Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
LEARNER’S PACKET TEMPLATE
Key Stage IV
Content Standards
The learners have an understanding of imagery, diction, figures of speech, and variations on
language.
Performance
Standards
The learners shall be able to produce short paragraphs or vignettes using imagery, diction,
figures of speech, and specific experiences
Most
Essential
Learning
Competencie
s (MELCs)
HUMSS_CW/
MP11/12-Iab-4:
Use imagery,
diction,
figures of
speech, and
specific
experiences
Learner’s Packets
Prerequisit
es
21st
Century
Literatur
e from
the
Philippi
nes and
the
World
Content
Lesson 1:
Imagery,
Diction,
Figures of
Speech,
and
Specific
Experienc
es
to
evoke
Meaningfu
l
Response
s
Learner’s Materials (LMs)
Creative Writing
Quarter 1
PIVOT IV-A Learner’s
Material First Edition,
2020
Published by
Department of
Education Region IV-A
CALABARZON
LM
page
numb
er
*Videos/ Visuals/ Audio Materials
*Activity
Sheets
Photo
pages
5-18
https://web.facebook.com/ed
itha.jimenez.98/posts/40942
35397275750
Video
*Attached the activity sheets and provide link for the video lessons (OBS)
Prepared by:
Reviewed by:
ANNE CRIS H. AZOR
Teacher – Writer
LAILA R. MALOLES
Education Program Supervisor
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
CREATIVE WRITING
MODULE 1- WEEK 1
Name of Learner
Grade level and Section
Date
LEARNING ACTIVITY SHEET TITLE
LEARNING COMPETENCY WITH CODE
HUMSS_CW/MP11/12-Ia-b-4:
Use imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from readers.
LEARNING CONTEXT
What is Creative Writing?
Creative writing is any composing that goes beyond ordinary expert, editorial, scholarly, or specialized types of
writing, normally distinguished by an accentuation on account make, character advancement, and the utilization of
abstract tropes or with different customs of verse and poetics.
What Is Sensory Imagery?
Sensory Imagery includes the utilization of elucidating language to make mental pictures. In abstract terms, it is a
sort of symbolism; the thing that matters is that tangible symbolism works by drawing in a reader's five senses. It is an
artistic gadget author utilize to draw in a reader's brain on numerous levels.
A. Visual Imagery- engages the sense of sight.
B. Gustatory Imagery- engages the sense of taste.
C. Auditory Imagery- engages the sense of hearing.
D. Olfactory Imagery- engages the sense of smell.
E. Tactile Imagery- engages the sense of touch
What is Diction in Writing?
Diction is the careful selection of words to communicate a message or establish a particular voice or writing style.
For example, flowy, figurative language creates colorful prose, while a more formal vocabulary with concise and direct
language can help drive home a point.
Different Types of Diction in Writing
Different styles of diction impact how different ideas are expressed.
1. Formal diction- uses grammatical rules and uses proper syntax or the formation of sentences. It is considered as
a professional choice of words which can be found in legal documents like business correspondences and academic
articles.
2. Informal diction- is more conversational and often used in narrative literature. This casual vernacular is
representative of how people communicate in real life, which gives an author freedom to depict more realistic characters.
Most of the short stories and novels use informal diction to make it easier to understand by anyone especially if the target
audience is anyone.
3. Colloquial diction- are expressions which are connected to informal. It is generally representing a particular
region or place or era or period. Contractions in American English such as “ain’t” instead of isn’t is an example of
colloquial expressions, the use of colloquialisms make the writing more realistic.
4. Slang diction- is very informal language or specific words used by a particular group of people. You'll usually
hear slang spoken more often than you'll see it put in writing, though emails and texts often contain many conversational
slang words.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
5. Poetic diction- is driven by melodious words that identify with a particular subject reflected in a sonnet, and make
a musical, or agreeable, sound. It generally includes the utilization of elucidating language, in some cases set to a beat or
rhyme.
What is Figure of Speech?
A figure of speech is a rhetorical device that achieves a special effect by using words in a distinctive way. The
following are the most commonly used figure of speech.
1. Hyperbole: An overstatement; the use of exaggerated terms for the purpose of emphasis or heightened effect.
Example: I have a ton of homework to do when I get home. I need to go home now.
2. Irony: It is a statement or situation where the meaning is contradicted by the appearance or showing the
concept. The use of words to convey the opposite of their literal meaning is the highlight of irony.
