FOR ZAMBOANGA CITY DIVISION USE ONLY NOT FOR SALE 11/12 CREATIVE NONFICTION QUARTER 2 WEEK 3 Capsulized Self-Learning Empowerment Toolkit Schools Division Office of Zamboanga City Region IX, Zamboanga Peninsula Zamboanga City “Unido, Junto avanza con el EduKalidad Cree, junto junto puede!” Written by: LYVHAREA S. ORPIANO (Teacher II) Ayala National High School (Lesson 5) Written by: MA. ODETTE O. ENGCO (Teacher II) Ayala National High School (Lesson 6) 1 CapSLET Capsulized Self-Learning Empowerment Toolkit CREATIVE SUBJECT & NONFICTION QUARTER 2 WEEK 3 DAY ___________________________________ GRADE/LEVEL dd/mm/yyyy 11/12 TOPIC True Narratives Present a commentary/critique on a chosen creative nonfictional text representing a particular type or form. Code: LEARNING HUMSS_CNF11 Objectives: COMPETENCY 1. Discuss characteristics of true narratives. /12-llb-c-17 2. Critique a sample piece of true narrative. IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s Activity and Assessment Sheets provided separately. UNDERSTAND Topic Title: True Narratives Part of writing nonfiction means making a commitment to telling the truth. That can leave the novice wondering where exactly there is room for creativity. Hence, Creative nonfiction is the literature of fact. There are many categories or genres to choose from in writing creative nonfiction. One of these is a true narrative. A true narrative essay, remember is a story, based on actual events. You are required to compose a true narrative essay about an incident that you experienced or observed. The form of the true narrative is undefined; the purpose in telling the story is to express a point or observation. A true narrative essay is a true story, with plot, action, suspense characters and setting which delivers a theme (a lesson observed). The events in your essay represent the facts. Each issue of True story is a small immersion in a larger-than-life story or experience that makes us think differently about what it means to be human. A true narrative is the most informal of the various types of essays, thus it does not follow a set format because you are telling a story according to your sense of style–the narrative voice (the art or process of telling a story or giving an account of something). The diction (choice of words to fit your context) and your ability to construct the telling of the story in order to interest and provoke the reader are essential. Metaphorical (all language that involves figures of speech or symbolism and does not literally represent real things) expression is one popular device in crafting the art of storytelling that appeals to your reader. Often written in 1st person- I or we-because it is based on a personal story Can also be written in 3rd person Can never be written in 2nd person Has a specific sensory details to get the reader hooked on a story Is developed in chronological order Has verbs that help paint a picture and draw in the reader Uses figurative language Written by: LYVHAREA S. ORPIANO (Teacher II) Ayala National High School (Lesson 5) Written by: MA. ODETTE O. ENGCO (Teacher II) Ayala National High School (Lesson 6) 2 SAQ-1: What are the characteristics of a true narrative? SAQ-2: What are your goals as a writer of creative nonfiction? How can you make your piece of writing creative without sacrificing facts and real-life experience? Let’s Practice! (Write your answer on the separate sheets provided.) Activity: Directions: Read the true narrative essay and answer the comprehension questions place at the Learner’s Activity and Assessment Sheets (LASS). A Happy Day Turned Bad Author: Shimshon, (May 2020) It was a beautiful day. The sun cast it’s radiant rays upon a little small village in China. Little dust of ivory clouds navigated itself around the sky. On that day a naive girl of four years-old sat in her concise house of only one room., no bigger than a mini garage. An average size twin bed faced the wall, a bed that three people shared every night. A cheap old fashioned stove adjacent to the bed, and a cabinet where three utensils, three plates, and three pairs of clothes lay. I sat on the cold stone floor wearing my pink little summer dress while playing with my rusty train set. All days were the same for me. My parents both worked from when the sun rose to when the sun set, only coming home to make dinner. Life for me was quite lonely. I ran free through the village like a wild child, for no one cared. I became independent the day I could walk. As I sat there, playing, the door suddenly banged open. My mom stood there anxiously with fear in her chocolaty eyes. I knew something tragic had occurred for she never came home early. She grabbed my forearms and pulled me up with a jolt and snatched a plastic bag from the corner and stuffed what little clothes and toys I had in it. My own brown eyes were filled with tears, but I didn’t let them fall. She dragged me along as she moved and on her way out, she shut the door with a thunderous bang. Who would have thought that that was the last day I would ever see that little one room garage house again. As we moved along the unfamiliar dusty streets, I was quiet as a four year-old could be. Unasked questions swirled in my head. What’s happening? What was happening? Where am I going? Why is my mom so upset? Where is my dad? We got on a crowded blue bus. There was the terrible smell of cigarette, body odor, and car gas. I clung to my mother’s pant leg for I didn’t want to be separated from her. I buried my face into her pant leg, not wanting to draw attentions to myself. My mom never looked at me through this whole trip. The bus flew through towns and towns, making the outside world a blur. Eventually we sat down. I curled myself around her, sucking my thumb. I must have fallen asleep for the next thing I was a town not quite