Creative Non Fiction Las Quarter

12
Creative Non-Fiction
Third Quarter
LEARNING ACTIVITY SHEETS
PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 1

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
Enclosure No. 2.c to Regional Memorandum No. ___________, s 2020
Policy Guidelines on the Conduct of Online Quality Assurance of Learning Resources
COPYRIGHT PAGE
Learning Activity Sheet in Creative Non-Fiction
(Grade 12)
Copyright © 2021
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an enhancement of
supplementary work are permitted provided all original works are acknowledged and the copyright is
attributed. No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS, PhD, CESO IV
Assistant Regional Director : JESSIE L. AMIN, EdD, CESO V
Schools Division Superintendent : ORLANDO E. MANUEL, EdD, CESO V
Asst. Schools Division Superintendent : WILMA C. BUMAGAT, PhD, CHELO P. TANGAN, PhD
ROMEL L. LIBANG, PhD
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : ROGELIO H. PASINOS, PhD
Development Team
Writers : JOHN PAUL C. TONG, PhD, HAZEL N. FARINAS, JOSELYN VILORIA, ANNA
LIZETTE ABINAN, FLORMIN ANN TAGUIAM, ROSEL L. GANNABAN, MARVELYN
CATUBANG, ALLAN DELELIS, ELVIRA TULIAO, DYNNA MABBAZA, JACKJOCK
RIGONAN, PhD, HAZEL JOY B. GUZMAN
Lead Content/Language Editor : JONALYN D. CALLUENG
Language Editor: JONALYN D. CALLUENG, SARAH MAE A. FERRER, MYNNA S. CATUBAG,
CECILIA B. LAGUNDI
Focal Persons : INOCENCIO B. CARAG
EMELYNNE U. AGCAOILI
RONNIE F. TEJANO
RIZALINO G. CARONAN
Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

Table of Contents
TOPICS
PAGE
Introduction to Literary Genres 1-6
Create Samples of Different Literary Elements 7-22
Analyze Factual/Non-Fictional Texts 23-33
Writing a Draft 34-43
Evaluating One’s Draft 44-58
Revising a Draft 59-66
Presenting a Commentary/Critique 67-78
Writing a Creative Non-Fiction 79-86

CREATIVE NONFICTION
Name of Learner: __________________________________________________________

Grade Level/Section: _______________ Date: ____________________
LEARNING ACTIVITY SHEET

Introduction to Literary Genres
Background Information for the Learners
Writing creative nonfiction is about telling true stories. You can tell a story about
yourself or craft essays about personal experiences. You can also write about other people,
places, and events in the world. Creative nonfiction requires that you write true and factual
narratives, not fiction. You’ll want to present the truth and facts in a compelling, entertaining,
and memorable ways so that others will be inspired to read your story. To write any of these
forms of creative non fiction, you have many techniques to choose from, such as scene,
summary, personal reflection.
The theme of a text is what the author is trying to convey- in other words, the central
idea of the text. The plot is simply what happens in the story and order of the story’s events,
and the moral is the lesson that the writer wants the main character to learn form the story.
Some common themes in texts are love, war, revenge, betrayal, patriotism, grace,
isolation, motherhood, forgiveness, wartime loss, treachery, rich versus poor, appearance
versus reality, and help other worldly powers.
To identify the theme, be sure that you’ve first identified the story’s plot, the way the
story uses characterization, and the primary conflict in the story. In creative nonfiction on the
other hand, theme is the subject or the topic of a given text.
Learning Competency: Analyze and interpret the theme and techniques used in a particular
text (HUMSS_CNF11/12-Ia-3)
Exercise 1: In or Out
Directions: Identify whether the following topics can be developed into a nonfictional text or
not. Write YES on the space provided before each number if the topic can be developed. If
not, write NO.
_____ 1. The Legend of the Blue Sea

_____ 2. Reflective essay on Death Penalty
_____ 3. The creation of the Department of Disaster Resilience in the Philippines
_____ 4. The legalization of Divorce in the Philippines
_____ 5. Sonnet 116
Exercise 2: Identifying the Theme

Directions: Read the debate speech below. Identify at least three (3) topics or lessons you can
learn from the speech. Write your answers on the space provided.
“People of the Philippines, forgive me of the sin which you have accused me. A Filipino,
killed by fellow Filipinos”. These are the last words of Leo Echagaray before his execution
on February 5, 1999. A reminder of a wrong decision we made, a reminder of another wrong
decision the advocates of the death penalty are about to take.
Friends, ladies and gentlemen, good day.
We, in the affirmative side regret the legality of death penalty under the light of House Bill
4727. I will be discussing to you important arguments why it is not necessary to legalize
death penalty.
First, it is not necessary to legalize the death penalty because in the status quo, criminals do
not just go unpunished. RA 9346 also known as An Act Prohibiting the Imposition of Death
Penalty in the Philippines clearly states that in lieu of the death penalty, the following shall be
imposed: the penalty of reclusion perpetua, when the law violated makes use of the
nomenclature of the penalties of the Revised Penal Code, or the penalty of life imprisonment,
otherwise. A clear manifestation that indeed, it is still our contention in the affirmative side
that violators will be punished but never by death penalty.
Secondly, there is no credible evidence or recognized research which demonstrates that the
death penalty deters crime, any more than lengthy imprisonment does. In fact, a study titled
Do Executions lower homicide Rates. The views of leading Criminologists, revealed that
88% of criminal experts interviewed disagreed that death penalty can act as a deterrent or can
lower the murder rate.They maintain that the death penalty has the opposite effect: that is, the
society is brutalized by the use of death penalty, and this increases the likelihood of murder.
Vice President Leni Robredo convincingly said that it is not the severity of punishment that
deters wrongdoers, but its certainty.
As a matter of fact, the crime rate or the number of crime incidents per 100,000 population
decreased from 145.7 in 1993 to 98 in 1998. In 1999, however, when six of the seven
executions under the Estrada administration happened, the crime rate rose to 111. Looking
into these numbers, how can we even say that death penalty can deter crimes? Furthermore,
looking into the experiences of other countries, states in the United States that do not employ
the death penalty generally have lower murder rates than states that do. The U.S., with the
death penalty, has a higher murder rate than the countries of Europe and Canada, which do
not use the death penalty.
We always have to remember, that although our first instinct may be to inflict immediate pain
on someone who wrongs us, the standards of a mature society demand a more measured
response. The emotional impulse of revenge is not a sufficient justification of invoking a
system of capital punishment. Our laws and criminal justice system should lead us to higher
principles that demonstrate a complete respect for life, even the life of a criminal. Legalizing
the death penalty only extends the chain of violence. We have to recall that in a civilized
society, we reject the principle of doing to the criminals what they do to their victims. The
penalty for rape cannot be rape, or for arson, the burning down of the arsonist’s house. We
should not, therefore, punish the murderer with death. The notion of life for a life, eye for an
eye, and tooth for tooth will only make our world blind and toothless. Hence, ladies and

gentlemen, it is our contention in the affirmative side that we regret the legality of death
penalty in the Philippines.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
Exercise 3: Identifying the Ultimate Theme

Directions: Below is another debate speech which talks of a certain topic or theme.
Identify the ultimate theme and write it on the space provided.
Mother Theresa once said, and I quote, “I only feel angry when I see waste,when I see people
throwing away things we could use,” unquote.
Friends, ladies and gentlemen, good day.
Lawmakers are now pushing for the creation of the Department of Disaster Resilience and
we, in the affirmative side firmly regret its creation.
For this constructive speech, I will be discussing two arguments why it is not necessary to
create the Department of Disaster Resilience under the provisions of House Bill No. 5989
which has already passed the third and final reading in the House of Representatives.
For my first argument, the proposed creation of DDR fails to justify how it is different from
existing institutions that already deal and are effective with disaster relief and response. Vice
President Leni Robredo in fact convincingly stated that the government should look into the
gaps in existing agencies instead of creating new ones that will create unnecessary layer in
the bureaucracy when in fact existing state agencies are already performing its mandate.
Furthermore, Albay Rep. Edcel Lagman reiterates that the Office of the Civil Defense, Social
Welfare Development, Department of Interior and Local Government (DILG), and the
Department of Public works and Highways (DPWH) among others are actively performing
on disaster prevention, mitigation, management and rehabilitation.
Meanwhile, RA 10121, also known as the Philippine Disaster Risk Reduction and
Management Act of 2010 provides that the (NDRRMC) is the working group convened
during times of crises to ensure the protection and welfare of all Filipinos during disasters or
emergencies. Included in its functions are securing communication lines during calamities,
issuing warning signals, providing emergency transportation, and facilitating evacuation and
rescue missions. It also leads in the provision of engineering, health and rehabilitation, public
education and auxiliary services such as fire-fighting and post-calamity measures. This is yet
to take into account the contribution of non-government organizations such as the Red Cross
and various charities. And these ladies and gentlemen are mere duplications under the
proposed creation of the Department of Disaster Resilience. We have to remember that to
create a Department of Disaster Resilience, there’s an expectation that it will hold all these
responsibilities and not cause blatant redundancy in the government’s functions.

For my second argument, most countries have separate departments for disaster resilience
and response, yet they are still successful, efficient, and effective. In Japan, Thailand, and
Singapore, an ad hoc committee is created headed by the prime minister, as needed, in
response to particular calamities. In fact, in a study titled, Institutional Issues on Disaster Risk
Reduction and Management conducted by Sonny Domingo, the International Best Practices
and Institutional Platforms was presented and such mentioned that the Southeast Asian
countries present good cases of DRRM institutional setups that address similar regional
disaster hazards. Underscored in this study is that, the Malaysian government’s disaster
response is one of the most functional and effective and such design is modeled from those of
the Philippines and Indonesia. Considering such result, I am wondering why there is such
move to create a Department of Disaster Resilience when in reality, the status quo, the design
we are using in disaster response is laudable and is recognized internationally?
It is our contention therefore in the affirmative side that our resiliency initiatives have been
gaining support in all levels of political subdivisions of the government, including
communities and outside stakeholders. And when such current momentum is sustained, the
coming years would be witness to the monumental transformation of the institutional
landscape for DRRM in the country. Hence, we regret the creation of the Department of
Disaster Resilience in the Philippines.
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Exercise 4: Developing Mine

Directions: Write an essay by developing one of the topics below.
1. My ideal marriage
2. Legalization of Divorce in the Philippines
3. Effects of Broken Families
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________

References:
Theme_creative_nonfiction retrieved from www.creative_nonfiction.com, on February 12,
2021
Death_penalty retrieved from www.death_penalty.com, on February 13, 2021
Effects of Divorce in the Philippines retrieved from www.divorce_philippines.com, on
February 13, 2021
Department of Disaster Resilience retrieved from www.DDR.com., on February 14, 2021
Answer Key:
Exercise 1:
1. No
2. Yes
3. Yes
4. Yes
5. No
Exercise 2: Sample Answer

1. Death Penalty
2. Beneficiality of Death Penalty
3. Practicability of Death Penalty
Exercise 3:
The creation of Department of Disaster Resilience is not necessary
Exercise 4: Sample Answer

Lawmakers are now pushing for bills that support and advocate for divorce in the
Philippines. For the purpose of this debate, we shall focus on the provisions of House Bill
0100, otherwise known as the Absolute Divorce Bill of 2019, which has already passed the
third and final reading in the House of Representatives. And looking into the provisions of the
said bill, I agree that divorce should not be allowed in the Philippines.
Divorce also known as dissolution of marriage is the termination of a marriage or marital

union, the canceling or reorganizing of the legal duties and responsibilities of marriage, and
thus dissolving the bonds of matrimony between a married couple under the rule of law of a
country or state. Furthermore, absolute divorce as defined in House Bill 0100 refers to the
separation between married couples that is total and final where the husband and wife return
to their status of being single with the right to contract marriage again.
Divorce should not be allowed in the Philippines, because it is UNCONSTITUTIONAL. The 1987
Philippine Constitution provides that “the State recognizes the sanctity of family life and shall
protect and strengthen the family as a basic social institutions (Section 12, Article II). In Manuel
vs. People, General Register No. 16582, the Supreme Court asserts that Marriage is a
relationship of highest importance. As a matter of fact, to highlight the importance of the family

and marriage, the Constitution further provides a separate Article XV exclusively dealing
with the family. Among others, it provides that the State recognizes the Filipino family as the
foundation of the nation. Accordingly, it shall strengthen its solidarity and actively promote
its total development (Section 1, Article XV). Marriage, according to the Constitution, is an
inviolable social institution and the foundation of the family and shall be protected by the
state (Section 2, Article XV). Looking into the meaning of the word inviolable, it means
anything that cannot be assailed, cannot be broken, cannot be interchanged. Anything
inviolable is considered hallowed, holy, sacred, sacrosanct, and untouchable.
So why will a state which is supposed to protect and promote the sanctity of marriage and
family pass to a law a bill that destroys our very core and foundation? We have to remember
that when we allow divorce, the harm is not only done to the families that are broken by it.
Harm is done to the whole country because allowing divorce tells people that the promise of
marriage is to be faithful not until till death do they part, but only until till divorce do they
part. A country that accepts divorce will soon have more broken families, that lead to more
disunity, and to more divisions in other families. Yes, we cannot solve all problems in the
world but let us never bring in the worst problem of all and that is to destroy love. And that is
what we are doing when we tell married people they can divorce each other and easily go
with someone else. This is not only because divorce is a destroyer of love, unity, and peace
but also because the divorced feel lonely and find friends of their own age who are usually
married. This kind of friendship breaks up other marriages and this just goes on and on.
Prepared by:
JOHN PAUL C. TONG, PhD
johnpaul.tong@deped.gov.ph
Gadu National High School

CREATIVE NON-FICTION WRITING
Name of Learner: _________________________________ Date: ________

Grade Level/Section: ______________________________
CREATE SAMPLES OF THE DIFFERENT LITERARY ELEMENTS BASED ON

ONE’S EXPERIENCE
Background Information for Learners

Literary elements are the things that all literature—whether it's a news article, a book,
or a poem—absolutely have to have. They are the fundamental building blocks of writing,
and they play an important role in helping us write, read, and understand literature. Further,
these are the “whats” of a work.
LITERARY ELEMENTS
I. SETTING
Setting is the time and location where the story takes place. It refers to time periods,
geographic locations, cultural contexts, immediate surroundings, weather, times of day, or
times of year employed in the story. A setting can be used to create a mood, as an integral
part of the plot (creating a conflict, etc.) A carefully crafted setting can be used to skillfully
hint at the story’s theme and to reveal some aspects of the various characters.
II. PLOT
The plot of a work is defined as the sequence of events that occurs from the first line to
the last. In other words, the plot is what happens in a story.
All literature has a plot of some kinds. The plot has six elements:
Beginning/Exposition: This is the very beginning of a story. During the exposition, authors
usually introduce the major characters and settings to the reader.
Conflict: The conflict of a story is the problem that the main characters have to tackle. The
major conflict is the overarching problem that characters face. Minor conflicts are the smaller
obstacles the characters have to overcome to resolve the major conflict.
Rising Action: Rising action is literally everything that happens in a story that leads up to the
climax of the plot. The writers use rising action to build tension that comes to a head during
the plot's climax.
Climax: This is the "peak" of the plot where all the tension of the rising action finally comes
to a head, the characters finally have to face and solve the major conflict. You can usually
identify the climax by figuring out which part of the story is the moment where the hero will
either succeed or totally fail.
Falling Action: Falling action is everything that happens after the book's climax but before
the resolution. This is where writers tie up any loose ends and start bringing the book's action
to a close.
Resolution/Denouement: This is the conclusion of a story. But just because it's called a
"resolution" doesn't mean every single issue is resolved happily—or even satisfactorily.

