Creative Nonfiction Module 3 Corrected

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Creative Nonfiction Module 3 Corrected COPY
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SENIOR HIGH SCHOOL
CREATIVE NONFICTION
Quarter 1 – Module 3
PRINCIPLES AND TECHNIQUES OF CREATIVE NONFICTION

Creative Nonfiction – Senior High School
Alternative Delivery Mode
Quarter 1 – Module 3: Principles and Techniques of creative Nonfiction
First Edition, 2020
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
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The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary:

Leonor Magtolis Briones Undersecretary:
Diosdado M. San Antonio
Printed in the Philippines by: Development Team of the

Department of Education – Region VII, Division
Module of Cebu Province
Office Address:
Writer: Aminah M. Sia
IPHO Bldg., Sudlon, Lahug, Cebu City 6000 Cebu
Editor:
Telefax: Paterno
(032) A. Verano
255-6405
Reviewers:
E-mail Address:Dr. Clavel D. Salinas
cebu.province@deped.gov.ph
Marivic M. Yballe (Moderator)
Illustrator: Cyril Q. Bitoon
Layout Artist: Cyril Q.
Bitoon Management Team:
Dr. Marilyn S. Andales Schools Division Superintendent
Dr. Leah B. Apao Assistant Schools Division Superintendent
Dr. Ester A. Futalan Assistant Schools Division Superintendent
Dr. Cartesa M. Perico Assistant Schools Division Superintendent
Dr. Mary Ann P. Flores CID Chief
Mr. Isaiash T. Wagas Education Program Supervisor/ LRMDS

SHS- HUMSS
CREATIVE
NONFICTION
Quarter 1 – Module 3:
WRITING A DRAFT OF A SHORT PIECE

Introductory Message
For the Facilitator:
We trust that this Creative Nonfiction Alternative Delivery Mode (ADM) Module on
the Principles and Techniques of Creative Nonfiction, shall help you to engage your learner
in the most enriching and fun ways. The collaborative work put in by the development team
has ensured that each activity does not only facilitate acquisition of 21st Century skills but
shall also take into consideration the circumstances, needs and well-being of each learner,
especially at this time of anguish and uncertainty. Rest assured, that we have not compromised
learning through this modality but that all essential competencies are covered; the same way
they will be tackled substantially in succeeding modules.
For the Learner:
Real-life stories could be as fascinating as the fairy tales and nursery rhymes from
your childhood or the online and printed novels you read in the present. The characters, the
setting and the action may even be more interesting if you know how to captivate your
readers through escalating the thrill in a perspective that engages them; painting colorful
images with metaphors or imagery as in poetry; or setting the mood and anticipation as in the
dialogues in drama. The challenge is, even while integrating these elements and devices, how
you do not deviate from events as they happen. As you are expected to breathe life to your
experiences by using literary elements and devices, Module 3 shall deal with the process of
writing a draft of a short piece; also, with special focus on the process of writing essays.
To ensure that each lesson is a full, fun and enriching experience, it is divided into the
following parts:
ii

What I Need to This introduces the learner where one is
Know at in terms of Competencies, Objectives,
and Skills to prosper with in the subject
matter.
What I Know This checks the learner’s perception

on the lesson.
This connects the understanding on
What’s In the previous topic to ideas of the present
topic.
This is a start-up of the lesson thru

What’s New
stimulus activities that sets the mood into the
topic.
What is It This part discusses, unlocks, and guides the

learners on the topic.
This contains self-checked activities to

What’s More set into the topic and develop knowledge
and skills being asked.
What I have This section enriches the learning

Learned through a question / activity.
This consists of an activity that applies

What I Can Do the learner’s learning into day- to-day
events in life.
iii

This area checks the mastery /
Assessment skills toward the topic.
This section contains enhancement

activities are given to further absorb
Additional Activities the learnings.
This contains answers to all

activities in the module.
Answer Key
At the end of this module, you will also find:
References This is a list of all sources used in making this module.
The following are some reminders:
1. Use the module with care. Do not put unnecessary mark (s) on any part of the
module. Use a separate sheet in answering exercises.
2. Answer all activities included in the module starting with What I Know.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/ facilitator on schedule.
If you encounter difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant competencies.
iv

Lesson 1 Choosing
a Topic for Essays
Learning Competency:
Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the literary
conventions of genre following these pointers: (HUMSS_CNF11/12-lb-d-5)
 choosing a topic
 formulating a thesis statement
 organizing and developing ideas
 using any literary conventions of a genre
 Ensuring that theme and technique are effectively developed
WHAT I NEED TO KNOW

Learning objectives: At the end of the lesson, learners should be able to:
 perform pre-writing activities to come up with initial list of topics.
 explain purpose and audience for the choice of topic and form for one’s draft.
 demonstrate keenness in choosing an audience and purpose.

