lOMoARcPSD|39421511

Creative Nonfiction Q1-M1

Humanities & Social Sciences (Davao City National High School)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Hyudge (hyudge5622@gmail.com)
 lOMoARcPSD|39421511

12
Creative Nonfiction
Quarter 1 – Module 1:
Introduction to Literary Genres

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

English: Creative Nonfiction- Grade – 12/Humanities and Social Sciences

Quarter 1 – Module 1: Introduction to literary genres.
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Development Team of the Module

Writers: Glaiza Mae Geralde-Palmero, Pedro A. Arches National High School
Editors:
Reviewers: Ruben F. Asan, PhD
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team:

Printed in the Philippines by Learning Resource Management Section

Department of Education – Davao del Sur Division

Office Address: Corner Lapu-Lapu Plaridel Streets, Zone 3, Digos City, Davao del Sur

Telefax: ___________________________

E-mail Address: lrmds.davsur@deped.gov.ph

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

12
Creative Nonfiction
Quarter 1 – Module 1:
Introduction to Literary Genres

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

Introductory Message
For the facilitator:

Welcome to Creative Nonfiction, a specialized subject in Humanities and Social

Sciences (HUMSS). This module is designed to provide learners with a self-learning
tool in exploring the beauty and nature of creative nonfiction.

As the facilitator, you are tasked to guide the learners in navigating the
various activities crafted in this module in the pursuit of holistic learning. In addition,
please be reminded that the activities of this module shall be answered in a separate
sheet.

Let us continuously work together in providing life-long learning to the future of

our nation-the learners of today and that no pandemic can hinder us in our quest
towards education.

For the learner:

Kudos to your hard work! Congratulations in keeping up with the challenges

in today’s new normal classroom. This self-learning module in Creative Nonfiction is
designed especially for you. The content of this module is anchored from the Most
Essential Leaning Competencies (MELC) of this subject in lined with the K to 12
Curriculum.

In this module, you will deal with different discussions and activities that will
help you deepen your understanding about Creative Nonfiction. You are expected to
hone your creative nonfiction skills as you explore the developed multifaceted tasks
included in this learning material.

ii

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

PARTS OF THE MODULE

 Let Us Learn- This contains the objective set to be accomplished in the

lesson.
 Let Us Try- This serves as a pre-test to assess how much you know about
the lesson.
 Let Us Study- The new lesson is introduced in this part through various
modalities.
 Let Us Practice- This part contains activities that will help you discover and
understand concepts.
 Let Us Practice More- This contains activities that will further deepen your
understanding about the topic.
 Let Us Remember- This is the generalization/summary of the lesson.
 Let Us Assess- This part contains activities that serves as evaluation of the
lesson learned.
 Let Us Enhance- This section contains enrichment activities which aims to
increase the strength of your responses towards the lesson.
 Let Us Reflect- This part serves as your reflection about everything that has
transpired in the module.

Above everything else, always have A HAPPY LEARNI

Let Us Learn!

Most Essential Learning Competency (MELC)

 Analyze the theme and techniques used in a particular text

(HUMSS_CNF11/12-LB-D-3).
 Create samples of the different literary elements based on one’s
experience (HUMSS_CNF11/12-LB-D-4).

 Let Us Try!

Direction: Read each question carefully and encircle the correct

answer.

1. What element in fiction or drama shows the overall message of the story?
a. plot b. setting c. character d. theme
2. What part of a plot introduces the conflict in the story or play?
a. exposition b. rising action c. climax d. falling action
3. What narrative device uses the past event to better understand the
present?
a. Flashback b. conflict c. Deus Ex Machina d. Irony
4. What narrative device provides a hint on what will happen next in the
story?

iii

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

a. Foreshadowing b. conflict c. Deus Ex Machina d. Conflict

5. Determine among the choices below the type of fiction that covers several
plots complications and is composed of chapters.
a. Short story b. Flash fiction c. Novella d. Novel

