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LEARNING MODULE
NOTRE DAME OF PIGCAWAYAN, INC.
SY 2021-2022

CREATIVE NONFICTION
GRADE 12 - HUMSS
Second Semester
Quarter 1 – Module 1
Name

Section

Subject Teacher Reychel D. Necor _____

Class Adviser __________

FOR PRIVATE USE

in the Archdiocesan Notre Dame Schools of Cotabato
Strictly not for Public Circulation
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LESSON CALENDAR
Lesson Topic Time Week Activities to be Done Module
No. Allotment Coverage Page
Week 1 Motivation to 4-5
1 Poetry and Creative 2 weeks Jan. 31-Feb.4 Enrichment
Nonfiction Week 2 Values Integration to 5
Feb. 7-11 Evaluation
Week 3 Motivation to 6-7
2 Fiction and Creative 1 week Feb. 14-18 Enrichment
Nonfiction
Feb. 21-25 Review/Examination

OVERVIEW OF THE MODULE

This module is about the comparison of creative nonfiction to three other major literary genres – fiction,
poetry, and drama. Creative nonfiction or the essay (to which it is closely associated) is sometimes called the
“fourth genre”.
Reading and writing literature, particularly creative nonfiction, will take more than mystery of the
elements of fiction, poetry, drama, and essay. We need to be devoted to language as a whole. We need to
embrace the rhythm of words, sentences, and paragraphs. It has often been said that in order to write well, one
should fall in love with the language, in falling in love with language, one would fall in love with literature. The
task of the writer is to claim a space in the universe of language. This act of claiming is the act of loving. Be
ready to make your imagination fly in writing your own essays!

REFERENCES
Textbook – Claiming Spaces: Understanding, Reading, and Writing Creative Nonfiction
Noel Christian A. Moratilla, Ph. D.
John Iremil E. Teodoro
Phoenix Publishing House

Other Resources:
Poetry and Creative Nonfiction:
https://m.youtube.com/watch?v=hGcZqWnhEDY
Morning in Nagrebcan:
https://m.youtube.com/watch?v=o8BsN7WUvOk&t=56s
Romeo and Juliet:
https://m.youtube.com/watch?v=rNSUZWRreyU

DEFINITION OF TERMS
Creative nonfiction – genre of writing that uses literary styles and techniques.
Fiction – narrative form consisting of people, events or places that are imaginary.
Images – elements of poem that spark off the senses.
Poet – a writer of poetry.

EXPECTED SKILLS
At the end of this module, you will be able to:
 Understand the literary conventions that govern the different genres
 Clearly and coherently use a chosen element conventionally identified with a genre for a
written output
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MODULE MAP

CREATIVE
NONFICTION

POETRY AND FICTION AND

CREATIVE CREATIVE
NONFICTION NONFICTION

RUBRICS FOR CHECKING

 Essay-type Test/Question:
Support and Development of ideas - 5 points
Organization and Structure - 3 points
Mechanics - 2 points
TOTAL = 10 points

Questions on table completion (Lesson 3, Activity 3):

 Details – 10 points
 Organization – 10 points
 Conventions – 10 points
 Word Choice – 10 points
 Task Completion – 20 points
 Total – 60 points
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LESSON 1

CONTENT: Poetry and Creative Nonfiction

CONTENT STANDARD
 The learner understands the literary conventions that govern the different genres.

PERFORMANCE STANDARD
 The learner clearly and coherently uses a chosen element conventionally identified with a genre
for a written output.

LEARNING OBJECTIVES
 Express insights on the different definitions of poetry
 Describe some of the elements of poetry and their importance to creative nonfiction
 Analyze sample texts for sensory images, concrete and evocative details, and significant human
experience

Time Allotment: 2 Weeks

INTRODUCTION
A writer, a poet, in particular, uses words to paint images while a painter uses forms and colors. The
easiest way to paint with words is to use the figures of speech. Poetry may provide some writers with a way to
engage autobiographical subjects without the potentially uncomfortable burden of autobiographical ownership.
Poetry and nonfictional prose each offer unique angles and approaches to addressing a past event or personal
experience. But for many writers, working in one genre is not sufficient, or else a single genre does not exhaust a
writer’s obsession with their subject matter.