WHAT I KNOW
Pre-Assessment
Instruction: Complete the words by filling in the missing letters. Take your clues from the
statements.
1. The writer should have a clear understanding of their p rp s whether

to inform, persuade, entertain, demonstrate or express his feelings.
2. The amount of t or how long one has to gather information and add
depth to one’s purpose is also important.
3. The writer should think about his au nce such as if the topic would be interesting or
relevant to them.
4. Communication should be t - way and although the writer is the primary speaker, the
purpose should be manifest through the audience’s reactions or response.
5. The form, tone or style should be appro _ ate to the readers.
6. A writer should also asse the amount of knowledge he has on the topic and
7. the amount of in ma on he can access.
8. To persuade means to in ence readers by presenting arguments

intended to change attitude, beliefs or 9. v ues.
10. To persuade the audience that corona virus is a real threat is an example of a spe
fic subject or goal rather than a general purpose.
LET’S TAKE A BLAST FROM THE PAST!

A photograph or image; a memory; or a lingering feeling can be a starting point to a
colorful story, poem or creative nonfiction. One can start by describing the sensory
experience as vividly as possible such as how an object looks like, sound, taste or feel or the
circumstances and play of emotions surrounding an unforgettable incident. Foremost, an
aspiring writer should decide what to write about and in what form this should be written.

WHAT’S IN
“WORD-WIDE WEB”
Instructions: Inside the circle, write a word that you would like to explore about. As fast as
you can, write words anywhere on each blank around the circle, that you can associate to the
word. After which; read the words aloud and reflect on connections among the words.
WHAT’S NEW
“Free-Writing”
Instruction: Choose an idea, a question or topic you are considering writing about. Write
about it for 5 minutes nonstop. Do not worry about grammatical or spelling errors and that
what you have written makes sense only to yourself. Read what you have written and reflect
on what perspective or question you would like to pursue.

_
_
_
There is so much to say on topics of your interest. Free writing helps you to process your thoughts and later n

WHAT IS IT
There are many ways to brainstorm or come up with a topic to write about:
listing - Come up with a list of ideas that you can think about relating to topics you are
considering to explore. Do this quickly and set the list aside. Go back to the list and do it all
over after eliminating or combining ideas.
Cubing - The technique helps one to look at an idea in six different points of view or
perspectives: describing; comparing with another; associating with related issues/ ideas;
analyzing good and bad; applying to real-life context and arguing for or against it.
Journalistic Questions - Think of your topic according to the 5 W’s 1 H questions: who,
what, where, when, why and how.
What? So What? Now What? - In exploring your idea, you begin by writing or describing
what it is; what you can do with the idea and where you want to go next with it or what else
should be considered.
Example: What? Drug addiction So what? Increase in criminality etc. Now
what? What government should do
Defining Terms - Simply giving a working definition of concepts and comparing the same
with those from the dictionary or other sources.
Summarizing - You can begin with a summary of what you know to establish essential
understanding before going into analysis or synthesis of new ideas. One can also summarize
readings by individual article or by combining those with the same perspective or position.
Metaphor/ Simile - a comparison may help others to understand your idea better using
metaphors or similes. You may have to explain the use of either.
Applying Ideas to a Personal Circumstance or Common Situation - Applying an idea to
common or familiar occurrences helps to analyze it according to context and experience so
that explaining other related circumstance will be much easier.
 After deciding what you want to write about, it is crucial to also determine the form
you will be writing it in whether it will be as a created fiction story, an expression of
feelings or describing experience through poetry, recreating through drama or sharing
facts, analyzing history or current events through a nonfiction.

 For nonfiction, one should combine facts with literary prose, telling a story in an
engaging way using literary devices, in the same way that writers employ literary
devices in other formats.
 Purpose should be a foremost consideration just as audience and the medium should be.
For children, fiction stories and videos might be the most interesting while writing for
those in the academe may need more sophisticated medium such as print/ newspaper
articles. Young adults may prefer blogs, testimonials or spoken poetry.
WHAT’S MORE
Instruction: Write as many corresponding details on each column as you can related to the
idea/topic of your choice.
Topic/Idea:
_
WHAT SO WHAT? NOW WHAT?

WHAT I HAVE LEARNED
Instruction: Make a summary of how you can best choose a topic or idea to explore.
Explain how important knowing one’s purpose, audience and form are.
With strokes of our pen, we can actually powerfully influence others views and move them to act more purpos

WHAT I CAN DO
Instruction: Fill in with ideas relating to the topic at hand (COVID 19).
What is COVID 19?
Compare and
contrast COVID 19
with the SARS?
What other crises

is the world
experiencing
recently?
What are the

effects of COVID19
to people’s lives and
the society as a
whole?
In your own
community, how has
life changed with
COVID 19?
Are there positive

impact of the COVID
19? Explain.

