SENIOR
HIGH
SCHOOL
2.0
CREATIVE NONFICTION
Quarter 1 – Module 2
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PRINCIPLES AND TECHNIQUES OF CREATIVE NONFICTION
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
Creative Nonfiction – Senior High School
Alternative Delivery Mode
Quarter 1 – Module 2: Principles and Techniques of creative Nonfiction
First Edition, 2020
2.0
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.
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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.
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
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Development Team of the Module
Editor: Paterno A. Verano
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Reviewers: Dr. Clavel D. Salinas
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Writer: Aminah M. Sia
Marivic M. Yballe (Moderator)
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Illustrator: Cyril Q. Bitoon
Layout Artist: Cyril Q. Bitoon
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Management Team:
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
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Dr. Marilyn S. Andales
Dr. Mary Ann P. Flores
CID Chief
Mr. Isaiash T. Wagas
Education Program Supervisor/ LRMDS
Dr. Clavel D. Salinas
PSDS/ Senior High School Coordinator
Printed in the Philippines by:
Department of Education – Region VII, Division of Cebu Province
Office Address:
IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax:
(032) 255-6405
E-mail Address:
cebu.province@deped.gov.ph
_______________________________________________________________________________________________________________________________________________________________
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CREATIVE
NONFICTION
2.0
SHS- HUMSS
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Quarter 1 – Module 2:
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PRINCIPLES AND TECHNIQUES OF CREATIVE
NONFICTION
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
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
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to engage your learner in the most enriching and fun ways. The collaborative
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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
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consideration the circumstances, needs and well-being of each learner,
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especially at this time of anguish and uncertainty. Rest assured, that we have
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not compromised learning through this modality but that all essential
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competencies are covered; the same way they will be tackled substantially in
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succeeding modules.
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For the Learner:
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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
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present. The characters, the setting and the action may even be more
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interesting if you know how to captivate your readers through escalating the
thrill in a perspective that engages them; painting colorful images with
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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 in
reality. As you are expected to breathe life to your experiences by using literary
elements and devices, Module 2 shall deal with analyzing how principles and
techniques in creative nonfiction are exemplified in actual texts.
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To ensure that each lesson is a full, fun and enriching experience, it is
divided into the following parts:
This introduces the learner where one
is at in terms of competencies,
objectives, and skills to prosper with in
the subject matter.
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What I Need
to Know
What I Know
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This checks the learner’s perception
on the lesson.
This connects the understanding on
the previous topic to ideas of the
present topic.
This is a start-up of the lesson thru
stimulus activities that sets the mood into
the topic.
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What’s New
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What’s In
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What is It
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This part discusses, unlocks, and guides
the learners on the topic.
This contains self-checked activities
to set into the topic and develop
knowledge and skills being asked.
What I have
Learned
This section enriches the learning
through a question / activity.
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What’s More
This consists of an activity that applies
the learner’s learning into day-to-day
events in life.
What I Can Do
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This area checks the mastery /
skills toward the topic.
Assessment
This
section
contains
enhancement activities are given to
further absorb the learnings.
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Additional
Activities
Answer Key
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At the end of this module, you will also find:
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This contains answers to all
activities in the module.
This is a list of all sources used in making this module.
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References
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The following are some reminders:
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1. Use the module with care. Do not put unnecessary mark (s) on any part of
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the module. Use a separate sheet in answering exercises.
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2. Answer all activities included in the module starting with What I Know.
3. Read the instruction carefully before doing each task.
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4. Observe honesty and integrity in doing the tasks and checking your
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5. Finish the task at hand before proceeding to the next.
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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.
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Lesson 1: Characterization
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Learning Competency:
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Analyze factual/ nonfictional elements (Plot, Characters, Characterization,
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Point of View, Angle, Setting and Atmosphere, Symbols and Symbolisms,
Irony, Figures of Speech, Dialogue, Scene, Other Elements and Devices) in
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the texts.
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WHAT I NEED TO KNOW
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Learning objectives: At the end of the lesson, learners should be able to:
⚫ exemplify the different ways to reveal characters in creative nonfiction.
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⚫ write a character sketch on a person one sees as a role-model.
demonstrate creativity and open mindedness in writing a character sketch.
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⚫
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WHAT I KNOW
PRE - ASSESSMENT
Instructions: Write the letter of the correct answer.
1. ___ refers to what a character is thinking which helps us to understand how he acts.
A. Action
B. Inner Thoughts
C. Reaction
D. Speech
figure of speech does Mark Twain use herein to describe his character.
A. Simile
B. Metaphor
C. Personification
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2. “He was sunshine most always - I mean, he made it seem like good weather,” What
D. Antithesis
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3. “He had a long chin and big rather prominent teeth, just covered, when he was not
talking, by his full, floridly curved lips. Old, young? Thirty? Fifty? Fifty-five? It was hard
to say.” In Brave New World, Aldous Huxley described a character by his ____
B. attitude
C. behavior
D. speech
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A. appearance
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4. In the Jungle Book, Rudyard Kipling used ____ to describe one of the characters
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as follows: “Everybody knew Bagheera, and nobody cared to cross his path, for he
C. personification
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wounded elephant.”
A. simile
B. metaphor
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was as cunning as Tabaqui, as bold as the wild buffalo, and as reckless as the
D. antithesis
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“The confident woman strode into the pub and took the usually shy Seamus by
surprise. Despite his generally reserved nature, he got up the nerve to offer her his
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seat at the bar.”
5. In this excerpt, what type of characterization is used by the writer?
B. discreet
C. direct
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A. subtle
D. indirect
A. one
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6. How many characters are described in the excerpt above?
B. two
C. three
D. four
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7. Seamus and the woman have ____ characteristics?
A. similar
B. contrasting
C. difficult
D. boring
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8. Seamus is ______ towards the woman.
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A. angry
B. annoyed
C. attracted
D. appalled
“She was shaking her legs nonstop while biting her fingernails. Her eyes darted from
left to right and up and down. Sometimes she would twist her fingers and sigh.”
9. We can infer from above description, that the character is ____
A. Happy
B. tired
C. grateful
D. anxious
10. The writer is indirectly showing the character’s mood through describing her ___
A. action
B. speech
C. thoughts
D. appearance
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LET’S TAKE A Blast From the Past!
You might have recalled in our study of fiction and drama that characters may
be round or flat; dynamic or static. In creative nonfiction, characters may most likely
be more complex, depending on their circumstance or state of mind. Their feelings,
perspective or mood may change as influenced by norms, personal experience and
beliefs.
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WHAT’S IN
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FIRST IMPRESSIONS
Instructions: Describe accordingly how you come up with your impressions on your
first encounter with a person:
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UNPLEASANT/ UNKIND
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PLEASANT/ GOOD
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PHYSICAL APPEARANCE
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ACTION/ ATTITUDE/
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BEHAVIOR
SPEECH/ WAY OF
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TALKING
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The writer does not always have to describe the
characters directly but leaves his audience to make
inferences through the characters’ actuations, thoughts,
association with other characters or his tone and manner of
speaking.
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WHAT’S NEW
Instructions: Read portion of the autobiography of Gabriel Garcia Marquez
describing his first meeting with his mother after so many years. Answer
accordingly.
She arrived at twelve - sharp. With her light step she made her way among the
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mischievous smile of her better days, and before I could react, she said:
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tables of books on display, stopped in front of me, looking into my eyes with the
"I'm your mother."
Something in her had changed, and this kept me from recognizing her at first
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glance. She was forty-five. Adding up her eleven births, she had spent almost ten
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years pregnant and at least another ten nursing her children. She had gone gray
before her time, her eyes seemed larger and more startled behind her first bifocals,
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and she wore strict, somber mourning for the death of her mother, but she still
Before anything else, even before she embraced me, she said in her
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air.
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preserved the Roman beauty of her wedding portrait, dignified now by an autumnal
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customary, ceremonial way: "I've come to ask you to please go with me to sell the
house."
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- Living to Tell the Tale (Gabriel Garcia-Marquez)
1. She had gone gray before her time means she looks _______ for her age.
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2. Autumnal air or autumn symbolizes __________________.
3. Despite all her years of struggle, she maintained her ________________.
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4. According to how the writer described his mother, how do you imagine her tone
would be talking to him. Expound.
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You can learn from the works of creative nonfiction
writers on how they reveal character traits through
varied creative ways without losing track of reality.
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
WHAT IS IT
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Characterization refers to how the writer develops or create mental images of
characters for his audience.
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The two (2) approaches to characterization are:
1. Direct Characterization - the writer tells his audience what he/she wants them to
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know about the character through outright description by the writer, by another
character’s description or by the character himself.
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2. Indirect Characterization - the writer shows his audience things about the character
to help them understand the character's personality, motives or effect on other
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characters
Five Methods of Characterization (PAIRS)
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1. Physical description - the character's physical appearance is described: tall, thin,
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fat, pretty, color of hair, way of dressing, etc. stylish, expensive clothing?
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2. Action/attitude/behavior - the character’s behavior and attitude: good, bad,
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generous, greedy, etc.; focus on a character’s idiosyncrasies, unique or distinct
behavior, also gives insight to his personality while his movement and mannerisms
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may also reveal his disposition at a given moment
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3. Inner thoughts - what the character thinks, revealing their personalities and feelings.