Let Us Study
According to Leo Gutkind, “Creative Nonfiction heightens the whole
concept of essay writing. It allows a writer to employ the diligence of a
reporter, the shifting voices and viewpoints of a novelist, the refined
wordplay of a poet and the analytical modes of an essayist.”
Carolyn Force and Philip Gerard states that the literariness of Creative
Nonfiction distinguishes it from deadline reportage, daily journalism,
academic criticism, and critical biography. It is story telling of a very high
order through the revelation of character and the suspense of plot, the
subtle braiding of themes and resonance, memory and imaginative research,
precise and original language.
This definition certainly makes creative nonfiction the most exciting
and the most widespread genre in the literary world today.
Example:
(1)On July 15, Rivermaya will have a concert at the Araneta Coliseum.
The band has just arrived from a successful tour in China and Indonesia.
Tickets for the concert are selling quickly. (Ordinary news)
While the said news is factual and true, it appears dull and lacks
interesting details. By using the genre of creative nonfiction, this new can be
transformed into a more interesting piece of information.
(2) Fans of Philippine musical band Rivermaya are in for a real thrill. On
July 15, their idol, fresh from their sold-out tour in China and Indonesia, will
be at the Araneta Coliseum for a single concert. Marie Andrada, 18, a
Communication Arts major in UST, says this one concert she would rather die
for than miss. Judging from tickets sales so far, at least 10,000 other people
agree with her.
Because of the addition of some fascinating details, the second
example is a more interesting paragraph than the first. Another example is
given below.

Example 1 Example 2
Now that we understand more Global warming is a reality.
about global warming, we need to And it is here. Now that we have
make our children realize how finally understood this, we have no
important it is for them to do their more excuses for inaction. Let us
part in protecting the environment. begin with our children. Let us
Examples are saving electricity and make them aware that the
water, using paper bags, and environment is also their
recycling paper. responsibility.

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

The two improve examples above are illustrations of creative

nonfiction. Creative nonfiction combines the validity of facts and imaginative
stance of storytelling.
The word “creative” in creative nonfiction refers to the use of literary
craft in the writing of nonfiction-to produce factually accurate essays or
narrative about actual events and people in a compelling and interesting
way.
According to Leo Gutkind, a text can be classified as creative
nonfiction when the writer “communicate information just like a reporter,
but shape in a way that reads like fiction.”

LESSON1: Understanding the Genres of Fiction and Drama

You already have learned about fiction and drama in your creative
writing class, however, as a form of review, let’s refresh our memory with
some terms.

Fiction: defined as “a series of imagined facts which illustrates truths about

human life.” It is commonly called “stories,” and can either be short
(short story) or rather long (novella or novel).
Drama: also uses the traditional conventions of fiction but has an additional
distinctive characteristics of being performed and mounted on stage.

Comparison and Contrast of the Conventions

and Devices between Fiction and Drama

1. Fiction is generally classified as a short story or novel.

 Short story- a brief artistic prose form that centers on a single main
incident and intends to produce a single dominant impression.
 Novel- an extensive prose or narratives that contains chapters and
interludes.
Plays (drama), however, are generally classified into acts or major
divisions.
 One-act play- has one unit of time, one unit of place, and one unit of
action and play
 Three-act –play- showcases a longer exposition of the theme and
conflict.
2. All stories must have a point of view. Point of view is the vantage point or
the angle from which the readers can see how the story unfolds. It can
be told from the perspective of a narrator, a main supporting
character, or an observer. It can also come from an omniscient (all-
knowing) being.

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

Drama also employs point of view but this is not apparent and evident in
a play. What is visible is the interplay of dialogue between and among
the characters. This component that moves the action of the play. A
dialogue is what the viewers see and hear in a performance and these
are the words uttered by the characters in a dramatic play.
3. The development of plot in both fiction and drama has a pattern.
Generally, it contains the following:

Exposition Introduces the characters and dramatic situation of the

story or play
Rising Action Introduces the conflict of the story or play
Climax Introduces the central movement of crisis that defines the
conflict
Falling Action Introduces the aftermath of conflict (whether it is resolved
or not)
Resolution/ Introduces the moment of insight, discovery, or revelation
denouement of the character after the falling action.

More popular and modern types of fiction and drama divides the plot
into three general parts: the beginning, the middle, and the end.