ASSESSMENT
Assessment # 1
Name: _ Grade & Section:

Date: _ Score:
A. Instruction: Below is an example of the basic journalistic questions. Answer
accordingly.
What are proposed learning modalities/

means for the new school year?
Where can students find other means to

enrich learning aside from printed
modules that will be made available?
Why is face-to-face classes prohibited

meanwhile?
When will face-to-face engagement in

classrooms most probably be allowed?
How can parents and teachers help/ partner

together to make sure that students will still
learn the most essential knowledge/ skills?
B. Make an introductory paragraph based on the details you have provided in the
preceding exercise.
__
_

ADDITIONAL ACTIVITY
Instruction: Using metaphors and similes, describe your experiences during the
quarantine/ lockdown.
There is indeed countless of topics to talk about. Narrowing it down and organizing ideas are most crucial. Let
10

ANSWER KEY
Lesson 1
11

Lesson 2
Formulating a Thesis Statement for Essays
WHAT I NEED TO KNOW
Learning Competency:
Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the literary
conventions of genre following these pointers: (HUMSS_CNF11/12-lb-d-5)
 explain characteristics of a good thesis statement.
 write a good thesis statement on an idea considered for a written draft.
 demonstrate tact in writing a thesis statement.
12

WHAT I KNOW
Pre-Assessment
Instruction: Write S if the thesis statement is strong and W if it is weak.

1. This paper runs down why a diploma is important.
2. Jose Rizal’s life was cut short by his execution.
3. Extending the Enhanced Community Quarantine in Cebu City is one solution to
flatten the curve.
4. Conducting Sex Education classes as early as the intermediate grades is a good
method to curb teenage pregnancy.
5. Advertising companies use sex to sell their products.
6. Exposing children early on to the dangers of drug abuse is a sure method of
preventing future drug addicts.
7. The local agnostic community is trying to impose their godless conviction by
working to exclude catechism as part of extra-curricular offerings in school.
8. Improving remuneration for our local nurses is one solution to augment the brain
drain that has besieged our country at late.
9. I will explain below why creativity is more important than knowledge.
10. In today’s global competition, a high school diploma is not enough to land one
in a stable, lucrative job.
LET’S TAKE A BLAST FROM THE PAST!

You might have experienced having more questions than before a story or news was
told. Maybe the storyteller or news bearer had his details all mixed up or there was no clear
direction at all as to where he was heading or the point he is trying to make.
A thesis statement provides the focus for an essay and help to organize in such a way
that it revolves around what the writer wanted to expound about according to his purpose;
just as a plot leads to a resolution and successfully conveying the theme in fiction.
13

WHAT’S IN
“A-ha or Na-ah”
Instruction: The following are examples of strong thesis statements taken from a reference
listed at the end of the lesson. While reading through what makes them good ones, think
about the argument in each and decide whether you are for or against it. Write A-ha if you
are in favor and Na-ah if you are not.
1. Because many children are unable to vaccinate due to illness, we must require that all
healthy and able children be vaccinated in order to have herd immunity.
2. School uniforms may be an upfront cost for families, but they eradicate the visual
differences in income between students and provide a more egalitarian atmosphere at school.
3. With more and more teens using smart phones and social media, cyberbullying is on the
rise. Cyberbullying puts a lot of stress on many teens, and can cause depression, anxiety, and
even suicidal thoughts. Parents should limit the usage of smart phones, monitor their
children's online activity, and report any cyberbullying to school officials in order to combat
this problem.
4. Corporations should provide more work from home opportunities and six-hour workdays
so that office workers have a better work-life balance and are more likely to be productive
when they are in the office.
5. A degree from a university provides invaluable lessons on life and a future career, but not
every high school student should be encouraged to attend a university directly after graduation.
Some students may benefit from a trade school or a "gap year" _
6. where they can think more intensely about what it is they want to do for a career and how
they can accomplish this.
14

WHAT’S NEW
“WORD ASSOCIATION”
Instruction: Fill in the blank with the correct term. Choose from the box.
debatable fiction thesis statement plot position
Poetry drama supporting fact body
1. A theme is to while a
is to nonfiction.
2. The exposition begins the while the introductory paragraph is

followed by the which provides evidence of the thesis.
3. The thesis statement is not a statement of but a statement of __

that may be .
WHAT IS IT
 The thesis statement is the central/ controlling idea which is one’s interpretation
of a question or subject at hand.
 A thesis could be one-sentence long and appears towards the end of the introductory
paragraph. It is specific on one to three points of an idea further explained in the body.
 It is not a summary but a dissection of an issue. It should identify an argument on an

issue (climate change may be big; one can specify the issue in the context of local
initiatives about it).
 A preliminary or working thesis statement may be modified as a writer outlines the points
and evidences for his essay. You can either broaden or narrow down your working thesis
statement to come up with a clearer, more focused development of your body and
concluding paragraph; reflecting closely what has been discussed.
15