so dusty and poor looking. We got off the bus and got on a motorcycle. I hung on for dear life as we zoomed across town to town. We got off and got on a taxi. Our last transportation vehicle before my mom reached her destination. I had never been out of my village before. This was my first time. Finally we ended up at a park. She picked me up and carried me to a wooden bench. The trees swayed back and forth as if the wind might knock its life out of them. Casting black silhouettes that clung to the enormous buildings. “Stay here and wait for me. I will be right back. I’m only going to go see a friend,” said my mom in Chinese, and with that, she left after dropping the bag of my things on the ground next to me. Not a goodbye. Not a hug. Never even a last glimpse at the little girl she gave birth to four years ago. I watched her go. When she disappeared, I sat on the bench with my little head bent down, counting the tiles, 1.…………2.…………..3.……….. Written by: LYVHAREA S. ORPIANO (Teacher II) Ayala National High School (Lesson 5) Written by: MA. ODETTE O. ENGCO (Teacher II) Ayala National High School (Lesson 6) 3 I watched the people pass me by. Hoping soon, one of the faces would be my mom. I waited, and waited, but she never came back. My hands started to sweat. I felt shivers running down my spine. I wanted to get up and go look for her, but I didn’t because I thought she would be back. She was just late. If I left, she would never be able to find me in this vast place. I knew she was going to come back for me. Right? Finally, it was night. I wasn’t so sure anymore. I got scared. I cried silent tears. I was alone in this vast world. Without a mother, or a father. Just alone. A stranger walking by with her family saw me and persuaded me to go back home with her. I did and while I was there, she called the police and the police came and brought me to the police station. For three days the police searched for my mom but they never found her for they did not know my name. I must have been a nameless child for I didn’t even know my name. I didn’t talk for two weeks. Four days later, the police bought me to an orphanage in Guangzhou, China. By then, I believed my biological family had abandoned me. I was an orphan now. The orphanage gave all they had for me to feel the gift of a family, but I didn’t in the first couple of years. I remained timid and to myself for a month but eventually, I warmed up to them. They searched for a family they knew could offer me something more that they couldn’t, but no family wanted me. Four years later, they had found an American family that wanted me. This family gave me a name; Alana. Maybe I don’t know why my biological family gave me away, but I do know that somewhere in their heart, they wonder the same thing. I realized by then that even though I had lost my first family, another family was waiting. Everything occurred for a reason. Source:http://www.brunswick.k12.me.us/hdwyer/a-happy-day-turned-bad/ REMEMBER Key Points The Creative Nonfiction (CNF) genre can be rather elusive. It is focused on story, meaning it has a narrative plot with an inciting moment, rising action, climax and denouement, just like fiction. However, nonfiction only works if the story is based in truth, an accurate retelling of the author’s life experiences. Two types of Narratives are personal narratives and true narratives. Remember the following ideas about true narratives: A true narrative essay is a piece of writing that recreates an experience through time. It can be based on one of your own experiences, either past or present, or it can be based on the experiences of someone else. In addition to telling a story, a true narrative essay also communicates the main idea or a lesson learned. Additional Note: A critique/commentary is a formal analysis and evaluation of an article, poem, production or performance. Remember that in writing a critique/commentary you should summarize the author’s point and intention, present the strengths and weaknesses of the article, give positive feedback and constructive criticism and lastly leave a helpful and encouraging remark. TRY Let’s see how much have you learned today! Directions: Write a commentary/critique paper about the given true narrative below. Be guided by the rubric provided. Where I’m From (Mr. Dwyer) Written by: LYVHAREA S. ORPIANO (Teacher II) Ayala National High School (Lesson 5) Written by: MA. ODETTE O. ENGCO (Teacher II) Ayala National High School (Lesson 6) 4 I am from a new beginning, From dictatorial China and free America, I am from fragile cherry blossoms, Rosy pink petals gliding on the breeze, I am from the swing in the backyard, Surrounded by luxurious grass, Grown green with joyful times. I am from Chinese noodles and Cinderella’s castle, From complete terror of the dark to the soft sweet sound of my mother’s voice. I’m from storytellers Bursting with magical and terrifying tales Of enchantment, Fairies, and ghostly monsters. I’m from saying tearful goodbyes at the orphanage To saying hello to a new family. I’m from Alma and Pierre, From knitting colorful sweaters To saving lives. I’m from ” Christmas Vacation” and 12 birthday parties, From frigid snowball fights and the piano notes of Fur Elise. I’m from dusty streets with thunderous noise where My mother left me to be reborn, And from Santa’s North Pole, Over which i had to cross To get the gift of a new family. In my mother’s office Is a folder which holds The first pages of the book of my life. In my dreams, memories waltz back to me. Yesterday intertwines with today, Making my two family trees Into One Strong Me. Source: http://www.brunswick.k12.me.us/hdwyer/true-narrative-essay/ Rubric for Writing a Commentary/Critique Criteria Thesis statement and Summary (30%) 8-10pts Clearly presents author’s thesis and describes his/her strategies for supporting it. 6-7pts Presents author’s thesis and describes his/her strategies for supporting it. 4-5pts Present author’s thesis, but may not provide sufficient description of strategies for supporting it. 2-3pts Insufficient explanation of author’s thesis. And/or insufficient description of strategies for supporting thesis. 