Narrative Devices

Foreshadowing I used in fiction and drama as a guide or hint at what

1 is to happen next in the story.
Irony is also used both in fiction and drama when words that are
2 uttered, either by the author or characters in the story, are opposite of
what they really mean. The intention here is to present a difference
between what is imagined will happen and what actually happens.
Flashback is employed by the author or playwright through the use of
3 past events that will help the readers understand the present. This is
generally utilized to achieve a dramatic effect or impact on the readers
and audiences.
A conflict is both present in fiction and drama. It provides and
4 showcases the opposing objectives of the protagonist and the
antagonist, or inside the protagonist.
The use of deus ex machina in both fiction and drama was once a
5 noble strategy. Today, it is a sign of weakness in the written work.
Once referring to the Greek practice of physically lowering a “god” to
the stage at the end of the play to solve all the problems, today it refers
to a contrived element in the plot to solve a problem.

LESSON2 : Understanding the Genre of POETRY

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

The language of poetry is quite different from the language of prose

(fiction and drama). Poetry uses a more intensified, focused, and intricate
language than prose.
In ancient times and periods, poetry was the language of people. So
poetry developed way before prose did.

Poetry is always characterized according to the following:

1 Poetry attempts to achieve beauty.

2 Poetry is imaginative, or makes use of strength of imagination.
3 Poetry is musical, melodic, and rhythmical.
4 Poetry is makes use of language that is metaphorical or symbolic, not
direct.
5 Poetry is more concentrated than prose.
6 Poetry makes use of brevity and conciseness.

Poetry is categorized into different forms- from the ancient epic to the
specific limerick-but generally there are about three major categories of
poetry: narrative, lyric, and dramatic.

Short and simple while others are long and complex. Epics
Narrative like Iliad, ballads like Lord Randall, and prose poems like the
poems metrical romance of King Arthur fall under this category.

Employ dramatic form or elements of dramatic technique such

Dramatic as dialogues or characters, instead of just a single speaker or
poems persona. Eliot’s The Long Song of J. Alfred Prufrock is a typical
example of this.
Brief in structure and subjective in expressing the thoughts
and emotions of the persona, the speaker of the poem.
Lyric Originally written to be sung to the accompaniment of a lyre
poems (hence, the term), the words in these poems could be lyrics
which are strongly melodic. Songs, sonnets, haikus, odes,
elegies, and pastoral poems are examples of this

Understanding the Elements and Conventions of

Poetry
Since poetry makes use of intensified and exulted language, its
elements are quite different from plays and stories.

Imagery. The use of images in a constant in poetry. It is the

essential representation of an experience or object that is perceived
1 through the sense. It is presented in language in a way that we can
see, smell, hear, taste, touch, or feel is as our imagination allows.

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

Figurative language. Figures of speech are devices that help

beautify or make the language more poetic than it already is. The
2 most commonly used figures of speech are simile, metaphor,
personification, and onomatopoeia.
Sound. Poetry is as much an oral as it is a visual form; therefore, it
is meant to be recited and real aloud. A poem should be read aloud to
3 reveal its true merits. The rhyme scheme and the meter that a poem
employs add to the sound of the poem.
Persona. The speaker of the poem is not necessarily the poet. It
many cases, poets create a persona (a word that comes from Latin
4 which means “mask”) who speaks the poem in the first person. Since
the poem does not have characters, it is the persona and his or her
perspective where we are able to perceive his/her experience.

LESSON3 : Usi ng Elements as Techniques to develop Themes

The theme refers to the central idea, the thesis, the message a story
conveys, or a generalization or an abstraction from it. Theme is not
necessarily the moral or message of the story; it may be simply what the
story is all about.
An article co-authored by Grant Faulkner (2020) states that a theme
in writing is the underlying idea behind an article or story that unifies its
words into a coherent whole. The theme has been called the “muscle” or the
"vehicle" of a story.
A theme can be stated in one of two ways. It can be made explicitly,
usually in business correspondence, technical writing, and editorials. It can
also be made implicitly, usually in short stories, novels, and movie scripts.
In this case, the theme often emerges as the moral of the story.
A strong, well-defined theme enables the reader to see the deeper
meaning in your story and the intention behind your own motivation for
writing it. While the structure and purpose of writing fiction and non-fiction
differ, there are techniques common to both forms of writing, as described
by Faulkner (2020) below.