 The elements of a good thesis statement include:
1. Specificity - concentrated/ focused on a specific area of a general topic
2. Precision - coherent argument and focused on a topic to be dissected.
3. Arguability - presents relevant and specific argument; contains a point of view that can be
supported by evidence.
4. Demonstrability - provides reasons and examples of one’s opinion; rely on personal

observation, research and other sources to validate arguments
5. Forcefulness/ Assertiveness - tone is firm, assertive and forceful on taking a stance that
others might oppose about.
6. Confidence - authoritative, persuasive; refrain from using phrases such as “I believe,”

“I feel,” or “In my opinion,” as it reduces credibility.
 What Makes a Weak Thesis Statement:
1. when it is simply a declaration of the subject or a description of what will be

discussed
2. when it makes unreasonable, outrageous claim or insult towards the opposing side
3. when it contains obvious fact instead of a debatable statement or argument
4. when statement is too broad and unspecified
WHAT’S MORE
Instruction: Answer accordingly.

1. Closing all American borders for a period of five years is one solution that will
tackle illegal immigration. What action does the writer propose?
2. Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer

settlements, and reflects a more realistic view of the causes for marital breakdown. Why is a
no-fault divorce preferred by the writer?
1. _ 2.
3. _
16

3. Exposing children from an early age to the dangers of drug abuse is a sure method of
preventing future drug addicts. What social problem is the writer proposing to curb?
4. In today’s crumbling job market, a high school diploma is not significant enough
education to land a stable, lucrative job. What is the writer suggesting in his statement?
5. Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the
audience and weakens the plot. According to the writer, what are the effects of
Shakespeare’s use of dramatic irony in Romeo and Juliet?
1. 2.
WHAT I HAVE LEARNED
Instruction: Go back to the statements in the pre-assessment activity that you marked as weak
thesis statements. Write them on the table below; including the reason(s) why you consider
the statements as weak and revise these statements accordingly.
WEAK STATEMENTS REASON(S) WHY REVISED/ IMPROVED

FROM PRE- STATEMENT IS WEAK THESIS STATEMENT
ASSESSMENT
17

WHAT I CAN DO
Instruction: Write a clear, precise and strong thesis statement out of the details that you
have provided.
1. Working thesis: Young people should work hard to be successful.
Young people who have finish their college courses are called: _
Traits/ qualities should they possess to find stable jobs:
What do these stable jobs provide for them?
Strong Thesis Statement:
2. Working Thesis: Filipino nurses are migrating.
Why do nurses prefer to work abroad?
What is its impact to the Philippines?

_
Strong Thesis Statement:
It is most important to write a strong thesis statement and support it with sufficient and relevant evidences.
18
ASSESSMENT
Assessment # 2
A. Instruction: Put a check (√) on the blank corresponding to strong thesis statement and an
(X) on the blank corresponding to weak thesis statement.
1. Nurses have a crucial role in patient care and should be paid higher to show
appreciation for the love and nurturing they give.
2. Nurses make less than they deserve.
3. Research shows that the minimum wage in the Philippines is insufficient.
4. Herein, we will explore countless issues pertaining to discrimination such as the

reasons for which, the stereotyped victims or the impact to them.
5. With the increasing number of medical practitioners migrating to the U.S. and other
countries, the government should take steps to reduce the “brain drain” in the country.
6. Increasing minimum wage does not only benefit individual workers but businesses
and the national economy as well.
7. The percentage of teenagers suffering from depression has increased from five
percent in 2000 to eight percent in 2010.
8. The combination of exercise and a healthy diet improves mental and emotional
well-being among students and they can well benefit from these activities at this pandemic
situation.
9. I believe there are lots of parents among us who are worrying about the
incoming school year.
10. Graduates of the TVL track in Senior High School can opt to seek employment
given the ample skills they have acquired in school and in the immersion program with
industry partners.
19

ADDITIONAL ACTIVITY
Instruction: What is your stance about online class. Make a thesis statement to express
your proposal for or against it.
_
_
What could be main ideas you would want to tackle about online classes? Do you agree that this is a
timelyissue pandemic?
especially atthistimeofthe
20

ANSWER KEY
21

Lesson 3
Organizing Ideas for Essay
WHAT I NEED TO KNOW
Learning Competency: Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any
of the literary conventions of genre following these pointers: (HUMSS_CNF11/12-Ib-d-5)
 identify and organize main ideas and supporting details.
 write main ideas and supporting details for given thesis statements.
 demonstrate consideration for and persistence in achieving purpose of writing.
22

WHAT I KNOW
Pre-Assessment
Instruction: From the tree, pick out the most appropriate word to complete each
sentence.
important
formal
outline
topic
purpose
informed
Roman
numeral
Step-by-step
sensory
informal
1. When one explains how a mask is properly worn, the process is best.
2. If one would like to describe what is happening in the COVID facility, he can create a
picture using experience such as common sights or sounds around.
3. To persuade others to refrain from going out in public except if necessary, one begins
with the most reasons for doing so.
4. The serves as the framework or skeleton for developing a thesis into full
writing.
5. One’s way or method of organizing ideas depends on the .
23

