SENIOR HIGH SCHOOL Department of Education

National Capital Region

SCHOOL S DIVISION OFFICE
MARIK INA CITY

Creative Nonfiction
First Quarter - Module 2
Literary Elements

Writer: Noemi Escolano-Del Rosario

Illustrator: Marexcza Z. Salinas
Layout Artist: Richland C. Buere

What I Need to Know

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 Good day senior high school learners!
In this lesson, you will learn to understand the literary conventions that govern the
different genres and you will clearly use a chosen literary element for a written output.
At the end of this lesson, you will be able to learn how to:
Create samples of the different literary elements based on one’s experience
(HUMSS_CNF11/12-Ib-d-4

In addition, you will learn concepts and answer activities that will help you to do the
following which are connected to our main lesson:
1. define what is literary element
2. differentiate literary elements from literary devices
3. identify the types of literary elements
4. classify samples of literary devices
5. write samples of different literary elements and literary devices

What I Know
Before you proceed to the different activities inside the module, answer first the
short pre-assessment activity below to find out what you already know about the topic
different literary elements.
Pre-Assessment Activity
Directions: Answer the following questions below. Select your answer from the options
provided after each item. Choose the letter of the correct answer.
1. It is defined as a composition of all works of narrative fiction.
A. Literary Element C. Literary Device
B. Literary Technique D. Literary Term

2. It is defined as a technique used by a writer to produce a special effect in his/her

writing.
A. Literary Element C. Literary Device
B. Literary Technique D. Literary Term

3. Which is NOT a type of literary element?

A. Setting B. Language C. Plot D. Character

4. “He is the apple of my eye,” is an example of?

A. Simile B. Personification C. Hyperbole D. Metaphor

5. “It was sunrise at Nagrebcan. The fine bluish mist, low over the tobacco fields.” What
is the setting of the story?
A. in the afternoon at the field C. late in the afternoon at the garden
B. early in the morning at the field D. early in the morning at the garden

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 Lesson

1 Types of Literary Elements

The most important literary element is language. Language is defined as a system

of communicating ideas and feelings through signs, sounds, gestures, and/or marks.
Language is the way we share ideas with one another. Whether it is through speech, text
or even performance.

Literary elements have an inherent existence in literary piece and are extensively
employed by writers to develop a literary piece.

To make it simple, literary elements are the things that all literature—whether it is
a news article, a book, or a poem—absolutely have to have.

What’s In
In our previous lesson, we have discussed about themes and techniques in a text.
Will you please recall the lecture you have learned? Write down on the box a simple
sentence that will differentiate each of them.

Theme is defined as _______________________________________________

Technique on the other hand is _____________________________________

“All the family members were dressed in black with sad faces.”
What is the theme of the story? __________________________________

In today’s lesson, you will learn about how to create samples of different literary
elements and devices. In can be very useful to you especially in college as you will assess
articles in writing.

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 What’s New
Let us start the lesson on literary elements in a story.

Plot Diagram Chart

Directions: Fill these elements of plot diagram chart: Exposition, rising action, climax,
falling action, resolution or denouement.

NOTE: Draw here the picture of the Plot Diagram Chart but the answers should not
be included or written on the box. The students will write their answers on the box.

(sample below)

The plot is the most important literary element in a story. It is literally the sequence
of events and, in that sequence, we learn more about the characters, the setting and
the theme of the story.
The plot is what forms a memory in readers’ minds, allowing them to think about
the book and even making them want to read it again. By identifying and
understanding the plot, the reader is able to understand the message being conveyed
by the author, and the explicit or implicit moral of the story.

What is It
The answers you made in the previous activity is an example of a type of literary
element.
Literary Element is a composition of all works of narrative fiction which is a
necessary feature of verbal storytelling that can be found in any written or spoken
narrative.
Let us say your English teacher wants you to analyze a lengthy novel. You wonder
how you can analyze something that is hundreds of pages long. The easiest way to do so