Preparing to Develop Your Theme

1
Understand the difference between "subject" and "theme." "Subject" is a
more general term than "theme." In non-fiction, the subject is a general topic
of interest, while in fiction, the subject is some aspect of the human
condition explored within the work. A theme is an explicit or implicit
statement about the subject.

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

 As a non-fiction example, a white paper could have as its subject be

the improvement of the security of the cargo transportation supply
chain. Its theme would be the forms of business data and means to
access it that could provide those improvements.

 As a fiction example, the Hans Christian Anderson story, "The Ugly

Duckling," has a subject of alienation in that the main character is
depicted as different from his peers. The themes, however, are themes
of failure to fit in, as well as self-discovery as the "duckling" grows up
to discover he was actually a swan.

2
Identify the purpose of your writing. The purpose behind your writing will
shape how you develop your theme in the piece. There are numerous
purposes as to why someone writes. Your writing may serve any of these
purposes (or any combination thereof):
 Documenting or recording an event or information
 Reflection on an idea
 Demonstration of knowledge
 Summary of information
 Explanation of an idea
 Analysis of a problem
 Persuasion
 Theorization that speculates or seeks to explain an issue
 Entertainment

3
Identify your audience. Understanding who your audience is lets you
determine which themes are appropriate to your audience. This will also
help you identify how best to present those themes to your audience. You
can determine what themes are appropriate to your audience by realistically
assessing how much knowledge and experience the audience has.
 For example, in a business marketing letter, your audience will be
prospective customers. Your purpose is to inform or persuade them to
buy, and your theme might be to show them how your product will
meet their needs. You may include statements of needs your customer
will identify with, and then follow each statement with a short
paragraph about how your product relates to that need.

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

 Dr. Seuss wrote books for young children, requiring him to use a
limited vocabulary. His "The Star-Bellied Sneetches" had a theme of
learning to accept differences. In the story, the Sneetches learn to
accept differences after applying and removing their belly stars so
many times that they no longer remember their original appearances.
In telling the story, Seuss used short words, made up words, and
wrote in a distinctive rhyming cadence that made his words. This
helps the reader recognize and remember the lessons behind them.

4
Consider the length of what you're writing. Longer works, such as novels
or memoirs, permit the inclusion of other themes subordinate to the primary
theme of your work. In contrast, shorter works, such as short stories or
editorials, usually have room to address only a single theme, although they
may give passing reference to supporting ideas.

Defining Your Theme

1
Make an outline of your story. Most stories start with a kernel of an idea.
This may hint at the theme of your story, or the theme may emerge through
the development of the story. If you have an idea for a story, it will be helpful
to sketch out the story. Then you can start to determine the different
directions it can take. This then points to potential themes that you can
focus on. Outline your story, listing the characters and setting out the order
of events that will happen in the story.

2
Brainstorm ideas that can represent your theme. Once you’ve identified a
theme for your story, you can start to think about ways in which to
represent that theme. Start with a free association exercise. In this exercise,
focus on your theme – either the word or phrase (such as “family” or
“environment” or “corporate greed”). Let your mind wander and observe the
thoughts, people, images and so on that enter into your mind. Write down
these thoughts and images.
 Try out the technique of “mind-mapping”. In this technique, you start
with a central idea and begin to map out the ways in which the story
develops. This way, you can also start to identify how the theme
weaves through the story.

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

3
Look into your character’s motivations. Your story’s characters are
tasked with goals and aspirations. These motivations drive your character to
act certain ways. These actions often feed into your theme.[4]
 For example, if your character is passionate about becoming a vegan,
you might start to examine themes of whether humans have the right
to take control over the natural world.
 In many non-fiction pieces, such as a letter to the editor, you are the
“character” and your motivation is what will define the theme. For
example, if you are writing a letter to your congressperson about a
recent oil spill in your community, your theme could be something
like the need for environmental cleanup and responsibility.

4
Think about your story’s conflict. The characters in your story are faced
with a conflict that drives the plot. This may be an event or an antagonist.
When you figure out the central conflict of your story, you may start to
uncover your theme.[5]
 For example, your character’s parent committed a crime. Your
character, a police officer, is faced with a moral dilemma of whether
to arrest the parent or not. Your theme could start to emerge from
this conflict.

