12

Creative Nonfiction
Quarter 1 - Module 2
Principles, Elements, Techniques
and Devices of Creative Nonfiction
Creative Nonfiction– Grade 12
Alternative Delivery Mode
Quarter 1 – Module 2: Principles, Elements, Techniques, and Devices of
Creative Nonfiction
First Edition, 2020

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Development Team of the Module:

Author: Mary Fatima S. Nibalvos

Evaluators: Ernell C. Culob
Jadilyn Rose S. Saturos
Illustrator: Vianna Dominique B. Gaston

Management Team:
Chairperson:
Co-Chairpersons: Dr. Arturo B. Bayocot, CESO III
Regional Director
Dr. Victor G. De Gracia Jr., CESO V
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Members: Magnaong CES, CLMD
Dr. Bienvenido U. Tagolimot, Jr.
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 12
Creative Nonfiction
Quarter 1 – Module 2
Principles, Elements,
Techniques, and Devices
Of Creative Nonfiction

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges,
and universities. We encourage teachers and other education stake
holders to email their feedback, comments, and recommendations
to the Department of Education at action @deped.gov.ph
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 TABLE OF CONTENTS
Cover Page
Copyright Page
Module Title
Writers‟ Profile
Table of Contents
Overview
Components in Each Lesson
What I need to Know
Things to Remember To Get Through
CONTENTS
Lesson 1: Using Elements Of Creative Nonfiction

What‘s In 1
What‘s New 1
What is It 2
What‘s More 8
Lesson 2: Developing Theme by Combining Elements
What‘s In 11
What‘s New 11
What is It 12
What‘s More 12
What I have Learned 14
What I Can Do 15
Assessment 18
Answer Key 20
References 21
 OVERVIEW

Name: Date: Score:

Subject: Creative Nonfiction
Topic: Principles, Elements, Techniques, and Devices of Creative
Nonfiction
Content The learner understands the delineation between creative and
Standard: nonfictional elements of creative nonfictional text.
Performance The learner clearly and coherently uses elements conventionally
Standards: identified with a genre for a written output.
1. Do a close reading of creative nonfictional text
Learning (HUMSS_CNF11/12-Ie-f-8)
Competencies: 2. Identify the fictional elements in the texts
(HUMSS_CNF11/12-Ie-f-9)
3. Analyze and interpret factual/non fictional aspects in the
texts (where will all these lead to)
(HUMSS_CNF11/12-Ie-f-10)
4. Evaluate the relationship of creative and nonfictional
elements of the texts. (HUMSS_CNF11/12-Ie-f-11)
5. Write a draft of a short piece using multiple elements
conventionally identified with the literary genres following
these pointers: (HUMSS_CNF11/12-Ig-j-12)
a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using multiple literary convention of a genre
e. Ensuring that theme and technique are effectively
developed
6. Peer-edit each other‘s draft based on
(HUMSS_CNF11/12-Ig-j-13)
a. clarity of ideas
b. appropriate choice of literary elements
c. effective combination of the ideas and the chosen
literary elements
7. revise the draft of a short piece using multiple elements
conventionally identified with the literary genres
(HUMSS_CNF11/12-Ig-j-14)

What is this Literature has portrayed a huge part in our lives which has
module all become a part and parcel to our existence. We are moved,
about? inspired and moulded by it. Hence, we grow up with literature
becoming a part of us. For sure, there are stories that you love

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 when you were still young which are still inculcated into your
mind.
And those stories had inspired you and had brought you
happiness.
In this module, you will learn the principle, techniques, and
devices of nonfiction and develop themes by combining multiple
elements.
Module Content Lesson 1. Using Elements of Creative Nonfiction
Lesson 2. Developing Themes by Combining Multiple Elements

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 Components in each Lesson

What I Need to Know

Learning Objectives

What I Know
Pre-Assessment

What‘s In
Review Activity

What‘s New
Motivational Activity

What is It
Lesson Proper

What‘s More
Performance Task

What I Have Learned

Generalization

What I Can Do
Application

Assessment
Post-Assessment

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 WHAT I NEED TO KNOW

At the end of this module, the learners are expected to:

1. analyze a sample text according to figurative language;
2. express reflective insights through symbols; and
3. write a composition using his/her knowledge in combining multiple
elements.