6. A outline is a detailed guide that shows how supporting ideas are
interrelated.
7. To move others to act accordingly with health precautions, they first need to be
about it.
8. The _ outline includes a preliminary information from free writing or

prior research.
9. The outline uses words or phrases to keep the outline short and easier to
comprehend.
10. Main points that develop or expound on the thesis statement is indicated by
when making the outline.
WHAT’S IN
Instruction: Choose what method of organization is most appropriate for the purpose. Write (C)
for chronological order/ sequence; (S) spatial order/ description; and (O) order of
importance.
1. rundown the significance of community projects and initiative
2. depict a setting/scenario for a wedding
3. explain why parents need to monitor their children’s internet use
4. how to do or make something
5. relating an interesting movie
6. why exercise is good for us
7. narrate one’s personal protest experience
8. convincing people to sign up for a one-year pledge of financial support to the
mission
24

WHAT’S NEW
Instruction: In previous discussions, you know that you should give thought to what you are
writing, to whom and how. Write a paragraph accordingly.
A. Describe a process that you can do well with (e.g. cooking). Assume that your readers are
unfamiliar with the procedure. Transition words such as first, then, next and lastly, may help
to make your message clear.
________
__________
__
B. Write a paragraph expressing why it is important to impose wearing a prescribed school

uniform.
__________
__
25

C. Describe what structures, places you pass by going to church from your home. Also
include your commute or how to get there.
How I Get to Church
WHAT IS
WHAT IS IT
 The connection between the thesis statement and the body of supporting
details and evidences is best achieved by how the essay is structured. Prior to making an
outline, the writer should decide on what organizational pattern to use:
1. chronological order - sequenced according to how it happened such as relating history, a

story or experience or explaining procedure.
2. Spatial order - create a picture using sensory appeal: sight, smell, taste, sound, touch to
help others visualize objects, places, events as you want them to. Transition words such as
between, across, to the left/right; towards and a little farther, among others may be used.
3. order of importance - ranking or setting ideas in the order of importance, significance or

significance. It is most appropriate for persuasion. Some transition words to use are
foremost, most importantly, more or least important.
 Topic outline uses words or phrase to make it brief and easier to comprehend.
26

 Sentence outline uses complete sentences for clarity purposes.
 Main ideas including the introductory paragraph with your controlling idea or thesis
statement; at least three (3) body paragraphs that contain main ideas and arguments; and
a concluding paragraph that wraps up or summarize your points, restate your thesis
statement, make suggestions or throw another related issue should be indicated by
Roman Numerals (I, II, III, IV, V). Supporting details and evidences for each main idea
such as data, facts and examples should be assigned letters in upper case (A, B, C). Sub-
points to further dissect supporting details may also be included, designating Arabic
numerals to indicate the same (1, 2, 3).
 Information under each Roman numeral corresponds to one paragraph. The writer may
break up the paragraph with an additional one as he sees fit due to its length. In this case,
the writer may have to re-number his main ideas.
WHAT’S MORE
Instruction: First, arrange the main ideas and write on the blank indicated with the Roman
numeral. Then, assign supporting details accordingly by simply writing them under the
appropriate main idea. Write on the blank provided for.
Thesis Statement: Raising prices of alcoholic drinks through excise tax and pricing
policies are among the most effective ways of reducing the harmful effects of
alcohol.
Main Ideas:
 Foremost, an efficient system of tax collection and enforcement helps to curb alcohol
abuse.
 Finally, government should ensure effectiveness and efficiency in enforcement of tax and
pricing policies through reliable measures.
 Alcoholism is on the rise in the Philippines. (Situation)
 Pricing policies are also an effective intervention against alcohol dependency.
27

A. Imposing excise tax reduces excessive drinking due to affordability concerns.
A. Higher prices prevent progression towards heavy drinking.
A. Government can provide price incentives for non-alcoholic beverages.
A. Close to five million Filipinos drink on a regular basis.
B. Episodes of heavy drinking among alcoholics are reduced because of decreased

disposable income for alcohol.
B. Excise tax provides government with revenue to offset the economic cost of the
harmful use of alcohol.
B. Direct or indirect price promotions and sales discounts should be restricted or banned
entirely.
B. Chronic alcoholics seldom seek help for their dependency and end up with liver cirrhosis
or cancer.
C. Raising prices of alcohol reduces underage drinking.
C. RA 11467 that took effect on Jan 01, 2020 imposes an increase in excise tax to include
alcohol products to reduce its consumption and ultimately its harmful effects on the Filipino
drinking population.
C. Subsidies for alcohol operators in the area of alcohol production and distribution should
be reduced or stopped entirely.
Thesis Statement:
_ _
A. __
B. _
_ _
C. _
28

I. _
A. _
__
B. _
II.
_
A.
_
B. _
C. _
III.
A. _
B. _
C. _
_
WHAT I HAVE LEARNED

Instruction: Recall what you have learned on the importance of organizing your ideas through
outline writing and come up with 5 tips for beginning writers.
My Tips for29
Beginning
Writers:
1.
2.
3.
4. _
5.