4. Reactions - a character’s effect on others or what the other characters say and feel
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about this character; how the character makes other characters feel: others are
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scared, happy, confused, excited, annoyed with a given character
5. Speech - what the character says or his/her manner of speaking, tone, choice of
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words: gentle, soft-spoken, rude, aggressive, imposing, monopolizing, etc.; dialogue
with other characters and a monologue or the character talking to himself also allows
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inference to a character’s traits or motives.
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As real people, characters in creative nonfiction are complex and multi-faceted
and writers may not be able to describe them directly in-depth. Their traits and layers
of their personalities are revealed accordingly with how much participation the writer
allows these characters in his written work. To make descriptions even vivid, writers
use figurative language such as symbolism, similes or metaphors.
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WHAT’S MORE
Instructions: Read the following excerpt from I have a Dream, a speech delivered by
the late Martin Luther King in 1963. Answer the following questions.
I am happy to join with you today in what will go down in history as the greatest
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demonstration for freedom in the history of our nation.
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Five score years ago, a great American, in whose symbolic shadow we stand
today, signed the Emancipation Proclamation. This momentous decree came as a
great beacon light of hope to millions of Negro slaves who had been seared in the
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flames of withering injustice. It came as a joyous daybreak to end the long night of
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their captivity.
But one hundred years later, the Negro still is not free. One hundred years later,
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the life of the Negro is still sadly crippled by the manacles of segregation and the
chains of discrimination. One hundred years later, the Negro lives on a lonely island
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of poverty in the midst of a vast ocean of material prosperity. One hundred years later,
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the Negro is still languished in the corners of American society and finds himself an
exile in his own land. And so we've come here today to dramatize a shameful
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condition.
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In a sense we've come to our nation's capital to cash a check. When the architects
of our republic wrote the magnificent words of the Constitution and the Declaration of
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Independence, they were signing a promissory note to which every American was to
fall heir. This note was a promise that all men, yes, black men as well as white men,
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would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of
Happiness." It is obvious today that America has defaulted on this promissory note,
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insofar as her citizens of color are concerned. Instead of honoring this sacred
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obligation, America has given the Negro people a bad check, a check which has come
back marked "insuf ficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe
that there are insufficient funds in the great vaults of opportunity of this nation. And
so, we've come to cash this check, a check that will give us upon demand the riches
of freedom and the security of justice.
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Questions:
1. Who is the great American described by Martin Luther King in the second paragraph
who gave hope for black Americans to enjoy the same freedom as the rest of
America’s citizens? ___________________________
2. How is the “Negro” described here by Martin Luther King according to their
situation?
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3. Has America fulfilled its promise of equal opportunities at that time? Why do you
say so? ____________________________________________________________
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4. Judging from Martin Luther King’s speech, how would you describe him as a
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person? ____________________________________________________________
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WHAT I HAVE LEARNED
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Instructions: In the following excerpt on a feature story about Robin Williams, pick out
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clues to his traits or state of mind at the time of writing; identify these traits/ state of
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mind and the method used: (physical description; action/ behavior/ attitude, inner
thoughts; reaction; manner of speaking/ dialogue/ tone/ words used; another
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character’s opinion; author’s description or the character’s description of himself ) by
which these are revealed. Give at least five (5).
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When Williams and Rock had some time alone, though, Rock saw another,
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startlingly different side of his new friend — a man who was visibly distraught about
his life. “He’d be up, up, up, and then sitting down with him, he’d cry and start t alking
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about his personal life,” Rock recalls. “It’s something I never expected.” As Rock
learned, Williams was heading toward a divorce with his second wife — “He was broke
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up about it” — and he also noticed Williams was going to the bathroom to pee “every
15 minutes” for what he later learned was a worsening heart condition. “I know
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comedians can be dark, but it was weird to be in fucking Afghanistan and have
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someone sit down and really open up like that,” Rock says. “When he got deep, he
got deep.”
By then, Williams was nothing less than an institution, revered for his
charitable causes and his hyperkinetic, pinball-machine-on-overdrive brain. “He was
like a computer,” says Martin Short, who met Williams in 1979. “Spewing out names
from some film he saw once in 1956. He was just a genius. I would be in awe.”
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Williams had a Best Supporting Actor Oscar (for his role in 1997’s Good Will
Hunting) and a career that alternated between crowd-pleasers like Patch
Adams and Mrs. Doubtfire, and gritty indies like One Hour Photo and Insomnia.
He also had a reputation as one of the most generous in his field, from working
tirelessly to help the homeless at Comic Relief benefits with his friends Billy Crystal
and Whoopi Goldberg to his regular donations to AIDS char ities.
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Over the course of his career, Williams talked openly about his struggles with
drinking and drugs, the breakups of his first two marriages and other personal issues.
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“Oh, I don’t have inner peace,” he told RS in 1988. “I don’t think I’ll ever be the type
that goes, ‘I am now at one with myself.’ Then you’re fucking dead, OK? You’re out of
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your body.” He routinely turned morbid thoughts like suicide into fodder for jokes.
While shooting Mork & Mindy, he saw a rope dangling of the set and pretended to
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hang himself. “The series is called Mindy now,” he cracked. In a podcast with Marc
Maron in 2010, he rattled of a bit about his conscience quizzing him on his suicidal
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thoughts: “What were you going to do, cut your wrist with a Waterpik?” Yet Williams
always left the impression he was in control, that he wouldn’t end up like so many
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artists before who had succumbed to their demons. His first priority was to entertain,
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to get the laugh, rather than dwell on himself. “He talked about drinking and a little
about depression, but it was always
light,” says Bob Zmuda, the Comic
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Relief organizer who had known Williams since the late Seventies. “It was always
under control. So we all thought, ‘OK, well, I know Robin had some drinking problems,
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and he was mildly depressed.
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TABLE OF CHARACTER TRAIT/ DISPOSITION
METHOD HOW CHARACTER
TRAIT/STATE OF MIND
TRAIT/ STATE OF MIND IS
REVEALED
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CLUES FROM THE TEXT
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WHAT I CAN DO
“I Have A Dream”
Instructions: Write a monologue or speech of at least two paragraphs to express your
dream for the Philippines and how this could possibly be realized. Start your
paragraphs with I have a dream that the Philippines …
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I have a dream that the Philippines ___________________________________
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I have a dream that the Philippines ___________________________________
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You can learn from the works of creative
nonfiction writers on how they reveal character traits
through varied creative ways without losing track of
reality.
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
ASSESSMENT
Assessment # 1
Name: _________________________________ Grade & Section: _______
Date: ________________
Score: ________
Instructions: Write the letter corresponding to the character trait exemplified in each
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item. Choose from the figures below.
C. stingy
D. inconsiderate
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A. kind
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B. appreciative
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1. She stood there with hot flushed cheeks while tears were welling from her eyes.
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She did not have as much as an hour’s sleep to finish the presentation, but the heavy
rain had more than doubled her travel time. The manager had lashed at her in front of
the client and threw her portfolio out of the door. She was fired right there and then,
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no matter how much she explained and begged. Her boss was simply ____
____ 2. He silently sneaked inside the room and helped the humiliated peddler to her
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feet, asking her if she was hurt. He walked with her to the exit and slipped some
hundred-peso bills to her pocket.
____ 3. With crinkled brows and a pout, he checked his bill one more time, mumbling
to himself, “P200.00 for a simple meal of a single boiled egg and a slice of ham, a
slice of bread and black coffee!”
____ 4. The old lady hugged her four times already; each time saying thank you. She
whispered God will repay his kindness one day and if she ever gets the chance to
come to the city again, she will seek him and bring him the best of her produce.
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B. remorseful
C. slothful/
lazy
D. adept/
skillful
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A. arrogant
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____ 5. He stayed in bed all morning, unmindful of the people around who have been
up very early to get the table ready for the big banquet at lunchtime. The plate, utensils
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and leftovers from for dinner that was brought to him by his grandmother because he
says he was too tired to go down were still scattered on his bedside table while the
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room smells of molds and his clothes are all cluttered in every corner.
____ 6. He looked down at the poor old beggar as he brushed off dirt from his shirt.
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He spat at him and uttered expletives at him.
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____ 7. With a whisk of some bamboo strips he found nearby, he quickly came up
with ladles and spoons to scoop the coconut water and meat with. He also quickly
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made a bowl out of the coconut shell, smoothening the surface to avoid splinters.
____ 8. She knelt before him and with a bow repeatedly sought his forgiveness.
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“Forgive me, master. I know you have done so much for me and my family.
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ADDITIONAL ACTIVITY
Instructions: In at least two (2) paragraphs, write about a person that you look up to
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as a role-model. Make a characterization by physical description, action, innermost
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thoughts, reactions or manner of speech. Write on a separate sheet.
“I KNOW THE PERSON SO WELL”
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ANSWER KEY
Lesson 1
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10. A
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9. D
8. B
8. C
7. B
6. A
6. B
5. C
5. C
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7. D
4. B
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4. A
3. A
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3. C
Pre-Assessment
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Assessment
1. B
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1. D
2. B
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2. A
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Lesson 2: Point of View
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Learning Competency:
Analyze factual/ nonfictional elements (Plot, Characters, Characterization,
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Point of View, Angle, Setting and Atmosphere, Symbols and Symbolisms,
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the texts.
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Irony, Figures of Speech, Dialogue, Scene, Other Elements and Devices) in
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WHAT I NEED TO KNOW
Learning objectives: At the end of the lesson, learners should be able to:
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⚫ describe situations using different perspectives.