The following are your guides for the proper use of this module:
1. Follow closely the instructions in every activity.
2. Be honest in answering and checking your exercises.
3. Answer the pre-test before going over the material to find out what you
already know.
4. Answer the exercises at the end of every lesson.
5. Review the lesson that you find difficult to understand.
6. Seek assistance from your teacher if you need help.
7. Ask permission from your parents/guardians whenever you have research
and requirements to be conducted outside your home.

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 WHAT I KNOW

Pre-Test
Test I. Multiple Choice.
Direction: Choose the letter of the correct answer.
1. ―She walks like a kitten‖ is an example of what figure of speech?
A. Irony C. Simile
B. Metonymy D. Oxymoron
2. What element of fiction does Ariel of Little Mermaid belong?
A. Character C. Settings
B. Characterization D. Plot
3. What Figurative language is used,‖ After a good night sleep, I felt like a million
dollar‖?
A. Simile C. Synecdoche
B. Hyperbole D. Personification
4. Which of the following best defines an antagonist?
A. It is the hero of every story or play
B. It is the opposite of a hero of a story or play
C. It is the lead actor/actress of the story or play
D. It is the supporting Character of the story or play
5. Which of the following is an example of onomatopoeia?
A. You run like a horse.
B. Wooosh.! A cold breeze in a starry night.
C. The White House declared tomorrow as holiday.
D. She was a Good Samaritan.
6. What figure of speech uses like and as to compare two unlike things?
A. Metaphor C. Simile
B. Personification D. Irony
7. Which of the following defines characterization?
I. Characterization is the physical appearance of the character.
II. Characterization is the attitude of the character.
III. Characterization is deferent from characters in elements of fiction.
IV. Sample of characterization are huggable, shy type and loud.
A. I and II C. I, II, III
B. !, III and IV D. I, II,III & Iv
8. Why does the statement ―Blind justice was not on his side‖ is a good example of
personification?
A. Because they used the word ―on‖ to refer his side.
B. Because justice do not have eyes for it to be blind.
C. Because justice is not on his side.
D. Because the blind was not on his side.

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9. Which of the following is not an element of fiction?
A. Irony C. Symbols
B. Plot D. Setting
10. Which of the following is an example of hyperbole?
A. You‘re so thin; the air will blow you down.
B. You run like a horse.
C. Chirp- chirp, the bird sang a song.
D. Moon! Come here and shine my way.

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Lesson 1USING ELEMENT OF CREATIVE NONFICT

Learning Competency: Do a close reading of creative nonfictional text

(HUMSS_CNF11/12-Ie-f-8)
Identify the fictional elements in the texts
(HUMSS_CNF11/12-Ie-f-9)
Analyze and interpret factual/non fictional aspects in the
texts (HUMSS_CNF11/12-Ie-f-10)
Evaluate the relationship of creative and nonfictional
elements of the texts. (HUMSS_CNF11/12-Ie-f-11)

WHAT’S IN

Let‘s recall
1. Characters are the person, animals, things or creatures doing the actions.
2. Settings does not only discuss in place but also the time and date.
3. The message of the writer can be perceived in the his/her theme.
4. We write not just because we want to write. We write with a purpose.
5. Nonfiction is a story or writing that is factual

WHAT’S NEW

Activity: REMEMBERING US

Close your eyes, recall your life 5 years ago. What are the struggles you had
surpassed? What did you do to overcome your struggles? Who were these people who
made a mark in your life? Share it to your classmate/buddy and let them ask you two (2)
questions from the story you‘ve shared.
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 WHAT IS IT

A. ELEMENTS OF FICTION
There are 6 main elements of a fiction article. These elements serve as the
backbone of every story.