3. Metaphor: An implied comparison between two dissimilar things that have something in common.
4. Personification: The utilization of inanimate objects or abstraction to associate with human qualities or abilities.
5. Simile: The comparison between two fundamentally dissimilar things that have certain qualities in common
using like or as.
LEARNING TASKS
ACTIVITY 1
Determine the sense to which each sentence appeals.
A. Sense of smell (Olfactory Imagery)
B. Sense of sight (Visual Imagery)
C. Sense of taste (Gustatory Imagery)
D. Sense of touch (Tactile Imagery)
E. Sense of hearing (Auditory Imagery)
______ 1. My sister brought us sweet juicy strawberries from her tour in Baguio.
______ 2. The sirens of the ambulance awakened the still roads wailing like a newborn baby.
______ 3. The streets glistened like shiny ornaments after the rain.
______ 4. I came inside because the house smells like a chocolate brownie.
______ 5. The sand was hot and grainy like my morning grits.
ACTIVITY 2
Identify what figure of speech is used in the following sentences.
__________ 1. I have a ton of things to do when I get home.
__________ 2. Time is gold.
__________ 3. The wind howled.
__________ 4. My brother and I fought like cats and dogs.
__________ 5. A traffic cop gets suspended for not paying his parking tickets.
Irony
Metaphor
Hyperbole
Onomatopoeia
Personification
Simile
ACTIVITY 3
Write possible sensory details that you can come up with about the picture of St. Ambrose Biodiversity Farm using the
chart below.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
Sight
Smell
Touch
Hearing
Taste
https://web.facebook.com/editha.jimenez.98/posts/4094235397275750
Scoring Rubric (If necessary)
REFLECTION
The important things that I have learned today are ___________________________________________________
I realized that ________________________________________________________________________________
I promise that __________________________________________________________________________________
REFERENCES FOR LEARNERS
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
Book/Module
Creative Writing Quarter 1 PIVOT IV-A Learner’s Material First Edition, 2020.Published by Department of Education
Region IV-A CALABARZON
Website
https://literarydevices.net/imagery/
https://examples.yourdictionary.com/figure-of-speech-examples.html
ANSWER KEY
ACTIVITY 1
ACTIVITY 2
1. C
2. E
3. B
4. A
5. D
Prepared by:
ANNE CRIS H. AZOR
Name of Writer
1. Hyperbole
2. Metaphor
3. Personification
ACTIVITY 3
4. Simile
5. Irony
Answers
may vary
For Quality Assurance
Reviewed by:
_____________________________
Learning Resource Evaluator
(Master Teachers, Subject Specialist)
DONNY ARIS C. MALVAR
School Head
LAILA R. MALOLES
Education Program Supervisor (English)
Approved by:
VINCENT EMMANUEL L. ILAGAN
CID - Chief Education Program Supervisor
ALBERT T. SAUL
Public School District Supervisor
HENRY P. CONTEMPLACION
Education Program Supervisor (LRMS)
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
LEARNER’S PACKET TEMPLATE
Key Stage IV
Content Standards
The learners have an understanding of imagery, diction, figures of speech, and variations on
language.
Performance
Standards
The learners shall be able to produce short paragraphs or vignettes using imagery, diction,
figures of speech, and specific experiences
Most Essential
Learning
Competencies
(MELCs)
HUMSS_CW/MP1
1/12c-f6:
Identify the
various elements,
techniques and
literary devices in
specific forms of
poetry
Learner’s Packets
Prerequisit
es
21st
Century
Literatu
re from
the
Philippi
nes and
the
World
Content
Lesson
2:
Creative
Writing
Various
Element
s,
Techniq
ues, and
Literary
Devices
in
Specific
Forms of
Poetry
Learner’s
Materials
(LMs)
Creative
Writing
Quarter 1
PIVOT IVA
Learner’s
Material
First
Edition,
2020
Published
by
Departmen
t of
Education
Region IVA
CALABAR
ZON
LM
page
numb
er
*Videos/ Visuals/ Audio Materials
*Activ
ity
Sheet
s
Photos
Source:
https://spark.adobe.com/page/pFdR
X0QqcJvw6/
pp.
1938
Website
Poems
http://johnclare.blogspot.com/2008/10/
luckless-journey.html
https://poets.org/poem/my-love-sentme-list
https://poets.org/poem/how-do-i-lovethee-sonnet-43
*Attached the activity sheets and provide link for the video lessons (OBS)
Prepared by:
Reviewed by:
GERALDINE I. IRANZO
Teacher – Writer
LAILA R. MALOLES
Education Program Supervisor
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
CREATIVE WRITING
MODULE 1 - WEEK 2
Name of Learner
Grade level and Section
Date
LEARNING ACTIVITY SHEET TITLE
LEARNING COMPETENCY WITH CODE
HUMSS_CW/MP11/12c-f6:
Identify the various elements, techniques and literary devices in specific forms of poetry
LEARNING CONTEXT
What is Poetry?