⚫ write about real-life experiences using varied points of view.
⚫ appreciate and respect other people’s perspective of situations.
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WHAT I KNOW
PRE-ASSESSMENT
Instructions: Write the letter corresponding to the correct answer.
1.The _____ Person Point of view is used to make readers feel that they are
experiencing events as if they are actual participants or witnesses and uses such
pronouns as you, your or yourself.
B. 2nd
D. 3r Person – Omniscient
C. 3rd - Limited
A. tone
B. style
C. approach
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2. _____ is defined by the type of narrator speaking or telling the story.
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A. 1st
D. point of view
3. ____ is how the character perceive or view about what is happening.
B. style
C. perspective
D. approach
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A. tone
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4. ____ has to do with the writer’s attitude about his subject and may be communicated
through his choice of words.
B. style
C. perspective
D. point of view
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A. tone
B. subjective
C. offensive
D. combative
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A. objective
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5. The ____ approach is limited to facts and not on feelings.
6. The ____ approach includes one’s personal experiences, observations and
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feelings.
A. objective
B. subjective
C. offensive
D. combative
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7. “Even the poor can dream. A dream of a time when there is money. Money for the
right kinds of food, for worm medicine, for iron pills, for toothbrushes…” The tone in J.
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A. sarcastic
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Parker’s work,” What is Poverty?” is ___
B. humorous
C. angry
D. serious
8. ____ is the mark of personality upon the writer’s work; it refers to a writer’s way of
using language
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A. style
C. approach
D. perspective
The pronouns he, she, it and they suggest the ____ person point of view
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9.
B. tone
B. 2nd
C. 3rd
D. 4th
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A. 1st
10. “We got our TV set in 1959, when I was 5 years old. So, I can barely remember
life without television.” This text from J. Maynard’s “I Remember” is written in ____
point of view.
A. 1st
B. 2nd
C. 3rd - Limited
D. Omniscient
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
WHAT’S IN
Instructions: Write an advice for the given situation below.
Situation: You are close friends with a couple who each confided in you, following
a misunderstanding regarding priorities. The boyfriend accordingly is spending so much time
playing online; he sees his girlfriend as demanding and a nagger. What would you say to
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each of them?
ER
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TO THE BOYFRIEND
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TO THE GIRLFRIEND
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WHAT’S NEW
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Instructions: Read the different side of the story of Cinderella as told by her supposed
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wicked stepmother. Cite details in this story and compare with the original Cinderella story.
THE STEPMOTHER’S PERSPECTIVE
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THE ORIGINAL CINDERELLA STORY
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Cinderella (As Told by the Evil Stepmother)
-
Tavinder New
“I hate you. You, old hag!” she screamed as she threw the bowl across the room. I
had made her favorite dish – soup, which I had spent ages cooking in the kitchen. Her father
had told me that it was going to be hard to be accepted as her new mother, but this was much
harder than I had imagined.
2.0
“Mum we have tried. I offered to give her my new dress,” said Gemma.
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“I said that I would take her to the ball with us,” said Louisa. “What can we do? She calls us
ugly sisters, it’s so cruel,” cried Pamela.
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I hugged my two daughters closely. I wanted Cinderella to accept us as we had with
her. But she hated us; calling me a ‘wicked stepmother’ and slamming doors. She would cry
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and portray us as ogres.
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With the arrival of the Prince’s invitation for us to go to the ball, I even tried to invite
her, but she was spoiled and rude. “I don’t want to go, you old hag. Get lost!” she shouted. “I
DU
will get there myself ,” she stormed off as usual to her room. “I miss my mum. You married my
MO
father for his money. You old cow!” as she shouted going into her room.
I sat down, and felt the tears roll down my cheeks. I had fallen in love with her father,
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Jeremy. It wasn’t planned and he had accepted my two daughters with open arms. I hadn’t
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wanted to get married again; worried as to what people would say and being stereotyped as
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the wicked stepmother.
Jeremy had told me about Cinderella; that she was pretty, had beautiful golden hair
and green eyes. But she was pampered by her father who had put her on a pedestal. She
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was bad tempered, fussy and as soon as I came into the house, she made me, and my
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daughters live in misery.
Cinderella would shout, scream and write letters to the neighbors that I had locked her
in the basement without food. But this was simply not true. She would rip my daughters’
clothes, put mouse traps so that we would step into them and would have to go to the local
hospital. Often, she would smash plates, not eat, and people feel sorry for her. But when she
went out with Jeremy, her attitude would change.
“Good morning, Mrs. Pennington. How do you do? greeted Cinderella. “What a lovely
child you have Jeremy!”
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“I have lost weight again. My stepmother is evil and I need some food. Can I eat at
your house?” So, she would go to eat at the neighbors’ houses and get free clothes; and they
would feel sorry for her; while I was perceived as the evil stepmother.
“Do you think the Prince will ask me? asked Gemma. She had fallen in love with him
and had seen him a couple of times in town. I wanted Gemma to get married to the Prince.
They were perfect for each other and had spent time together in theatre shows and jousting
2.0
fights.
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I had received the Prince’s Invitation personally. “Prince Griffiths has cordially invited
you to the Grand Ball, where he will announce his engagement. The ball will be a grand affair
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so dress for the occasion.”
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This was the news that I was waiting for; the public statement for the wedding of my
daughter. I had tried once more to invite Cinderella, but again , she threw her spoon at my
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face hitting my head. “Go away, you hag” she shouted. I never told Jeremy how much she
LE
hated me and would lie about my bruises and cuts. I would tell him that I had fallen over or
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that I was just being clumsy.
MO
The night of the ball came. We had all dressed up and were ready to go, with the
anticipation of the news of my daughter’s wedding. The palace was magnificent: gold,
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sparkling, grand staircases and chandeliers. The servants looked well-dressed themselves
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and the prince… the prince looked so dazzling.
It was then that I saw this mysterious girl. I was sure that she was wearing one of
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Gemma’s dresses from her closet, as well as her shoes. She was wearing a mask and
accidentally spilled her drink on the Prince. As far as I could see, she was apologizing, but I
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was sure that she had put something into that drink.
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Prince Griffiths danced with that girl for most of the night, while Gemma had tears in
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her eyes; hiding herself inside the toilet in embarrassment. I was about to confront the prince,
when this girl suddenly run off at the struck of midnight. She left one of her slippers on the
landing. Prince Griffiths himself fainted and there was chaos in the castle as we were all
ushered out.
Pacing up and down, I was concerned over Gemma who had locked herself in the
bedroom after the ball. There was a commotion over the Prince coming over to find the girl
who he had danced with the night before. He had roamed around town asking women to try
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on the glass slipper. I desperately wanted to speak to the Prince as to why he had changed
his mind over Gemma, so I asked. “Prince Griffiths, I thought you loved Gemma?” “Gemma?!
I have heard how cruel and mean she was to her stepsister. I have heard how she had treated
Cinderella so unkindly.”
“But this is simply not true! You have spent time with Gemma, how can you….?!”
“Yes, I had. but that mysterious girl told me so many things that horrified me. I also fell in love
2.0
with her beauty, that golden hair…I must find out who she is. And by the way, I heard rumors
of you locking your stepdaughter in the basement. I don’t want to be associated with a cruel
SI
ON
family like that.” “That’s a false accusation! I have never done that.” “Let’s go and check then,
shall we!” he shouted. He dashed down to the basement, and I could hear weeping inside.
ER
My heart was beating louder and louder as he was smashing the door. The door broke into
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pieces as he found Cinderella in the room with tears down her cheeks.
“Prince, you have come to save me from this evil woman’ she pointed at me.
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“This is simply not true. Cinderella please stop lying to people” “See, Prince? She is an evil
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woman. Locking me inside the room and pushing her daughter to marry you for your money!”
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“Of course not, Gemma is crazy about you. She truly does love you!” “Stop this nonsense! he
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shouted at me. “Poor Cinderella. Now, if you could you try this slipper for me?”
He put the glass slipper on Cinderella and it fits! It was Gemma’s. She had stolen it,
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in the same way she had, the dress last night. I knew it was her but who would believe me?
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They would much rather believe the story of this poor innocent girl.
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WHAT IS IT
•
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•
Point of View – refers to the narrator or the one telling the story
1st Person Point of View – the most credible and intimate among the types of narration
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as readers are given access to a writer’s thoughts and beliefs; denoted by 1 st person
•
pronouns: I, we, me, my, myself, us, ourselves
2nd Person Point of View – makes readers feel that the writer is actually directly talking
or addressing his readers; readers become part of the story or narrative or are
experiencing events as if they are actual participants or witnesses; denoted by
pronouns: you, your, yourself
•
3rd Person Point of View –most objective among the different points of view; used to
tell the story as it unfolds; gives a more global/ universal view of what’s happening in
the story; uses pronouns he, she, it, they
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•
3rd person Point of View – the narrator presents the thoughts, feelings and experiences
of more than one/ many characters; narrator is privy to past, present and possibly,
future events.
•
3rd Person Limited – the narrator is restricted to one particular character’s experiences,
thoughts, beliefs and feelings.
•
Perspective – is how a narrator perceives what’s happening in the story through
his/her characters; how they think or feel or what they believe according to their
2.0
experiences; the story could change depending on whose perspective it is told
•
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Perspective can be used in whichever point of view; it helps to define the narrator’s
attitude and personality
•
Approach refers to the angle at which a story or narrative is written; Can either be
ER
objective which is based on accuracy of facts or subjective which includes one ’s
feelings and emotions based on his personal experience and observations.