1. CHARACTERS. This mainly involves the voices

of those who are primarily concerned in the
story. Characters are the light of every action
and scenes of a story. It is necessary to
understand that characters are representations
of man for they portray feelings, behaviors,
experiences, and aspirations
There are four types of Characters

Type Definition Examples

1. Protagonist The hero  Ricardo Dalisay (Probinsyano)

 Edward Colin (Twilight)
 Homer ―Alakdan‖ Adlawan
2. Antagonist The opposite of hero (Probinsyano)
 The fox (Little Red Ridding
Hood)
A changing character  Romulo ―Pinunu‖ Dumagit
3. Dynamic from evil to goodness (Probinsyano)
or vice versa.  Bruce (Shark: Finding Nemo)
Non-changing  Lola Flora (Probinsyano)
4. Static/flat
character  Dory (Finding Nemo)

2. CHARATERIZATION. This gives the reader details about the characters

involved, which include physical appearance, way of thinking, feeling, actions,
and reactions to events.
Some examples
 Tony is the shy type.

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  Ben has a Hispanic appearance.
 Coco is the handsome one.
3. SETTING. The situations, actions, and
Circumstances of a story that has transpired
in a certain time and place. It is a basic
element that provides the total environment
of the story in consideration of the time and
space for the movements and actions of the
characters.
Some literary texts do not need to convey the place just to have the readers‘
awareness towards the setting. Some settings will be in a descriptive way.
Example:
―Summer!‖ Kate shouted while looking at the endless salty water with the cold
breeze blowing through her hair. She always love this; the sand on her feet, and the
sound of the waves. It could calm any man who is anger. Kate is happy. Kate is
satisfied.
(There is no utterance of beach from the statement but from the description of Kate,
you can see that she is in the beach.)

4. POINT OF VIEW. It is the angle of considering things. The perspective of the

writer in narrating the story. It answers the question ―who is narrating the story.‖
1. First person point of view- The story is told by the
protagonist or one of the characters who interacts
closely with the protagonist. It uses the pronouns
I, me, we.
2. Second person point of view- The author tells the
story. It uses the pronouns you, yours, and your.
3. Third Person point of view- The narrator is not part
of the story but describes the events that happen.
It uses the pronouns he, she, him, and her.

5. PLOT. It is the structure of the story; the planned flow or series of event from
beginning, middle, and end of the story. Remember Freytag‘s Pyramid

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6. SYMBOLS. Writers may include images that bear
certain meanings that go beyond the literal.
Certain symbols may convey both positive and
negative connotations depending on how they are
used, presented, and perceived.

Some examples of Symbols:

Symbols Meaning

Crucifix Suffering /death or salvation/victory

Black cat Bad luck
Gold Wealth

Spring New life

Dove Peace

Red Blood

Broken mirror Separation

7. THEME. Can be a statement of generalization about life.

The highlights noteworthy realizations concerning the
nature and complexities of human life cultivated from the
experiences, actions, and decisions.

Some examples of themes:

Alienation The effect of/ the loneliness

Coming of age Loss of innocence

Death consequences

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 Survival of one despite the
Good versus evil
triumph

Love Can overcome all obstacles

Survival Man versus nature

Courage Conquering with

B. Figures of Speech
Figures of speech constitute a rhetorical or literary device that departs from
the literal meaning of an idea. They may be employed to make the idea more
colorful.
Among the figures of speech are:
1. Simile- comparison of ideas using like or as.
Example: You are like a kitten lost in a
city.
(comparing you to a kitten with the use of like)

2. Metaphor- comparing two things without the use of like/as.

Example: You‘re the apple of my eye.
(comparing you to an apple)

3. Personification- using human attributes in describing nonhuman or inanimate

objects.
Example: The moon smiled at the stars.
(“smile” the moon do not have a face to smile)

4. Parallelism- use of the same grammatical structure.

Example: Peace can only be achieve through dedication, peace
can only be achieved through diligence, peace can only be
achieved through fidelity of the rule of law.
(the use of “peace can only be achieved” in one sentence)

5. Apostrophe- addressing a person who is either dead or absent when the

utterance is made.
Example: Mabini, Bonifacio, Rizal, let your guiding spirits influence
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our leaders in this time of great crisis!

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 (Calling Mabini, Bonifacio, and Rizal who are dead to guide them)
6. Metonymy- Substitution of a word/phrase for an idea to which it is closely
related.
Example: Let me give you a hand.
(Hand refers to help)

7. Allusion- comparison that involves making references to a famous fictional or

historical figure, event or idea.
Example: He was a real Romeo with the ladies.
(“Romeo” A character in Romeo and Juliet of
Shakespeare‟s play. Romeo is a true romantic hero.)