Poetry is a form of literature which allows the writers who called to be “poets” to express their thoughts,
feelings, emotions, ideas about a particular theme or topic.
Theme is the lesson about life or statement about human nature that the poem expresses.
– Though related to the concept of a moral, or lesson, themes are usually more complicated and
ambiguous.
Example:
– So, for example, in the Edgar Allan Poe poem “The Raven”, the subject is the raven, who continually
repeats a single word in response to the speaker’s questions.
– The theme of the poem, however, is the irreversibility of death—the speaker asks the raven, in a variety of
ways, whether or not he will see his dead beloved again, to which the raven always replies “nevermore.”
Tone
– the attitude expressed in a poem that a reader sees and feels
– the writer’s attitude toward the subject or audience
STRUCTURE
Form is the appearance of the words on the page of the reference. It may be different nowadays since layout
artist may simply adjust and create the desired form of poem.
Stanza is a section of a poem named for the number of lines it contains.
Kinds of Stanza
Couplet = a two line stanza
Triplet (Tercet) = a three line stanza
Consonance is the repetition of consonant sounds within words in a line.
Example: Moore: Not a creature was stirring, not even a mouse
“silken, sad, uncertain, rustling . . “
Alliteration is the repetition of consonant sounds at the beginning of words.
Example:
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
Tongue Twisters are perfect examples of Alliteration
If Peter Piper picked a peck of pickled peppers, how many pickled peppers did Peter Piper pick?
Onomatopoeia are words that sound like their meaning.
Example: buzz, swish, hiss, gulp
Repetition is sounds, words, or phrases that are repeated to add emphasis or
create rhythm. Parallelism is a form of repetition.
Examples
Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Refrain is a line or stanza repeated over and over in a poem or song.
Example
Jingle Bells, jingle bells,
Jingle all the way!
ELEMENTS OF FICTION
Setting is the time and place where a story or poem takes place.
Point of View / Narrative Voice is the person narrating a story or poem
Characterization is the development of the characters in a story or poem
Dialog or Dialogue is the conversation between the characters in a story or poem.
Dialect or Colloquial Language is the style of speaking of the narrator and the characters in a story or poem
Conflict is the problem or situation a character or characters face in a story or poem.
Plot is the series of events in a story or poem.
Tone and Voice are the distinctive, idiosyncratic way a narrator has of telling a story or poem
Style is the way a writer uses words to craft a story or poem.
Mood is the feelings and emotions the writer wants the reader to experience.
LEARNING TASKS
Activity 1
Identify the element of poetry being described in each sentence below. Write your answer on the blank before
each number.
_______________1. It refers to the time and place where the story happens.
_______________2. It is the main idea in a poem which the poet is trying to communicate.
_______________3. It refers to the poet’s choice of words.
_______________4. It is the repetition of consonant sounds at the beginning of words.
_______________5. It refers to the way a writer uses words to craft a story or poem.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
Activity 2
Read the excerpts given below then identify their theme and tone.
Literary Piece
Theme
The Luckless Journey
How Do I Love Thee? (Sonnet 43)
My Love Sent Me A List
The Luckless Journey
Tho' fine prov'd the morning, O sad prov'd the ramble
Adown by the Willows, adown by the lee
Adown by the cottage where Hedge rows of bramble
Hides it from all strangers but unlucky me.
For there I espied and admir'd a young rosie
I lov'd and had hopes in possesing the flower
Till Cupid flew laughing away with the posie
And left me the thorns which I feel at this hour.
O Willows and brambles—what deamon beset me
To make me to go where your cottage arose
Yet still was you all I could hope to forget ye
But o there's no hopes in forgetting the rose.
The wounds are not lightly that abscence should ease 'em
No no they'r so deep twill but poison the pain
Tho lifes sober autumn may wisely appease 'em
A pang sad Remembrance will ever retain.
How Do I Love Thee? (Sonnet 43)
Elizabeth Barrett Browning - 1806-1861
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.
Tone
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
My Love Sent Me a List
Olena Kalytiak Davis
O my Love sent me a lusty list,
Did not compare me to a summer's day
Wrote not the beauty of mine eyes
But catalogued in a pretty detailed
And comprehensive way the way(s)
In which he was better than me.