•
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Tone – is the writer’s attitude towards his subject communicated through his/ her
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WHAT’S MORE
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choice of words; a tone can be encouraging, funny, sarcastic, etc.
Instructions: Differentiate the three different points of view in talking about your personal
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or other people’s experiences during the pandemic. For 2 nd Person Point of View, you may
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opt to suggest precautionary measures.
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1st Person Point of View
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2nd Person Point of View
3rd Person Point of View
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WHAT I HAVE LEARNED
Instructions: Read about the near-death experience of former NFL player, Earl Woff,
written in his own words and as it appeared in the Reader’s Digest March 2017 issue.
Answer the questions that follow.
This is How I Survived
Earl Woff
2.0
-
It’s a Monday in February, and I’m back home in Fayetteville, North Carolina.
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Though I’m exhausted from travel, it’s my buddy’s birthday, so I go over to his
girlfriend’s house and we spend the night catching up until I say goodbye around
ER
midnight. My mother’s home is just five minutes away. I had come home to celebrate
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her birthday.
My 2011 white Range Rover is parked on the street. As I get in and reach for
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the seat belt, someone yanks my door open. There’s a man wearing a black ski mask
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and pointing an AK-47 inches from my face.
MO
“Give me the keys!” he barks. “And get out of the car!”
coming out of my mouth.
ON
I freeze, wondering if my buddy is playing a trick on me. I babble, but words aren’t
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“Give me your wallet! Your phone!”
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I step out and hand over my belongings. Another man with a shotgun rushes toward s
me and shoves me into the backseat. Two other men with shotguns appear from the
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side of the house and hop into the car. The man with the AK-47 gets behind the wheel,
and I’m squished between two of the masked men in the backseat. We begin driving
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around the neighborhood.
“Where’s the money at?” one shouts.
“I, I, I don’t have any money,” I stammer.
“Where’s the money at?”
“You can have the car. You can have anything you want,” I say. “Just let me get back
to my family.”
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“Why are you lying?” says the man in the front passenger seat. “Lie to me again and
I’ll kill you.”
I can’t feel my mouth when I talk. I try to breathe. I think of my mom. I think of God. I
stare straight ahead. I’m trembling. Though I can’t see their faces, I can tell by their
voices that they are young. They ask for my name.
2.0
“Earl,” I say. “Earl Wolff.”
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“Wait,” one of the men says. “The football player?”
“Yes,” I say.
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“And you’re telling me you have no money?”
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One of the men next to me bashes me twice in the right knee with his gun. I’m
bleeding.
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Where I’m from, a lot of people don’t make it out. Of all my friends I grew up
DU
with, only one went to college. I’ve never been arrested; I graduated from college in
three and a half years. I’m terrified of getting in trouble. My main motivation: I don’t
MO
want to ever disappoint my mother.
ON
My parents separated when I was in second grade, and though my father is
still in my life, I’ve always been a mama’s boy. She was in the military, and she just
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retired after 31 years of service. The hardest year of my life was when she was
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deployed overseas. Playing football, I knew I’d have an opportunity to provide for her.
And yet here I am, kidnapped after an innocent night at my friend’s house.
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My heart is racing, my head spinning. All I’m thinking is why this is this
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happening to me? What did I do to deserve this?
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My financial adviser never allows me to keep too much money in my bank
account. So, when one of my captors orders me to withdraw $10,000, I say it’s
impossible.
“I only have $400 in my account,” I say. “Look, you have my phone. Open the Wells
Fargo app. Here’s my password. You’ll see there’s just $400.”
“If you’re lying,” he says, repeating a numbing refrain, “I’ll kill you.”
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When they see I’m not lying, they ask if my friend has money at the house where they
picked me up.
“Maybe,” I say. “If he does, he’ll give you whatever he has.”
We drive back to my friend’s house. I am led to the door with my hands in the air. I
feel the AK-47 pressed against my back. My friend opens the door. He instantly slam s
2.0
it in my face. I now think I am dead. I close my eyes.
My captors are panicking. I hear them conspiring, wondering if my friend has
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called the cops. They rush me back into the vehicle and secure zip ties around my
ankles and my arms, which are then tied behind my back. They put an itchy hat over
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my face. Now we’re driving, and I have no idea where we are or what time it is. At
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some point, two other men get into the vehicle, and five of us are crammed into the
backseat. I am exhausted. I try to keep my faith. I try to think of my mom. I am numb,
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but she is all I have left.
The car jolts to a stop. I’m pulled out of the back and shoved onto the road.
DU
Lying on my back, I think, I can’t die this way. And then, in the distance, I hear the
MO
faintest sound of police sirens. The men hear it too. They scurry into the car and speed
ON
away.
I am left alone. I am alive. I manage to shimmy out of the arm ties and then
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slide the hat off my face. I’m surrounded by woods. I can’t free my legs because those
ties are too tight, so I begin to hop. I hop and hop and hop down the road. I eventually
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come across a trailer park. At the second trailer, the lights are on. I can hear the sound
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of laughter and chatter, so I knock on the door, back up, and wait with my hands up.
“Who is it?” a man barks from behind the door.
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“Sir,” I say. “I’ve been in a terrible situation and I need some help.”
He opens the door and stares at me.
“I have just been robbed and kidnapped,” I say. “Can you please call the police?”
Another man appears in the doorway and points a handgun at me.
“Look, I play for the Jacksonville Jaguars,” I say, pointing to the team -issued shorts
I’m wearing.
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They don’t trust me. I anticipate a shot being fired, so I fall down and roll on the
ground. There’s a loud bang. Shot fired. I hear the men close the door, and I realize I
can still feel my body. The shot was likely a warning to scare me or anyone else who
might have been lurking in the shadows. But I am alone. I am on the ground. I’m
sobbing.
I suddenly get a rush of adrenaline. I manage to get my legs out of the ankle
2.0
restraints and start running. I see an intersection. I stand in the grass as cars pass by.
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I wave my hands, asking for someone to stop, but no one does. I run to a gas station.
It’s lit up, but nobody is there. The pay phone has a broken cord hanging from it. I
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crumble to the ground, defeated again, when a couple pulls in.
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“Are you OK?” the woman asks.
“I was robbed and kidnapped,” I say. “Please, I just need some help.”
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“That’s all you need me to do?” she says in a maternal way. “We are going to wait for
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the police to get here.”
MO
“Yes,” I say. “Please. Thank you.” Help, finally, is on the way.
Questions:
ON
1. In what point of view is the narrative/ story written? ________________________
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2. What is the tone of the narrative/ story? _________________________________
3. What could be the perspective (thoughts) of the following characters at each given
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point/ event in the story?
1. Earl’s friend when he slammed the door on him _________________ ___ _
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___________________________________________________________________
2. the kidnappers when they shove Earl him onto the road _________________ ___ _
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___________________________________________________________________
3. the men in the trailer who even fired
a warning shot to shoo him away
___________________________________________________________________
4. the old lady who willingly helped him and waited with him until the police
came______________________________________________________________
5. the narrator
as he begged
for his
life and thought
of his mother
___________________________________________________________________
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WHAT I CAN DO
Instructions: Interview any one of your family members and ask about a TV program
or movie that he/she likes and why. Write an essay with 8-10 sentences using the
point of view of your choice.
_____________________________________________________________
2.0
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
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Assessment
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ASSESSMENT # 2
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A. Instructions: On the blank, write the Point of View (1 st Person, 2nd Person, Third Person)
MO
by which each passage is written.
____ 1. You came to an empty house. Worst, the electricity and water were cut off. You
ON
let out a scream as you rush out to process these unfortunate events. The building
manager must know the circumstances behind.
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____ 2. We have been waiting for this for so long. I could not hide my excitement. I
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squeezed my friend’s hand as we squeezed ourselves into the anticipating crowd.
____ 3. The workers had waited patiently for their last pay. They had all been anxious
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about the lockdown.
____ 4. It rained all night. In desperation, he braved the flood and cold. He cannot fail his
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wife this time.
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____ 5. Make sure to dress your best and show off your best smile during the interview.
First impression is crucial.
B. Instructions. Write the letter of the correct answer.
____ 1. “There are three sides to every story: your side; my side and the truth. No one is
lying.” This saying from Robert Evans pertains to ____
A. tone
B. style
C. perspective
D. approach
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____ 2. And suddenly I realized that I should shoot the elephant after all. The people
expected me to, and I had got to do with it. I could feel their two thousand wills pressing
me forward, irresistibly. The tone in this excerpt from Shooting an Elephant by George
Orwell is that of ____
A. doubt
B. joy
C. anger
D. pride
____ 3. Of the 270 students who initially opted for modular learning, ten percent were
A. objective
B. subjective
2.0
considering shifting to online learning. The approach herein is _____
C. affirmative
D. negative
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____ 4. At the parent orientation, it was obvious that parents were still anxious about the
coming school year as some were looking pensive, while others were murmuring among
A. objective
B. subjective
C. affirmative
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themselves. The approach herein is ____
D. negative
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____ 5. “They are depriving many of us of our simple joy and recreation.” T his perspective
B. congress
C. NTC
D. the president
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ADDITIONAL ACTIVITY
DU
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A. viewers
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on the closure of ABS-CBN is that of ____
person point of view.