5
Research to support your theme. Research is important in both non-
fiction and fiction. In non-fiction, you are primarily looking for facts to
support your theme and the points supporting it. In fiction, research also
feeds into making your characters and the environment in which they
interact as realistic as possible.

6
Realize that you can have more than one theme. There isn’t any rule that
says you can only have one theme. You may have a dominant theme with
sub-themes that strengthen and deepen your thematic dimension.[6] For
example, perhaps your dominant theme is the human impact on the
environment, and you have sub-themes of corporate greed and the
breakdown of community in modern society.

Weaving Your Theme into Your Writing

1
Choose ways to present your theme to your reader. A solidly presented
theme will emerge through many different facets of your story. Start

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

thinking about how your theme will become apparent to your readers. Some
of these ways include:
 Through characters’ actions, thoughts and speech
 Through symbolic use of the environment
 Through repeating ideas
 Through highlighting symbols or landmarks
 Through contrasting values

2
Use narration to present facts and details. Narration means to present
facts and details in an organized, usually chronological fashion to tell what
happened and who it happened to. Narration is used in most newspaper
articles and commonly in stories told in the first person

3
Use description to build an image in the reader’s mind. Description is
the use of words that invoke the senses to build an image in the reader's
mind of the item being described. Description is particularly powerful in
fiction as a substitute for narration. Instead of writing that a character was
angry, you describe the character as having bulging eyes, flared nostrils,
and a beet-red face, and use "thundered," "shouted," or "screamed" in place
of "said" to describe the character's voice.

4
Use the tool of comparison and contrast. Comparison is showing the
similarities of two or more things. Contrast is showing the differences
between two or more things. Comparison and contrast can be used in both
fiction and non-fiction. For example, comparison and contrast was used to
describe the lifestyles of the protagonists in Mark Twain's "The Prince and
the Pauper." It can also be used for a side-by-side comparison of laptop
computer features.

5
Try an analogy. A form of comparison and contrast, the analogy compares
something familiar to something unfamiliar to explain the unfamiliar item.
An example of an analogy is comparing Earth’s size in the universe as a
grain of sand.

6
Incorporate symbolism into your story. Symbolism is using something to
represent something else, such as the storm gathering around Roderick
Usher's house in Poe's "The Fall of the House of Usher." This represents
Usher's own disquiet after his sister's burial. Symbolism is more common in
fiction than non-fiction and requires the reader to be familiar with the
symbols you use and their intended meaning.

10

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

 Try a recurring motif to institute symbolism in your story. You might

have a recurring motif or detail of a person singing “Ave Maria” in
your story.

Finalizing Your Theme

1
Get feedback. Allow lots of people read your writing. It is helpful to get
other eyes on a piece of writing so that you know whether your ideas are
conveyed clearly. Ask these readers about their impressions. See if they can
identify your theme without prompting.
 Be open to the ways that other people respond to your writing. They
might be able to point out errors that you regularly make, which can
help clarify and improve your writing. They might also ask thought-
provoking questions that helps you consider an angle you hadn’t
previously considered.
 Remember that this feedback is not intended to be personal; they are
responding to the writing, not to you.

2
Put away your writing for a few days. Get some distance from your writing
by putting it away for a bit. Sometimes when we write, we’re so invested in
the story and shaping the words that we lose sight of the bigger picture.
Take a break from your writing by turning your focus to a different project
for a few days. Then come back to your writing and reread it.

3
Make changes to your theme. Based on your own evaluation of the piece,
as well as the feedback you’ve solicited from others, make alterations to your
theme. You may recognize that, while you thought your theme was one
aspect, your readers interpreted it very differently.
 For example, perhaps you have been focusing your theme on a
firefighter’s triumph over her parents’ disapproval. But then you
realize that your story is really about the firefighter’s struggle in a
male-dominated profession.
 A change to your theme might necessitate adding or deleting some
passages that do not strengthen your theme.