8. Onomatopoeia- word that imitates a real sound.

Example: Rika turned when she heard a loud splash.
(splash is a sound of water)

9. Hyperbole- use of exaggeration to emphasize an idea.

Example: Her smile was a miles wide.
(She is very happy)

10. Synecdoche- the ―part‖ to represent the ―whole‖

Example: ―Do you have wheels?‖
(Wheels refers to a vehicle)

C. Irony
Irony happens when there‘s a marked contrast between what is said and what is
meant, or between appearance and reality. This can be a difference between the
surface meaning of something that is said and the underlying meaning. It can also be
a difference between what might be anticipated to happen and what actually occurs.

Three Types of Irony

1. Verbal irony. Takes place when the speaker says something in sharp contrast to
his or her actual meaning. The speaker regularly makes a statement that seems
very direct, yet indicates that the opposite is in fact true, or what the speaker
really means.
Example: ―Well, isn‘t this nice.‖ Uttered by a man whose plane is going down.
(From the song ―Ironic‖ of Alanis Morrissette)

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 Note: Verbal irony can also consist of ―ironic similes‖, which are comparisons in
which the two things are not alike at all.
Example: Your hand is soft as sandpaper.
(Means your hand is rough.)
You are warm as ice.
(Means you are cold)
2. Dramatic Irony. Happens when the audience has more information than one or
more characters in a work of literature.
Example: Shakespeare‘s Othello
Othello‘s best friend Lago is evil and attempting to bring Othello
down.
Desdemona has been faithful, though Othello doesn‘t know this.
(The audience is aware but Othello is not aware.)
3. Situational irony. Contains of a situation in which the outcome is very different
from what was expected. There are contradictions and contrasts present in
situational irony.
Example: The movie ―The Wonderful Wizard of Oz‖
The citizens of the Emerald City assume that Oz is great and all-
powerful, yet the man behind the curtain is revealed to be an old
man with no special powers.

D. Scene and Dialogue

Scene becomes more interesting and animated with the use of dialogue, which
refer to the verbal exchange between the characters. When adding dialogue, one
should imagine the characters themselves speaking to each other to make the dialogue
as realistic as it should be.

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 WHAT’S MORE
Activity 1
Direction: Read the selection and answer the questions that follow.

Storm Country
Genevieve Prias

Ondoy will always hold a place in the annals of the most destructive tropical
storms to directly strike the metropolis. It did not really have the strong, gusty winds that
characterized the weather disturbance that regularly hit the country side. What it did
have was an extraordinary water volume -the biggest in a very long time.

It was a toned-down version of Noah‘s Deluge, except that, unlike Noah who had
been forewarned about the destruction and instructed to build an ark to save his``
family at least, most of the people in NCR were not told about the water volume of
Ondoy. They knew about storm, of course, courtesy of PAGASA, the government‘s
embattled weather agency that perennially suffers from budgetary concerns and the
lack of people and facilities, among others.

For Filipinos, typhoons and storms are like their doors and pay regular visits.
About 20 of them come every year to our archipelagic country.
Floods per se do not catch people by surprise. Filipinos know that, to paraphrase
a saying, when it rains in NCR, it pours, and it floods. Flooding is a fact of life insofar as
the people of Metro Manila are concerned -like traffic, like the overcrowding and
overloading on trains, like pollution (air, noise, and what not), like politicians who renege
on promises made during the campaign period. But Ondoy‘s surge was different. It
rained for six hours- a far cry from the 40 days and 40 nights of biblical lore. On other
days, the rainfall would last an entire day. But Ondoy‘s six-hour downpour was
equivalent to a month‘s average rainfall, as experts would later reveal.