ON
Instructions: Rewrite the following excerpt from Cristina P. Hidalgo’s travelogue in the third
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I was almost twenty when I first left my
country to “go abroad,” and like most
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Filipinos, it was to Hongkong that I went.
The trip was kind of a reward. My
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younger sister and I had just graduated,
she from high school and I from college
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and our parents had presented us with a
tour of Hongkong and Japan as
a
graduation gift.
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ANSWER KEY
10. A
5. A
9. C
4. B
8. A
2.0
3. A
7. D
2. A
6. B
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1. C
5. A
B.
4. A
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5. 2nd person
3. C
4. 3rd Person
A.
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Pre-Assessment
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GE
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ON
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Assessment
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1. 2nd person
1. B
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2. 1st Person
2. D
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3. 3rd Person
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MO
DU
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ER
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2.0
Lesson 3: Setting and Atmosphere
Learning Competency:
ON
Analyze factual/ nonfictional elements (Plot, Characters, Characterization, Point of
View, Angle, Setting and Atmosphere, Symbols and Symbolisms, Irony, Figures of
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Speech, Dialogue, Scene, Other Elements and Devices) in the texts.
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WHAT I NEED TO KNOW
Learning objectives: At the end of the lesson, learners should be able to:
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⚫ Differentiate moods according to a character’s perspective.
⚫ write about real-life experience to describe setting and create atmosphere.
⚫
appreciate situations and mood as described in a writer’s experience.
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WHAT I KNOW
Instructions: Fill in the blank with the correct word. Choose from the box below.
senses
Setting
mood
backdrop
landscapes
opposition
traumatized
Atmospheric tension
safe
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ON
2.0
threatened
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1. Atmosphere adds to the unique ____ that emerges from the setting.
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2. Characters experience different emotions with the changes of colors and ____.
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3. A cool day on the beach is a reason to laze around for one person but can cause
LE
panic to a ____ hurricane survivor.
DU
4. When creating a setting, the writer should make use of many of the _____ to
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describe it.
ON
5. _____ and atmosphere are central to the story as they influence the plot.
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would feel ____
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6. If the setting involves a familiar place with the familiar friendly people, the character
7. If the setting involves a protagonist going back to his/ her childhood home where
GE
people were hostile, then he/she would feel _____.
8. ____ is a disruption of balance for the characters such as putting them in an
1S
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unfamiliar place or event.
9. Putting a character in _______ with nature can create atmospheric tension.
10. Setting and atmosphere provides a ____ for stories.
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WHAT’S IN
Instructions: Write a vivid description of the scene on a typical school day for you.
Describe the places you pass by on your way to school. Use words that appeal to
sight, smell, sound and feelings.
A Day in My Life
2.0
________________________________________________________________
SI
ON
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
ER
___________________________________________________________________
-V
___________________________________________________________________
LE
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WHAT’S NEW
DU
Instructions: Describe the scene/setting and the overall mood in the following
contrary to their interests?
ON
A.
MO
situations. How would each character describe and feel about such events that are
Senior Citizen’s Night for a Teenager
AT
I
Youth Night for a Grandparent
Accompanying a grandchild
Grandparents
(Disco/ Talent Show)
NE
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Forced to Accompany His/ Her
1S
T
GE
(Bingo and Raffles)
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B.
1. What are the contrasting moods/ feelings of the characters in each situation?
A. Grandparent and teenage Grandchild at the Bingo
______________________________________________________________
B. Grandparent and teenage grandchild at the Disco
______________________________________________________________
SI
ON
2.0
WHAT IS IT
•
Setting - specific place, time period, weather, time of day in which the story takes place
•
Atmosphere – the surrounding mood, generally established through the meaning and
•
ER
action of the scene/ setting
-V
A change in the setting creates a specific atmosphere and from each, a different story
would emerge (example: a home invasion at daytime and at night would vary in motive
S
or outcome)
•
LE
Setting evokes a specific behavior or emotional response from the characters
DU
(example: darkness is associated to trouble/ danger and character would feel unsafe,
evoking a worried/tense response also from readers)
•
MO
Atmosphere functions to set the emotions and state of mind and brings out inner
experience. Words used whether symbolically or as concrete expressions allow the
ON
reader to experience what is depicted.
•
AT
I
Atmospheric tension is the disruption of balance or status quo much like the conflict
in the plot through:
NE
R
1. putting characters in opposition with nature – dark and stormy night; turbulent weather
puts people on the edge
GE
2. putting characters in unfamiliar setting – remote/abandoned campsite gives the
creepy, terrifying feeling
T
3. irony – describing the town as sleepy and the next scene describes chaos
1S
•
Some ways to establish mood/ atmosphere:
1. Word choice – the exact scene may evoke different feelings as written by two different
writers.
2. Tone - the writer’s attitude contribute to the mood
3. Setting – as already mentioned, can affect the mood. One must pay attention
on the way characters interact with what is happening around them (e.g. does it
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cause tension, are characters provoked or do they feel comfortable about it)
4. Dialogue – pep talk creates a different mood (relaxed) from a heated
argument (tension)
5. Internal monologue – characters’ inner thoughts and observations help to
drive home the mood of the moment
2.0
6. Description – the writer decides as to which scene or object to focus on or
SI
ON
ignore to evoke a specific feeling (e.g. the sudden whisk of cool air instead of the
celebration creates eerie feeling rather than focusing on the revelry)
ER
7. Rhythm of Language – short concise sentences evoke urgency; long
-V
complex sentences are more intense (“We need to act fast.” Versus “We have
suffered long enough to let it go or play a deaf ear while these erstwhile corrupt
LE
S
so-called leaders that we have continue to enjoy their loot to in utmost vulgarity.”
DU
8. Tools of poetry – use of imagery, metaphor, simile, and other poetic devices
MO
to foster a particular mood (e.g. the sunset like the color of bloodbath)
ON
WHAT’S MORE
AT
I
Back in The Days
Instructions: Describe a typical date in these different periods.
NE
R
A.
In the 1960’s
Present
GE
Way of Dressing
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Communication/Meet Up
Actual Date Place
B.
1. Which is more intimate and formal? _________________
2. Which is more relaxed and casual? _________________
3. What do you think are favorable characteristics of each period in terms of dating?
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1960s ________________________________________________________
_____________________________________________________________
The Present ___________________________________________________
_____________________________________________________________
WHAT I HAVE LEARNED
2.0
Instruction: You must have heard or read about the recent bombing in Beirut, Lebanon
SI
ON
recently. Picture a scene immediately after the explosion using different sensory appeals such
as sight, smell and sound. Describe the mood/ overall feeling.
Scene:
ER
_________________________________________________________________________
_________________________________________________________________________
-V
_________________________________________________________________________
S
_________________________________________________________________________
LE
_________________________________________________________________________
DU
Overall Mood/ Feeling:
___________________________________________________________________
MO
___________________________________________________________________
___________________________________________________________________
AT
I
ON
___________________________________________________________________
NE
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WHAT I CAN DO
Instruction: You must have written about your summer vacation so many times in the
GE
elementary and junior high school. We will be writing about it again this time, but you have
to reinvent it in such a way that it makes it timelier and more interesting. While you may
1S
T
have written about all the nice things about it, this time, include the not so pleasant ones.
Follow the guide questions in this writing prompt designed by Aguila, et. Al (2017).
First Paragraph. When and where was your last vacation? Who were with you? Where did
you stay? Was it your first time to visit the place? What do you think of the place? What
were the particular places you visited there?
_____________________________________________________________________
________________________________________________________________________
___________________________________________________________________
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Second Paragraph. What were the good things you remember about the
vacation? Did you dislike anything about the trip and the vacation? What were they?
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2.0
___________________________________________________________________
Third Paragraph. If you were to relive your summer vacation, what changes would
SI
ON
you make?
________________________________________________________________
ER
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
S
___________________________________________________________________
LE
___________________________________________________________________
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Last Paragraph. What is your dream vacation? Where do you want to go? Who do
you want to take with you in this dream vacation? What activities do you want to
MO
engage in which you haven’t done yet in your previous vacation? Do you think this is
AT
I
ON
possible? What do your parents/ guardians think about it?
NE
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ASSESSMENT
ASSESSMENT # 3
GE
Instructions. Read the excerpt below from Cristina P. Hidalgo’s Casa Blanca, (a
creative nonfiction) and do the following exercises. Write the letter of your answer on
1S
T
your answer sheet.
I remember Mr. Joaquin as a distinguished-looking, courteous gentleman; and
Mrs. Joaquin as a beautiful, elegant lady with a sweet smile and an unfailingly
gracious manner. There were five children, whose names I still know today. The three
older ones – Pat and Terry and Bud – were good-looking and glamorous. They seemed to
have a lot of friends, who dashed up and down the stairs, laughed a lot, and held dancing
parties in the basement that lasted long into the night. The youngest girl, Mary Ann, was still
in school, and wore a bulky white sweater over her school un iform. And the younger boy,
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Sonny, used to romp about with the large family dog. But Casablanca was just one part of the
magic that was Baguio in that lost time.
I was only eight years old when I was first taken to Baguio. We went up by car, and and
my kid sister, Ting, and I felt that we would never get there. The flat rice fields, which in my
Geography book were called the “Central Plain,” seemed endless. My brother, Boy, who must
have been only two, simply went to sleep on his yaya’s lap. But I couldn’t follow suit, because
2.0
the car kept having to stop for Ting to throw up by the roadside.