III. POINT OF VIEW
Point of view is the position of the narrator in relationship to the plot of a piece of
literature, it is the perspective from which the story is told.
First person: This is told by one of the characters of the story from his perspective, and uses
first-person pronouns, like "I," "you," and "my."
Second person: Second-person point of view happens when the audience is made a character
in the story. In this instance, the narrator uses second person pronouns, like "you" and "your."
Third person limited: The narrator can only reveal the thoughts, feelings, and understanding
of a single character at any given time — hence, the reader is “limited” to that perspective
character's mind. The narrator is removed from the story and tells it from an outside
perspective. To do this, the narrator uses pronouns like "he," "she," and "they" to refer to the
characters in the story. In a third person limited point of view, this narrator focuses on the
story as it surrounds one character.
Third person omniscient: The narrator still uses third-person pronouns, but instead of being
limited to one character, the narrator can tell readers what's happening with all the characters
at all times. It's almost like the narrator is God: they can see all, hear all, and explain all.
Point of view is an important literary element for two reasons. First, it helps us better
understand the characters in a story, and it lets readers get to know the main character in detail.
Second, point of view establishes a narrator, or a character whose job is to tell the story.
IV. CONFLICT
A conflict is the central struggle that motivates the characters and leads to the climax.
Generally, conflict occurs between the protagonist, or hero, and the antagonist, or villain, but
it can also exist between secondary characters.
More importantly, conflict gives a story purpose and motivates a story's plot. Sometimes
these conflicts are large in scale, like a war, but they can also be small, like conflict in a
relationship between the hero and parents.
All conflict falls into two categories: internal and external.
• Internal conflict is when a character struggles with his own opposing desires or
beliefs. It happens within him, and it drives his development as a character.
• External conflict sets a character against something or someone beyond his
control. External forces stand in the way of a character’s motivations and create
tension as the character tries to reach his goals.
The 6 Types of Literary Conflict
1. Character vs. Self

This is an internal conflict, meaning that the opposition the character faces is coming from
within. This may entail a struggle to discern what the moral or “right” choice is, or it may
also encompass mental health struggles.
2. Character vs. Character
This is a common type of conflict in which one character’s needs or wants are at odds with

another. A character conflict can be depicted as a straightforward fist fight, or as intricate
and nuanced as the ongoing struggle for power.
3. Character vs. Nature
In a nature conflict, a character is set in opposition to nature. This can mean the weather,
the wilderness, or a natural disaster.
4. Character vs. Supernatural
Pitting characters against phenomena like ghosts, gods, or monsters raises the stakes of a
conflict by creating an unequal playing field.
5. Character vs. Technology
In this case, a character is in conflict with some kinds of technology..
6. Character vs. Society
A character vs. society conflict is an external conflict that occurs in literature when the
protagonist is placed in opposition with society, the government, or a cultural tradition or
societal norm of some kind. Characters may be motivated to take action against their
society by a need to survive, a moral sense of right and wrong, or a desire for happiness,
freedom, justice, or love.
V. CHARACTERS
A piece of literature has to have at least one character, which can be a person, an object, or an
animal.
The protagonist of a work is its main character. The plot circles around this person or
object, and it is central to solving the conflict of the story.
Antagonists, on the other hand, are the characters that oppose the protagonist in some way.
VI. THEME
All literary works have themes, or central messages, that authors are trying to
convey. Sometimes, theme is described as the main idea of a work, but more accurately,
themes are any ideas that appear repeatedly throughout a text.
VII. TONE
The author's attitude towards the topic.
VIII. MOOD
The feeling the reader gets from a story. Mood is shown through the setting and the atmosphere.
LITERARY TECHNIQUES/DEVICES
I. FIGURES OF SPEECH
Figures of speech are tools that writers use to create images, or paint pictures in the mind.
1.LITERAL LANGUAGE—The actual, dictionary meaning of a word. Writers use literal
language solely by their defined or primary meanings

2.FIGURATIVE LANGUAGE—Language that goes beyond the normal meaning of the
words used. It strengthens the creative expression and description along with making the
language more graphic, pointed and vivid.
MOST COMMOM FIGURES OF SPEECH
A. Simile— It is a comparison between two distinctly different things and the comparison
is indicated by the word as or like.
B. Metaphor— the use of a word which originally denotes one thing to refer to another
with a similar quality. The comparison is implied, not expressed with the word as or like.
C. Personification—Personification gives human traits and feelings to things that are
not human – like animals or objects.
D. Apostrophe: It is a direct address either to an absent person or to a non-human entity.
E. Hyperbole: Exaggeration is used for emphasis or humorous effect.
F. Onomatopoeia: It is the use of words that imitate the sounds associated with the objects or
actions they refer to.
G. Oxymoron: Oxymoron is the combination of two contradictory terms to produce a
special effect.
H. Alliteration: refers to the appearance of the same initial consonant sound in two or more
words.
I. Assonance: It is the repetition of identical/ similar vowel sounds.
J. Consonance: It is the repetition of consonant sounds in the middle or at the end of
words.
K. Allusion: A figure of speech that makes a reference to a place, person, or something that
happened. This can be real or imaginary and may refer to anything, including paintings,
opera, folklore, mythical figures, or religious manuscripts. The reference can be direct or may
be inferred, and can broaden the reader’s understanding.
L. Irony—Words are used to convey a meaning contrary to their literal meaning.
M. Anaphora-- The deliberate repetition of the first part of the sentence in order to achieve
an artistic effect.
N. Metonymy- Metonymy is a figure of speech that replaces the name of a thing with
the name of something else with which it is closely associated.
Learning Competency:
MELC: Identify the various elements, techniques, and literary devices in specific forms of
poetry (S1/2, Q1/3)
CG: HUMSS_CNF11/12-Ib-d-4
Directions and Instructions
Hello, learner! You are about to check your learning/s on the different topics under the
Fundamentals of Communication in a five-stage exploration (1-Load, 2-Engage, 3-Advance,
4-Refine, 5-Nurture). Just follow the instructions given for every task.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).

LOAD
FOCUS- LITERARY ELEMENTS
Activity 1. Directions: The following statements are descriptions of the different

literary elements. Identify whether these statements are true or false. For statements that
are true write T and F for false statements.
_____________1. Mood is the author’s attitude towards the audience, the subject, or the character.
_____________2. Tone is the feeling the reader gets from a story.
_____________3. The denouement is the turning point, the most intense moment in the plot.
_____________4. Conflict is the dramatic struggle between two forces in a story. Without conflict,
there is no plot.
_____________5. A story is told through the eyes of a character or narrator—this is the setting.
_____________6. The narrator tells the story from one character’s point—we find out what this one
character thinks, feels—this is omniscient point of view.
_____________7. Another characteristics of omniscient POV is that the author can enter the minds of
the characters and can describe what all characters are thinking and feeling.
_____________8. The place, weather, time of day and season are all included in creating the setting.
_____________9. At the heart of every great story is a conflict (or problem).
_____________10. Mood is shown through the setting and the atmosphere.
ENGAGE
Activity 2. Read the short story “How My Brother Leon Brought Home a Wife,” by Manuel
Arguilla. After reading, identify the literary elements of the story by filling in the table below.

Setting
Characters:
Plot Exposition
Rising Action
Climax
Falling Action
Resolution
Conflict
Point-of-view
Tone
Theme
ADVANCE
Activity 3. Directions: The following statements are lines from “How my Brother Leon
Brought Home a Wife.” Identify if the following statements employ figures of speech. With
items containing figures of speech, write FG; for items without figures of speech, write NFG
on the space provided before each number.
_____1. She was fragrant like a morning when papayas are in bloom.
_____2. He swallowed and brought up to his mouth more cud and the sound of his insides
was like a drum.
_____3. The sun was in our eyes for it was dripping into the bright sea. The sky was wide
and deep and very blue above us but along the saw-tooth rim of the Katagyahan hills to
the southwest flamed huge masses of clouds.
_____4. She was smiling at him and I stopped tying the sinta across Labang’s neck to the
opposite end of the yoke, because her teeth was very white, her eyes were so full of laughter
and there was a small dimple high up on her right cheek.
_____5”. He must have taught her the song because she joined him, and her voice flowed into
his like a gentle stream meeting a stronger one.
REFINE
Activity 4. Create a short story using the following information.
SETTING Rainy afternoon, haunted house, in a dark forest

CHARACTERS Allan, Meriam, Cindy, Jason, Alaina
(describe each of the Unknown
characters)
PLOT
CONFLICT Man vs. supernatural
Point-of-view First Person
Theme
Mood Fear
NURTURE
Activity 5. Write a short story integrating all the literary elements. The teacher will
provide topics to choose from. You will be graded using the rubrics below.
Short Story Assessment Rubric
Needs Very
Fair Good Score
work good
1. Content:
• Originality of ideas
• Appropriateness of setting 1-5 6-10 11-15 16-20
• Development of characters and plot
• Other points of interest, e.g. use of dialogue, point of view,
irony, symbolism, theme
2. Organisation:
• Plot structure, e.g. orientation, complication, climax, resolution

1-5 6-10 11-15 16-20
• Coherence and cohesion of ideas
• Paragraphing
• Other points of interest, e.g. flashback, story within a story,
transitions, twist
3. Language and style:
• • Range and appropriateness of vocabulary

• • Range and accuracy of grammar structures
• • Accuracy of spelling, capitalisation, punctuation 1-5 6-10 11-15 16-20
• • Appropriateness of tone and register
• • Use of narrative writing techniques, e.g. varying
short and long sentences, appealing to the five senses,
withholding details to create suspense

• • Use of literary devices, e.g. alliteration,
onomatopoeia, simile, metaphor, personification
Total:
/60
Comments: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Reflection
Reflect on what you have learned after taking up this lesson by completing the K-W-
L chart below.
What I KNOW What I WANT to know What I have LEARNED

I thought that … I want to … I learned that …
References
https://literaryanalysisphillit.weebly.com/how-my-brother-leon-brought-home-a-wife.html
https://englishsummary.com/how-my-brother-leon-brought-home-a-wife-analysis/
https://ocw.metu.edu.tr/pluginfile.php/32353/mod_resource/content/0/FIGURATIVE%
20LANGUAGE.pdf
https://lessonworksheets.com/concept/literary-devices
https://answers.yahoo.com/question/index?qid=20080301113030AAjkU2Chttps://lesson
worksheets.com/concept/literary-devices
https://bryanluisballesteros21stcenturyliterature.wordpress.com/2017/12/27/how-my-brother-
leon-brought-home-a-wife/https://www.literacyideas.com/elements-of-poetry
https://blog.prepscholar.com/literary-elements-list-examples
HAZEL NEBAB-FARIÑAS
Writer
ANSWER KEY
Exercise 1.
FOCUS- Literary Elements
1. False 2. False
1. False 4. True
5. False 6. False
7. True 8. True
9. True 10. True
Exercise 2. Identifying Literary Elements

Activity 3.
1. FG
2. FG
3. NFG
4. NFG
5. FG
Activity 4.
Answers may vary
Setting Waig, Nagrebcan, La Union

Characters: Baldo - Narrator, brother of Leon.
Leon - The husband of Maria.
Maria - The wife of Leon.
Labang - the family cow.
Father - the one who instructed Baldo on what he will do while he is
on the road with Leon and Maria.
Plot Exposition-The story begun when the wife stepped down to the Carratela
of Ca Celin with a quick, delicate grace. She looked lovely, she was tall,
she looked up to Leon with a smile, and her forehead was level with his
mouth.” It goes when Leon introduced Maria as his wife to his younger
brother, Baldo who is thinking deeply if father will like Maria. He’s
thinking if Maria can survive or will fit in the life in the barrio.
Rising Action-They took the dry bed of the Waig as substitute for Camino
Real and it was the wish of the father to go by the Waig. They were trying
to test Maria’s characteristics, her attitude, her looks, how she talks, and
how she handle the situation.
Climax: When they have arrived home and Baldo was called by his father, they
had a conversation about their trip and about Labang. He did ask a little about
Maria at first it seemed
Falling Action: Maria Passed all the tests or the challenges despite of her
personality being a city girl. She surpassed the trial given to her proving
that she is worth of Leon as his wife.
Resolution: When Baldo crossed the threshold of his father and asked
him about Maria. Afterwards the door opened and Leon and Maria came
in. Baldo leaves and it seems that the three are left and gonna talk to each other
about Leon having a wife
Conflict Man Vs. Society

Point-of-view First Person
Tone Answers may vary
Theme Answers may vary

Activity 5
Answers may vary
How My Brother Leon Brought Home A Wife

Manuel E. Arguilla
She stepped down from the carretela of Ca Celin with a quick, delicate grace. She was lovely. She
was tall. She looked up to my brother with a smile, and her brother with a smile, and her forehead was
on a level with his mouth.
“You are Baldo,” she said and placed her hand lightly on my shoulder. Her nails were long, but they
were not painted. She was fragrant like a morning when papayas are in bloom. And a small dimple
appeared high up on her cheek.
“And this is Labang of whom I have heard so much.” She held the wrist of one hand with the other
and looked at Labang, and Labang never stopped chewing his cud. He swallowed and brought up to
his mouth more cud and the sound of his insides was like a drum.
I laid a hand on Labang’s massive neck and said to her. “You may scratch his forehead now.”
She hesitated and I saw that her eyes were on the long curving horns. But she came and touched
Labang’s forehead with her long fingers, and Labang never even stopped chewing his cud, except that
his big eyes half closed. And by and by, she was scratching his forehead very daintily.
My brother Leon put down the trunks on the grassy side of the road. He paid Ca Celin twice the usual
fare from the station to the edge of Nagrebcan. Then he was standing beside us, and she turned to him
eagerly. I watched Ca Celin, where he stood in front of the horse, and he ran his fingers through its
forelock, and could not keep his eyes away from her.
“Maria –,” my brother Leon said.
He did not say Maring. He did not say Mayang. I knew then that he had always called her Maria, and
that to us all, she would be Maria, and that to us all, she
would be Maria; and in my mind I said – “Maria” – and it was a beautiful name.
“Yes, Noel.”
Now, where did she get that name? I pondered the matter quietly to myself, thinking father might not
like it. But it was only the name of my brother Leon said backwards and it sounded much better that
way.
“There is Nabrebcan, Maria,” my brother Leon said, gesturing widely toward the west.
She moved close to him and slipped her arm through his. And after a while, she said quietly, “You
love Nagrebcan, don’t you Noel?”
Ca Celin drove away, hi-yi-ing to his horse loudly. At the bend of the Camino Real where the big
duhat tree grew, he rattled the handle of his rattan whip against the spokes of the wheel.
We stood alone on the roadside.