"More capable of extra- and interPolation. More well-traveled -rounded multiLingual! More practiced in so many matters
More: physical, artistic, musical,
Politic(al) academic (I dare say!) social
(In many ways!) and (ditto!) sexual!"
And yet these mores undid but his own plea(s)(e)
And left, none-the-less, the Greater Moor of me.
Reflection
Recall…reflect…answer!
Directions: Identify one memorable experience of you that is worth pondering on. Answer the given questions
in the table to create a guide in writing your reflective essay. Write your answers on a separate sheet of paper.
What is your experience all about?
What are the positive impacts of your
experience?
What are the negative impacts of your
experience?
What realizations did you have while having
the experience?
What changes happened in your life after
your experience?
REFERENCES FOR LEARNERS
Printed Materials
Creative Writing
Quarter 1
PIVOT IV-A Learner’s Material First Edition, 2020
Published by Department of Education Region IV-A CALABARZON
Website
• Clare, John. http://johnclare.blogspot.com/2008/10/luckless-journey.html. The Luckless Journey
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
• Davis, Olena Kalytiak. (2013). My Love Sent Me A List. Published on February 15, 2013.
Retrieved from https://poets.org/poem/my-love-sent-me-list.
• https://poets.org/poem/how-do-i-love-thee-sonnet-43. How Do I Love Thee? (Sonnet 43).
https://spark.adobe.com/page/pFdRX0QqcJvw6/
ANSWER KEY
ACTIVITY 1
1. Setting
2. Theme
3. Diction
4. Alliteration
5. Style
ACTIVITY 2
Answers may vary
Prepared by:
GERALDINE I. IRANZO
Name of Writer
For Quality Assurance
Reviewed by:
_____________________________
Learning Resource Evaluator
(Master Teachers, Subject Specialist)
DONNY ARIS C. MALVAR
School Head
LAILA R. MALOLES
Education Program Supervisor (English)
Approved by:
VINCENT EMMANUEL L. ILAGAN
CID - Chief Education Program Supervisor
ALBERT T. SAUL
Public School District Supervisor
HENRY P. CONTEMPLACION
Education Program Supervisor (LRMS)
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
LEARNER’S PACKET TEMPLATE
Key Stage IV
Content Standards
Performance
Standards
Most
Essential
Learning
Competencie
s (MELCs)
HUMSS_CW
/MP11/12cf10
Write a short
poem
applying the
various
elements
and literary
devices
exploring
innovative
techniques
The learners have an understanding of poetry as a genre and how to analyze its elements and
techniques.
The learners shall be able to produce a short, well-crafted poem.
Learner’s Packets
Prerequisit
es
21st
Century
Literatur
e from
the
Philippi
nes and
the
World
Content
Lesson 3:
Writing a
short
poem
applying
the
various
elements
and
literary
devices
exploring
innovative
technique
s
Learner’s Materials (LMs)
Creative Writing
Quarter 1
PIVOT IV-A Learner’s
Material First Edition,
2020
Published by
Department of
Education Region IV-A
CALABARZON
LM
page
numb
er
pages
39-55
*Videos/ Visuals/ Audio Materials
*Activity
Sheets
Video
*Attached the activity sheets and provide link for the video lessons (OBS)
Prepared by:
Reviewed by:
ANNE CRIS H. AZOR
Teacher – Writer
LAILA R. MALOLES
Education Program Supervisor
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
CREATIVE WRITING
MODULE 1- WEEK 3
Name of Learner
Grade level and Section
Date
LEARNING ACTIVITY SHEET TITLE
LEARNING COMPETENCY WITH CODE
HUMSS_CW/MP11/12c-f10
Write a short poem applying the various elements and literary devices exploring innovative techniques
LEARNING CONTEXT
What is Poetry?
Poetry is a type of literature that conveys a thought, describes a scene or tells a story in a concentrated, lyrical
arrangement of words. Poems can be structured with rhyming lines and meter, the rhythm and emphasis of a line
based on syllabic beats. But it can also be free form, which follows
no formal structure. The way a poem’s words and lines are laid out on a page is known as form. Poetry uses forms
and conventions to suggest differential interpretations of words, or to evoke emotive responses.
1. Essential Elements
A. Theme is the summarized statement containing the main thought or meaning of the poem.
B. Tone refers to the attitude and mood of the poem.
2. Elements for specific forms
A. Rhyme is a popular literary device in which the repetition of the same or similar sounds occurs in two or
more words, usually at the end of lines in poems.