The “Zig Zag Road” was an altogether different experience. Not only was it traversing
SI
ON
terrain that was most definitely not flat, but it also appeared to be climbing a mo untain –
possibly several mountains – and doing so with great difficulty and at enormous risk.
ER
Our mother was torn between gasps of admiration and exclamations of alarm. The road
twisted past old trees, squeezed between enormous boulders, perched above riv ers and
-V
ravines. Here and there we came upon a small waterfall tumbling down from the mountain
S
slope into the roadside. And sometimes the road became so narrow, and bent so sharply that
LE
it was not possible for our father to see whether there was any vehicle coming toward us.
DU
Then we had to stop until the vehicle did pass us, and we were waved on by a man standing
MO
on the road, communicating with someone else through what was then called a walkie -talkie.
But all around us were wonders that we children were be holding for the first time:
astonishing rock formations, trees perched at the very edge of a cliff, their branches dripping
ON
with tangled vines, enormous flowers, rainbow-winged butterflies, cascades and precipices.
part of the journey.
AT
I
And, strangely, I have no memory of having to stop to allow Ting to be car sick during this
NE
R
Baguio itself was a wonderland – a marvelous mountain town, draped in mist, smelling
of pine trees, and tasting of fresh strawberries and whipped cream. We went pony -riding
GE
under the trees and biking around a lake ringed with weeping willows. We wore thick jackets
and took long walks in the woods. And every night, before I fell asleep, I prayed that when I
1S
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woke up, my father would announce that he was closing down our house in Quezon Ci ty and
moving us all to Baguio.
1. The author used ____ in revealing the characters.
A. dialogue
B. direct description
C. monologue
D. idiosyncrasy
C. chaotic
D. sad
C. fun
D. rebellion
2. The atmosphere in the first paragraph is ____.
A. heartwarming
B. tensed
3. The dance parties and laughter connote ____
A. labor
B. unity
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4. The bulky white sweater over Mat Ann’s school uniform that it was usually ___ weather.
A. warm
B. humid
C. cold
D. temperate
5. In the 5th paragraph, “exclamation of alarm” suggests ____
A. joy
B. excitement
C. love
D. fear
6. The description of rocks, trees and butterflies appeals to the sense of ____.
A. sight
B. smell
C. taste
D. sound
7. In the last paragraph, the description of the ____ appeals to the sense of smell.
B. pine tree
C. strawberry
D. cream
2.0
A. Mist
A. touch
B. taste
SI
ON
8. The description of strawberries and whipped cream appeals to the sense of ____
C. sound
D. sight
9. Draped mists appeal to the sense of _____
B. taste
C. sound
D. sight
ER
A. touch
10. The last sentence in the last paragraph, suggests the writer’s ____ for Baguio
C. pity
-V
B. distaste
D. fondness
LE
S
A. dislike
Instructions:
Read
the
following
DU
ADDITIONAL ACTIVITY
essay
from
a
collection
of
essays
from
MO
https://crestaola.wordpress.com/category/baguio/. Answer the following questions.
ON
Between fairy tales and childhood games, I always thought I would make a great queen.
Princesses didn’t have enough authority and were always being married off by clueless king
AT
I
fathers.
NE
R
The Wicked Queen in Snow White stunned me. “Wow she has power, but she is misusing
it,” I thought. My sisters and I would play a game of claiming chairs and pieces of the house
GE
when we were small. “I’m the Queen!” I’d shout.
Then my sister, Lizzie would counter with, “No, that is mine, because I am the Empress!”.
T
I lost my attempt at territorial expansion because I forgot that there was a title greater than
1S
queen.
I loved the power of the words, “I command you!”
Of course, shouting that as a 7-year-old is different from a 30-year-old with an army.
But……sometimes I think if people would just do what they were commande d to do,
everything would work out better. Don’t laugh. Democracy (which I prefer to monarchy as a
real-life political system), works. But really, some people should be told what to do. Especially
during a government shutdown.
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Well, I didn’t get a crown, but I married a prince. When you go back in Bud’s genealogy
you collide with a wall of kings and queens. I always knew he was special.
As the mother of many children I had plenty of years of telling small people what they
should do. I think I was very benevolent, and they love me very much, so it worked out.
When I watch royal dramas the level of intrigue and nastiness is horrible. Real life is much
more terrible than imagined life, so I am happy with my small dominion. My current subjects
2.0
are one dog and four cats. Life is good.
SI
ON
Questions:
1. What is the overall mood of the essay?
___________________________________________________________________
ER
2. What lesson in life did the writer imply in the concluding paragraph?
-V
___________________________________________________________________
3. In the 2nd and 3rd paragraphs, what did the writer use to take the readers back to the
S
moment and make the experience even more real for readers?
LE
___________________________________________________________________
DU
4. What is your own fondest memory of childhood?
1S
T
GE
NE
R
AT
I
ON
MO
___________________________________________________________________
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SI
ON
2.0
ANSWER KEY
10. D
ER
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5. D
4. C
3. C
2. A
S
6. safe
LE
6. A
7. threatened
DU
7. B
8. atmospheric tension
5. setting
4. senses
MO
8. B
9. opposition
3. traumatized
2. landscapes
ON
9. A
10. backdrop
1. B
1. mood
AT
I
Assessment
1S
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GE
NE
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Pre-Assessment
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MO
DU
LE
S
-V
ER
SI
ON
2.0
Lesson 4: Structure
Learning Competency:
ON
Analyze factual/ nonfictional elements (Plot, Characters, Characterization, Point of
View, Angle, Setting and Atmosphere, Symbols and Symbolisms, Irony, Figures of
NE
R
AT
I
Speech, Dialogue, Scene, Other Elements and Devices) in the texts.
GE
WHAT I NEED TO KNOW
Learning objectives: At the end of the lesson, learners should be able to:
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⚫ Distinguish different types of structure
⚫ write vignettes applying use of different structures.
⚫ Appreciate experiences and the lessons they give.
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WHAT I KNOW
Instructions: Write the letter of the correct answer.
1. ____ refers to how a text is organized.
A. pattern
B. structure
C. rhythm
D. setting
A. outline
B. graph
C. table
D. drawing
B. style
SI
ON
3. Essays are arranged into sections according to a key or main ____.
A. voice
2.0
2. An ____ helps a beginning writer to organize his thoughts
C. idea
D. language
ER
4. ___ structure refers to arrangement of events in a linear/ sequential fashion as
A. Diary
B. collage
C. parallel
-V
they occur in time.
D. chronological
B. interview
C. memoir
LE
A. fiction
S
5. Question-and-answer structure is best for ____ stories.
D. diary
A. Logbook
DU
6. ___ structure may begin at some point in time; going backwards to the past.
B. collage
C. vignette
D. flashback
B. Diary or logbook
ON
A. Explanation-of-a-process
MO
7. How-to-articles work best with ____ structure.
C. Question-and-answer
D. story-within-a-story
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I
8. Telling two stories such as when the writer tells about the actual physical and the
inner journey of the character uses works best with the ___ structure.
C. question-and-answer
B. diary or logbook
D. story-within-a-story
NE
R
A. explanation-of-a-process
GE
9. ___ is pasting together small fragments which builds up the total picture such as
T
when writing about a disaster.
1S
A. Collage/ Mosaic
B. diary/ log
C. parallel
D. flashback
10. A more personal narrative that suggests immediacy of events uses the ___
structure.
A. explanation-of-a-process
C. question-and-answer
B. diary or logbook
D. story-within-a-story
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WHAT’S IN
Instructions: Answer the questions about the following excerpt from the Philippine Star’s
interview story of Korina Sanchez-Roxas.
“Everyone who knows me well knows that I love children. But for the longest time,
because my career in news took charge, I thought it would never happen,” said
2.0
Sanchez, who was the former anchor of ABS-CBN’s flagship newscast, “TV Patrol.”
SI
ON
“We weren’t married yet when we decided to freeze our embryos, before my
biological clock stopped ticking,” she continued. “It was just a matter of when we were
ER
ready to start a family. But that time couldn’t be found for years. We were both always
-V
so very busy.”
According to Sanchez, it was only after 2016 that she and Roxas got to embark
LE
S
on their “best life adventures.”
DU
And this was the time they started planning on building a family, tapping
MO
professionals abroad for their surrogacy process.
ON
Questions:
AT
I
1. What aspect of the interviewee’s life is the point of discussion herein?
NE
R
_____________________________________________________________
2. What is the significance of 2016 for the Roxas couple?
GE
_____________________________________________________________
3. What does the writer use to establish credibility of interviewee’s responses?
1S
T
_____________________________________________________________
4. What else does the writer use for transition from one response or paragraph to
another? ___________________________
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WHAT’S NEW
Instructions: Read the excerpt of Cristina Hidalgo’s creative nonfiction work, Casa
Blanca and answer the following questions.
2.0
Nearly two decades later, I was invited by my old friend to contribute something
to a book that would honor another dear, old friend – and one of Baguio’s favorite
SI
ON
sons –who was about to retire, after a lifetime of dedication to the study of Cordillera
culture. It was instantly clear to me that I would write about his city… and mine. I would
write about Baguio, and about something which will always be a part of Baguio for
ER
me.
-V
So, I went sleuthing once again for my vanished Casablanca. But this time I
LE
S
would do my searching on the Net.