WHAT I CAN DO
Instruction: Give three main ideas for the following thesis statement. You may use phrases or
sentences. Remember that the main idea is the topic sentence that you develop into a
paragraph.
Thesis Statement: With all the benefits we can think about the use of the internet, parents
should still have to monitor their children because of the dangers and risks that are
associated with it.
1.
2.
3.
ASSESSMENT
Assessment # 3
Instruction: Answer accordingly. Make sure to write in complete sentences.
Thesis Statement: Government should strengthen its efforts against drug addiction.
I. Drug addiction is by far one of the most challenging social problem the country is
facing.
A. Give latest statistics (cite the source) regarding drug addiction in the country.
B. What are commonly abused drugs/substances in the country?
C. What has the government done so far in controlling drug addiction?
II. Drug abuse leads to other social problems.

A. How are people, especially teenagers lured/influenced towards drug abuse?
B. How do drug abusers behave?
30

1. At home
2. In school
3. In the community/ public
C. What other social issues are related to the problem of drug abuse?
III. People, especially teenagers, resort to drugs for personal reasons.

A. What could be reasons for teenagers to resort to drug abuse?
B. What are solutions for the reasons/ problems listed above?
C. What groups or who should be involved in helping teenagers avoid drugs?
IV. The collaboration of different groups helps to prevent the increase in drug abuse in the
country.
A. What alternative activities/ programs can the local government units (LGU) offer
to young people?
_
B. How can school help their students not to resort to bad influence of drug abuse?
C. How should family dynamics be to help teenagers cope with the confusion and
anxiety of puberty?
V. Young people should take responsibility for themselves and their peers.
A. How do you avoid bad influence?
B. How can you help your peers cope with problems or issues and not to resort to
drug use?
C. What other recommendations do you have to prevent drug abuse?
31

ADDITIONAL ACTIVITY
Instruction: Develop each main idea given for the given thesis statement.
Thesis Statement: Online classes is the best alternative at this time of pandemic.
I. How does online classes differ from face-to-face classroom setup?
2. Enumerate and describe platforms or apps that can be used for online classes.
3. What are possible problems with online classes?
4. How can students help themselves to gain maximum knowledge and skills with the new
platform of online or blended learning (combination of online, modular, television, radio and
other platforms)?
_
_
32

ANSWER KEY
33

Lesson 4
Using Literary Conventions of a Genre of Choice and Ensuring that Theme and
Technique are Effectively Developed
34

WHAT I NEED TO KNOW
Learning Competency: Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any
of the literary conventions of genre following these pointers: (HUMSS_CNF11/12-Ib-d-5)
 exemplify literary conventions of a genre
 Write a complete draft of a short piece (fiction, poetry, drama, essay)
 Demonstrate creativity and critical thinking in coming up with a draft to express feelings
or opinion.
WHAT I KNOW
Pre-Assessment
Instruction: Literary conventions are defining features of a genre. Write which genre have
the following given literary conventions (fiction, poetry, drama, essay). An item may have
more than one answer.
1. thesis statement
2. prose
3. lyrical devices
4. characterization
5. persona
6. plot
7. body of supporting evidences
8. rhythm
9. rhyme
35

10. dialogue
WHAT’S IN
Instruction: Write the letter corresponding to the theme as suggested by the following
lines/verses.
A. Love is eternal.
B. No1.matter
Go onhow
and badly
try to tear
one me down, Ihewill
is treated, canbealways
rising bounce
from theback
ground
withlike a skyscraper.
courage in his
heart.
2. And on that day when my strength is failing, the end draws near and my time has
C. Whatever our personal circumstances, God is always worthy of praise.
come, still my soul will sing your praise unending, Ten thousand years and then forever.
D. A person can achieve his dreams with the support of another person especially
someone
3. Howhe looks upitto.
long does last? Can love be measured by the hours in a day? I have no
answers but this much I can say, I’ll know I’ll need her ‘til the stars all burn away.
4. Did you ever know that you’re my hero? You are everything I wish I could be.
I could fly higher than an eagle for you are the wind beneath my wings.
WHAT’S NEW
Instruction: We use literary devices/ conventions to make fiction, poetry, drama or essays
more interesting to our readers. Practice by using these literary devices/ conventions as
required for each item.
1. Write at least two (2) rhyming lines that describe love.
36