Some children took advantage of the intense rainfall and trooped to the streets.
Together with not a few naïve adults who wanted to relieve themselves of the punishing
tropical heat. Families brought out their containers—barrels, pails, basins to catch some
water—while others stayed inside, watching the downpour from their windows, oblivious
to the trail of destruction that Ondoy would soon leave.
Good thing it was a Sunday and schools were not holding classes, except for
some colleges and universities. The college students who reported for class that day
regretted having left home. ―If not for exams,‖ said Rica, an Education student in one
of the schools along Taft, ―I would have chosen to be absent.‖

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 When it comes to class suspensions, Rica and her new fellow students would
often consider themselves dehado, that is, on the losing end. College classes are
suspended last and only after local government officials have declared so. At times, it is
left to the to the discretion of school administrators. When their grade school and high
school counterparts are told to stay home to keep safe and avoid any possible
inconvenience, college students have brave elements. In not a few instances, they have
wade through Metro Manila‘s legendary flood waters in order to reach school and reach
home from school. As in the case of our other social concerns, we have made a joke
out of it: Grade school and high school students are tao. While collegians are
amphibian, if not sirena or shokoy.
It had been raining for half an hour when the people realized the gravity of
Ondoy. As the water rose unabated, traffic ground to a halt.
Drivers chose to wait instead of pushing their way through, and commuters
negotiated minutes, then hours of suspended animation as jeepneys and buses came to
a standstill. Later video clips showed more appalling scenes—people clinging to tree;
survivors pleading for help from their rooftops; bodies, either dead or alive, being tossed
around or awaynby the raging flood.
Like a malevolent spirit, Ondoy was already playfully during NCR upside down.

Direction: Identify what figure of speech does it exemplify?

1. It was a toned-down version of Noah‘s Ark.
2. For Filipinos, typhoons and storms are like their next-door neighbors on
their next of kin.
3. Bodies, dead or alive, (are) tossed around or away by the raging flood.
4. In NCR, it rains, it pours, and it floods.
5. Ondoy playfully turns NCR upside down.

Activity 2
Direction: Identify the following examples as situational irony, dramatic irony, or verbal
irony

1. George breaks a date with his girlfriend so he can go to a ball

game with the guys. At the concession stand, he runs with his
girlfriend with another guy.
2. Mark is using an escalator going to a fitness gym.
_3. As you walk outside into the pouring rain, your friend sarcastically
comments, ―What a lovely weather we are having today.‖
4. A police station gets robbed

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Activity 3

Direction: Match an event from the first column with an event from the second column
to create an irony.

1. Buy a bus pass A. a hurricane flood the city

2. Win the lottery B. oversleep and miss school
3. Remodel your house C. win a car
4. Stay up late to finish homework D. lose the winning ticket

Activity 4
Direction: Using a star diagram, give the characteristics of a good president.

Activity 5

Direction: Write Y in the blank if the statement has irony and N if otherwise.

1.We named our St. Bernard ―Mouse‖.

2.Nothing is certain but death and taxes.
3.What a great day; I wrecked my car and got fired.
4.Jake‘s mother watched him play video games and said ―I‘m glad you‘re
doing your homework.‖
5.All is well that ends well.

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DEVELOPING
Lesson 2THEMES BY COMBINING MULTIPLE ELEM

Learning Competency: Write a draft of a short piece using multiple elements

conventionally identified with the literary genres
(HUMSS_CNF11/12-Ig-j-12)
Peer-edit each other‘s draft (HUMSS_CNF11/12-Ig-j-13)
Revise the draft of a short piece using multiple elements
conventionally identified with the literary genres.
(HUMSS_CNF11/12-Ig-j-14)

WHAT’S IN

Reflect on me!
1. What factors do you think make fictional works interesting to read?
2. Why are the elements of fiction necessary to be studied and analysed?
3. Why does a theme of a story need to be emphasized? What does it provide to
the readers?

WHAT’S NEW

The learner will go on a campus tour for 1 hour or less. Using the five
senses, the learner will write their observation and write down on a piece of paper. After
the campus tour, the learners will go back to the class and use the table below for their
observation.

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The Five Senses Place 1 Place 2 Place 3
Sight
Smell
Hearing
Touch
Taste

WHAT IS IT

Writing constantly involves the utilization of printed symbols of a language that

form and carry meaningful verbal messages.
It is a communicative skill categorized as a ―productive/expressive skill‖ similar
to speaking since both involve the production of messages using linguistic or non-
linguistic symbols.

WHAT’S MORE

Direction: Answer the following questions honestly.