The sun was in our eyes, for it was dipping into the bright sea. The sky was wide and deep and very
blue above us; but at the saw-tooth rim of the Katayaghan Hills to the southwest flamed huge masses
of clouds. Before us, the fields swam in a golden haze through which floated bug purple and red and
yellow bubbles when I looked at the sinking sun. Labang’s white coat which I washed and brushed
under the lamplight and his horns appeared tipped with fire. He faced the sun and from his mouth
issued a call so loud and vibrant that the Earth seemed to tremble underfoot. And far away in the
middle of the fields, a cow lowed softly in answer.
“Hitch him to the cart, Baldo,” my brother Leon said, laughing , and she laughed with him a bit
uncertainly, and I saw that he had put his arm around her shoulders.
“Why does he make that sound?” she asked. “I have never heard the like of it.”
“There is not another like it,” my brother Leon said. “I have yet to hear another bull call like Labang.
In all the world there is no other bull like him.”
She was smiling at him, and I stopped in the act of tying the sinta across Labang’s neck to the
opposite end of the yoke, because her teeth were very white, her eyes were so full of laughter, and
there was a small dimple high up on her right cheek.
“If you continue to talk about him like that, either ii shall fall in love with him or become greatly
jealous.”
My brother Leon laughed and she laughed and they looked at each other and it seemed to me there
was a world of laughter between them and in them.
I climbed into the cart over the wheel and Labang would have bolted for he was always like that, but I
kept a firm hold on his rope. He was restless and would not stand still, so that my brother Leon had to
say “Labang” several times. When he was quiet again, my brother Leon lifted the trunks into the cart,
placing the smaller on top.
She looked down once at her high-heeled shoes, the she gave her left hand to my brother Leon, placed
a foot on the hub of the wheel, and in one breath, she had swung up into the cart. Oh, the fragrance of
her! But Labang was fairly dancing with impatience and it was all I could do to keep him from
running away.
“Give me the rope, Baldo,” my brother said. “Maria, sit down on the hay and hold on to anything.”
Then he put a foot on the left shaft and that instant, Labang leaped forward. My brother Leon laughed
as he drew himself up to the top of the side of the cart and made the slack of the rope hiss about the
back of Labang. The wind whistled against my cheeks and the rattling of the wheels on the pebbles of
the road echoed in my ears.
She sat up straight on the bottom of the cart, legs bent together to one side, her skirts spread over them
so that only the toes and heels of her shoes were visible. Her eyes were on my brother Leon’s back; I
saw the wind on her hair.
When Labang slowed down, my brother Leon handed me the rope. I knelt on the straw inside the cart
and pulled on the rope until Labang was merely shuffling along, then I made him turn around.
“What is it to you have forgotten now, Baldo?” my brother Leon said.

I did not say anything but stickled with my finger the rump of Labang; and away we went – back to
where I had unhitched and waited for them. The sun had sunk and down from the wooden sides of the
Katayaghan Hills, shadows stealing into the fields. High up overhead the sky burned with many slow
tires.
When I sat Labang down the deep cut that would bring us down to the dry bed of the Waig which
could be used as a path to our place during the dry season, my brother Leon laid a hand on my
shoulder and said sternly: “Who told you to drive through the fields tonight?”
His hand was heavy on my shoulder, but I did not look back at him or utter a word until we were on
the rocky bottom of the Waig.
“Baldo, you fool, answer me before I lay the rope of Labang on you. Why did you follow the Waig
instead of Carmino Real?” His fingers bit into my shoulders.
“Father, he told me to follow the Waig tonight, Manong.”
Swiftly, his hand fell away from my shoulder, and without a word, he reached out for the rope of
Labang. Then my brother Leon laughed, and he sat back, and laughing still, he said:
“And I supposed Father also told you to hitch Labang to the cart and meet us with him instead of with
Castano and the calesa?”
Without waiting for me to answer, he turned to her and said, “Maria, why do you think Father would
do that now?” He laughed and added. “Have you ever seen so many stars before?”
I looked back and they were sitting side by side, leaning against the trunks, hands clasped across
knees. Seemingly but a man’s height above the tops of the steep banks of the Waig, hung the stars.
But in the deep gorge, the shadows had fallen heavily and even Labang’s white coat was merely a dim
grayish blur. Crickets chirped from their homes in the cracks in the banks. The thick unpleasant smell
of dangla bushes and cooling sun- heted Earth mingled with the clean, sharp scent of arrais
roots exposed to the night air and of the hay inside the cart.
“Look, Noel, yonder is our star!” Deep surprise and gladness were in her voice. Very low in the west,
almost touching the ragged edge of the bank, was the star, the biggest and brightest in the sky.
“I have been looking at,” my brother Leon said. “Do you remember how I would tell you that when
you want to see stars you must come to Nagrebcan?”
“Yes, Noel,” she said. “Look at it,” she murmured, half to herself. “It is so many times bigger and
brighter than it was at Ermita beach.”
“The air here is clean, free of dust and smoke.” “So it is, Noel,” she said, drawing a long breath.
“Making fun of me, Maria?”
She laughed then and they laughed together and she took my brother Leon’s hand and put it against
her face.
I stopped Labang, climbed down and lighted the lantern that hung from the cart between the wheels.
“Good boy, Baldo,” my brother Leon said as I climbed back into the cart, and my heart sang.

Now, the shadows took fright and did not crowd so near. Clumps of andadasi and arrais flashed into
view and quickly disappeared as we passed by. Ahead the elongated shadow of Labang bobbed up
and down and swayed drunkenly from side to side, for the lantern rocked jerkily with the cart.
“Have we far to go yet, Noel?” she asked.
“Ask Baldo,” my brother Leon said, “we have been neglecting him.”
“I am asking you, Baldo,” she said.
Without looking back, I answered, picking my words slowly:
“Soon, we will get out of the Waig and pass into the fields. After the fields is home – Manang.”
“So near already.”
I did not say anything more, because I did not know what to make of the tone of her voice as she said
her last words. All the laughter has seemed to have gone out of her. I waited for my brother Leon to
say something, but he was not saying anything. Suddenly, he broke out into song and the song was
“Sky Sown with Stars” – the same that he and Father sang when we cut hay in the fields of nights,
before he went away to study. He must have taught her the song because she joined him, and her
voice flowed into his like a gentle stream, meeting a stronger one. And each time the wheels
encountered a big rock, her voice would catch in her throat, but my brother Leon would sing on, until
laughing softly, she would join him again.
Then we were climbing out into the fields and through the spokes of the wheels, the light of the
lantern mocked the shadows. Labang quickened his steps. The jolting became more frequent and
painful as we crossed the low dikes.
“But it was so very wide here,” she said. The light of the stars broke and scattered the darkness so that
one could see far on every side, though indistinctly.
“You miss the houses, and the cars, and the people, and the noise, don’t you?” my brother Leon
stopped singing.
“Yes, but in a different way. I am glad they are not here.”
With difficulty, I turned Labang to the left, for he wanted to go straight on. He was breathing hard,
but I knew he was more thirsty than tired. In a little while, we drove up the grassy side onto the
Camino Real.
“You see,” my brother Leon was explaining, “the Camino Real curves around the foot of the
Katayaghan Hills passes by our house. We drove through the fields, because – but I’ll be asking
Father as soon as we get home.”
“Noel –” she said.

“Yes, Maria.”
“I am afraid. He may not like me.”
“Does that worry you still, Maria?” my brother Leon said, “From the way you talk, he might be an
ogre for all the world. Except when his leg that was wounded in the Revolution is troubling him,
Father is the mildest tempered, gentlest man I know.”

We came to the house of Lacay Julian and I spoke to Labang loudly, but Moning did not come to the
window, so I surmised she must be eating with the rest of her family. And I thought of the food being
made ready at home and my mouth watered. We met the twins, Orong and Polo, and I said “Hoy!”
calling them by name and they shouted back and asked if my brother Leon and his wife were with me.
And my brother Leon shouted to them and told me to make Labang so that their answers were lost in
the noise of the wheels.
I stopped Labang on the road before our house and would have gotten down, but my brother Leon
took the rope and told me to stay in the cart. He turned Labang into the gate and we dashed into our
yard. I thought we would crash into the bole of the camachile tree, but my brother Leon reined in
Labang in time. There was light downstairs in the kitchen, and Mother stood in the doorway, and I
could see her smiling shyly. My brother Leon was helping Maria over the wheel.
The first words that fell from his lipsafter he had kissed her Mother’s arms were:
“Father, where is he?”
“He is in his room upstairs,” Mother said, her face becoming serious. “His leg is bothering him again.”
I did not hear anything more because I had to go back into the cart to unhitch Labang. But I had
hardly tied him under the barn when I heard Father calling me. I met my brother Leon going to bring
up the trunks. As I passed through the kitchen, there were Mother and my sister Aurelia and Maria
and it seemed to me they were crying, all of them.
He reached for his roll of tobacco and hitched himself up the chair.
“She is very beautiful, Father.”
“Was she afraid of Labang?” My Father had not raised his voice, but the room seemed to resound it.
And again, I saw her eyes in the long curving horns and the arm of my brother Leon around her
shoulders.
“No, Father, she was not afraid.”
“On the way –”
“She looked at the stars, Father. And Manong Leon sang.”
“What did he sing?”
“Sky Sown with Stars. She sang with him.” He was silent again. I heard the voices of my Mother and
my sister Aurelia downstairs. There was also the voice of my brother Leon, and I thought that Father’s
voice must have been like it when Father was young. He had laid the roll of tobacco on the window –
sill once more. I watched the smoke waver faintly upward from the lighted end and vanish slowly into
the night outside.
The door opened and my brother Leon and Maria came in.
“Have you watered Labang?” Father spoke to me.
“I told him that Labang was resting yet under the
barn. There was no light in Father’s room. There was

no movement. He sat in the big armchair in the western window, and a star shone directly through it.
He was smoking, but he removed the roll of tobacco from his mouth when he saw me. He laid it
carefully in the window – sill before speaking. “Did you meet anybody on the way?” he asked.
“No, Father,” I said. “Nobody passes through the Waig at night.”
“It is time for you watered him, my son,” my Father said.
“I looked at Maria and she was lovely. She was tall. Beside my brother Leon, she was tall and very
still. Then I went out, and in the darkened hall the fragrance of her was like a morning when papayas
are in bloom.
REFERENCES:
Brief History and Profile of Bauang". http://www.bauang.gov.ph/index.php?id1=9&id2=1&id3=0.

2006. Dictionary of Philippine Biography, Volume 3, Filipiniana Publications, Quezon City, 1986.
Filipino Writers in English by Florentino B. Valeros and Estrellita V. Gruenberg, New Day
Publishers, Quezon City, 1987.
Francisca B. De La Cruz, et al. Exploring Life Through Filipino Literature. Quezon City, 2004.
José, Francisco Sionil (2005), Alejandro Padilla, ed., Termites in the Sala, Heroes in the Attic: Why
We Are Poor, Ermita, Manila: Solidaridad Publishing House, ISBN 971-8845-41-0.
José, Francisco Sionil (December 8, 2003), "A Sense of Time and Place", Philippine Graphic. Jun Elias.
"Iloko La Union's official language". The Philippine Star.
Maysa a Ruknoy ken ni Manuel E. Arguilla, RIMAT Magazine, Quezon City, October 2004.
Torrevillas, Domini M. (July 5, 2012). “Banana magnate passes away”. From the Stands.

CREATIVE NON-FICTION
Name of Learner:_________________________ Grade

Level:__________________
Section:_________________________________
Score:_______________________

ANALYZE FACTUAL/NON-FICTIONAL TEXTS
Many writers and readers tend to be puzzled on the term “creative

nonfiction”. How can it become creative in nature if everything in it is factual?
It is worthy to note that in this case, readers may find difficulty

identifying precise difference between fiction and nonfiction considering that
some authors tend to resonate real stories blend with literary elements.
However, knowing the technique in analyzing several factual and
nonfictional texts can resolve this problem. As such, the technique gets
easier once you know how to do it.
What is textual analysis?
Analysis of a text means decoding or interpreting information that is
written in a text. It is examining how the author presents his or her
arguments within the text and a test if these arguments work or not. For
clarification, this process is not just summarizing a text or restating an
opinion but it is more than eliciting ideas behind what is written in the text. It
is leading the readers to understand better what they are reading, hence
improving their comprehension skills.
Some forms of prose like autobiographies, biographies, memoirs, letters,
essays speeches and news articles concern real rather than imaginary subjects
and nonfiction writers present information they consider true. With this, they can
be taken into as subjects of analysis whereby providing opportunity to engage
students in activities that shape themselves in the world of exploration at the
same time form pieces of craft done creatively.