2. Use onomatopoeia to describe what sounds you hear on a stormy night. Write a stanza
with four lines (quatrain). Read your attempt aloud and decide how to improve the rhythm.
_
3. Using a simile and metaphor, describe a character’s feeling, his surroundings or other
characters around as he gets closer to a group of teenagers lingering around a dark alley late
that night.
_
4. Write a narration for drama that includes foreshadowing to give a hint of what danger is
likely to happen as the plot unfolds. Also include a short exchange between two (2) characters
regarding a dangerous incident.
Narration:
CHARACTER 1:
CHARACTER 2:
__
37

5. Using imagery, vividly describe a suspenseful scene in a zombie movie as part of your
introductory paragraph to convince parents to monitor their children’s television or internet
viewing habit. Describe to appeal to at least 3 of the five (5) senses: smell, sight, sound,
touch, taste.
WHAT IS IT
 Rather than using plain language, writers use literary techniques or devices to emphasize
their messages and let them stand out. Writers share their ideas, opinions, views and
observations in a creative manner; making sure to convey a timeless universal theme
drawn from human experiences that serve to remind us of life truths and realities. For
whatever purpose or form a literary work takes, it is certain to relate to some human
condition or aspect of human nature.
 Universal theme refers to the commonality of experiences that transcends age, culture,
gender or geography. It means the feeling or human truth conveyed is the same one for all
in whatever genre this might have been expressed or in what particular experience. A
disappointment a child might feel for a parent missing his game is the same one a
grandmother would feel with her children failing to see her on her birthday. Stories of
different characters may differ or their responses as well but these stories point to the
same themes as frustration, love, hope or determination.
 With a specific purpose in mind, a writer integrates themes using literary techniques and
tools. He can choose to use a specific genre as he sees most appropriate.
38

 Diction or the choice of words and style of expression can impact the tone,
representation of characters, setting and dialogue among others. It allows inference to
the motivation of the character, persona or writer.
 Themes are perspective, specific opinion or expression of life truths of a subject and
may be explored through analyzing characterization, plot or literary devices used.
Literary works may have a major theme and minor themes.
 The major theme is the main idea repeated throughout or is developed within the literary
piece while minor themes are those that may appear briefly or may be suggested within
a literary work.
WHAT’S MORE
Instruction: Diction through a play of words helps you to achieve a tone and style
relevant to your purpose. Answer accordingly.
1. Describe/ give your impressions of a unique or interesting person (real-life character)

that you know. Use literary devices you are most comfortable with.
2. Compose a rap of at least four (4) lines about this person you described in # 1.
_
_
_
_
_
3. Describe the tone/ overall feeling/ mood of his life in the current. Expound on
reasons for that impression you have.
39

4. Give a theme/ general statement about his outlook in life.
__
WHAT I HAVE LEARNED

Instruction: Write a short reflection on the impact and relevance of literary work (fiction,
poetry, drama, essays) to achieve specific impact such as information, persuasion, reflection
or entertainment.
WHAT I CAN DO
Instruction: Answer accordingly.
1. As a way of increasing awareness and persuading people to be more vigilant and active,
describe the current situation in the country using literary devices that you know. Also try to
achieve a tone/ feeling that you want them to embody such as urgency, fear, alarm or
satisfaction.
40

2. What general statement/ life truth or reality can you make of our situation.
ASSESSMENT
Assessment # 4
Instruction: Write a draft of a short piece (Fiction, poetry, drama, essay) using any of the
literary conventions of your genre of choice. Make sure to review and make revisions as you
see fit. Rubrics shall be provided for your own and a peer’s evaluation of your draft. You will
be given two weeks to submit. Write on a separate paper.
ADDITIONAL ACTIVITY
Instruction. Do a self -evaluation of your draft using the rubrics provided for peer evaluation.
We’re on our way to get acquainted with the differenttypesofcreative nonfiction.Happy writing!
41