MOTIVATION

Activity 1. Vocabulary Building

On page 3 of your textbook, take a good look at the picture. It was taken in a small island near
the island of the province of Guimaras in Western Visayas. What are your thoughts about the picture?
What feelings does it evoke? Write your answer in your activity/assessment sheet.

INSTRUCTION
Scan through page 5-8 of your textbook and be familiar with poetry. Know more about poetry and
creative nonfiction: https://m.youtube.com/watch?v=hGcZqWnhEDY

Activity 2. Vocabulary Building

Complete each word by filling in the blank with the missing letters. The corresponding
definition is given to serve as clue. Write your answer in your activity/assessment notebook.
L_NDS_AP_ - a picture of the land like the rice field or a meadow
MAR _ _ _ - of the sea
ARROT ISH - a kind of fish with the color of a parrot that can usually be found in a
corral garden
R _ _ F FLA _ S - is the corals by the seashore that are exposed during low tides
S _ A_ CA _ E - picture of the sea

PRACTICE

Activity 3. Be creative!
Look for two images or pictures that can be associated with each word above. This can be done
using the internet or old magazines or newspapers. Prepare a powerpoint presentation or paste the
pictures in your activity/assessment sheet with an accompanying sentence using the word.
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ENRICHMENT

Activity 4. Writer’s Bloc

The following are some popular quotations on poetry and the poet. Write down your
interpretation of each quotation. Then answer the question: How do you think can these interpretations
or insights help in writing creative nonfiction? Write your answers in your activity/assessment sheet.
1. “The poet makes himself a seer by a long, prodigious, and rational disordering of all the
senses.”
– Arthur Rimbaud
2. “A poem begins as a lump in the throat, a sense of wrong, a homesickness, a lovesickness.”
– Robert Frost
3. “Immature poets imitate; mature poets steal.” – T.S. Eliot
4. “Poets are shameless with their experiences: they exploit them.” – Friedrich Nietzsche
5. “We were clever enough to turn a laundry list into poetry.” – Umberto Eco

VALUES INTEGRATION

Activity 5. Caring for environment

In the midst of industrialization, it is heartening to note that there is growing concern for natural
wonders such as Palawan’s famed Underground River. What natural tourist spots have you visited? Did
you find the experience memorable? What do we need to do in order to show our care for these natural
wonders as Notre Dameans? Share your answer in your activity/assessment sheet.

EVALUATION

Activity 6. Quiz
Reread the poem on page 5-8 of your textbook and copy the table below. Express your idea in at
least 2 sentences. Write your answer in your activity/assessment sheet.
What were my understanding about poem? After reading the poem and learning about the
creative nonfiction, how could I use them to improve
my writing skills?
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LESSON 2

CONTENT: Fiction and Creative Nonfiction

CONTENT STANDARD
 The learner understands the literary conventions that govern the different genres.

PERFORMANCE STANDARD
 The learner clearly and coherently uses a chosen element conventionally identified with a genre
for a written output.

LEARNING OBJECTIVES
 Describe the elements of fiction
 Analyze the differences and similarities between creative nonfiction and fiction
 Analyze sample texts according to the elements of fiction
 Write preparatory notes for an essay employing the elements of fiction.

Time Allotment: 1 Week

INTRODUCTION
For writers and readers alike, it is sometimes hard to tell the difference between fiction and creative
nonfiction. It is important to note that both fiction and creative nonfiction can be utilized in any medium. Fiction
is fabricated and based on author’s imagination while nonfiction is factual and reports on true events. In some
ways, creative nonfiction is like jazz – it is rich mix of flavors, ideas, and techniques, some of which are newly
invented and others as old as writing itself.

MOTIVATION

Activity 1. Imagine and Share

Think of one of your unforgettable experience from grade school. Write an outline in bullet form
the details of experience. Write this in your activity/assessment sheet.

INSTRUCTION

Activity 2. Morning In Nagrebcan

Using your textbook, read and understand the story on page 13-20. Answer the question below
in your activity/assessment sheet.
For more information about the story, you can watch it using this link:
https://m.youtube.com/watch?v=o8BsN7WUvOk&t=56s

Process Question:
1. The story was written several decades ago. In what ways does it strike a chord with the contemporary
reader? What social issues suggested in the story are “contemporary”?