Ways to Analyze a Text:
1. Determine the author’s purpose. Knowing the purpose of the author
can help you better understand the meaning of a text. To determine
the purpose , ask yourself the following questions:
a. What are the topics and discipline?
b. What does the text accomplish?
c. What does the author make you think, believe or feel?
d. Are the ideas in the text new or borrowed from someone else?
2. Examine the writer’s use of language, including jargon. The
writer’s word choice especially when it comes to jargon, can give you
more perspective on the text.
• Using jargon and technical language shows the author is writing
for people in their field. If unsure of a writer’s intended audience,
technical terms and jargon can be a good indicator.
• The tone is the mood of a text. A researcher might use a formal,
professional tone to present a research findings while a writer
might use an informal, casual tone when writing a magazine article.
3. Identify the author’s argument. Consider the author’s thesis as well
as any claims stated within the text. In a shorter piece, the entire
argument maybe presented clearly in the thesis, but a longer text may
include multiple claims.
• When struggling for the author’s argument, review the evidence
and identify the ideas that it supports.
4. Examine the evidence the author uses to support the argument.
Evaluate the type of evidence used such as data, facts, or anecdotes.
Then, determine if the evidences fully and accurately support the
argument, or if the evidence is weak.
• Evidence that includes research and statistical data may
provide a lot of support for an argument.
• Anecdotal evidence might result in a weak argument and you
may want to write out the evidences in your own words,
however may not be necessary.
5. Separate facts from opinion in a nonfiction text. Although the text is
nonfiction, the author will likely include his/her viewpoints. Both the factual
information and the author’s ideas are important to your analysis, but you
need to know the difference between the two. Simply, read with an eye
for the author’s use of rhetorical or persuasive techniques and you can
record the facts and opinions in a chart.

6. Determine if the text accomplishes its purpose. Based on your analysis,
decide if the text is effective, and explain why or why not. For example, the
text might have presented statistical data yet contains anecdotal evidences.
This might lead you to doubt the author’s argument which implies that the
writer did not achieve his/her purpose.
Evaluating a text does not end in merely following the steps and
creating a framework, but it must be presented in a clear and structured
paragraph. Follow the given steps below for you to be guided on how to write
an analysis paragraph.
Steps in Writing an Analysis Paragraph:

1. Create a topic sentence explaining your views on the text.
What have you concluded about the text? What ideas will your
selected text support? Use this information to create a topic sentence.
For example: “In the short story ‘Quicksand’, the author uses
quicksand as a metaphor for living with chronic illness”
2. Introduce your supporting text by explaining its context. You will

need to include a direct quote from the text to back up your views. It’s
best to introduce this quote by explaining how it’s presented in the text,
as well as what it means.
For example: “At the beginning of the story, the main character wakes
up, dreading the coming day. She knows she needs to get out of bed,
but her illness prevents her from rising”.
3. Provide your supporting text using a lead-in. This will be a direct

quote from the text that illustrates your views on the text. It’s a piece of
evidence that shows you are right about what the text means.
For example: “In Frankenstein, Victor escapes from his problems by

frequently going out into nature. After spending two days in nature,
Victor says, “By degrees, the calm and heavenly scene restored me…”
4. Explain how the supporting text backs up your ideas. Describe

what is happening in the text and in the context of the entire text. You
can discuss any literary devices that are used such as symbolism or a
metaphor. Likewise, you can explain how the author’s style, diction,
and syntax affect the meaning of the text.
For example: “ In this passage, the author builds on the metaphor of an

illness acting like quicksand by showing the main character struggling
to get out of bed. Despite fighting to get up, the main character feels as
though he is sinking further into the bed. Furthermore, the author uses
first person point of view to help the reader understand the main
character’s thoughts and feelings on his illness.

MELC 3: Analyze factual/nonfictional elements (Plot, Characters,
Characterization, Point of View, Angle, Setting and Atmosphere, Symbols and
Symbolisms, Irony, Figures of Speech, Dialogue, Scene, Other Elements and
Devices) in the texts
Dear Learner, you are about to check your learnings about analysing
factual/nonfictional elements following the five stages of exploration : (1-Load, 2-
Engage, 3- Advance, 4- Refine, 5- Nurture). Just follow the instructions given for
every task.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to
finish the activity package and submit it to your teacher (____________________) on
(____________________).
LOAD
Activity 1. CAPTURE IT!
Directions: Complete the given clauses as you infer and interpret the given art.
Source: artranked.com

1. Something I like about the work is…
2. I think the artist has made the work by using…
3. I think the artist’s work is relevant to my work because…
4. I think the artist’s ideas are about…
5. I will use the artist’s ideas in my own work by…
6. I think the artist made his work this way because…
7. I think the goal of the artist in doing this work is…
8. I think the artist’s belief is that…
9. I think the feelings of the artist while doing the work is…. because…
10. The work of art is related to…..because…
Completing the statements means you have captured the ideas conveyed by
the artist in his work of art.Congratulations, you are done with the first level!
ENGAGE
Activity 2. PROMPT IT!
Direction: From your answers in activity one, how do you describe the artist?
Use the chart in analyzing his characteristics, qualities and ideologies.
ADVANCE
Activity 3. SIGNAL IT!

Directions: Track the setting, symbols and symbolism projected in the character,
qualities and ideologies of the artist.
Setting Symbols Symbolism
REFINE
Activity 4. EXAMINE IT!

Directions: Examine and analyze the sample autobiography using the graphic
organizer given.
Excerpt Nelson Mandela Autobiography The Long Walk to Freedom Part 11 Freedom
I was not born with a hunger to be free. I was born free — free in every way that I could
know. Free to run in the fields near my mother's hut, free to swim in the clear stream that ran through
my village, free to roast mealie under the stars and ride the broad backs of slow-moving bulls. As long
as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man or
God.
It was only when I began to learn that my boyhood freedom was an illusion, when I
discovered as a young man that my freedom had already been taken from me, that I began to hunger
for it. At first, as a student, I wanted freedom only for myself, the transitory freedoms of being able to
stay out at night, read what I pleased, and go where I chose. Later, as a young man in Johannesburg, I
yearned for the basic and honorable freedoms of achieving my potential, of earning my keep, of
marrying and having a family — the freedom not to be obstructed in a lawful life.
But then I slowly saw that not only was I not free, but my brothers and sisters were not free.
I saw that it was not just my freedom that was curtailed, but the freedom of everyone who looked like
I did. That is when I joined the African National Congress, and that is when the hunger for my own
freedom became the greater hunger for the freedom of my people. It was this desire for the freedom of
my people to live their lives with dignity and self-respect that animated
my life, that transformed a frightened young man into a bold one, that drove a law-abiding attorney to
become a criminal, that turned a family-loving husband into a man without a home, that forced a life-
loving man to live like a monk. I am no more virtuous or self-sacrificing than the next man, but I
found that I could not even enjoy the poor and limited freedoms I was allowed when I knew my
people were not free. Freedom is indivisible; the chains on anyone of my people were the chains on all
of them, the chains on all of my people were the chains on me.
It was during those long and lonely years that my hunger for the freedom of my own people
became a hunger for the freedom of all people, white and black. I knew as well as I

knew anything that the oppressor must be liberated just as surely as the oppressed. A man who takes
away another man's freedom is a prisoner of hatred, he is locked behind the bars of prejudice and
narrow-mindedness. I am not truly free if I am taking away someone else's freedom, just as surely as I
am not free when my freedom is taken from me.
The oppressed and the oppressor alike are robbed of their humanity.
When I walked out of prison, that was my mission, to liberate the oppressed and the
oppressor both. Some say that has now been achieved. But I know that that is not the case. The truth
is that we are not yet free; we have merely achieved the freedom to be free, the right not to be
oppressed. We have not taken the final step of our journey, but the first step on a longer and even
more difficult road. For to be free is not merely to cast off one's chains, but to
live in a way that respects and enhances the freedom of others. The true test of our devotion to
freedom is just beginning.
I have walked that long road to freedom. I have tried not to falter; I have made missteps
along the way. But I have discovered the secret that after climbing a great hill, one only finds that
there are many more hills to climb. I have taken a moment here to rest, to steal a view of the glorious
vista that surrounds me, to look back on the distance I have come. But I can rest only for a moment,
for with freedom come responsibilities, and I dare not linger, for my long walk is not yet ended.
Nonfiction Analysis Framework

Title of the text:
_________________________________________________________________________
___
Author:
_________________________________________________________________________
___
Give a brief summary of the text (2-3 sentences):
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
What are the underlying themes of the text? Does the author seem to be implying anything
without outright saying it?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________
_________________________________________________________________________
___
Select a line that reflects one of the themes you indicated above. Copy the quote here with
quotation marks.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
Do you feel any connection to the main character or narrator’s feelings or situation?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
Does the text engage with any topics or issues that you think are especially important for
people
to know about?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
List some positive points about the text that you believe made it an interesting or engaging
read.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
Describe some aspects of the text that disappointed you or caused you to feel frustrated as
a reader.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
How do the ideas in the text connect with the real world and/or your own life?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___
Describe anything you saw in this text that you'd like to remember to include in your writing.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
_________________________________________________________________________
___

NURTURE
Activity 5: ANALYZE IT!
Directions: Now, you are set to write your analysis paragraph using the information
delineated from the text and from the analysis framework. Organize your paragraph
using the three-part structure( Introduction, Body, and Conclusion). You will be rated
using the rubrics below.
Title
_______________________________________________________
Author
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_.

https://www.academia.edu/3431917/Creative_Nonfiction_Assessment_Rubric
REFLECTION

Reflect on what you have learned after taking up this lesson by completing the
K-W-L chart below.

Sources:
1. DeGeneres, Betty (2000). Love, Ellen: A Mother/Daughter Journey. HarperCollins
Publishers. pp. 22, 27. ISBN 0-688-17688-7
2. 20200420NonfictionAnalysisFramework-1.pdf
CHECK IT OUT!
Answer Key
Activity 1: Answers may vary
JOSELYN L. VILORIA
Baggao National High School

CREATIVE NONFICTION
Name of Learner: _________________________ Grade Level:

_________________
Section: _________________________________ Score:

______________________

Writing a Draft

Writing is a process that involves several distinct steps: prewriting,
drafting, revising, editing, and publishing. It is important for a writer to work
through each of the steps in order to ensure that he has produced a
polished, complete piece. The writing process is not always linear. A writer
may move back and forth between steps as needed. For example, while you
are revising, you might have to return to the prewriting step to develop and
expand your ideas.
Although prewriting is the first activity you engage in, generating
ideas is an activity that occurs throughout the writing process. During
prewriting, the writer will choose a manageable topic, identify the purpose
and audience, draft a sentence that expresses the main idea of the piece,
gather information about the topic, and begin to organize the information.
Examples of prewriting include brainstorming, freewriting, and
questioning. Many people find it helpful to use a shape planner or graphic
organizer to organize their thoughts during the prewriting process.
Drafting
The second step of the writing process involves drafting. During
drafting, the writer puts his/her ideas into complete thoughts, such as
sentences and paragraphs. The writer organizes his/her ideas in a way that
allows the reader to understand his message. He/She does this by focusing
on which ideas or topics to include in the piece of writing. During drafting,
the writer will compose an introduction to the piece and develop a
conclusion for the material. At the end of this step of the writing process, the
author will have completed a “rough draft.”

Drafting—The Process
The process of drafting a piece of writing begins with an analysis of the
prewriting. The author must use his/her prewriting notes to determine the
focus of the piece. This may involve narrowing the focus of the topic and
perhaps identifying a purpose for the piece.
What is a First Draft?
A first draft is a preliminary version of a piece of writing. During the first draft,
the author attempts to develop the main characters and flesh out the plot
ideas of his/her work, uncovering his/her overarching themes in the process.
Tips in Writing a First Draft
Before you start your piece, you should have a plan on how you’re going to
finish your first draft. Once you’ve done the necessary brainstorming,
prewriting, and outlining, here are some tips to follow to ensure the process
of writing your first draft:
1.Set aside daily writing time. Staring at a blank page can be daunting,
that is why it’s essential to stay disciplined during the writing process. It is
important to establish good writing habits as you work on your rough draft. Find a
calm, distraction-free writing space for your writing sessions. If you’re
experiencing writer’s block, keep writing. Use your pre-allotted writing time for
freewriting or writing exercises. The drafting stage takes a lot of time and hard
work, that is why it’s crucial to develop a consistent routine.
2. Make a schedule for yourself. It is helpful to set realistic deadlines

for yourself. What you do with this time likely depends on what kind of writer
you are. Conduct basic research. If you’re writing something that takes place
in a specific location or time period, you’ll likely need to conduct some basic
research so that your work is accurate and credible.
3. Write out of order. If you find yourself getting stuck on a certain
section of your draft, put it aside and jump to a new section. If you’re struggling
with your introductory paragraph or topic sentences, jump to the body of your
essay and chip away at some of your body paragraphs. Oftentimes, this process
can help you refine and clarify your thesis statement, as you discover new
pieces of information and argumentative pathways by working ahead.

4. Allow imperfections. Perfectionism is the enemy of a first draft. If you’re
constantly rewriting the same paragraph over and over again, trying to make it as
perfect as possible, you’ll never finish your draft. As you write, you’ll likely notice
that your draft is full of typos and poor word choice. At this stage, that’s not a bad
thing— you’ll have plenty of time to clean up your work during the editing process.
Focus on the big picture elements of your draft, like a strong point of view and
making sure your character’s motivation makes sense. Make sure you have plenty
of time to refine the small stuff in your second draft and third draft.
MELC 4: Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the
literary conventions of genre following these pointers:
1. Choosing a topic
2. Formulating a thesis statement
3. Organizing and developing ideas
4. Using any literary conventions of a genre
5. Ensuring that theme and technique are effectively developed
Dear Learner, you are about to check your learnings about writing a draft of a short
piece using any of the literary conventions of a genre following the five-stage
exploration: (1-Load, 2- Engage, 3- Advance, 4- Refine, 5- Nurture). Just follow the
instructions given for every task.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to
finish the activity package and submit it to your teacher (____________________) on
(____________________).

LOAD
Activity 1. CONNECT YOUR THOUGHTS AND WRITE

THEM THROUGH
Directions: Select one of the prompts below. Remember, clustering is often referred
to as mind mapping. This process allows you to explore how ideas fit together. Write
the topic in the center circle and finish completing the outer circles with ideas that
relate to the subject.
Prompt 1: What type or types of technology would you like to see in a college
classroom? How would you like to see this technology used?
Prompt 2: If you could create a mobile application for an iPhone or Android,
what would it be?
Prompt 3: What is your favorite technological device? (Example: computer,
phone, iPod etc.)