B. Meter refers to the particular rhythm or pattern of stressed and unstressed syllables in a poem.
C. Line is a subdivision of a poem, specifically a group of words arranged into a row that ends for a reason
other than the right- hand margin.
D. Line break is the termination of one line of poetry, and the beginning of a new line.
E. Enjambment is continuing a line after the line breaks.
3. Experimental Texts
Typography is the art and technique of arranging type to make written language legible, readable, and
appealing when displayed. The arrangement of type involves selecting typefaces, point sizes, line lengths, linespacing (leading), and letter-spacing (tracking), and adjusting the space between pairs of letters (kerning). The
term typography is also applied to the style, arrangement, and appearance of the letters, numbers, and symbols
created by the process.
Form of a Poem
The form of your poem is the physical structure. It can have requirements for rhyme, line length, number of
lines/stanzas, etc.
A. Sonnet – A short, rhyming poem of 14 lines
B. Haiku – A poem of 3 lines where the first is 5 syllables, the middle is 7 syllables, and the last is 5.
C. Acrostic – A poem where the first letter of each line spells a word that fits with the theme of the poem or exposes
a deeper meaning.
D. Couplet – This can be a part of a poem or stand alone as a poem of two lines that rhyme.
E. Free verse – This type of poem doesn’t follow any rules and is free written poetry by the author
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
Types of Poetry
A. Lyric poem is a comparatively short, non-narrative poem in which a single speaker presents a state of mind or
an emotional state. Lyric poetry retains some of the elements of song which is said to be its origin: For Greek
writers the lyric was a song accompanied by the lyre.
B. Narrative poem gives a verbal representation, in verse, of a sequence of connected events, it propels characters
through a plot. It is always told by a narrator.
C. Descriptive poem is one that mainly describes the subject — whether it be a person, an animal, or an inanimate
object — often in great detail, rather than telling a story or expressing one’s feelings.
The Writing Process
Every piece of writing goes through a process of stages: prewriting (also sometimes called planning), drafting,
cooling, revising, and publishing. These steps do not always follow one another in succession. Instead, they are
recursive, meaning a step can occur again at any point in the process.
A. Prewriting/Planning- is the stage where the writer thinks of the possible concept or ideas. Conceptualizing
helps to determine the flow of the writeup.
B. Conceptualizing- includes composing the primary draft of a report. A few journalists compose their first draft
with a pen and a note pad.
C. Revitalizing- Time plays an important part in writing. Once you create your draft, you need to have some break
for you to unwind your mind in conceptualizing. This will help you to rethink and reconceptualize for a new
possible content or inputs. This allows writers to have a new perspective when entering the revision stage.
D. Revising- it literally means “to see again” not just once but multiple times. Revision has two types of processes
where the larger problems such as content and organization and the smaller problems such as sentence
structure, word choice, and formatting shall both be considered in revising your output.
E. Publishing- involves submitting final manuscripts to editors of print and online journals and magazines,
newspapers, or publishing companies.
LEARNING TASKS
ACTIVITY 1
Determine what is being described in the following statements. Choose the letter of your answer.
1. Type of poem that mainly describes the subject.
A. Lyric Poetry
B. Narrative Poetry
C. Descriptive Poetry
D. Didactic Poetry
2. Type of poem that retains some of the elements of song which is said to be its origin.
A. Lyric Poetry
B. Narrative Poetry
C. Descriptive Poetry
D. Didactic Poetry
3. Type of poem doesn’t follow any rules and is free written poetry by the author.
A. Free Verse
B. Haiku
C. Sonnet
D. Couplet
4. It is a short, rhyming poem with 14 lines.
A. Free Verse
B. Haiku
C. Sonnet
D. Couplet
5. It is a poem of 3 lines where the first is 5 syllables, the middle is 7 syllables, and the last is 5.
A. Free Verse
B. Haiku
C. Sonnet
D. Couplet
ACTIVITY 2
Write a short poem about “LOVE” in relation to the pandemic we are experiencing now. Make a 1-2 stanza poem.
You may apply symbolism to each stanza.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
ACTIVITY 3
Write a descriptive poem based on the given criteria and theme.
➢
➢
➢
➢
Theme: “Pandemic 2020: A Test of Filipino Resiliency”
Form: Free Verse
2-3 stanzas with 4 lines each stanza
Personalized typography
Scoring Rubric
ACTIVITY 2 RUBRICS
Language 20%
Content 20%
Mechanics 20%
Organization 40%
______________________
TOTAL 100%
ACTIVITY 3 RUBRICS
Indicator Rating (1-10)
1. The poem is written based on the form assigned
2. The content of the poem is clear, and it followed the theme:
“Pandemic 2020: A Test of Filipino Resiliency”
3. The poem followed the given structure and used a
personalized typography
REFLECTION
The topic was about _________________________________________________________________________.
