preparations couldn't be completed.

Dozens of "modular learning materials" needed to be printed per Grade 1 to 12, for
distribution to millions of students. Yet there weren't enough duplicators for it, plus reams of
copy paper, ink, staplers, folders, and packaging envelopes. DepEd funds were rushed to
the field; still supplies weren't always in stock. Some city halls readily lent photocopiers to
schools; others weren't as quick. Resourceful faculty borrowed materials from neighborhood
businesses; teachers may not solicit from parents or use personal money for official
purposes. To make matters worse, the retightened lockdown in those regions forced
schoolmasters to retain only skeletal workforces. The President had to make a call.

Things aren't as bad in erstwhile hotspots. Contagion has subsided so community

quarantines have been loosened in Batangas; Cebu, Mandaue, and Lapu-Lapu cities;
Minglanilla and Consolacion in Cebu province; and Zamboanga City. The rest of the country
has even less restrictions. Some island provinces like Batanes, Siquijor, and Dinagat have
no infectees at all. Why not let them reopen schools ahead? After all, they're ready. There

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should be no face-to-face classes, of course, and local officials must maintain anti-COVID
precautions.

That too is now Duterte's call, DepEd Sec. Leonor Briones told Sapol radio show
Saturday. Previously the DepEd was legislated to open the new schoolyear no later than
August. A new enactment amid COVID-19 transferred to the President the authority to hold
school or not during emergencies. Perhaps localized assessments can be made for
Duterte's appreciation. Already decided is that ongoing private schools are to stay; the rest
may open as planned on Aug. 24, so long as not face-to-face classes.

Resuming schooling is as existential as reviving the economy. The longer the school
break, the more the loss of skills students learned the previous year. Risk is grave of youths
losing interest in school altogether, leading to aimlessness, juvenile delinquency, and
poverty. In poor locales school is the venue for feeding malnourished tots. School is also an
emotional security blanket; Briones recounted on-air children aged 9 and 10 writing her that
they miss their teachers, classmates, and the joys of learning.

Social equity is also a factor. Some private schools never stopped classes during the
lockdowns, but just shifted to online mentoring. They've had the modules for decades, said
Atty. Joseph Estrada, managing director of the Coordinating Council of Private Educational
Associations. Fortunate are learners whose educated parents kept them enrolled. Due to
prolonged "walang pasok", those in public schools will be left behind. The effects are life-
long, in productivity and incomes. Norway calculated "conservatively" at 1,809 kroner
(P8,823) the cost to a learner per day of nursery to high school shutdown. Half of that is the
lost income of parents who must babysit instead of work. The other half is how much less
today's schooler will earn in the future because of stunted education. Incomes are much
higher in Scandinavia. But Filipino policymakers can derive ideas from that. The longer
schools stay closed, the more the poor lose. (Likely due to lost livelihoods parents
transferred more than 400,000 offspring from private to public schools, Briones cited June
enrollment stats.)

It will be a tough call for Duterte. Of 23.2 million enrollees nationwide, 21.6 million
are in public schools. One in three is in Metro Manila and Southern Tagalog mainland. That
more than seven million children would be affected by school unpreparedness is boggling.
Still he might see results by September, and so advance school opening.

Meantime, the printing of homeschooling lessons must be finished. Requesting

anonymity, one Metro Manila teacher has set up smartphone chat groups of her pupils to
reintroduce them to schooling. She has another chat group of parents. (It works on
Facebook Messenger even if the learner's gadget has no cash load; not bad, for starters.)
Another teacher in Southern Tagalog is training to teach subjects other than her
specialization, since the modular materials so requires. Both suggested improvements in
the television component, since very difficult to access even on government-run stations.

Questions:

1. What is the author's main argument? Answer This

2. What would the author like us to do?

3. How effective was the argument, from your point of view?

4. Do you have any prior beliefs or opinions that might affect how persuasive you perceived
the argument to be? What about other readers who are likely to read this piece?

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5. What would be some other good topics for this type of argumentative writing?

6. What were the primary sources to support the author’s argument?

7. What makes this type of writing different from an informational report or a narrative?

Answer This

Learning Task 7: Look for one nonfictional text from any available sources. Read
the text with understanding. Analyze the nonfictional text considering its genre. Refer to the
prompt questions as your guide in analyzing the text particularly considering the literary
elements available in the genre. Do this in your notebook.

I. Title of the Text

II. Author
III. Genre of the Text
IV. Summary (2-3 sentences)
V. Literary Elements (Theme, Style and Point of View, Details and Descriptions,
Scene and Summary, Techniques of Fiction such as Characters, Plot, Poetic
Devices/Figurative Languages, Personal Reflection, Diction, Sentence Variety
and Lyrical Language)
VI. Draft of a Short Piece Using Literary Conventions

Congratulations!
You have completed your journey in this module. You did a great job! It’s now time
to go on to the 10
next adventure…
For your questions and clarifications, you may reach me through FB with the
username Algelle Abrantes.