1pt No explanation of author’s thesis, and/or no description of strategies for supporting thesis. Written by: LYVHAREA S. ORPIANO (Teacher II) Ayala National High School (Lesson 5) Written by: MA. ODETTE O. ENGCO (Teacher II) Ayala National High School (Lesson 6) 5 Overall Quality of Analysis (30%) Organization and Support of Analysis (20%) Grammar and Mechanics (20%) Exhibits clarity, complexity, perceptiveness, originality and depth of thought about the topic. Provides excellent evaluation of text’s weaknesses and strengths; evaluative criteria are unique and interesting. Uses creativity to interpret text (e.g. places it in interesting context or compares/contrasts with other relevant texts). Exhibits command of focus, coherent organization, and interesting development (with carefully chosen, insightful details, examples, arguments, etc.) of the topic. Paragraphs contain clear topic sentences, focus on a single issue, are coherent, and organized according to an obvious pattern of argument. Clear, concise sentences. No grammatical errors. Suggested format is evidently followed. Exhibits clarity and some depth about the topic but lacks the qualities of complexity, perceptiveness, and originality exhibited in a level A. Provides clear evaluation of text’s weaknesses or strengths; evaluative criteria are unique and interesting. Put texts in meaningful context when interpreting it. Exhibits control of focus, organization, and development (all of the subject matter is relevant to the topic, but is not as insightfully selected as a response at level A) of the topic. All paragraphs contain topic sentences, focus on a single issue and are coherently structured. Exhibits some clarity, though only minimal depth of thought about the topic. Makes some attempt to present the weaknesses or strengths of the text, evaluative criteria are used. Places text in context. Exhibit some faulty logic, and/or stereotypical or superficial thinking about the topic. Insufficient attempt to present the weaknesses or strengths of the text, evaluative criteria are unclear. Insufficient attempt to put in context. Exhibit little or no evidence of effective thinking about the topic Poor to no attempt to present the weaknesses or strengths of the text, no obvious criteria for evaluation. Poor to no attempt to put text in context. Exhibits some control of focus, organization (structure may be formulaic or be organized loosely around the topic), and development (may contain some poorly chosen information, but major ideas are adequately supported). Most paragraphs focus on a single topic and are coherently structured. Exhibit a basis/ elementary sense of organization (may be purely descriptive or strictly formulaic), but ideas about the topic are generally undeveloped, illogical, irrelevant or inconsistent. Paragraphs are unfocused, incoherent or require restructuring. Mostly clear, concise sentences. May have some minor grammatical errors. Suggested format is clearly followed. Adequate sentence structure but may require editing for clarity/wordiness. Some grammatical errors, but these do not impede understanding. Suggested format is not obviously followed. Exhibit insufficient control of focus, organization (way ramble, be repetitious, or locked into a formula), and/or development (it may be mostly descriptive or lack adequate support) of the topic. Paragraph structure needs improvement (some may be incomplete, or focus on too many issues, or be incoherent). Poor sentence structure. Writing may be wordy or difficult to follow in places. Many grammatical errors. Suggested format is not followed. Very poor sentence structure, and/or uses inappropriate language or language that is too informal. Significant number of grammatical errors. Suggested format is not followed. For further readings: REFERENCE/S Internet Source: “Analysis: A Happy Day That Turned Gray.” Cram. Accessed July 13, 2020. https://www.cram.com/essay/Analysis-A-Happy-Day-ThatTurned-Gray/P3CZMBPNM5YW. Source: “CNF-True-Narratives.pptx.” Scribd. Scribd. Accessed July 18, 2020. https://www.scribd.com/presentation/442096255/CNF-TrueNarratives-pptx. Written by: LYVHAREA S. ORPIANO (Teacher II) Ayala National High School (Lesson 5) Written by: MA. ODETTE O. ENGCO (Teacher II) Ayala National High School (Lesson 6) 6 Source: Purdue Writing Lab. “Overview of Creative Nonfiction // Purdue Writing Lab.” Purdue Writing Lab. Accessed July 13, 2020. https://owl.purdue.edu/owl/subject_specific_writing/creative_writing/c reative_nonfiction/index.html. Source: “True Narrative Essay.” Mr. Dwyer. Accessed July 13, 2020. http://www.brunswick.k12.me.us/hdwyer/true-narrative-essay/. DISCLAIMER OF LIABILITY This learning resource contains copyrighted materials. The use of which has not been specifically authorized by the copyright owner. We are making this learning resource in our efforts to provide printed and e-copy learning resources available for the learners about the learning continuity plan of this division in this time of pandemic. Credits and respect to the original creator/owner of the materials found in this learning resource. This material is not intended for uploading nor for commercial use, but purely for educational purposes and for the utilization of Zamboanga City Division only. No malicious infringement is intended by the writer. Written by: LYVHAREA S. ORPIANO (Teacher II) Ayala National High School (Lesson 5) Written by: MA. ODETTE O. ENGCO (Teacher II) Ayala National High School (Lesson 6)