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is to break the whole text down into its smaller parts, or elements. That way, you have
manageable units that you can examine separately and then put back together as a whole.
The parts of a literary text are known as its literary elements. Rather than looking
at a whole novel, we can examine its plot, setting, characters, point of view, theme and
literally device individually. Yes, that's quite a list, but in the spirit of breaking down large
tasks, let us break these elements down and view them piece by piece, using the following
questions: what, when, where, who and how.
Can you still recall a story from your junior high school days in English class that
you examine the literary elements? What made you interested about the story?
________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________
There are many different types of literary elements but there are only six most
important element that is always present in every story.
1. Plot is what happens in the story, the series of events. The plot focuses attention
on the important characters and their roles in the story. It motivates the
character to affect the story and connects the events in an orderly manner.
Five Elements of a Plot
a. Exposition
b. Rising Action
c. Climax
d. Falling Action
e. Resolution or Denouement
2. Setting is where the story takes place. Setting can include season and time of
day, climate, and era.
3. Character these are the beings who inhibit the story. Sometimes they are
actual people but, just as often, they are animals, or even inanimate objects.
4. Point-of-view refers to who is telling or narrating a story. The point-of-view of a
story is how the writer wants to convey the experience to the reader. A story can
be told in three different ways:
a. First-person point of view, the character is telling the story. The use of “I,’
“me,” or “we.”
b. Second-person point of view, the writer has the narrator speaking to the
reader. The use of “you,” “your,” and “yours” can be seen.
c. Third-person point of view has an external narrator telling the story. The
words “he,” “she,” “it,” or “they,” are used in this point of view.
5. Tone refers to the attitude of the author towards the audience and subject.
Reader can infer the narrator’s tone from the words.
6. Literary Devices are the true tools of the writer. A partial list of literary devices
includes simile, metaphor, personification, symbolism, alliteration, hyperbole,
irony, onomatopoeia, and figurative language.

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 What’s More

Activity 1: Plot of the Story

Directions: Read this motivational story and identify the story structure parts:
exposition, rising action, climax, falling action and resolution.

“When Joanna Grew Great”

Joana was just an average kid with an average life. She lived in an average sized
house in an average neighborhood in a totally typical town. At home, she helped out just
enough to slide by. At school, she did just enough homework to stay out of trouble. She
had straight “80’s” in all of her classes.

One day, Joanna’s teacher, Mr. Cruz, stopped her after class. “Joanna,” he said, “I
know that you can do better. I have seen the work you do in class, and some of it is
amazing…way better than your grade.” Joanna knew that there were moments when she
did try a little harder than what everyone expected, like when she put extra elbow grease
into some of the dishes to make them really sparkle; or, when she took extra time with
her handwriting on a few problems of her homework to make it look fancy. But she did
not have confidence in herself. She did not really believe that she could change; in fact,
she was scared by the thought of having the power to become what she wanted. She had
done just enough to get by for so long that being moderate was her lifestyle. She stopped
listening to Mr. Cruz about halfway through and just nodded her head until he stopped.
Then she walked out at an average pace.

That night, Joanna had a dream. It was ten years into the future, and she was still
living with her mother in her average neighborhood. She could not find a job, because
even average jobs were filled with above-average workers: people who did more than what
was expected of them. Joanna loved her mother, but she wanted more for herself. She
wanted her own place, her own life. A voice spoke in the dream: “The present is nothing
more than the outcome of the choices made in the past. The future will only be the results
of the choices we make today.” Joanna began crying tears, because she knew that she
helped shape the world in which she lived, and the choices she made produced the options
she had. She woke up with her pillow wet.

Joanna was relieved to be back in school. She took a little more care in getting
herself ready that morning, and she looked better than normal. She tried harder in school.,

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and she felt smarter than usual. She helped more around the house, and she felt better
than typical. Soon the pattern of success replaced the pattern of being moderate, and
Joanna became great at everything. Sure, there were still lots of things that Joanna
struggled with, but just trying her best made her feel better when she did not succeed,
and Joanna even became great at failing by learning from her mistakes.

Ten years later, Joanna lived in an average sized house in an average neighborhood
in a totally typical town. She was just an average adult, working much harder than average
to earn a living. But her happiness was above average because her life was hers. She still
visited her mother quite a bit. But when she was done, she was happy to go to her house.
Joanna was living a great life.