It matters because ___________________________________________________________________________.
I’ve learned today that ________________________________________________________________________.
REFERENCES FOR LEARNERS
Book/Module
Creative Writing Quarter 1 PIVOT IV-A Learner’s Material First Edition, 2020.Published by Department of Education
Region IV-A CALABARZON
Website
➢ https://www2.anglistik.uni-freiburg.de/intranet/englishbasics/PoetryTypes01.htm
➢ https://drive.google.com/drive/u/1/folders/1EszJO4fdVJ0UIGvzwVI3gMbbvYrIfMZw?fbclid=IwAR0taZbgq_x8_0kWJdkwUlPoy3KBzmGM1XBp2TxZzXd90s0gL6g4c13EKs
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
ANSWER KEY
ACTIVITY 1
1. C
2. A
3. A
Prepared by:
4. C
5. B
ACTIVITY 2
Answers may vary
ACTIVITY 3
Answers may vary
ANNE CRIS H. AZOR
Name of Writer
For Quality Assurance
Reviewed by:
_____________________________
Learning Resource Evaluator
(Master Teachers, Subject Specialist)
DONNY ARIS C. MALVAR
School Head
LAILA R. MALOLES
Education Program Supervisor (English)
Approved by:
VINCENT EMMANUEL L. ILAGAN
CID - Chief Education Program Supervisor
ALBERT T. SAUL
Public School District Supervisor
HENRY P. CONTEMPLACION
Education Program Supervisor (LRMS)
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
LEARNER’S PACKET TEMPLATE
Key Stage IV
Content Standards
The learners have an understanding of fiction as a genre and are able to analyze its
elements and techniques.
Performance Standards
Produce at least one striking scene for a short story.
Most Essential
Learning
Competencies
(MELCs)
Identify the
various
elements,
techniques,
and literary
devices in
various modes
of fiction.
Enabling/
Prerequisites
21st
Century
Literature
Learner’s Packets
Content
Various
elements,
techniques,
and literary
devices in
various
modes of
Fiction
Prepared by:
GLEN WELLE ANNE. A. SUAREZ
Teacher – Writer
Learner’s
Materials
(LMs)
Creative
Writing –
Specializ
ed
Subject
Alternativ
e
Delivery
Mode
First
Edition,
2020
LM page
number
56-78
Videos/ Visuals/ Audio Materials
Activity Sheets
•
Reviewed by:
LAILA R. MALOLES
Education Program Supervisor
•
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
CREATIVE WRITING
MODULE 1 - WEEKS 5-6
Name of Learner
Grade level and Section
Date
Elements, Techniques and Literary Devices in Drama
LEARNING COMPETENCY WITH CODE
HUMSS_CW/MPIg-i-11
HUMSS_CW/MPIg-i-12
Identify the various elements, techniques, and literary devices in various modes of fiction
Learning Context
A. ELEMENTS OF FICTIONAL PROSE
I. setting → The time and location in which a story takes place.
II. character → people who take part in the story
III. plot → the logical arrangement of events in a story or play
IV. conflict → the opposition of forces which ties one incident to another and makes the plot move
V. point of view → or P.O.V., is defined as the angle from which the story is told (first person, third person,
Omniscient)
VI. theme → the controlling idea or its central insight. It is the author's underlying meaning or main idea that he is
trying to convey.
VII. tone → When you speak, your tone of voice suggests your attitude.
B. TECHNIQUES AND LITERARY DEVICES
Plot Devices
1. Flashing arrow- technique used to focus the reader’s, but not the characters’ attention on an object, or location.
2. Red herring- it distracts the reader’s attention from the plot twist. It is used to maintain tension and uncertainty.
3. Deathtrap- device that the villain uses to try to kill the protagonist and satisfy his own sadistic desires.
4. Reverse chronology- is a technique where the story begins at the end and works back toward the beginning.
5. ‘In medias res’- the narrative starts in the middle of the story instead of from its beginning. Other events are often
introduced through a series of flashbacks.
Vision
1. Dream sequence- series of dreams which allows the character to see events that occur or have occurred in
another time
2. Analepsis (flashback)- prevents events from before the current time frame. Flashbacks are usually presented as
characters’ memories and are used to explain their background.