Common Themes in Literature

These are a just a few of the many possible literary subjects and
themes. The themes about the subjects on the list are still fairly general. As

11

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

a critical writer discussing a particular literary work, you'll need to bring

your observations about theme closer to the work.

1. The Individual in Nature

a. Nature is at war with each of us and proves our vulnerability.
b. People are out of place in Nature and need technology to survive.
c. People are destroying nature and themselves with uncontrolled
technology.
2. The Individual in Society
a. Society and a person's inner nature are always at war.
b. Social influences determine a person's final destiny.
c. Social influences can only complete inclinations formed by Nature.
d. A person's identity is determined by place in society.
e. In spite of the pressure to be among people, and individual is
essentially alone and frightened.
3. An individual's Relation to the gods.
a. The god(s) are benevolent and will reward human beings for
overcoming evil and temptation.
b. The gods mock the individual and torture him or her for presuming
to be great.
c. The gods are jealous of and constantly thwarts human aspiration to
power and knowledge.
d. The gods are indifferent toward human beings and let them run
their
undetermined course.
e. There are no gods in whom people can place their faith or yearning
for meaning in the universe.
4. Human Relations
a. Marriage is a perpetual comedy bound to fail.
b. Marriage is a relationship in which each partner is supported
and enabled to grow.
c. An old man marrying a young woman is destined to be a cuckold.
d. Parents should not sacrifice all for a better life for their children.
e. There are few friends who will make extreme sacrifices.
5. Growth and Initiation
a. A boy and a girl must go through a special trial or series of trials
before maturing.
b. Manhood or womanhood is often established by an abrupt, random
crisis, sometimes at an unusually early age.
c. Aspects of childhood are retained in all of us, sometimes hindering
growth, sometimes providing the only joy in later life.
d. A person grows only in so far as he or she must face a crisis of
12

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

confidence or identity.
6. Time
a. Enjoy life now, for the present moment, because we all die too soon.
b. By the time we understand life, there is too little left to live.
7. Death
a. Death is part of living, giving life its final meaning.
b. Death is the ultimate absurd joke on life.
c. There is no death, only a different plane or mode of life without
physical decay.
d. Without love, death often appears to be the only alternative to life.
8. Alienation
a. An individual is isolated from fellow human beings and foolishly
tries to bridge the gaps.
b. Through alienation comes self-knowledge.
c. Modern culture is defective because it doesn't provide group ties
which in primitive cultures make alienation virtually impossible.

Example:

The Lord of the Rings by J.R.R. Tolkien

Themes: Good vs. Evil, Courage

Thematic Statement: With courage, even the smallest among us can play a
powerful role in defeating darkness.

Pride and Prejudice by Jane Austen

Themes: Love, Class

Thematic Statement: Class divisions breed prejudices that can blind us to
happy possibilities.

Let Us Practice

Task 2. Direction: Read and analyze the poem given below and answer the
questions that follow using your answer sheet.

Finder Loser
Ophelia Alcantara Dimalanta

More than half of my life old letters, pills and whatever

I spend searching for lost else) and causes and the rest,
objects (papers, receipts, losing and finding, and losing

13

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

them again, found or otherwise; time but not till then,

losing what I have in good I shall go on seeking out
measure, finding what lost faces and faiths in the
I can’t almost have- cold, collecting, calculating
One perpetual lifetime probe, crowd, sadly aware that later
Forever rummaging through but an unbreath away
Bureaus and drawers and pages I shall lose them all again;
Of my life’s past disarray… as I was won’t, losing all
in this final irretrievable
And so when I finally go lose of my death time
keep vault unlidded for I or perhaps, possibly, yes,
shall surely sit up and look death will be kinder and oh, yes
around to pursue this search, allow me at last this
holding on to dear life, flowing final find.
or to dear death, does it matter-
they are one in the proper
1. What does the title of poem mean?

2. In the first few lines of the stanza, the persona admits that s/he
constantly loses and finds objects (papers, receipts, letters, pills, etc.), but
towards the end of the stanza, the persona admits not “finding what I
can’t almost have-one perpetual lifetime probe, of my life’s past disarray.”
What does s/he mean by this?

3. The poem makes a typical use of a figure of speech called alliteration

(cold, collecting, calculating crowd; flowing, final find). What is alliteration?
What impression is achieved in using these in this particular poem?