1. Exposition:
A. Setting: __________________________________________________________
When and where does the story takes place?
B. Conflict: _________________________________________________________
Describe the conflict in the story
2. Rising Action: List some events that occur before the climax.

a. __________________________________________________________________
b. __________________________________________________________________
c. __________________________________________________________________
3.
Climax:
The turning point

4. Falling Action: List some events that occur after the climax

a. __________________________________________________________________
b. __________________________________________________________________

5. Resolution:
When the conflict is solved

Activity 2: Looking for Other Elements in a Story

Directions: Reread the story “Joanna Grew Great.” Identify

the other elements in the story by answering the following
questions.
1. Author’s Purpose: entertain inform persuade

2. Setting: _____________________________________________________________
When and where does the story take place?

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 3. Characters: _________________________________________________________
Who are the people involve in the story? Describe each of them.

4. Narrator’s Point of View: ____________________________________________

1st person, 2nd person or 3rd person

Activity 3: Point of View

Directions: Determine from which perspective the passage is narrated. If it is third
person, circle each character’s thoughts or feelings that are narrated. Explain you
answers in the box.
Viewpoints: first-person point of view, second-person point of view and
third-person point of view

1. If you are confused about something in class, don’t wait. Raise your hand and ask
for help immediately. Do it while your teacher is still explaining the material. Your
teacher will probably be happy that you are taking an active part in your education
and should attempt to explain the material in a different way. If you are still
confused, ask your teacher if he or she is available after class to give you additional
instruction. You are worth it. Don’t give up on yourself.

Narrator’s Perspective: ______________________________________________

Explain how you know:

2. Susan applied the lipstick on her lips. She had never done this before. She smacked
her lips like she had seen other women do in the movies and looked in the mirror.
She felt unsure about what she saw. She turned to her friend Donna and asked,
“How do I look?” Donna gasped and said, “You look breathtaking, Susan.” Susan
smiled. She was grateful for these words, even though she didn’t believe them.

Narrator’s Perspective: ______________________________________________

Explain how you know:

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3. The dew on the grass made my running shoes damp. It didn’t bother me. The sound
of my feet hitting the street formed a rhythm, a steady pattern of high thumps. I
timed my breathing with the rhythm. These sounds filled my head. I thought of
nothing other than the next step and keeping my tempo. I soared over the sidewalks
like concrete clouds.
Narrator’s Perspective: ______________________________________________
Explain how you know:

4. A bus drove by Sheila as she sat on the park bench. A woman pushed double
stroller with a set of twins down the sidewalk. Several pigeons approach Sheila. “Go
away, flying rats. I do not have any food for you,” Sheila shouted at the birds. They
squawked and flew off. Sheila crossed her legs and took a deep breath. She picked
up the newspaper, flipped through a few pages, and put it back down. Then her
phone rang.
Narrator’s Perspective: ______________________________________________

Explain how you know:

5. You look at the blueprints laid before you. You have no idea how to read them.
“Why did I lie to get this job?” you wonder to yourself. The men in the room are
watching you. The man in the suit who hired you asks, “Well, what do you think
about these plans? Should we go for it?” You pick up the blueprints and pretend to
study them carefully. “Um, well, have we done any fault testing?” you ask. The man
in the suit looks at you and says, “Fault testing? What’s fault testing?” To buy
yourself time in a smooth way you say, “Uhh…”
Narrator’s Perspective: ______________________________________________
Explain how you know:

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Activity 4: Determining the Tone
Directions: Read each passage carefully. Choose the letter of the word that most clearly
expresses the tone in each passage. If you are unfamiliar with any of the words, look them
up before you select the correct answer.
1. A vaccine is a preparation of killed or weakened germs that is injected under the skin
and causes the blood to produce antibodies against the disease. Effective vaccines, for
instance, have been developed for smallpox, rabies and polio.
A. objective B. arrogant C. regretful

2. Often you feel you’ve done nothing when you’ve actually done a lot. That’s because
what you did do seemed beneath notice – it was so small that it didn’t “count.” But it
did – just as each stitch counts toward a finished dress, each brick or nail toward a
house you can live in, each mistake toward knowing how to do things right.
A. hesitant B. encouraging C. amused

3. We have come together this afternoon to mourn the deaths of sixteen miners – our
friends and neighbors – who were trapped by fire yesterday, deep below the earth. They
lived bravely and they died too soon, leaving behind grieving wives and bewildered
children. We bid them a final farewell.
A. forgiving B. sorrowful C. angry