3. Prolepsis (flash-forward)- presents events that will occur in the future.
4. Prophecy- is often used in science fiction to underline their futuristic structures.
5. Foreshadowing- is a premonition, muck like a flash-forward, but only hints at the future.
Ending
1. Cliff-hanger- an abrupt ending that leaves the plot incomplete, without denouement, it often leaves characters in a
precarious or difficult situation
which hint at the possibility of a sequel. Films with sequel are examples of this.
2. Twist ending- is an unexpected finale that gives an entirely new vision on the entire plot. It is a powerful technique
but may leave the reader dissatisfied and frustrated.
3. Happy ending- a finale when everything ends in the best way for the hero.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
4. Deus ex machina- plot dating back to ancient Greek theater, where the conflict is resolve through a means (god, or
dues) that seem unrelated to the story. This allows the author to end the story as desired without following the logic
and continuity of the story.
.ACTIVITY 1: Read the short stories with understanding. Determine the elements in the story and write your answers
on your answer sheet.
Caden knew how to spell big words, and he knew what the words meant. When he took the vocabulary test in
class last week, he was the first kid in the class to finish. He turned it in quickly and didn’t check his work. When the
teacher told him his grade, Caden’s face turned bright red. He had failed. She told him that he could retake it. Caden
took his time and checked his work. When the teacher gave him his grade, it was a perfect score, just like he wanted.
1. Setting - _____________ 3. Type of Plot - ____________ 4. Point of View - _____________
2. Characters - ________________
5. Theme - ________________
ACTIVITY 2:
Identify the techniques and literary devices present in the following. Choose the letter of the correct answer from the
box and write it on your answer sheet.
A. flashing arrow
B. red herring
C. death trap
E. in medias res
G. analepsis
D. reverse chronology H. prolepsis
F. dream sequence
I. prophecy
K. foreshadowing
M. cliffhanger
J. happy ending
N. twist ending
L. Deus ex machina
_____1. The backfiring of the bus sent the older man spiraling back to his youth. He could hear the guns firing and his
comrades shouting. Adrenaline rushed through him, taking his breath. Leaning against the sign for the bus stop, he
covered his ears trying to staunch the flow of memories.
_____2. The Filipino romantic movie My Only U tells about the love story of Winona (Toni Gonzaga) and Bong (Vhong
Navarro). Bong found out that Winona would die soon because of lupus. So, he tried to make her last days happy and
perfect. During an argument with Winona, Bong collapsed and was soon diagnosed with a rare lung disease. This
made him happy because he thought he would die with Winona. However, Winona told him that she had found out
she was misdiagnosed and was not going to die soon. Despite this, they got married. Unfortunately, after their
wedding, they had a car accident which killed them both.
_____3. The character of Bishop Aringarosa, in Dan Brown’s novel Da Vinci Code, is presented in such a way that the
readers suspect him to be the mastermind of the whole conspiracy in the church. Later, it is revealed that he is
innocent.
_____4. The film Memento is well known for its unique, complicated way of sharing the chronology of the
main character Lenny’s life. Rather than start from the beginning, as most stories do, Memento “begins” at the end and
works its way backwards through the events that led to his situation. But, Lenny suffers from short term memory loss,
and his memory resets every few minutes.
_____5. The Lord of the Rings: The Fellowship of the Ring—The first installment of The Lord of the Rings trilogy ends
with the fellowship splitting up unexpectedly into three groups. Viewers are left in suspense about what will happen to
the kidnapped hobbits, and if Frodo and Sam will reach Mount Doom.
Scoring Rubric (If necessary)
Reflection
The important things that I have learned today are
_________________________________________________________________________
I realized that I should
__________________________________________________________________________________
I promise that I will
__________________________________________________________________________________
References for learners
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
Creative Writing – Specialized Subject
Alternative Delivery Mode First Edition, 2020
Answer Key
Activity 1
1. in a classroom
3. linear plot
2. Caden and the teacher
4. third person
1. G
2. N
3. B
4. D
5. M
Prepared by:
5. Great things take time
Activity 2
GLEN WELLE ANNE A. SUAREZ
Name of Writer
For Quality Assurance
Reviewed by:
_____________________________
Learning Resource Evaluator
(Master Teachers, Subject Specialist)
GLENN A. TOLEDO
School Head
LAILA R. MALOLES
Education Program Supervisor (English)
Approved by:
VINCENT EMMANUEL L. ILAGAN
CID - Chief Education Program Supervisor
ALBERT T. SAUL
Public School District Supervisor
HENRY P. CONTEMPLACION
Education Program Supervisor (LRMS)
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
LEARNER’S PACKET TEMPLATE
Key Stage IV
Content Standards
The learners have an understanding of fiction as a genre and are able to analyze its
elements and techniques.