ENGAGE
Activity 2. WRITING FROM A FREE MIND
Directions: From the ideas generated on the previous activity, write down whatever
comes to your mind. In freewriting you do not need to worry about spelling, grammar,
or punctuation. The purpose is to write out as many ideas as you can about the
topic. Set a time limit, five or ten minutes, and freely write your thoughts and ideas.
Consider to: Describe it, Compare it, Associate it, Analyze it.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________

ADVANCE
Activity 3. WRITING CLINIC

Directions: Since you have already chosen a topic that you are passionate about,
begin to dig deeper on your subject. Organize your thoughts from the freewriting
activity and fill out the diagram below with the ideas that you have generated.

REFINE
Activity 4. WRITING TAKE OFF

Directions: When you start a paper, you should have in mind a general topic that
you wish to write about. A topic is a general area of inquiry or the general subject of
your paper. A thesis statement is an argument that you present based on your
topic. The complexity of your thesis statement will depend on the length and purpose
of your paper. Some people like to try and think of a thesis statement before they
start writing their paper or even at outline. Others start with some version of pre-
writing (freewriting or a loose outline) and then work on creating a solid thesis.
A thesis statement is a single, complete sentence that succinctly expresses
your view concerning a particular topic. It will generally be included in the
introductory paragraph of your essay, and you must be sure that you support the
statement in the body of the essay. Your thesis statement will very often be the
answer to the question: What does this information mean?
Instructions: Work on with your draft by accomplishing the table below.
Areas What to do What to Write
Topic
Target Audience
Theme
Tone and Motif
Genre/Type
Point of View
NURTURE
Activity 5: WRITE ON!

Directions: Using the template below, start conceptualizing your characters
and other essential elements for your draft.
.Scoring Rubrics for Writing a draft
https://caitlinkellegher.weebly.com/uploads/4/6/8/0/46806901/2488882_orig.png
REFLECTION

Reflect on what you have learned after taking up this lesson by completing the
K-W-L chart below.

Sources:
Parts of this mini-lesson were taken from Purdue’s OWL website,
http://owl.english.purdue.edu/owl/, as well as the St. Helen’s School District website. Other parts
were written by Tahneer Oksman (WF, 2009-2011) and Jordan Pascoe (WF, 2010-2011)
Retrieved from: https://www.calverteducation.com/learning-motivation/the-writing-process-

drafting-and-editing Retrieved on: February 15, 2021
Retrieved from: https://www.masterclass.com/articles/how-to-write-a-first-draft#5-tips-for-
writing-a-first-draft Retrieved on: February 15, 2021
Retrieved from: https://www.riosalado.edu/web/oer/wrkdev100-
20012_inter_0000_v1/pdfs/m2_prewriting_worksheet.pdf Retrieved on: February 15, 2021
Retrieved from: http://www.brooklyn.cuny.edu/web/aca_facultywac/MiniLessons-
OrganizingEssays.pdf Retrieved on: February 15, 2021
CHECK IT OUT!
Answer Key
Exercise 1: (Answers may vary)

ANNA LIZETTE ABINAN

Bukig National Agricultural and Technical School

CREATIVE NONFICTION
Name of Learner: ______________________ Grade Level: ___________

Section: ______________________________ Score: ________________

Evaluating One’s Draft
BACKGROUND INFORMATION FOR LEARNERS
A literary analysis is not merely a summary of a literary work. Instead, it

is an argument about the work that expresses a writer’s personal perspective,
interpretation, judgment, or critical evaluation of the work. Evaluating one’s
output increases awareness on the criteria of good writing, promote greater
improvement of writing, and foster more positive attitudes towards writing.
Additionally, it reinforces in-process feedback with end-of-process evaluation to
improve students’ attitudes, motivation and abilities to help each other. The
purpose of evaluating one’s draft is to demonstrate why the author used specific
ideas, word choices, or writing structures to convey his or her message.
In this lesson, you are expected to evaluate one’s draft based on:
1.Clarity of idea
2.Appropriate choice of literary element
3.Appropriate use of the element
4.Effective combination of the idea and the chosen literary element

A. Clarity of Idea
Clarity refers to how easy it is for the reader to understand your writing.
Good writers explain their points clearly. Clear sentences are not vague or
indirect; they get the point across to the reader by using specific, concise
language. Clarity is what makes text readable, even enjoyable and allows a text to
succeed. When you make your content easy to understand, you can produce
sharp, clear, intelligent, and easy-to-understand content, it becomes much easier
for people to see the value in it. Several techniques can help you learn to write
clearly and concisely in order to motivate your audience to read and respond
favorably to your communication.
Several techniques are as follows:

Using clear, descriptive language improves clarity in a paragraph. It helps
the reader see accurately the person or thing the writer is describing. Avoid
vague and unclear words, instead choose clear and precise words.
Adding adjectives or prepositional phrases can make your sentences more
specific and descriptive to improve the clarity of your writing.
Use transitions which connect sentences and you should use them at the
beginning or in the middle of sentences to connect ideas.
B. Appropriate Choice of Literary Elements
Literary Devices refer to the typical structures used by writers in their

works to convey their message(s) in a simple manner to the readers. When
employed properly, the different literary devices help readers to appreciate,
interpret and analyze a literary work.
Two Kinds of Literary Devices
Literary Elements have an inherent existence in literary piece and are extensively
employed by writers to develop a literary piece e.g. plot, setting, narrative structure,
characters, mood, theme, moral etc. Writers simply cannot create his desired work
without including Literary Elements in a thoroughly professional manner.
Literary Techniques, on the contrary, are structures usually, words or phrases in

literary texts that writers employ to achieve not merely artistic ends but also for
readers to have a greater understanding and appreciation of their literary works.
Examples are: metaphor, simile, alliteration, hyperbole, allegory etc.
Learning Competency: Write at least one scene for one-act play applying the
C. Appropriate Use of Elements
Literary elements are the things that all literature—whether it's a news article, a
book, or a poem—absolutely have to have. Literary elements are the fundamental
building blocks of writing, and they play an important role in helping us write, read,
and understand literature.

Understanding how a story is organized is necessary to access the highest
levels of comprehension of that story. It also provides the readers with a frame of
reference that greatly assists with recall. Developing a solid understanding of the
elements of a story is essential to follow and fully comprehend the stories to read.
However, before students can understand how these elements contribute to the
overall meaning and effect of a story, they must first be able to identify the
component parts confidently. Being familiar with the various elements that
combine together in good storytelling also helps students in their own writing. It
helps students to organize their thoughts and to competently weave together the
various threads of their own stories.
D. Effective Combination of Ideas and the Chosen Element
Literary devices are techniques that writers use to create a special and
pointed effect in their writing, to convey information, or to help readers understand
their writing on a deeper level. Often, literary devices are used in writing for
emphasis or clarity. Authors will also use literary devices to get readers to connect
more strongly with either a story as a whole or specific characters or themes.
Being able to identify when different literary techniques are being used helps you
understand the motivation behind the author's choices.
For example, being able to identify symbols in a story can help you figure
out why the author might have chosen to insert these focal points and what these
might suggest in regard to his/her attitude toward certain characters, plot points,
and events. Finally, literary techniques are important to know because they make
texts more interesting and more fun to read. If you were to read a novel without
knowing any literary devices, chances are you wouldn't be able to detect many of
the layers of meaning interwoven into the story via different techniques.
These are some of the things you may look into on the effectiveness of
ideas presented and the appropriate use of literary elements.
Did the readers understand the flow of the literary piece because the author HUMSS_CNF11/12-Ib-d-5
combined the ideas and literary elements appropriately?
Learning Competency: Evaluate other’s draft based on:
Did the readers appreciate the piece because of the literary elements 1. Clarity of idea
embedded in it?
2. Appropriateness of Literary Elements
Did the combination of ideas and literary elements hook the readers from 3. Appropriate Use of the Element
beginning to end?
4. Effective Combination of the Idea and the Chosen Literary
Elements
CG Code: MELC Code: S1/2 Q1/3
Directions and Instructions:

Learning Competency: Evaluate other’s draft based on:
1. Clarity of idea
2. Appropriateness of Literary Elements
3. Appropriate Use of the Elements
4. Effective Combination of the Idea and the Chosen
Literary Elements
CG Code: MELC Code: S1/2 Q1/3
Instructions and Directions

Hello, learner! You are about to check your learning/s on the different topics under
Evaluating One’s Draft in a five-stage exploration (1-Load, 2-Engage, 3-Advance, 4-
Refine, 5-Nurture). Just follow the instructions given for every task.
LEARNING CONTRACT
LOAD
Activity 1. Complete the table below by writing words, concepts or statements

associated with evaluating a piece.
Clarity of idea Appropriate Appropriate Use Effective

Choice of Literary of combination of
Elements Elements ideas and literary
elements

ENGAGE
Activity 2. The following statements enable you to gauge your level of understanding
about clarity of ideas and the literary elements of Creative Nonfiction. The first column
will be labeled “Agree” and the third column is labeled “Disagree.” Place a check mark
(√) if you agree with the statement and a cross (X) if you disagree.
Agree Statements Disagree
1. Accuracy is the same with clarity.

2. Appropriateness is a characteristic of a speech
or a prose composition that communicates
effectively with its intended audience.
3. A literary element refers to a literary
technique employed by the author to produce
an effect (tone, irony, figurative language,
symbolism, foreshadowing.)
4. A literary device refers to a component of a
literary work (character, setting, plot, theme,
frame, exposition, ending/denouement, motif,
titling, narrative point-of-view).
5. Knowing your readers is an important feature
of good writing. The better you know your
audience, the more clearly you can
communicate with them.
6. Diction is a literary device which means
choice of words or style used by the writer in
order to convey his message.
7. Everything in a piece of writing is subject to
scrutiny, including word choice.
8. Different techniques such as flashbacks,
stream of consciousness, or different scenes
help the writers to string together for the main
idea to be revealed.
9. Understanding how a story is organized is
necessary to access the highest levels of critical
thinking related to the story.
10. To successfully interpret and analyze literary
texts, you'll first need to have a solid foundation
in literary terms and their definitions.

ADVANCE
Activity 3. Read the poem below. Identify the images and the figurative language
used in the piece.
I Am Proud To Be A Filipino
Toribia Maño
I am a Filipino. I came from islands rippled with sun

Where days are green fires and nights are warm
With moon and stars. Girdling my loins is blood rich as milk
For I was born of sultans, rajahs, kings,
Soldiers, heroes who fought to sing
The poetry of freedom. My house is my land
Virgin, brown, wombed out of loam, volcanic rock and
shells, Carpeted with rice, corn, coconut, cane, trees
That rise as temples to grapple winds Rains,
mighty rivers furrowing the earth. Where I walk,
my shadow is a marriage of flags Malay,
Chinese, Spanish, American, Japanese While
in my bones sleep quietly as a bride
Vanquished desires of conquerors who dreamt of empires,
Gold, trade and spice. Though a paly breed
I stand with the ancients for my love and loyalty
Are as fish to the sea.I am proud of my brownness,
My duty and destiny are thirty-million brown men
Planting rice, husking coconut, throwing nets far into the Pacific
Hacking mountains of iron, coal, chrome, manganese and
timber To live. We are one and the same. A moving, restless
caravan Of dark brown skins building a holy heritage of
democracy Piece by piece with our dreams, sweat and death As
a bird builds patiently twig by twig
The warm, brown circle of its nest.
I am a Filipino. I believe in the goodness and the bounty of God,
I believe in the grandeur of charity and peace as a cure for the ills of man
For I am a Christian who looks upon all men
As brothers whose task it is to love.
I believe in my country and in the deathlessness of my flag
For its every color is a history of courage, sacrifice, death

Against injustice, tyranny, oppression and hate.
I believe in my people as noble keepers of the faith:
That all men are equal; that all men are free.
I believe with verdant and sprawling mountains, hills, valleys, plains,
Lakes, waterfalls, rivers, sunsets, beaches
And a generous sea. Alive, sovereign, wondrously happy in work and
Abundant with hope for my people. I am proud to be a Filipino.
A. Recognizing Sensory Images. Write the letter of the phrase that does NOT
appeal to the same sense as that of the phrase in bold print.
____1. the grating of cartwheels on the pebbles

a. the murmuring haunt of flies
b. the crackling of the fire
c. vast ridges of forest
____2. gentle swaying of the reeds

a. the eternal note of sadness
b. tiny human figures laboring in the distant fields
c. curls of smoke rising lazily from farm house chimney
____3. wet grass between my toes

a. dressed in crude and gaudy attire
b. completely wet and icy cold
c. a grain of sand in the eye
_____4. chocolate, ice cream and apple pie

a. tang of salt spray
b. many sweet thoughts
c. ice cold mango juice
_____5. scent of cologne, jasmine and body spray

a. pungent like old wine
b. acrid fumes of burning wax
c. guttural twang of the bull frog
B. Recognizing Figurative Language

Read each of the five sets of sentences that follow. For each sentence in
the set, write O if the sentence uses ordinary language and F if it uses figurative
language. Write your answer on the blank before the number.
Set 1
___1. The wind howled like a wounded animal.
___2. The wind blew hard and made noises.
___3. The wind was a wounded animal, howling in the night.
Set 2
___1. When night ends and daylight begins, people become active again.
___2. The dawn of day is like the beginning of a play.