4. Why do these things always happen to me? Jimmy wandered. First, I forget an
important meeting, and nobody reminds me until it’s over. Then my boss dumps a big
project on my desk and wants it done by yesterday. And to top everything off, I leave
my wallet on the bus.
A. comic B. self-pitying C. optimistic

5. Each year in the middle of February, when the sky is depressing gray, I begin dreaming
of warm beaches, tropical fruits, and sunsets. If only I could save enough for a summer
vacation! Maybe next year I will win the lottery. Meanwhile, I will read travel brochures
and sigh.
A. unsure B. joyous C. longing

Activity 5: Language Check Up on Literary Device

Directions: Many authors will not easily come up and say
exactly what they mean in their works; they use a variety of
techniques and devices to enrich their work and make it more
interesting. See if you can identify some of the more common
techniques or devices.
1. “If I do not eat my daily papaya, I will surely die,” is an example of what type of literary
device?
A. Alliteration B. Personification C. Hyperbole D. Metaphor

2. “Bob is as brave as a lion,” is an example of what literary device?

A. Personification B. Simile C. Symbolism D. Irony

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3. “The wall stared at me silently,” is an example of what type of literary tool?
A. Personification B. Symbolism C. Metaphor D. Alliteration

4. “The road was a ribbon of moonlight,” is an example of which of these literary

devices?
A. Personification B. Simile C. Irony D. Metaphor

5. “Purple puppies like playing on the playground,” is an example of:

A. Simile B. Alliteration C. Hyperbole D. Irony

What I Have Learned

1. Literary elements are writing techniques used to create artistic special effects, that
immerse the reader into a narrative, story, or text. Literary elements are specific
ways that storyteller use words in specific patterns to tell their stories. They are
considered the main tools in a writer’s toolbox.
2. Plot is the series of events that connect the beginning to the ending. Every story
must have a plot, and its plot must work within the story. Plot focuses attention on
the significant parts of the character’s lives. And most importantly, it draws on the
reader’s emotions.
3. The most common literary devices used in literature, art, and everyday language
are similes, metaphors, personification, hyperbole, alliteration, and symbolism.

What I Can Do
Activity 6

Apply what have you learned about the different types of literary elements: plot,
setting, character, point of view, tone, and literary devices.
Read the story below and write the plot, setting, characters, point of view and
literary devices used by the author in the passage.
How to Get Success
Once a family was said to be inside a car. The boy was driving, and his father sat
on the seat next to him.
He had gone only a few days away from home. Just then, a fierce storm ensued. It
was hard to drive a car in a storm. The storm was as strong as Hercules. The wind is
whistling furiously, not taking the name of stopping.
He was also becoming fiercer. The boy said to the father, “Father, the storm is very
strong. What do we do now?” Father replied, “Do not stop driving the car.” The boy asked
again his father on what to do. But the father said that he should not stop in driving.
Then, the boy said to the father, “I see that everything is blurred.” “All the people here

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have stopped the car,” the boy continued. “We should also stop our car,” the boy insisted.
The father replied, “do not pay attention to these people, just keep driving.” After some
time, the boy started seeing everything clearly.
He saw that the storm has stopped, and the sun has gone out. Now his father said,
“stop your vehicle.” The boy asked, “why now? Now that we have come out of the storm.”
The father replied, “wait for a minute and look back. Those who stayed on the way are still
trapped in the storm.” The father continued, “you kept driving your car without stopping,
so you could come out of the storm. If you too would have stayed the same as them, you
too would have been trapped in the storm.”
Plot:
a. Exposition:_______________________________________________________
b. Rising Action: ____________________________________________________
_____________________________________________________________________________
_______________________________________________________
c. Climax:_____________________________________________________________________
_____________________________________________________________________________
____________________________________________
d. Falling Action: ___________________________________________________
_____________________________________________________________________________
_______________________________________________________
e. Resolution: ______________________________________________________
_____________________________________________________________________________
_______________________________________________________

1. Characters:
_____________________________________________________________________
2. Point of View:

_____________________________________________________________________
3. Tone:
_____________________________________________________________________

4. Literary Devices used in the story:

________________________________________________________________________________
__________________________________________________________

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 Assessment
Directions: Reread the story “How to Get Success.” Construct sentences using
the literary devices given below where the theme, message or lesson from the
passage serves as your guide in creating your own sentences.