Performance Standards
Produce at least one striking scene for a short story.
Most Essential
Learning
Competencies
(MELCs)
Write journal
entries and
other short
compositions
exploring key
elements of
fiction
Enabling/
Prerequisites
21st
Century
Literature
Learner’s Packets
Content
Writing
journal
entries and
other short
compositio
ns
exploring
key
elements of
fiction
Prepared by:
GLEN WELLE ANNE. A. SUAREZ
Teacher – Writer
Learner’s
Materials
(LMs)
Creative
Writing –
Specializ
ed
Subject
Alternativ
e
Delivery
Mode
First
Edition,
2020
LM page
number
79-91
Videos/ Visuals/ Audio Materials
Activity Sheets
•
Reviewed by:
LAILA R. MALOLES
Education Program Supervisor
•
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
CREATIVE WRITING
MODULE 1 - WEEKS 7-8
Name of Learner
Grade level and Section
Date
Writing Journal Entries and Other Short Compositions Exploring Key Elements of Fiction
LEARNING COMPETENCY WITH CODE
HUMSS_CW/MP11/12c-f-9
Write journal entries and other short compositions exploring key elements of fiction.
Learning Context
FICTIONAL GENRES
1. fantasy → A story that is imaginative but could never really happen.
2. historical fiction → A story that takes place in a historically accurate time and setting. The characters and some
events are fictional.
3. science fiction → A story that is typically set in the future or on other planets.
4. mystery fiction → stories focus on a solving a crime or scenario, puzzling crime, situation, or circumstance. that
needs to be solved. Stories can be either fictional or nonfictional, and can focus on both supernatural and nonsupernatural topics.
5. realistic fiction → A story that seems real or could happen in real life. It is set in present day and includes
modern day problems and events.
6. horror → aims to provide eerie atmosphere and to entertain audience by frightening and surprising them through
the use of suspense and scary elements.
OTHER FICTIONAL GENRES:
1. Adventure → A story where a protagonist and other major characters are placed in challenging situations to
conquer at the end
2. Folktales
a. Fairy Tale - A story that uses elements of magic. Fairies, giants, elves, and other magical creatures are included
as characters in the story.
b. Fable - A brief story that is meant to tell a lesson or a moral. The characters are usually animals with human
characteristics.
c. Tall Tale - A story with hyperbole which aims to become humorous. The main character, or the hero, usually does
impossible things in the story.
d. Legend - A story usually deals with a national hero or the origin. This story happens in a set time and place and is
partly true and partly fiction. The character traits of the hero are exaggerated most of the time.
e. Myth - A story that is often based on a past event which aims to serve as a revelation for some phenomenon of
human behavior or nature of events. The characters are usually gods and goddesses.
.
ACTIVITY 1: On February 18, 2021, NASA's Perseverance rover landed on Mars and sent back to Earth its first
images. Imagine people from Earth moving on Mars. Write a short story about a character moving to Mars as one of
the first colonists from the Earth. Be clear with the details regarding the elements of fiction. Use the various literary
techniques and devices.
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
ACTIVITY 2: Write a short fictional story exploring key elements of fiction considering the elements, literary devices
and techniques presented. You may choose any genre from the list. Apply the various elements, techniques, and
literary devices that you have learned from the previous lessons.
Scoring Rubric
Fictional Story Writing Rubrics
Sentences Structure, Grammar, Mechanics, and Spelling
Elements, Techniques, and Literary devices
Organization
Total
20 points
15 points
15 points
50 points
Reflection
The important things that I have learned today are
_________________________________________________________________________
I realized that I should
__________________________________________________________________________________
I promise that I will
__________________________________________________________________________________
References for learners
Creative Writing – Specialized Subject
Alternative Delivery Mode First Edition, 2020
Answer Key
Activity 1
Answers may vary.
Activity 2
Answers may vary.
Prepared by:
GLEN WELLE ANNE A. SUAREZ
Name of Writer
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
For Quality Assurance
Reviewed by:
_____________________________
Learning Resource Evaluator
(Master Teachers, Subject Specialist)
GLENN A. TOLEDO
School Head
LAILA R. MALOLES
Education Program Supervisor (English)
Approved by:
VINCENT EMMANUEL L. ILAGAN
CID - Chief Education Program Supervisor
ALBERT T. SAUL
Public School District Supervisor
HENRY P. CONTEMPLACION
Education Program Supervisor (LRMS)