Let Us Practice More

Task 3. Write a four-line stanza poem using this title, I Am. In this short
poem, write about your thoughts about yourself-your character, fears, and
virtues. You can also write about your dreams and aspirations.

I Am

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

Let Us Remember

Task 3. Say It!

To test your understanding about the conventions of drama, as
discussed in our lesson, read an excerpt from the tale of Tungkung Langit
and Alunsina.

One day, Tungkung Langit told his wife that he would be away from for
some time to put an end to the chaotic disturbances in the flow of time and in
the position of things. However, despite this purpose, Alunsina sent the sea
breeze to spy on Tungkung Langit. This made the latter very angry upon
knowing about it.
Immediately after his return from his trip, he called this act to her
attention, saying it was ungodly of her to be jealous, there being no other
creature living in the world except the two of them. This reproach was
resented by Alunsina and a quarrel between them followed.

*Rewrite the excerpt by using dialogue. Imagine what Tungkung Langit

would say to ALunsina and how she would respond to him. Visualize the
quarrel scene between the two gods and write an imaginary dialogue below.

Narrative detail:
__________________________________________________________
___________________________________________________________________________
Tungkung Langit: _________________________________________________________
___________________________________________________________________________
Alunsina: _________________________________________________________________
___________________________________________________________________________
Tungkung Langit: _________________________________________________________
___________________________________________________________________________
Alunsina: _________________________________________________________________
___________________________________________________________________________
Tungkung Langit: _________________________________________________________
___________________________________________________________________________
Alunsina: _________________________________________________________________
___________________________________________________________________________
Tungkung Langit: _________________________________________________________
___________________________________________________________________________
Alunsina: _________________________________________________________________
___________________________________________________________________________

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

Tungkung Langit: _________________________________________________________

___________________________________________________________________________
Alunsina: _________________________________________________________________
___________________________________________________________________________
Tungkung Langit: _________________________________________________________
___________________________________________________________________________
Alunsina: _________________________________________________________________
___________________________________________________________________________
Tungkung Langit: _________________________________________________________
___________________________________________________________________________
Alunsina: _________________________________________________________________
___________________________________________________________________________

Let Us Assess

Task IV. Looking Back!

Directions: Write about your life experiences about the topic,
“What Life Means to Me.” Remember to apply the things that we have
learned in developing a theme to a chosen written work. Then, give a
possible title for your creative nonfiction piece.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________

Let Us Enhance

Task V. Read the questions below and write the correct answer on
your answer sheet.

1. What part of the plot introduces the moment of insight or revelation?

a. falling action b. climax c. exposition d. denouement
2. What narrative device is used when the author or character shows the
opposites of what they mean?
a. Flashback b. conflict c. Deus Ex Machina d. Irony

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

3. What narrative device refers to a contrived element in the plot used to

solve a problem?
a. Flashback b. conflict c. Deus Ex Machina d. Irony
4. What narrative device uses the past event to better understand the
present?
a. Flashback b. conflict c. Deus Ex Machina d. Irony
5. What is a series of imagined facts which illustrates truths about human
life?
a. Drama b. Fiction c. Fantasy c. Poetry

Let Us Reflect
You did a great job in completing our module! Kudos to your hard
work! Let us look back from where we have started and complete the
chart below. Let us reflect towards your journey in our module.

I thought………

I learned that…….

Answer key to Activities

Task I Task V

d 5. b 5.
a 4. vary. a 4.
a 3. Answers may c 3.
b 2. d 2.
d 1.
d 1. 4 Task II to IV

Downloaded by Hyudge (hyudge5622@gmail.com)

 lOMoARcPSD|39421511

References

Book
Aguila, Augusto, Galan, Ralph and Wigley, John Jack.
Telling the Truth: The Art of Creative Nonfiction for
Senior High School. Quezon City: C & E Publishing,
Inc., 2017
Online Source
http://files-do-not
link.udc.edu/docs/Common_Themes_in_Literature_Literary_Themes.pdf
https://www.wikihow.com/Develop-a-Theme-when-Writing#References

Downloaded by Hyudge (hyudge5622@gmail.com)