1. Simile: _____________________________________________________________
2. Metaphor: __________________________________________________________
3. Personification: _____________________________________________________
4. Hyperbole: __________________________________________________________
5. Symbolism: _________________________________________________________

NOTE: Use the following rubrics as a guide while working on this activity.

Criteria Score Comments

Use of literary devices is correct 10 points

Sentence is clear and holds reader’s 10 points

attention
Construction of sentence is free from 10 points
errors in grammar, spelling,
punctuation and capitalization

Additional Activities
Activity 7: Literary Devices Used in a Song

Literary devices are words and expression used in poems and songs to convey
various meanings and interpretations from the literal meaning. Songwriters used literary
devices to stimulate emotion, help listeners to form mental images.

Below are some lines from famous songs. Identify what literary device was used,
and pick the line/s from the song and explain your answer.

1. Fire Work – Katy Perry

“Do you ever feel like a plastic bag…
Do you ever feel, feel so paper thin…
Come on, let your colors burst…”

Literary Device: ______________________________________________

Explain your answer: _________________________________________
_______________________________________________________________

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2. Let It Go – Idina Menzel
“The snow glows white on the mountain tonight
Not a footprint to be seen…
The wind is howling like this swirling storm inside
Couldn’t keep it in, heaven knows I’ve tried…
Let it go, let it go
Can’t hold it back anymore…”

Literary Device: ______________________________________________

Explain your answer: _________________________________________
_______________________________________________________________

3. Grenade – Bruno Mars

“Easy come, easy go, that’s just how you live, oh
Take, take, take it all, but you never give
Should’ve known you was trouble from the first kiss
Had your eyes wide open; why were they open? (Ooh)

Gave you all I had and you tossed it in the trash

You tossed it in the trash, you did
To give me all your love is all I ever ask
‘Cause what you don’t understand is

Literary Device: ______________________________________________

Explain your answer: _________________________________________
_______________________________________________________________

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Activity 8: Story Analysis

Directions: Recall a story that you have read recently, whether it is on a book, a blog, or
on a social media. Complete the chart below by answering the questions given.

STORY: _____________________________________________________________
1.How would you describe the tone of the story?

2. What point of view is the story told from?

3. What would you say the climax of the story is?

4. What items or people in the story could be symbols for other ideas?

5. What theme do you think the text has?

(A theme is a life-lesson or over all idea that you can take away from the work)

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 References

Electronic Resources
___________________________________________________________________________

https://www.youtube.com/watch?v=Uy5LU_3gUs4

https://blog.prepscholar.com/literary-elements-list-examples

https://www.google.com/search?q=literary+elements+meaning&oq=literary+elem
ents+&aqs=chrome.1.69i59j0l7.12087j0j8&sourceid=chrome&ie=UTF-8

https://www.scribophile.com/blog/the-seven-elements-of-fiction

https://www.ereadingworksheets.com/free-reading-worksheets/story-
structure/story-structure-worksheets/

https://www.ereadingworksheets.com/reading-worksheets/when-gertrude-grew-
great-worksheet.pdf

https://www.google.com/search?q=clipart+of+a+girl+doing+great+in+her+studies
&tbm=isch&ved=2ahUKEwjsgPLeh_bpAhVGdXAKHXoGBd0Q2-

https://www.ereadingworksheets.com/point-of-view/point-of-view-worksheets/

https://www.google.com/search?q=clipart+of+a+woman+holding+a+blueprint&t
bm=isch&ved=2ahUKEwiOiPDC4vbpAhXROnAKHb47BLcQ2-

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 Development Team of the Module

Writer: Noemi Escolano-Del Rosario (SEHS)

Internal Reviewer: Janet S. Cajuguiran (EPS-English)
Illustrator: Marexcza Z. Salinas (PHS)
Layout Artist: Richland C. Buere (SEHS)

Management Team:

Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, Curriculum Implementation Division
OIC, Office of the Assistant Schools Division Superintendent

Janet S. Cajuguiran
Education Program Supervisor-English

Ivy Coney A. Gamatero

EPS – LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

Email Address: sdo.marikina@deped.gov.ph

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