___3. The curtain of night lifted and we, the actors come on stage once more.
Set 3.
___1. The grass formed a velvet cushion for her head.
___2. The grass felt like velvet when she put her head down.
___3. She put her head on the grass.
Set 4
. ___1. He seeks money like a squirrel seeks nuts.
___2. He is selfish and greedy.
___3. He is a hungry squirrel storing loot for the future.
Set 5.
___1. When I held the ice, I felt shivers down my spine.
___2. The ice cube froze my spine.
___3. Holding the ice cube was like lying on a frozen pond.
REFINE
Activity 4. Let’s evaluate a selection. Read carefully the memoir below in order to
answer the provided questions. (5 points each)
JUST SWINGING - September 12, 2009 by 9CatsPerLife101
There’s something strange and magical about a swing set. As a child, I

always loved to swing. Nothing on the playground ever compared to the swings.
Sometimes I would close my eyes and let the cool breeze be my friend, seemingly
helping me rise off the ground. And when I opened my eyes, I would see that the
swing had carried me far beyond the playground, far beyond the grove of trees along
the edge of the field, but I was never afraid. It was the only thing that could truly
make me forget life and simultaneously make me alive.
With time, though, I outgrew elementary school and moved on. By then swinging
was a mere ghost of a memory and was almost forgotten. Almost. The summer before
high school, I revisited my old playground. Like an abandoned house, it had all the
nostalgic memories of a previous home, and yet, I was drawn to only the swings. If
there’s something strange and magical about a swing set, it’s because it’s never empty
for long. The air was still as I got on, the metal chains never made a sound. Slowly, as I
swung, I remembered, no, embraced. I embraced the cool wind on my face, the thrill of
being weightless, and the knowledge of being too high for any trouble to reach. And I
embraced what it was like to be a child again. Sometimes I can still see that teenage girl
on the deserted playground. Just swinging.
Answer the following questions:

1. What is the theme of the memoir?

___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What is/are the emotion(s) portrayed in the memoir?

___________________________________________________________
___________________________________________________________
___________________________________________________________
3. How does the writer get you interested and wanting to read more?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. What point of view is used by the author? Is it appropriate? Why?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. Does the memoir show how the learning change the author’s life? Support
your answer.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
NURTURE
Activity 5. Below is a vaguely written paragraph. Revise each paragraph
for a clearer presentation of ideas. Write your entries on your paper.
1. Did you no that a person can live with out food for more than a hole
month a person can only live four about won week with out water we need
water more then we need food. 97 % of earths water is in the oceans. Just
3 % of the earths water can bee used four drinking water. 75 % of the
worlds fresh water is frozen in the North and South polar ice caps?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. January 21, 1976 was an historic day. On that day, two supersonic
Concorde aircraft made there first flights. One took of from London and the
other from paris. Later that year, the first Concorde flew to New York. The
flight from London to New York took about three ours. Other planes took
twice the time to make that flight! The fleet of Concorde's was retierd in
2003. Over the years, the planes had carryed more then 2.5 million
passengers.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Are you familiar with the work of Marie Curie. Born in Warsaw Poland,
on November 7, 1867, Curie was a Chemist and physicist. She and her
husband, Pierre won the Nobel Prize in 1903 for there discovery of the
element radium. In 1911, Marie becomes the first person to win the nobel
Prize twice she won the second award for her study of radioactivity. Marie
died in 1934 from cancer cause by her long contact with radiation.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Reflection:
Reflect on the learning that you gained after taking up this lesson. Complete the
chart below.
Misconceptions about the topic prior to New or additional learning I had after
taking up the lesson. taking up the lesson in terms of skills,
content, and attitude.
I thought that …. I learned that…….
References:
Creative Non Fiction, Phoenix Publishing House, pages 39-80
Online Sources
https://www.teenink.com/nonfiction/memoir/article/132491/Just-Swinging
https://www.eslwriting.org/wp-content/Editing-Exercises-6.pdf
https://www.germanna.edu/wp-content/uploads/tutoring/handouts/Literary-
Analysis.pdf
https://ngl.cengage.com/assets/downloads/greatwi_pro0000000335/gw3_unit2.pdf
https://saylordotorg.github.io/text_writing-for-success/s12-04-revising-and-
editing.html
https://www.google.com/search?rlz=1C1CHBD_enPH874PH874&ei=GzAlYNnRO

https://www.hohschools.org/cms/lib/NY01913703/Centricity/Domain/378/LITERARY
ELEMENTSBESTSHEET.pdf
https://literarydevices.net/literary-devices/
https://www.literacyideas.com/teaching-story-elements
http://www.homeofbob.com/literature/genre/fiction/ficElmnts.html
https://www.coursehero.com/file/69762589/SHS-SLM-CNF-MELC5pdf/
https://blog.prepscholar.com/list-of-literary-devices-techniques
https://blog.hubspot.com/marketing/write-with-clarity-tips
https://www.uvm.edu/wid/writingcenter/tutortips/nonfiction.html
https://sresenglishclub.weebly.com/uploads/1/1/7/0/117022047/as-en6-q1-w2-d3.pdf
Answer Key
Activity 1 (Suggested Answers)

Clarity of idea Appropriate Appropriate Use of Effective
Choice of Literary Elements combination of
Elements ideas and literary
elements
concise Message is
Symbolism Connection understood by
clear the readers.
Imagery Building rapport
to the readers The meaning
brief is interpreted
Figurative in meaningful
Language Comprehension way.
direct to
the point
Literary Structure of the
Devices Find its
literary piece relevance to
everyday lives
Activity 2
Agree Statements Disagree

1. Accuracy is the same with clarity.
×
2. Clarity is a characteristic of a speech or a
√ prose composition that communicates effectively
with its intended audience.
3. A literary element refers to a literary technique
employed by the author to produce an effect
×
(tone, irony, figurative language, symbolism,
foreshadowing.
4. A literary device refers to components of a

literary work (character, setting, plot, theme,
×
frame, exposition, ending/denouement, motif,
titling, narrative point-of-view).
√ 5. Knowing your readers is an important feature of

good writing. The better you know your audience,
the more clearly you can communicate to them.

√ 6. Diction is a literary device which
means choice of words or style used by the
writer in order to convey his message.
√ 7. Everything in a piece of writing is subject to
scrutiny, including word choice.
√ 8. Different techniques such as flashbacks,
stream of consciousness, or different scenes
help the writers to string together for the main
idea to be revealed.
9. Understanding how a story is organized is
necessary to access the highest levels of critical
×
thinking related to the story.
√ 10. To successfully interpret and analyze
literary texts, you'll first need to have a solid
foundation in literary terms and their
definitions.
Activity 3
A. Recognizing Sensory Images
1. c
2. a
3. a
4. b
5. c
B. Recognizing Figurative Language
Set 1
F 1.
O 2.
F 3.
Set 2
O 1.
F 2.
F 3.
Set 3.
F 1.
F 2.
O3.
Set 4.
F 1.
O 2.
F 3.
Set 5.
O 1.

F 2.
O 3.
ACTIVITY 4 (Possible Answers)

1. What is the theme of the memoir?
The theme of the memoir is about how a simple swing can bring a
magical comfort throughout a lifetime.
2. What is/are the emotion(s) portrayed by in the memoir?

The memoir conveys the nostalgic and contented feeling of being carefree
by forgetting everything and just immersing one’s self to the joy and
comfort of just swinging. While reading the text, it vividly describes how the
persona felt happy and alive once again as he/she began embracing the
same old vibe a swing can bring.
3. How does the writer get you interested and wanting to read more? The
writer get me interested and wanting to read more by providing me
some vivid images through his/her use of words and writing style. The
writer invites me into the world of the memory as he/she allowed me to
envision the setting, the character and his/her actions.
4. What point of view was used by the author? Was it the appropriate point
of view to be used?
The writer used the 1st point of view as manifested in the pronouns used
such as I, my and me. The POV used was appropriate because an
effective memoir should always maintain a 1st POV.
5. Does the memoir show how the learning changed the author’s life?
Support your answer.
Yes. It was clearly shown in the memoir how the swing brought changes
in the author’s life as manifested in the last sentence of the 1st paragraph,
“It was the only thing that could truly make me forget life and
simultaneously make me alive”.
ACTIVITY 5.
1. Did you know that a person can live without food for more than a whole
month? A person can only live for about one week without water. We
need water more than we need food. 97 % of earth’s water is in the
oceans. Just 3 % of the earth’s water can be used for drinking water.
75 % of the world’s fresh water is frozen in the north and south polar
ice caps.

2. January 21, 1976, was an historic day. On that day, two supersonic
Concorde aircraft made their first flights. One took off from London and
the other from Paris. Later that year, the first Concorde flew to New
York. The flight from London to New York took about three hours.
Other planes took twice the time to make that flight! The fleet of
Conchords was retired in 2003. Over the years, the planes had carried
more than 2.5 million passengers.
3. Are you familiar with the work of Marie Curie? Born in Warsaw, Poland,
on November 7, 1867, Curie was a chemist and physicist. She and her
husband, Pierre, won the Nobel Prize in 1903 for their discovery of the
element radium. In 1911, Marie became the first person to win the
Nobel Prize twice. She won the second award for her study of
radioactivity. Marie died in 1934 from cancer caused by her long
contact with radiation.
Reflection
Answers vary.
FLORMIN ANN T. TAGUIAM

ROSEL L. GANNABAN
Writers
CREATIVE NONFICTION
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: ________________________

Revising A Draft
First drafts are fun to write but a challenging task. Many writers still produce
imperfect write-ups because they lack the benefits of the fundamental stage of the
writing process: Revision. One must keep in mind that it is in revision that a piece of
writing truly takes shape.
The aspects of writing that one considers in revising a written work are
mechanics, clarity, chronology, appropriateness, and effectiveness. Revising is
needed to track our writing progress and to check whether the objectives set in
writing a certain literary piece are met and thoughts are well communicated. It is not
just enough that you produce a piece.
To guide you in revising your piece such that of a feature story that you will
soon read in this lesson, always remember the word DRAFT.
DELETE unnecessary and repeated words, parts or sequences. Are there
words or parts that are needless or unnecessary which can be deleted and will not
affect the content or flow of the piece? If there are, delete them.
REARRANGE the paragraphs, sentences, clauses or words. Are there words
or sentences that need to be rearranged to attain the chronological arrangement of
the piece? If there are, rearrange them.
ADD some connectors, transitional devices or even information. If there are
still information that need to be included, add them. The use of connectors and
transitional devices will help to attain the smooth flow of the piece.
FORM each of the parts that are needed in the piece. Recalling the nonfiction
type, there are certain parts that should be present. Even the elements needed in a
type of nonfiction shall be formed and formulated.
TALK it aloud. Reading the text aloud surely reveals the errors of the write-up.
Various versions and modification can be made if we keep on reading it before
publishing. Does it sound right? Sound smooth? Better to read it aloud.
Learning Competency
MELC: Revise a draft of a short piece using any of the literary conventions of a genre
(e.g plot for a narrative piece)
CODE: HUMSS_CNF11/12-1b-d-7
Hello, learner! You are about to check your learning/s on revising a draft in a five-
stage exploration (1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture). Just follow
the instructions given for every task.

LEARNING CONTRACT
LOAD
Activity 1. FILL-OUT THE PROCESS

Using the concept map below, describe the writing process that you know.
Writing
Process
ENGAGE
Activity 2. ARRANGE THE STEPS

Arrange the following steps of revising a draft based on what are provided
in the box. Write your answers on the blanks provided in each number.
1. Check the transitions used in a text.
2. Skim the paragraphs and identify the main ideas.
3. Determine if the paragraphs help the main ideas.
4. Scan the mechanics of the text.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________

ADVANCE
Activity 3. UNDERLINE AND WRITE A DRAFT

Below is an excerpt of a feature story published at WHO website in the
Philippines. Underline the words or parts of the paragraph that needs to be
revised according to word choice, mechanics and structure. Using the
words or parts of the paragraph you have underlined, write your first draft
on the space provided below.
Protect yourself to protect others, say Philippine COVID 19 survivors
Worrying about their family, is the worst part of testing covid 19, say 2 survivors from
the Philippines, Drew and Yang
Drew,35 and father of one, work in the aviation industry. After developing symptoms ,
he test positive for covid 19 symtpoms.
“ The stress and anxiety was very difficult to handle because stress and anxiety I
didn’t know if I was infect my family already. I worry that my family might not be able
to handle what I was going through if they got infected by me”.
“That’s what scare me the most”.
Meanwhile, Yang, 26 , a manufacturing employee who lived with her parent and other
family member, begins wearing a face mask and avoid touching the handrails in
public transport as corona virus case roses.
Still, three days after her birthday she becomes ill. She had to tell her parents that
she tested positive.
“I see the sadness and felt of defeat in their eyes.”
“Why did I got. “ the disease?,’’she asks herself at the time “ What if I infect them?” “
What if I died and left my family because of this?”
After weeks of isolation, Yang recovers. When her swab tests came back ne
negative, she cry tears of relieves and her father also cries.
Today, she wanted everyone to protect themself and protect others.
Drew, who also follow the advice to isolate, also recovers. The experience
also teaches him a lesson.
MY FIRST DRAFT

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REFINE

Activity 4. REVISE THE FIRST DRAFT
Revise the draft that you have written in activity 3 by considering the
aspects of writing a literary work such as mechanics, substance, style,
structure and literary elements.
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NURTURE
Activity 5. COMMENT THE LITERARY PIECE

Using the literary piece on the previous learning task, write your
comments on the aspects below that you would consider in the final
revision of the piece.
Area Comments
Mechanics
Substance
Style
Structure
Literary Elements
Genre
How did you do in all the activities? Were you able to hit the answers, right? If you
did, you deserve 5 ! Congratulations! If you are not lucky enough,
you need not to worry, you can always go back until you get everything right!
Reflection
What have you felt after doing the activities? Encircle your feelings using
the following emoticons and answer the questions that follow:
Three things I have learnt about Revising a Draft specifically a short story are:
1.
2.
3.
I still feel that I need to work on….
I feel I have done well at:

✔
✔
✔

I can still improve by:
Answer Key:
Activity 1: LOAD: FILL-OUT THE PROCESS
Pre-Writing
Writing
Revising
Editing
Publishing
Activity 2: ENGAGE: ARRANGE THE STEPS
1. Skim the paragraphs and identify the main ideas

2. Determine if the paragraphs help the main ideas
3. Scan the mechanics of the text.
4. Check the transitions used in a text.
Activity 3: ADVANCE: UNDERLINE AND REVISE

(Answers may vary)
Activity 4: NURTURE: REVISE THE DRAFT

(Answers may vary)
Activity 5. REFINE: COMMENT THE LITERARY

PIECE (Answers may vary)
References:
“Protect yourself to protect others, say Philippine COVID 19 survivors”.
World Health Organization Representative Office for the Philippines .
Retrieved August February 11, 2021 from

https://www.who.int/philippines/news/feature-stories/detail/protect-yourself-to-
protect-others-say-philippine-covid-19-survivors
Wall, D. (2010). More Ways to Use Fiction Techniques in Nonfiction. Retrieved

February 12, 2021 from https://www.dorothywall.com/writing-nonfiction-
tech.html
“Writing Prompts for Analyzing Nonfiction”. Retrieved February 12, 2021

from
https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_
resources/remote_teaching_resources/writing_prompts_for_analyzi
ng_nonfiction.html
www.readwritethink.org.files
apps.prsa.org
edduson.com Block. Guides
www.liferichpublishing.com > why us
Prepared by:
MARVELYN M. CATUBAG
Tuao Vocational and Technical School
ALLAN F. DELELIS
Claveria School of Arts and Trades
ELVIRA D. TULIAO
Andarayan National High School