The first few tries brought up nothing but duds: hotels in Morocco named
DU
“Casablanca”, or hotels in Baguio city named anything by “Casablanca.” So much for
MO
Google’s finding the answers to everything, I thought.
But I gave it another try. And suddenly I stumbled on this blog by someone
ON
called Kathleen Burkhalter. She was writing of her old homes in the Philippines which
AT
I
were called “Casa Blanca” (she spelled it as two words) in Baguio and “Cresta Ola” in
La Union. The blogger’s name seemed familiar. A quick search revealed her to be my
NE
R
Facebook friend.
I dashed off a Private Message, explaining who I was, and why I was interested
GE
in her Filipino homes. Within a few hours, I received her reply. She confirmed that her
T
family had lived “next door to the Nevadas at #4 Loakan Road,” and she gave me a
1S
thumbnail sketch of the Casa Blanca’s story.
In the 1930s, when it was built by the patriarch (her grandfather), Engineer
Francisco Joaquin, it was both a hotel and the family residence. It suffered some
damage during World War II, and Kathleen’s grandmother, Mercedes Joaquin, “got
the Americans to repair it because they wanted to rent it postwar.” However, it was
someone called Annette Krasnianska who became its tenant, and she ran it as an
“incredibly successful” place called “Annette’s Guest House.” The lady kept a guest
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book, which she later printed, and which is now in Kathleen’s hands. During that time,
Kathleen’s grandparents had gone to Marinduque “to regroup,” which, I gathered,
meant waiting for the Baguio mines to be reopened.
In 1961, when Kathleen was herself first introduced to the white house, she
was only four years old. The Casa Blanca, wrote Kathleen, “worked hard as a hotel in
the 50s” (which was when our family used to stay in it). “Its inner architecture,” she
2.0
added, “made it able to morph from large home to hotel to summer rentals and back
SI
ON
to house.”
She was immediately “enchanted.” She lived there from 1968 to 1975. Her
grandparents died in 1966 and 1969. And in 1975, the house was “taken over” by the
ER
Social Security System (SSS), which “put an ugly gray façade over the front, made of
-V
wood and painted it.”
S
Kathleen does not know what happened between the 1975 and 1990. But she
LE
does know that during the Big Earthquake of 1990, the house “came down” or “was
DU
terribly damaged.”
MO
Questions:
ON
1. Whose story is it within the story of this excerpt from Cristina Hidalgo’s nonfiction
work? _______________________________________________
AT
I
2. What was the second story talking about? ________________________
NE
R
3. How is the secondary story arranged? ___________________________
GE
WHAT IS IT
1S
T
Organization is essential in creative nonfiction that would serve as the blueprint
to our essays and help us focus and arrange ideas according to the timeline that they
happen or on its degree of importance:
Chronological Structure – arrangement of events in a linear/ sequential fashion as
they occurred in time.
Explanation-of-a-process Structure – used to describe a process/ procedure such as
in How-to articles.
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Flashback Structure – begins at some point in time then goes backwards to the past
Parallel Structure – consists of several stories running side-by-side. Parallelism may
also refer to how paragraphs or sentences are structured or arranged.
Collage or Mosaic Structure – using several accounts and pasting these small
fragments to build a total picture such as when writing about disasters or calamities.
2.0
Diary or Logbook Structure - personal chronicle of what is happening in one’s life;
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ON
one’s experiences arranged chronologically as in chronological narratives.
Question-and-answer Structure – used in interview stories; often directly quoting the
ER
subject in the story for a more intimate glimpse of the person or the subject matter
Frame/ story-within-a-story Structure – telling two stories; a secondary story from
S
-V
within the actual story
DU
LE
WHAT’S MORE
MO
Instructions: There have been contrasting beliefs, opinions and stand of different
groups concerning precautions, concerns and other issues about the pandemic. What
ON
would you include if tasked to write parallel stories of the pandemic in the perspective
AT
I
of the following:
LAW ENFORCERS
DISPLACED WORKERS
(NO-WORK/ NO PAY)
1S
T
GE
NE
R
HEALTH WORKERS
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WHAT I HAVE LEARNED
Instructions: Answer the questions accordingly.
What are three types of structure that you are most comfortable using and why? What
topics/ subject matter would you be using these structures with?
2.0
___________________________________________________________________
___________________________________________________________________
SI
ON
___________________________________________________________________
___________________________________________________________________
ER
___________________________________________________________________
___________________________________________________________________
-V
___________________________________________________________________
DU
MO
WHAT I CAN DO
LE
S
___________________________________________________________________
Instructions: Choose any of the given structure to write at least a two-paragraph
ON
sample about any topic you choose.
________________________________________________________________
AT
I
___________________________________________________________________
NE
R
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
GE
___________________________________________________________________
T
________________________________________________________________
1S
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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ASSESSMENT
ASSESSMENT # 4
Instructions: Identify the type of structure most appropriate for each scenario.
____ 1. A prisoner about to be executed in a month’s time chronicles last-ditch efforts
2.0
to avoid death as well as his innermost thoughts and wishes as the day of doom is
fast approaching.
SI
ON
____ 2. An immigration lawyer runs down requirements to secure legal documents for
working in Canada
ER
____ 3. Writing his speech for their 25th wedding anniversary, he recalls the ups and
-V
downs of his marriage.
____ 4. The investigative reporter puts together the accounts of different individuals
LE
fury over the islands of Leyte and Samar.
S
concerning their ordeal that fateful day in November as Typhoon Yolanda lashed its
DU
____ 5. The writer documents how the wife curled in bed, silently crying herself to
MO
sleep after a phone call to her family on Christmas eve; on the other hand, her family
and their friends were happily celebrating Christmas at home with joyous noise and
ON
singing.
NE
R
AT
I
ADDITIONAL ACTIVITY
Instructions: Write a personal account of your experiences during the pandemic during
GE
the following timeline. Write a paragraph each.
March-April 2020 (start or onset of COVID 19 quarantine/ lockdown/ your
T
adjustments; food provisions, house activities)
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___________________________________________________________________
May-July 2020 (extension of quarantine/ prohibition of those below 21 years old from
going out; how you feel about the extended prohibitions announcement of postponed
opening of classes to August/no face-to-face classes/ online and modular options)
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
August - Present (anticipation/ worries about learning modality; home tutors; modules
and resources; feeling about the postponement of classes and how you feel about
this school year)
2.0
___________________________________________________________________
___________________________________________________________________
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ANSWER KEY
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10. B
5. B
4. Collage/ Mosaic
4. D
3. Flashback
3. C
2. Explanation-of-a-Process
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6. D
5. Parallel
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7. A
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8. D
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9. A
2. A
1. Diary/ Logbook
1. B
Assessment
Pre- Assessment
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Lesson 5: Figurative Language
Learning Competency:
ON
Analyze factual/ nonfictional elements (Plot, Characters, Characterization, Point of
View, Angle, Setting and Atmosphere, Symbols and Symbolisms, Irony, Figures of
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Speech, Dialogue, Scene, Other Elements and Devices) in the texts.
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WHAT I NEED TO KNOW
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Learning objectives: At the end of the lesson, learners should be able to:
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⚫ identify figurative language used in texts
⚫ explain meanings according to use of figurative language
⚫ appreciate symbolisms embodied in one’s culture
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
WHAT I KNOW
Instructions: Answer accordingly.
A. Write the letter corresponding to the correct answer.
1. The policeman was apprehended for driving under the influence.
A. irony
B. understatement
C. pun
D. hyperbole
B. understatement
C. pun
D. hyperbole
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A. irony
2.0
2. I have loved you for a thousand years and will love you for a thousand more
3. One hundred years later, the negro is still not free… One hundred years later, the
life of a Negro is still sadly crippled… one hundred years later, the Negro still liv es on
B. understatement
C. anaphora
4. At night, the stars put on a show for free
C. anaphora
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B. understatement
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A. personification
D. hyperbole
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A. metaphor
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a lonely island of poverty….
D. hyperbole
5. She was happy to have won the grand prize.
B. understatement
C. anaphora
D. hyperbole
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A. metaphor
B. Write the symbolism for each.
_________________
2. white
_________________
3. black
_________________
4. cross
_________________
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_________________
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5. snake
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1. red
C. Put a checkmark (/) on the blank if the statement expresses an irony.
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____ 1. “I just love your timing! I was just going to bed.”
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____ 2. They both left.
____ 3. He promised never to leave me. He left me for some girl he just met.
____ 4. “I cannot thank you enough for ruining my life.”
____ 5. I pray I’ll get well soon.
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WHAT’S IN
Instructions: The following texts are excerpts from Martin Luther king’s speech, “I
Have a Dream” which uses some figurative language and devices. Answer the
questions accordingly.
2.0
“We must forever conduct our struggle on the high plane of dignity and discipline. We
must not allow our creative protest to degenerate into physical violence. Again, and
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1. What phrase is repeated at the beginning of the sentences?
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again we must rise to the majestic heights of meeting physical force with soul force.”
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2. What is the purpose for repeating the phrase?
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___________________________________________________________________
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2. What is the message conveyed in this passage?
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“ This note was a promise that all men, yes, black men as well as white men,
ON
would be guaranteed the unalienable rights of life, liberty, and the pursuit of
AT
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happiness.”