1. If you are ask to write a story now, what would be your theme?

2. Do you believe that theme depends on the writer‘s mood? Why or why not?

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Activity 2
Direction: Complete the following comic strip by filling in the comic bubble/box.

Activity 3
Direction: Develop a story with your own theme combining the elements being
discussed.

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Teachers will be guided on the rubrics below.
Attempted Proficiency
Proficient Nearly Proficient
Criteria (0-2 pts)
(7-10 pts) (3-6 pts)

All ideas are Some ideas are Many ideas are

Clarity
expressed clearly. expressed clearly. confusing.
All ideas are Some ideas are The manner in which
Vividness articulated articulated ideas are articulated is
convincingly. convincingly. not convincing enough.
All details are Some details are Details are not
Organization presented an presented in an organized
in organized way. properly.
organized way.
Grammar, syntax, Grammar, syntax, The composition is
and mechanics are and mechanics are riddled with errors
Correctness correct, with just largely correct, (6 or more).
one or two errors. with three to five
errors.

WHAT HAVE I LEARNED

1. Metonymy is often confused with .

2. When you read the dialogue, you could imagine the as well.
3. can also consist of ―ironic similes‖, which are comparisons
in which the two things are not alike at all.
4. occurs when there is a presence of an audience.
5. Simile and metaphor both compare two things, but only simile
uses signal words like and as in comparing.
6. There are elements of fiction.
7. Scene can have any dialogue that the writer desires.
8. Characterization uses senses for description
9. Theme can be a statement of generalization about life.
10. Certain symbols may convey both positive and negative connotations
depending on how they are used.
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 WHAT I CAN DO

Activity 1
Direction: Read the selection below and answer the following questions.

NICO'S STORY: AN INSPIRING STORY OF A YOLANDA SURVIVOR

It has been almost four months after super typhoon Yolanda hit several parts of
the country particularly the Visayas Region and yet the stories of resilience and heroism
remain clear in our hearts. Read Nico's story - the boy who survived, the boy whose
heart remained strong amidst adversity.

―Our family was awakened by a strong gusty

wind that seemed to lift our house off the ground. I
thought the lashing of wind against our Nipa hut would
eventually stop, so I just prayed and asked for God‘s
mercy. But the beatings did not stop. It seemed
endless. Everyone became afraid we might be blown
away, so we each crouched at different locations in the house.
My mother was crying, saying that we should have evacuated. The situation
became worse and I could no longer recall how long it lasted, until suddenly, an
enormous volume of water engulfed our tiny house and eventually submerged it. It was
as if all the sea water was dumped right above us.
―All of us could swim, so we hurriedly swam to a nearby coconut tree for
something to hold on to. I was with my two brothers in one coconut tree, while my
parents were on another not far from us. In my mind, it was enough that we have some
kind of support we could remain holding on to until the water subsides.
But all hopes disappeared when another wave, a bigger one this time, came
rushing. It was so huge that it could probably cover the tallest edifice in our municipality.
It came so strong and so fast that when it struck the coconut trees my family was
clinging onto, we were like fruits being slowly peeled from the tree.
"Another wave came crashing. I glanced at my two brothers to make sure they
were still there, but they were gone.
"That was the last I saw of them.‖
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 "The next thing I remember was that I was being dragged deeper into the sea by
the strong current. I thought I was going to die because I couldn't breathe. And then
came darkness.
"When I regained consciousness, I was afloat near a worn-out wooden boat. I got
hold of the boat--the only thing separating me from life and death--as I was being
carried by the waves across three barangays. Along the way, I got struck on the face by
a floating galvanized iron.
I never cared whether the wound was deep because I was far keener on saving
my life. I landed on a shallow ground near the town municipal hall. It was more than 500
meters away from where our house originally stood. My face was profusely bleeding
when some people took me in for first aid treatment.
―Two days after the typhoon, I started looking for my family. My mother‘s
remains were found in the rubble within our barangay. The bodies of my father and
brothers were never recovered.‖