CREATIVE NONFICTION
Name of Learner: Grade Level:

Strand & Section: Date:

PRESENTING A COMMENTARY/CRITIQUE
A critical commentary is a close reading of a passage of a text. You will need to

explain the main features of the passage and analyze the kind of effect it creates. It can be
helpful to think of a critical commentary as answering the question: “What is the
function of the text and how is it achieved?”
A commentary may be:
1. A critical challenge to one or more aspects of the focal article, arguing for a
position other than that taken in the text
2. An elaboration or extension of the position taken in the text, basically sympathetic
to the position taken in the focal article but pushing the argument further
3. An application of a theoretical of methodological perspective that sheds light on
the issues addressed in the text
4. A reflection on the writer’s experiences in applying the issues addressed in the
text, health and well-being settings
5. A comment on the applicability of the issues raised in the text to other settings, or
to other cultures
In writing a critique, you first need to summarize the text you have read. Focus on
points within the article that you think are interesting. Summarize the authors’ main
ideas or argument. Explain how these ideas/arguments have been constructed.
Evaluation is the most important part in a critical review. Use the literature to support
your views. You may also use your knowledge of conducting research and your own
experience. Evaluation can be explicit or implicit.
An article critique has four main parts:
1. Introduction-contains the name of the work, date, name of the author/creator.
-describe the main argument or purpose of work, and explain

the context (social, political and others)
-have a concluding signposts of your evaluation (positive,

negative or mixed)
2. Summary- it gives the main points and objectively describe how the creator
portrays by using techniques, styles, media, characters and symbols.
3. Critical Evaluation-it gives a systematic and detailed assessment of the
different elements of the work, evaluating how well the creator was able to
Good reading is an integral part of good writing. Here are some other factors to
consider in criticism, commentary, and other writing:
▪ Having an idea, having a point to make
▪ Uttering it clearly, arguing and developing it
▪ Evidence, including from primary sources such as a text
▪ Argument and proof
▪ Logic, rationality, and the reasonable
▪ Order, coherence, and consistency
▪ Sense, finding the sense of/in something, and making sense of it
▪ The virtuous circle of analysis and synthesis: generating further discussion, ideas,
writing, reading, writing, etc. …
▪ Conclusions, including open questions and opening up further questions
▪ Style, rhetoric, and readability
▪ Persuasion, and the after-effects of your writing: changing the world, one reader
at a time
Other guidelines in judging the quality of a creative nonfictional text:

Low High
Most information from outside the writer Most information from inside the writer
(Informative and Transactional) (Personal Memoir)
Static thinking, done deal; writer presents the Movement of mind; writer unfolds her
final judgment thinking and changes, becomes part of the
story
Closed ending: only one interpretation Open ending; two or more possible
possible interpretations (ambiguity)
Tells story in chronological order Shows scenes not dependent on time, yet fit
together
Tells (reports, summarizes, generalizes) Shows (dialogue, metaphor, details, and details
about details)
Literal transitions (next, however, therefore, Resonance (key image, word, phrase recurs,
second, third, finally, etc.) sometimes in ironic ways)

Learning Competency
MELC: Present a commentary/critique on a chosen creative nonfictional text representing a

particular type or form (S1/2 Q2/4)
CG: HUMSS_CNF11/12-IIb-c-17
Hello, learner! You are about to check your learning/s on the different topics under the
intertextuality as a technique of drama. (1-Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture).
Just follow the instructions given for every task.
LEARNING CONTRACT
LOAD
Activity 1. Look at the code table and break the codes by simply looking for the opposite
letter to form a meaningful word.
a b c d e f g h i j k l m
n o p q r s t u v w x y z
_______ 1. ERSYRPGVBA
_______ 2. ZRZBVEF
_______ 3. YVGRENEL–WBHEANYVFZ
_______ 4. GENIRY–JEVGVAT
_______ 5. RFFNLF
_______ 6. ZNTNMVAR–SRNGHER–NEDVPYR
_______ 7. VAGREIVRJ–FGBEL
_______ 8. OVBTENCYL
_______ 9. CEBSVYRF
_______ 10. ANGHER–JEVGVAT
ENGAGE
Activity 2. Read the following commentaries adapted from Cottrell, S. (2003) The Study Skills
Handbook and decide whether they have HIGH or LOW judging quality. Justify your answer.

Extract 1: Extract 2:
In the West, all life forms are divided into The difficulty in categorizing bacteria was
one of two categories: plant or animal. partly based on the assumption that all life
Animals move and take in food. Plants are forms were divided into two main
rooted into the earth in some way and lack categories, plants and animals. Organisms
locomotion. They photosynthesize their that photosynthesized and lacked mobility
food. Zoologists study animals, and were classified as plants; those that had
botanists study plants. Bacteria were locomotion and ingested food were
classified as plants because many kinds of classifies as animals. Bacteria were
bacteria photosynthesize their food. traditionally categorized as plants because
However, they also have locomotion. many forms of bacteria photosynthesized
Recent research has shown that there is an their food like plants. However, bacteria
enormous variety of bacteria. Some can also have locomotion, associated with
survive at extreme temperatures and in the animal life. Genetic research has now
absence of oxygen. Most plants cannot shown that there are at least eleven major
usually survive those conditions. divisions of bacteria, all of which are more
Therefore, even though bacteria genetically distinct than plants are from
photosynthesize, they are not now animals (Fuhrman et al. 2002). In addition,
regarded as plants. the minute organisms formerly described
as ‘bacteria’ are now found to consist of
several major kingdoms and domains of
unicellular and multicellular life (bacteria,
Extract 3: archaea, eucarya) (Woese 2014). This
Scientists do not agree about the extent to research is significant as it has shown that
which creativity can be linked to activity the fundamental division of all life forms
in the right hemisphere of the brain. It is into ‘plant’ or ‘animal’ was an error, and
known that the biochemistry of the two that plants and animals form only a very
hemispheres of the brain is different. For small part of a much more diverse range of
example there is more of the neuro- living organisms.
transmitter, norepinephrine, in the right
hemisphere than the left (Oke et al. 1978)
Norepinephrine is associated with
Extract 4:
increased alertness to visual stimuli. It has
been suggested by Springer and Deutsch Bowlby’s Attachment Theory argues that child
(2011) that this may lead to increased development is affected by the closeness of the
righthemisphere specialisation for visual bond between a mother and its child. Bowlby
and spatial perception. However, this link claimed that even short spells away from the
is not yet proven. It is not yet clear mother during infancy could have a profound effect
whether one hemisphere of the brain can upon a person later in life. This became known as
be responsible for any creative task. ‘maternal deprivation theory’. According to this
Moreover, although it might seem theory, the relationship with the mother during an
reasonable to assume that responsiveness early ‘critical period’ gives the developing child an
to visual stimulus may be an important ‘internal working model’. This model then forms
factor of creativity, this has also not yet the foundation of all future relationships.
been proved.

ADVANCE
Activity 3. Read the essays below and write a short commentary considering the guidelines
in judging the quality of a creative nonfictional text.
Essay 1.
Technology has highly evolved over time. In fact, nowadays almost everybody has some sort of
machine at hand, be it computers, cars, or even washing machines. But although machinery was devised to
benefit mankind, it has also brought along many flaws to match. Firstly, when it comes to technological
equipment such as computers, disruption most often arises between the person using the computer, and the
household he or she is surrounded by, or living with. For example, many old family traditions such as eating
meals with your relatives at the dining table seldom take place now that one of the family members might be
too busy working on his Mac. laptop. Thus, family values and morals have changed in order to adapt to this
technological age.
Secondly, having many kinds of machinery at hand is not only destroying family traditions, but is
also very harmful to our environment. Many people are careless about allowing their car engines to run
haphazardly, or leaving their laptops on for long periods of time, however they do not seem aware of the fact
that all this energy and electricity consumption is dangerous to not only our local environment, but to the
world as a whole. Additionally, it is the over-usage of machinery, big or small that is bringing our society
ever closer to Global Warming, and we must stop.
As I mentioned in my introduction, technological equipment was never programmed to damage

nature per se, but to help people all around the globe. Now that nuclear families aren’t as closely intact
compared to the 1950s or 1990s, technology has given us an alternative method to keep in touch with our
relatives thanks to computer applications such as Skype, or even cell phone applications such as VIBER or
WhatsApp. Machinery has most definitely done wonders in our lives, and we as people should be grateful to
easily possess cars, and/or phones when poorer countries do not even have the chance to.
However, with all the advantages machinery has brought to us all, I personally believe that
possessing too many cars or phones, or even consuming too much of their energy and battery, is beginning to
get out of hand and needs to be controlled.
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Essay 2.
Traveling and visiting new countries can be an extremely thrilling experience. I usually prefer to take
guided tours to explore a new destination. By doing that I get a chance to visit its most significant landmarks, get
to meet tourists from other countries and learn about the city’s most popular and authentic restaurants.
Upon joining professional excursions, tourists discover the prominent cultural and historical buildings in
cities, such as churches, monuments, parks, and palaces. The tours are usually organized to cover most of these
important places. For example, when I visited Dubai last year, I joined the “Big Bus Tour” to explore this amazing
city. While visiting the Dubai Musuem, I learned that this chief city was only built sixty years ago. Haven’t I taken
such a guided tour, I wouldn’t have known this fact about this metropolis city.
The other reason to prompt me in taking tour buses is the opportunity to meet other tourists. sharing
the experience and spending time together gets you close to other people from different nationalities. This in

return provides you with the chance of learning about other cultures and maybe building frienships with
them. As an example, while touring in Mexico two years ago, I was acquainted to tourists from various
cultures and learned a lot about each other.
Another important factor to encourage me on taking bus tours is learning about the city’s most
popular restaurants. Although brochures and flyers usually contain such information, yet tour guides who
live in they cities recommend more authentic local places. As an example, one of the best meals I tried was at
a local restaurants in Mexico City where the guide advised us to go. It was a meal to remember.
In conclusion, taking professional excursions is worth the cost of it. You get to visit all the salient
landmarks, learn about other cultures and get familiar with popular restaurants.
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Essay 3
It is true that medical doctors are health professionals whose roles are of great importance in the
society. They are usually educated and people generally look up to them to take good care of their health
issues. In fact, whether people live or die depends to a very great extend on the doctors in charge of their
health situations, depending on how serious they are. Almost every one wants a doctor that is vastly
knowledgeable in the medical field, especially those with many years of experience.
Although I agree that the level of education of a medical doctor is of much importance for a doctor
to be regarded as a “good medical doctor”, I am also of the opinion that that is not the only criterion for a
doctor to be regarded as a “good medical doctor”. Character and the integrity of the person contribute to a
large extend. I am also of the view that a medical doctor should be a very responsible person in the society
because a lot of people tend to emulate them. Young adults usually look forward to becoming medical doctors
in the future. That being the case, they tend to copy the behaviours of medical doctors they know.
The country where I come from, Nigeria, where the health system has some issues, some medical
doctors who lack good character and do not care about their integrity can, because a patient does not have
enough money to pay their medical bills, walk away from a dying patient. During oath taking, these doctors
state that they will put patients first before any thing, but some of them do not keep up with this. Although I
agree that doctors in the third world countries usually face some challenges, I am still of the opinion that
when it comes to saving a patient’s life, a good medical doctor should always swing into action. In Canada,
though I have stayed here for just a year, I think many of their doctors can be regarded as “good doctors”
from the little I have seen.
In conclusion, I believe that a well educated doctor without a good character and integrity and also
without a passion to save lives is as good as a “bad doctor” since, with his education but with love for
money rather than love for his patient’s lives, can still lead to the loss of lives.
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REFINE
Activity 4. Read and analyze the text. Write your comment on the aspects/ areas below. Use
the table to write your answer.
Cheap but golden
Cristina Kyla C. Villagen
This place was one of the most talk-about topics especially when it comes to
fashion. Most of the people who went there are prominent vloggers like Angel Dei, The
Gold Squad and Tony Gonzaga; you can visit their YouTube channel to know some
information and reviews. According to them, affordable clothes which look expensive at
first glance are offered there. Traveling time is approximately one and a half hour and if you
will be commuting you will need to ride a jeepney going to SM Taytay which will pass
through Baras, Morong, Cardona and Angono. Taytay Tiangge is noy always open, you can
see their tarpaulins located in some areas which can easily be seen. But as far as I know,
they are open every Tuesdays and Thursdays.
When I get there, I immediately looked for the stalls of “Bagpi” and “Igpai” for the low
costing products according to the YouTube vlogs that I’ve watched. The stalls are really
colorful and nice to look at and just like the typical tiangge, it is noisy, crowded and humid.
All of their products, be it shoes, tops, or bottoms, will surely catch your attention.
Various designs are available in many sizes and colors. For women’s clothes starts at 10.00
which are mostly “ukay-ukay” but are still good ones. For men’s tip, price starts at 25.00.
for kid’s clothes, price starts at 5.00, I don’t believe it at first but the saleslady sad that it is
true. There are also overruns from the famous brands and clothing lines, with prices you’ve
never imagined.
Areas Comments
Topic
Target Audience
Theme
Tone and Motif
Genre/Type
Point of View

NURTURE
Activity 5. Read and Analyze the text. Make a Critique/Commentary using its four main parts.
(Introduction, Summary, Critical Evaluation and Conclusion) Use separate sheet.
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.
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.
Reflection
Reflect on what you have learned after taking up this lesson by completing the K-W-
L chart below.

References
• Creative Nonfiction Textbook by Andrew John C. Baronda

• https://www.citewrite.qut.edu.au/write/critique.html
• https://writingcenter.uagc.edu/writing-article-critique
• https://ulsites.ul.ie/rwc/sites/default/files/MELAB-SampleEssays-Commentary-
2013.pdf
• http://swaskiewicz.blogs.ccps.us/files/2015/12/RubricforcriticalanalysisEssay.pdf
• https://www.citewrite.qut.edu.au/write/critique.html
• Creative Non-fiction.pdf Calabarzon

Answer Key:
Activity 1.
1. REFLECTION
2. MEMOIR
3. LITERARY JOURNALISM
4. TRAVEL WRITING
5. ESSAYS
6. MAGAZINE FEATURE ARTICLE
7. INTERVIEW STORY
8. BIOGRAPHY
9. PROFILES
10. NATURE WRITING
Activity 2. (Justification may vary)

Extract 1. LOW. The statements are not linked and ordered in such a way that they build
towards a conclusion.
Extract 2. HIGH. It gives a reasoned account of the difficulties in classifying bacteria. It
draws on reason and evaluates the significance.
Extract 3. HIGH. It evaluates the evidence for the theory. It draws out current finding
that may have implications in the long-term.
Extract 4. LOW. It describes Bowlby’s theories but does not critically evaluate them.