Pre-Assessment
1. essay
2. drama, fiction, essay
5. poetry
What’s In 6. drama, fiction, essay
1. B 7. essay
2. C 8. poetry
3. A 9. poetry
4. D 10. drama, fiction, essay
References
Books:
Aguila, A., Galan, R.S., Wigley, J (2017) Telling the Truth: The Art of Creative Nonfiction.
Quezon City: C & E Publishing Inc.
Sygaco, S. (2017) Writing Techniques in Creative Nonfiction. Quezon City:
Great Books Trading
Links:
http://clipart-library.com/free-cliparts-writers.html
https://www.servicescape.com/blog/25-thesis-statement-examples-that-will-make-
writing-a-breeze
https://opentextbc.ca/writingforsuccess/chapter/chapter-5-putting-the- pieces- together-
with-a-thesis-statement/ https://www.etsy.com/au/listing/713307599/tree-outline-svg-
tree-svg-tree-clipart https://www.5staressays.com/blog/essay-outline
https://bcourses.berkeley.edu/courses/1357555/pages/b-dot-6-2-topic-and- sentence-
outlines-which-type-of -outline-is-best-for-the- assignment?
module_item_id=13261248
https://www.thoughtco.com/outline-for-cause-and-effect-paragraph-1690574
https://www.who.int/substance_abuse/safer/r/en/
https://alcoholrehab.com/alcoholism/alcoholism-in-the-philippines/
https://www.google.com/search?q=clipart+school+shirt+black+and+white&tbm=isch
&ved=2ahUKEwiiyc-dkYLrAhWLuJQKHTlDBmUQ2-
cCegQIABAA&oq=clipart+school+shirt+black+and+white&gs_lcp=CgNpbWcQA1C7j
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6634291/ https://alcoholrehab.com/drug-
addiction/drug-addiction-in-the-philippines/
https://ph.images.search.yahoo.com/yhs/search?p=clipart+teenager+writing&fr=yhs- Lkry-
newtab&hspart=Lkry&hsimp=yhs- newtab&imgurl=https%3A%2F%2Fblog.accepted.com
%2Fwp- content%2Fuploads%2F2016%2F08%2FTips-for- AWA.png#id=70&iurl=https
%3A%2F%2Fst2.depositphotos.com%2F3651719%2F52 81%2Fv
%2F950%2Fdepositphotos_52819551-stock-illustration-young-boy-
https://literarydevices.net/theme/
https://www.bucks.edu/media/bcccmedialibrary/tutoring/documents/writingareahand
outrevision/literature/Identifying-themes.pdf
https://teacher.depaul.edu/Documents/PARCC-NWEA_Poetry_Guides.pdf
https://sites.google.com/site/yourownnovelstudy/the-learning-objectives/lo5- describe-a-
theme-and-explain-how-the-author-develops-this-theme-throughout-the- text
https://www.matrix.edu.au/essential-guide-english-techniques/the-literary-
techniques-toolkit/
43

Rubrics for Grading Essays
Criteria Masterful Skilled Able Developing Novice Actual
Score
(5 Pts) (4 Pts) (3 Pts) (2 Pts) (1 Pt)
Outline,
focus,
Purpose,
Thesis
(Controlling
Idea) 5 Pts
Ideas,
Support &
Development
(Evidence)
5 Points
Structure,
Organization
(5 Pts)
Sentence
Structure
(Grammar)
5 Pts
Vocabulary
and Word
Usage
5 Pts
Total Score
(25 Pts)
44

Rubrics for Grading Poetry
Criteria Masterful Skilled Able Developing Novice Actual Score
(5 Pts) (4 Pts) (3 Pts) (2 Pts) (1 Pt)
Clarity of
Thene
( 5 Pts)
Use of Poetic
Elements/
Conventions
(tone,
rhythm,
rhyme)
(5 pts)
Structure/
Organization
(5 Pts)
Diction/ Style
5 Pts
Creativity/
Use of
Literary
Devices/
Techniques
5 Pts
Total Score
(25 Pts)
45

Rubrics for Grading Fiction/ Drama
Criteria Masterful Skilled Able Developing Novice Actual Score
(5 Pts) (4 Pts) (3 Pts) (2 Pts) (1 Pt)
Development of
Theme
(5)
Plot
5 Points
Diction/ Style
(5 Pts)
Literary
Conventions
(characterization,
setting, tone)
5 Pts
Use of Literary
Devices/
Techniques
5 Pts
Total Score
(25 Pts)
46

For inquiries and feedback, please write or call:
Department of Education, Region VII, Division of Cebu Province (IPHO Bldg., Sudlon, Lahug, Cebu City)
Telefax (032) 255-6405
Email Address:
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education (Harris Memorial College)

Studocu is not sponsored or endorsed by any college or university

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Published by the Department of Education Secretary:

Printed in the Philippines by: Development Team of the

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For the Facilitator:

they will be tackled substantially in succeeding modules.

For the Learner:

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What I Know This checks the learner’s perception

This is a start-up of the lesson thru

What is It This part discusses, unlocks, and guides the

This contains self-checked activities to

What I have This section enriches the learning

This consists of an activity that applies

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This section contains enhancement

This contains answers to all

At the end of this module, you will also find:

References This is a list of all sources used in making this module.

The following are some reminders:

3. Read the instruction carefully before doing each task.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/ facilitator on schedule.

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WHAT I NEED TO KNOW

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1. The writer should have a clear understanding of their p rp s whether

5. The form, tone or style should be appro _ ate to the readers.

8. To persuade means to in ence readers by presenting arguments

fic subject or goal rather than a general purpose.

LET’S TAKE A BLAST FROM THE PAST!

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WHAT SO WHAT? NOW WHAT?

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What is COVID 19?

What other crises

What are the

Are there positive

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Name: _ Grade & Section:

What are proposed learning modalities/

Where can students find other means to

Why is face-to-face classes prohibited

When will face-to-face engagement in

How can parents and teachers help/ partner

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WHAT I NEED TO KNOW

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Instruction: Write S if the thesis statement is strong and W if it is weak.

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