PRACTICE
Activity 3. Know more!
Read the sample creative nonfiction text on page 21-23 of your textbook. Analyze the story and
complete the table below. Write your answer on the space provided.

Elements Aspects Answers/Explanations

Point of
View
Character Main Characters
Other Characters
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Setting
Tone and
Atmosphere
Symbol/s
Irony
Theme
Meaning

ENRICHMENT

Activity 4. Enhance your Knowledge

Find out what each phrase below means, and how it suggests local color. Write your answer in
your activity/assessment sheet.

1. bamboo footbridge
2. bare feet
3. live coals
4. rice straw
5. husky legs

VALUES INTEGRATION

Activity 5. For Reals!

Choose one symbol from the story My Hometown and explain how the symbol can be
associated with your present situation as a student. Write your answer in your activity/assessment sheet.

EVALUATION

Activity 6. Writer’s Bloc

Using the Elements of Fiction presented in the table on page 20 of your textbook, write the notes
of an essay you want to write. Your topic should be based on your experience and describe your own
hometown. Being faithful to reality will not stop you from inventing details to make your storytelling
more exciting. You may add or subtract details as long as the essence of your story is retained. Write
your answer in your activity/assessment sheet.
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LESSON 3: Creative Nonfiction and Drama

Time Allotment: 1 Week

OBJECTIVES
1. describe the elements of drama
2. analyze the differences and connections between drama and creative nonfiction
3. analyze sample texts according to the elements and aspects of drama
4. narrate and explain “dramatic” personal experiences

INTRODUCTION
More than any other literary form, drama is a visual and collaborative medium, designed to be
performed by actors in front of an audience. Generally speaking, drama is more dominated by dialogue than
fiction and poetry. The key to good creative nonfiction is dramatic writing and the key to dramatic writing is
action. Forget the slow-start, the warm-up, and the build-up. Most modern readers do not have that much time to
spare. Depending on the text, action may already be required even in the beginning paragraph.

MOTIVATION

Activity 1. Let’s Get Started

Look for an old issue of tabloid. Look for stories with so much drama. Analyze the selection and share
your insights about it. Write it in your activity/assessment notebook.

INSTRUCTION

Using your textbook, read the excerpt on page 28-34.

To understand more the excerpt, you can access it using this link:
https://m.youtube.com/watch?v=rNSUZWRreyU

PRACTICE

Activity 2. Vocabulary Building

Many of the words used by Shakespeare in his plays are already considered archaic or obsolete. In this
regard, identify the meaning of each underlined word below, and paraphrase each line or set of lines
from the excerpt.

1. But, soft! What light through yonder window breaks.

Meaning:
Paraphrase:

2. Arise, fair sun, and kill the envious moon,

Who is already sick and pale with grief,
That thou her maid art far more fair than she
Meaning:
Paraphrase:

3. What man art thou that thus bescreen’d in night

So stumblest on my counsel?
Meaning:
Paraphrase:

ENRICHMENT

Activity 3. Writer’s Bloc

Choose one dramatic part from the text Caught In The Forest Fire that you can write about and serve as
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the possible subject of a creative nonfiction text. Complete the table and answer the questions that
follow.

Topic (Most Dramatic Experience):

How do I use my knowledge of the elements of
fiction to write my composition? What details in
my composition would correspond to the
elements of fiction explained earlier (point of
view, character, setting, tone and atmosphere,
symbols, irony, and theme)?
As in poetry, what concrete or evocative details
would I include in the composition?
What details in my composition would
correspond to the elements of drama (situation,
character, dialogue, plot and style) cited earlier?

VALUES INTEGRATION

Activity 4. For Reals!

Recall five “dramatic” events in your life as a student of Notre Dame of Pigcawayan and explain
why you considered them dramatic. Share the lessons that you have gained. Write this in your
activity/assessment notebook.

EVALUATION

Activity 5. Quiz
Explain the questions below:
1. In situation, why do we need to ask these questions:
 Why are we here?
 What is the issue or problem and why is it important?
2. Why is it that the character must be careful with its use of his dialogue?
3. How are the five elements of drama useful in writing an essay?