Activity 3. (Answers may vary)
Prepared by:
DYANNA T. MABAZZA
Senior High School – Teacher III
Calaoagan Dackel National High School
JACK JOCK RIGONAN, PhD

Senior High School Teacher III
Bukig National Agricultural & Technical School

CREATIVE NONFICTION
Name of Learner: _____________________ Grade Level: __________________

Section: _____________________________ Score: _______________________

Writing Creative Nonfiction

Writing is deemed as one of the most difficult macroskills. This is because
steps have to be followed before, during and after writing. In other words, writing is a
process.
The writing process includes the writing of a Draft. Draft, as you have learned,
is the preliminary version of a written work.
Here are a few things to consider as you write the draft:
Beginning the Draft. The beginning should tell the reader what you are writing
about and why your piece is important to read. It should be able to grab the
reader’s attention and can compel them to continue reading.
Writing the content. Your content will depend on the form and genre you are
writing. In drafting creative fiction and non-fiction, make a first attempt at:
➢
Showing and telling your story
➢
Writing about significant details
➢
Writing in scenes using imagery to evoke the senses (Writing vivid descriptions)
➢
Use literary devices like simile and metaphor
Writing the ending. Ending the draft should mean creating a sense of closure.
Before ending, make sure that you have included all significant details in the
piece. To end it, write one final point that the reader can take away and ponder
.This makes a written work powerful and memorable.
Revising Your Draft. Revision includes editing of your draft to make it better and
to transform it into a fine piece of writing.
Write a draft of Creative Nonfiction Piece Based on Memorable Real-Life
Experience
PRACTICE HYGIENE PROTOCOLS AT ALL TIMES || Page 1

Activity 1. LOAD
Let us test your writing skills. Imagine you are replying to your friend who asks
about how you are doing. Write a note to your human diary, guided with the following
questions.
1. What is your most pervading emotion/feeling right now? (Are you happy, sad,
mad or excited?)
2. What events made you feel that way?
3. Is there anyone who caused or contributed to the way you are feeling?
4. What are your thoughts about your present situation?
5. What are your realizations about it?
Activity 2. ENGAGE
Now, let’s process your activity. With your knowledge on revising a draft,
restructure and revise your output in Activity 1 to come up with a memoir.
Remember the following important points in writing your own memoir.
▪
A memoir can be any significant real-life experience that you want to retell.
It can be a picture of an event or a description of a person, place, or thing
in a moment of your life.
▪
In writing a memoir, choose a topic that you think will make your piece
more descriptive, emotional, and creative. Make sure that it will be
something that the readers can relate or connect to.
▪
Use descriptions and imagery to help the readers imagine, picture or feel your
experience. Use your own voice in your narrative.
Activity 3. ADVANCE
Let us now apply your writing skills in a wider scope. For this activity, interview
a barangay official or person in authority about the latest projects or programs in
your community. Fill out the figure with the information needed.
Questions Information
Who :
What :
When :
Where :
Why :
How :
Other :
Details

Activity 4. REFINE
Based on the information you have gathered during the interview, write a
feature story about the project or program in your community. Be guided with
the steps in Writing Feature Story discussed in the previous lesson.
Activity 5. NURTURE
Write a travelogue about the most unforgettable adventure or travel you had
in a certain place.
A travelogue is a truthful account of an individual’s experiences traveling,
usually told in the past tense and in the first person point-of-view.
Here are tips in writing a better travelogue.
➢
Tell the specific story in that specific place
➢
Describe the outer world using vivid descriptions
➢
Reveal the inner world (your thoughts, feelings, emotions, etc.)
➢
Provide informed commentary (historical, political, cultural, etc.)
➢
Talk to locals and describe your interactions with them
➢
Use a conversational tone and avoid fancy, marketing jargon, or guidebook
tones
➢
Begin with an intrigue, something going wrong, or a compelling or
captivating moment
➢
End with a resolution, moral, message, reflection or revelation
Rubrics for Scoring

MEMOIR
4 3 2 1
RUBRICS
Memorable Memoir focuses on a Memoir focuses on a Memoir focuses on a Author does not
Moment single moment that single moment that single moment that seem to be
seems significant to seems kind of does not seem aware of the
the author’s life. significant to the significant to the significance of
author’s life. author’s life. the moment.
Author clearly “shows” Author’s attitudes and Direct statements Memoir include
Structure - attitudes and feelings feelings before are indicate the author’s s irrelevant
Events before numerous times evident & occur feelings and attitudes events that
through the thoughts, numerous times and/or some events cause the
action and dialogue of through the thoughts are not necessarily reader
the characters. and actions of the significant. confusion in
character. trying to
determine
the before feeli
ngs and
attitudes.
Structure - The memoir clearly Although word choice Change is evident; but Memoir include
Events after “shows” how the does not always is “told” to the reader s irrelevant
learning changed the “show”, it is clear to the through direct events that
author’s life. reader how the learning statements. cause confusion
changed the author’s when noticing
life. the change in
the author’s life.
Style & Author consistently Author sometimes Author “tells” the No effort is
Technique “shows” the “shows” the significance of the made to reveal
significance of the significance of the events through direct the significance
events through events through details, statements. of the events to
engaging details, compelling language, the reader.
compelling language, and a balance of action,
and a balance of thoughts, and dialogue.
action, thoughts, and
dialogue.
Format Memoir is neatly done Memoir is neatly done Format Format
and published in an and published in an of memoir may or of memoir is not
appropriate and appropriate format. may not be appropriate an
attractive format and appropriate. Memoir d piece is not
could be used as a may or may not be published
model for others. neat. neatly.
Conventions Memoir is error-free. Memoir contains Numerous minor Many errors in
minimal mistakes that errors often spelling,
do not interfere with make memoir difficult capitalization,
meaning. to read. and punctuation
often interfere
with meaning.
Source: http://www.csun.edu/~hflrc001/spring10/Handouts/grade-rubric-memoir-first.html

FEATURE
STORY 4 3 2 1
RUBRIC
Grabs reader's attention. No special quality to
Grabs the reader's
Title Is creative and
attention
grab the reader's No title
appropriate. attention.
Writer uses vivid words Writer uses vivid words
and phrases that linger or and phrases that linger or Writer uses words that Writer uses a limited
draw pictures in the draw pictures in the communicate clearly, vocabulary that does
Word Choice reader's mind, and the reader's mind, but
but the writing lacks
not communicate
choice and placement occasionally the words strongly or capture the
variety, punch or flair.
seems accurate, natural, are used inaccurately or reader's interest.
and not forced. seem overdone.
The lead states the topic,
The lead is inviting and
and makes an attempt to The lead is not inviting No lead, or very weak
Lead draws the reader into the
draw the reader into the to the reader. lead.
article.
article.
The main idea is not
There is one clear, well- Main idea is somewhat
Focused focused, defined topic. Main idea is clear, but the clear, or the writer tries clear. There is a
Topic supporting information is seemingly random
Main idea is supported to bring in too much off
general. collection of
with detailed information. topic material.
information.
An expert is quoted in the
article. The purpose is The expert is quoted. The The expert adds off
Expert clear, and of interest, and purpose is clear, but it
topic information.
No expert quoted.
adds credibility to the does not add to the text.
article.
The writer used text The writer used text

The writer used text
features to emphasize features to emphasize The writer used text
features to emphasize
angle of article. The angle of article. The features to emphasize
angle of article. The writer writer included at least 2 - writer includes text angle of article. The
Text Features included at least 4 text 3 text features that features but they do not writer does not include
features that enhance the
enhance the reading of enhance the reading of text features.
reading of the article.
the article. the article.
The writer draws an The writer draws a

The writer rambles in
Conclusion appropriate conclusion conclusion, but it is not
the conclusion.
There is no conclusion.
and writes it well. satisfying.
Writer made more than
Writer made no errors in Writer made 1-2 errors in Writer made 3-4 errors
4 errors in grammar or
Grammar & grammar or spelling that grammar or spelling that in grammar or spelling
spelling that distract
Spelling distract the reader from distract the reader from that distract the reader
the reader from the
the content the content. from the content
content.
Writer made a few
Writer made no errors in Writer made several
Capitalization capitalization or Writer made 1 or 2 errors errors in capitalization
errors in capitalization
in capitalization or and/or punctuation that
& punctuation, so the paper
punctuation, but the catch the reader's
that catch the reader's
Punctuation is exceptionally easy to paper is still easy to read. attention and interrupt
attention and greatly
read. interrupt the flow.
the flow.
Source: https://www.menifee.k12.ky.us/userfiles/24/Classes/2211/Feature%20Article%20Rubric.doc
Travelogue Rubric

Poor Fair Good Excellent
(1 point) (2 points) (3 points) (4 points)
Content There is no title, or There is a title, but it does There is a title that is related There is a creative title that
the title is unoriginal not appear to be related to to the writing piece. sparks interest and is
Where and when the writing piece. Some descriptive words are related to the writing piece.
the travel Few descriptive words are used to tell where and when Many descriptive words are
experience takes used to tell where and the travel experience takes used to tell where and
place is not clear. when the travel place. when the travel experience
Writer uses experience takes place. Writer uses a variety of takes place.
common word Writer uses some interesting words, and Writer uses a wide variety
choices. A mental variation of word choice. It creates a mental picture for of interesting words, and
picture of the setting is difficult to see a mental readers. creates a very clear mental
is either not clear or picture of the setting. The writer's descriptions picture for readers.
not achieved. The writer's descriptions were clear and The writer's descriptions
The writer's were common and mostly comprehensible. were clear,
descriptions were clear. Writer incorporates four out comprehensible, creative,
vague and Writer incorporates 2 out of the five senses. and vivid.
confusing. of the five senses. Writer incorporates all five
Writer incorporates senses very effectively.
one of the five
senses, or does not
incorporate them at
all.
Perspective First-person First-person narration is First-person narration is First- person narration is

narration is rarely sometimes used. Writer used most of the time. Writer used all of the time.
used, if at all. Writer will sometimes use will use another mode of
uses first-person another mode of narration narration once or twice
narration once in a in their writing piece. It through their writing piece.
while, or not at all. It tries to be formal and There is little formality and
is consistently objective in tone. objectivity in the writing.
formal and uses a
2nd or 3rd - person
narration.
Organization Writing is hard to Writing is a little hard to Writing is organized with Writing is very well
follow and follow. Transitions are clear transitions. organized. One idea or
transitions are not somewhat clear. scene follows another with
clear (ideas and very smooth/ clear
scenes seem to transitions.
change randomly).
Spelling, Many spelling, A number of spelling, Few spelling, punctuation, or Virtually no spelling,
punctuation, and punctuation, or grammatical errors. punctuation, or grammatical
Grammar, and grammatical errors grammatical errors errors.
(interferes with the - 2-5 errors
Punctuation meaning). - 6 - 9 errors
- 10 or more errors
Effort & Writing There is little There is some evidence of There is evidence of editing There is a lot of evidence of
evidences of editing editing and revising and revising between the editing and revising
Process and revising between the brainstorm, brainstorm, the rough copy, between the brainstorm,
between the the rough copy, and the and the good copy. the rough copy, and the
brainstorm, the good copy. good copy.
rough copy, and the
good copy.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=true&code=SXB395C&
Answer Key
Exercise 1. Answers may vary

Reflection:
Complete the following statements:
Before, I thought that writing creative non-fiction is difficult because…
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________.
Now, I have realized that writing creative non-fiction becomes easy if…
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________.
References and Electronic Resources:
Hood, D. (2012). The Writing Process: The First Draft. Retrieved February 15, 2021 from
https://www.google.com/amp/s/davehood59.wordpress.com/2012/11/16/the-
writing-process-the-first-draft/amp/
How to Write a Travelogue: 8 Tips To Write Better Travel Stories. Retrieved February 15, 2021
from https://www.travelwritingworld.com/how-to-write-a-travelogue/
https://www.uvm.edu/wid/writingcenter/tutortips/nonfiction.html
Prepared by:
HAZEL JOY B. GUZMAN
SHS Teacher


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12

LEARNING ACTIVITY SHEETS

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 1

Printed by: DepEd Regional Office No. 02

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 2

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 3

Name of Learner: __________________________________________________________

LEARNING ACTIVITY SHEET

_____ 1. The Legend of the Blue Sea

Exercise 2: Identifying the Theme

Friends, ladies and gentlemen, good day.

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 5

Exercise 3: Identifying the Ultimate Theme

Friends, ladies and gentlemen, good day.

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 6

Exercise 4: Developing Mine

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 7

Exercise 2: Sample Answer

Exercise 4: Sample Answer

Divorce also known as dissolution of marriage is the termination of a marriage or marital

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 8

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 9

Name of Learner: _________________________________ Date: ________

CREATE SAMPLES OF THE DIFFERENT LITERARY ELEMENTS BASED ON

Background Information for Learners

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 10

All conflict falls into two categories: internal and external.

The 6 Types of Literary Conflict

1. Character vs. Self

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 11

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 12

MOST COMMOM FIGURES OF SPEECH

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 13

FOCUS- LITERARY ELEMENTS

Activity 1. Directions: The following statements are descriptions of the different

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 14

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 15

Short Story Assessment Rubric

• Plot structure, e.g. orientation, complication, climax, resolution

• • Range and appropriateness of vocabulary

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 16

What I KNOW What I WANT to know What I have LEARNED

Exercise 2. Identifying Literary Elements

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 18

Setting Waig, Nagrebcan, La Union

Conflict Man Vs. Society

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 19

How My Brother Leon Brought Home A Wife

“Maria –,” my brother Leon said.

We stood alone on the roadside.

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 20

“What is it to you have forgotten now, Baldo?” my brother Leon said.

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 21

“Father, he told me to follow the Waig tonight, Manong.”

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 22

“Have we far to go yet, Noel?” she asked.

“I am asking you, Baldo,” she said.

Without looking back, I answered, picking my words slowly:

“So near already.”

“Yes, but in a different way. I am glad they are not here.”

“Noel –” she said.

PRACTICE HYGIENE PROTOCOLS AT ALL TIMES 23

“Father, where is he?”

Name of Learner: _________________________ Date:

Name of Learner: ____________ Grade Level: _