The survivor, Nico Milo, is a 12 year old, Grade 5 pupil at the San Roque Central
School in Tanauan, Leyte, one of the municipalities hardest hit by the typhoon.
Nico is the eldest son of Belinda and Reynaldo Sr., who both perished along with
their two sons, Reynaldo Jr. and Carlo. He and his family were residents of Brgy. San
Roque situated along the shoreline of Tanauan, Leyte.
Nico is currently staying with an uncle. He was among the first pupils who
eagerly reported for class last Dec. 2, 2013. When asked how he has been coping after
what happened, he replied that he is very sad after losing his family. When asked how
he feels about going back to school, he readily answered, ―I am excited because I will
be with my classmates again, and we have a new classroom!‖
Note: This is a repost from the Interview by Mercedes D. Sarmiento | DepEd Philippines

1. Why do Nico and his family climbed the coconut tree?

2. What makes Nico an individual worth emulating?

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3. What are the lessons we can learn from the story?

Activity 2
Direction: Write a story of your life when you are still in grade school. Use figurative
language and elements in constructing the story.

Teachers will be guided on the rubrics below.

Attempted
Proficient Nearly Proficient Proficiency
Criteria
(7-10 pts) (3-6 pts) (0-2 pts)

All ideas are Some ideas are Many ideas are

Clarity
expressed clearly. expressed clearly.
confusing.
All ideas are Some ideas are The manner in
articulated articulated which ideas are
Vividness convincingly. convincingly. articulated is not
convincing
enough.
All details are Some details are Details are not
Organization presented an presented in an organized
in organized way. properly.
organized way.
Grammar, syntax, Grammar, syntax, The composition is
and mechanics are and mechanics are riddled with errors
Correctness correct, with just largely correct, (6 or more).
one or two errors. with three to five
errors.

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 ASSESSMENT

Post-Test
Test I. Multiple Choice. Direction: Choose the letter of the correct answer.
1. Which of the following is an example of hyperbole?
A. You‘re so thin; the air will blow you down.
B. You run like a horse.
C. Chirp- chirp, the bird sang a song.
D. Moon! Come here and shine my way.
2. Which of the following is not an element of fiction?
A. Irony C. Symbols
B. Plot D. Setting
3. Why does the statement ―Blind justice was not on his side‖ is a good example of
personification?
A. Because they used the word ―on‖ to refer his side.
B. Because justice do not have eyes for it to be blind.
C. Because justice is not on his side.
D. because the blind was not on his side
4. Which of the following defines characterization?
I. Characterization is the physical appearance of the character.
II. Characterization is the attitude of the character.
III. Characterization is deferent from characters in elements of fiction.
IV. Sample of characterization are huggable, shy type and loud.
A. I and II C. I, II, III
B. !, III and IV D. I, II,III & Iv

5. What figure of speech uses like and as to compare two unlike things?
A. Metaphor C. Simile
B. Personification D. Irony
6. Which of the following is an example of onomatopoeia?
A. You run like a horse.
B. Wooosh.! A cold breeze in a starry night.
C. The White House declared tomorrow as holiday.
D. She was a Good Samaritan.

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7. Which of the following best defines antagonist?
A. It is the hero of every story or play
B. It is the opposite of a hero of a story or play
C. It is the lead actor/actress of the story or play
D. It is the supporting Character of the story or play
8. What Figurative language is used After a good night sleep, I felt like a million
dollar.?
A. Simile C. Synecdoche
B. Hyperbole D. Personification
9. What element of fiction does Ariel of Little Mermaid belong?
A. Character C. Settings
B. Characterization D. Plot
10. ―She walks like a kitten‖ is an example of what figure of speech?
A. Irony C. Simile
B. Metonymy D. Oxymoron

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ANSWER KEY

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 REFERENCES

Moratilla, N. and Teodoro, J. (2016). Claiming Spaces: Understanding, Reading, and

Writing Creative Nonfiction. Quezon City:Phoenix Publishing House.

Israel, L. Q., (2017). Quezon City, Philippines: Creative Nonfiction. Vibal Group Inc.

Neill, A. (2005). Types of Friends. Retrieved January 15, 2019 from

http://english120.pbworks.com/w/page/19006816/classification%20paragraphs

Morton,D.(2010).EReading Worksheets.Retrieved from

https://www.ereadingworksheets.com/free-reading-worksheets/irony-worksheets/
(January 18, 2019)

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 For inquiries or feedback, please write or call:

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Balulang, Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail address: region1O@deped.gov.ph

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