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“ It is obvious today that America has defaulted on this promissory note insofar
as her citizens of color are concerned. Instead of honoring this sacred obligation,
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America has given the Negro people a bad check, a check which has come back
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marked “insufficient funds.”
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1. What was the promise herein in reference to the Declaration of Independence?
___________________________________________________________________
2. What does the bad check mean?
___________________________________________________________________
3. To whom is the phrase citizens of color refer? ____________________________
4. What other nationalities
are citizens of color in America at present?
___________________________________________________________________
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WHAT’S NEW
Instructions: The following are passages taken from a speech by former US President
Barack Obama during a Father’s Day Celebration at church.
“Yes, we need fewer guns in the hands of people who shouldn't have them. ...
need to show
our
kids that you're
not
strong by putting
other
people
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We
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down – you're strong by lifting them up.”
1. What is not the right test of strength __________________________________
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2. On the contrary, hat must people do to others, that makes them strong?
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_________________________________________________________________
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“We should be making it easier for fathers who make responsible choices and
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harder for those who avoid them."
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1. In what ways can government make it easier for fathers who take their
responsibilities seriously? ______________________________________________
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On the other hand, how can government make it hard for fathers who avoid
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responsibility? _______________________________________________________
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“If you watch nightly news, it feels like the world is falling apart.”
GE
1. What incident in the Bible tells about the world falling apart or destroyed?
___________________________________________________________________
In
Science,
what
could
cause
the
destruction
of
the
earth?
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2.
___________________________________________________________________
3. In the expression used by President Obama, what does he mean about the world
falling apart? What are some happenings/events in some parts of the world or what
are
some
global/world
problems
that
we
are
facing
at
present?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
WHAT IS IT
Here are more figures of speech that you can add to the ones already
discussed in previous lessons that you can use in creative nonfiction:
Anaphora – the use of a word/ phrases/ sequence of words repeatedly in nearby
clauses or sentences to add emphasis; almost always parallel-structured
2.0
Example: Our nation is at war… Our economy badly weakened … Our healthcare is
too costly…
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Antithesis – a contradiction that pits two ideas against each other in a parallel,
balanced way
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Example: The church contains in full the kindness and cruelty, the fierce intelligenc e
and the shocking ignorance, the struggles and successes, the love and yes, the
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bitterness and bias.”
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Euphemism – substitute words/ phrases to soften/ subdue meaning or sound
escort – call girl/boy
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Example: pass away instead of die
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Hyperbole – exaggerated statements or claims that should not be taken literally
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Example: “The deal I just made with China is, by far, the greatest and biggest deal
ever made for our Great Patriot Farmers in the history of our Country," Trump tweeted
ON
the day after. "In fact, there is a question as to whether or not this much product can
be produced? Our farmers will figure it out,” President Trump announced recently.
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Irony – contrary to meaning or expected such as in verbal and situational irony
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Example: “I thank you for betraying me.”
The people who we entrusted our safety to, are the ones who endanger us.
Parallelism – parts of lines, verses or sentences or paragraphs are grammatically the
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same or are similarly structured
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Example: We can never be satisfied as long as the Negro is the victim of the
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unspeakable horrors of police brutality. We can never be satisfied as long as our
bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot be satisfied as long as the negro's
basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as
long as our children are stripped of their self-hood and robbed of their dignity by signs
stating: "For Whites Only" We cannot be satisfied as long as a Negro in Mississippi
cannot vote and a Negro in New York believes he has nothing for which to vote
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Personification – assigning human traits to animals or objects
Example: Time grabs you by the wrist and directs you where to go.
Pun – word play using different meaning of homophones; word with multiple meanings
or similar-sounding words for humorous, witty or rhetorical effect
Example: A pessimist's blood type is always B-negative
The other day I held the door open for a clown. I thought it was a nice jester (gesture).
2.0
Symbolism – an object that signifies deeper meaning than its literal meaning
Example: ring – marriage
flag – country’s sovereignty/ freedom
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Understatement – A situation wherein what is discussed or referred to on hand is
made less important than it really is
-V
ER
Example: His film as internationally acclaimed; not bad for a newcomer in film.
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WHAT’S MORE
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Instructions: Read and analyze this excerpt from Winston Churchill’s speech.
we shall defend our Island, whatever the cost may be, we shall fight on the beaches,
ON
we shall fight on the landing grounds, we shall fight in the fields and in the streets, we
shall fight in the hills; we shall never surrender, and even if, which I do not for a
AT
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moment believe, this Island or a large part of it were subjugated and starving, then
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our Empire beyond the seas, armed and guarded by the British Fleet, would carry on
the struggle, until, in God’s good time, the New World, with all its power and might,
GE
steps forth to the rescue and the liberation of the old.
What
figure
(s)
of
speech
is/
are
used
in
the
passage?
1S
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1.
___________________________________________________________________
2. What feeling does the text evoke?
___________________________________________________________________
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WHAT’ I HAVE LEARNED
Instructions: Write a paragraph to explain the importance of using figurative language.
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
2.0
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WHAT’ I CAN DO
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A.
Instructions: Write a two-paragraph campaign speech using figures of speech, including those
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discussed in earlier lessons.
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___________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
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_________________________________________________________________________
B.
GE
Instructions: Pick out words/ phrases/statements with figures of speech and identify
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accordingly.
Words/ phrases/ statements
Figure of Speech Used
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ASSESSMENT
ASSESSMENT # 5
Instructions: Identify the Figure of speech used. Write the letter of the correct answer.
___ 1. Our brave men and women in uniform, tempered by the flames of battle, are
A. hyperbole
B. parallelism
2.0
unmatched in skill and courage.
C. personification
d. anaphora
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___ 2. Moving my family to the worst place in America was the best decision I ever
made.
B. irony
C. euphemism
D. antithesis
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A. pun
___ 3. “Together, we determined that a modern economy requires railroads and
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highways to speed travel and commerce, schools and colleges to train our workers.
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Together, we discovered that a free market only thrives when there are rules to
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ensure competition and fair play. Together, we resolved that a great nation must care
A. antithesis
DU
for the vulnerable and protect its people from life’s worst hazards…”
B. irony
C. parallelism
D. pun
MO
___ 4.” Now is the time to rise from the dark…Now is the time to lift our nation from
the quick sands of racial injustice…Now is the time to make justice a reality.”
B. anaphora
ON
A. euphemism
C. irony
D. hyperbole
A. euphemism
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___ 5. The doctor advised termination of pregnancy as the mother’s life is at risk.
B. anaphora
C. irony
D. hyperbole
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___ 6. It wouldn’t be fair, if they’d not share in the fare.
A. antithesis
B. pun
C. anaphora
D, irony
GE
___ 7. “Washington flourished, but the people did not share in its wealth. Politicians
prospered, but the jobs left, and the factories closed.
B. anaphora
C. parallelism
D, pun
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A. antithesis
ADDITIONAL ACTIVITY
Instructions: What would symbolize you and why?
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
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ANSWER KEY
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C.
1
3
4
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1. courage
2. purity
3. death
4. sacrifice
5. betrayal
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7. A
6. B
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1. A
2. D
3. C
4. A
5. B
3. C
2. B
1. A
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4. B
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5. A
B.
ON
Assessment
A.
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Pre-Assessment
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
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
Online Sources:
https://www.readinggroupguides.com/reviews/living-to-tell-the-tale/excerpt
2.0
Books Trading
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https://www.americanrhetoric.com/speeches/mlkihaveadream.htm
https://study.com/academy/lesson/methods-of-characterization-in-literature.html
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https://www.litcharts.com/literary-devices-and-terms/characterization
https://www.slideshare.net/pvenglishteach/the-8methodsofcharacterization
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https://www.vecteezy.com/free-vector/people-silhouette-vector-free
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https://www.pinclipart.com/pins/point-of-view/
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https://davehood59.wordpress.com/2010/03/09/creative-nonfiction-writing-about-
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fact-and-truth/#:~:text=In%20some%20creative%20nonfiction%2C%2
MO
https://www.storyboardthat.com/articles/e/point-of-view-vs-perspective
https://fairytalez.com/user-tales/the-evil-stepmothers-point-of-view-cinderella/
ON
https://www.rd.com/article/nfl-player-survives-kidnapping/
https://literaryterms.net/atmosphere/
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https://blog.tglong.com/2011/04/setting-and-atmosphere-part-1/
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https://www.writing.ie/resources/how-to-create-atmosphere-in-your-writing-byrachel-burge/
https://writersrelief.com/2016/04/28/mood-and-atmosphere-in-your-writing/
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https://crestaola.wordpress.com/category/baguio/
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https://www.masterclass.com/articles/ways-to-structure-your-narrative-timeline#4ways-to-structure-your-narrative-timeline
https://www.englishtrackers.com/english-blog/10-famous-speeches-in-english-andwhat-you-can-learn-from-them/
http://article.sciencepublishinggroup.com/html/10.11648.j.ijll.20160404.11.html
https://www.americanrhetoric.com/speeches/mlkihaveadream.htm
https://obamawhitehouse.archives.gov/the-press-office/2013/01/21/inauguraladdress-president-barack-obama
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2.0
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For inquiries and feedback, please write or call:
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Department of Education, Region VII, Division of Cebu Province
(IPHO Bldg., Sudlon, Lahug, Cebu City)
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Telefax (032) 255-6405
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Email Address: cebu.province@deped.gov.ph
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_______________________________________________________________________________________________________________________________________________________________
Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV