CREATIVE NON-FICTION

MODULE 1
SOUTHWILL LEARNING CENTER, INC.

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 Day 1

I. Mini Lesson / Lecturette

Have a wonderful day! Today, we will be learning together on the following

context from the poem.
1. What makes relationship strong?
2. What are the elements of a strong relationship based on the poem?
3. How do disagreements, arguments, and other factors affect relationship?

Let’s Boost your brain/ Unlocking of difficulty:

Scaffold: (n) a support

Plank: (n) slat, floorboard
Bolted: (v) attached
mason: ( n) builder and worker

Here’s the poem which you will read and answer the following questions below.

Scaffolding
By Seamus Heany

Masons, when they start upon a building,

Are careful to test out the scaffolding;

Make sure that planks won’t slip at busy points,

Secure all ladders, tighten bolted joints.

And yet all this comes down when the job’s done,
Showing off walls of sure and solid stone.

So if, my dear, there sometimes seem to be

Old bridges breaking you and me

Never fear. We may let the scaffolds fall

Confident that we have built our wall.

1. What makes relationship strong?

When one has the trust, commitment and vulnerability.
“Trust allows a couple to know that their partner is there for them, truly
cares about them, is coming from a good place, and supports them,”.

2. What are the elements of a strong relationship based on the poem?

a. Teamwork
b. Communication
c. Trust
d. Understanding
e. security
f. Strong support

1
 3. How do disagreements, arguments, and other factors affect relationship?

“Arguing — as long as it's done without contempt, criticism,

and defensiveness — can actually strengthen a romantic relationship,”
If you can do that, then you and your partner will learn more about each
other and be able to find ways to compromise and resolve conflict that
bolsters the relationship.

II. Facilitating Activities

Now, let us apply your learning how far have you understood the poem.

Activity 1. Please compare me!

Directions: Using the Venn diagram, how does the poem compare constructing a
building to building relationships?

mmmm

Constructing Building a
a building relationship
1. rrrrrr
1.
similarity
2. 2.
3. 3.

1. What are the elements of a strong relationship, based on the poem?

Activity 2. Tell me this!

Directions : Analyze and explain it briefly. Use another sheet of paper for
your answer.

1. What is the dominant poetic device used by the speaker in the poem?
2. Agree or disagree: “The power of the poem lies on the poet’s use of
metaphor.” Justify your answer.
3. What is the overall disposition/ emotion/ temperament evoked by the poem?

.
 Here is the rubrics for your guidance.
2 3 4 5

Demonstrates partial Demonstrates a Demonstrates Demonstrates deep

understanding of the fundamental level detailed understanding of the
given question. of understanding of understanding of given question.
the given question. the given question.

III. Evaluation Activity

Directions: Answer each question and pick out the letter of your answer.

1. Which of the following is an example of literary conventions?

A. poetry B. stanza C. line D. tone
2. Which one does Not belong to literary genres?
A. poetry B. prose C. drama D. syntax
3. Identify the elements or conventions which can be found in poetry.
A. Myth B. drama C. rhyme D. setting
4. What dominant poetic device used by the speaker based from this line?

Make sure that planks won’t slip at busy points,

Secure all ladders, tighten bolted joints.

A. rhyme B. stress C. tone D. icon

5. What figurative language is portrayed from these lines?

Never fear. We may let the scaffolds fall

Confident that we have built our wall.

A. Simile B. metaphor C. Hyperbole D. personification

IV. Reflection Activity

Now that you have fully understood the poem, choose which one of the
elements you would want to explain and how does it affect your real-life-
experience?
Day 2

I. Mini Lesson
What are literary genres? What are literary conventions?

1. What are literary genres?

These are collections of conventions that aim to create novelty and creativity of
a poetry, prose and drama.
Fiction is a literary genre that tells something based on imagination rather than
on facts. It features creativity in inventing place, characters, settings and themes
within and beyond factual realms. This is defined by content, technique and tone.
These include the novel, myth, short story, legend, fable, historical fiction, adventure,
fantasy, mystery, science fiction, traditional literature, and folktales.
Realistic fiction is a story that can happen in real life with true –to-life
characters, reasonable and believable outcomes, and contemporary setting.
Literary norms in poetry refer to how structure and rhythm are linked to content
and theme.
Remember, a poem is composed of verses of pair of lines, and its metered. Its
patterns and techniques contribute to the overall meaning of the literary piece.
For example, a narrative poem tells a story and a lyrical poem evokes emotions,
reflections and thoughts.
Likewise, literary tradition has three primary poetic conventions; meter, rhythm
and rhyme.
Meter highlights the stressed and unstressed syllables in a poem. Spoken
languages employ a variety of combinations of stressed and unstressed syllables. The
relationship of this varied syllables creates a certain pattern in a line of verse or
stanza, called rhythm.
Finally, the most obvious convention of poetry is rhyme or the repetition of
similar or the same sounds in the lines of verses, usually in the final syllables of a
poem or song.

2. What are literary conventions?

Literary conventions mean the aggregate of norms and standards (i.e.,
plot, character, setting, icon, theme, or effect in a genre story).
Conventions can also refer to the way ideas are expressed: literal or
figurative which means the use of language includes grammar (i.e., tense,
syntax), vocabulary and story structure.
Drama reveals situations through its characters, settings, and plot. It is
filled with climaxes and turning points that develop the characters.
Likewise, It also brings out social issues aimed to evoke emotions in
the audience as they relate to the complications of the story and the actions.
Finally, these conventions define the informational and entertainment
purposes of literature.

II. Facilitating Activities

Let us try to see how far have your learned from this lesson.
Activity 1. Please tell me?
Directions: Identify if the following group of words are elements or conventions that
can be found in fiction, prose or drama. Write F for fiction, P for poetry, and D for
drama.
1. Novel, myth, short story
2. Stanzas, couplet
 3. Free verse as less restrictive
4. Actors, story lines, villains
5. Filled with complex climaxes and turning points
6. Figments of the imagination
7. Relationship of varied syllables creates patterns
8. Ending may be happy, tragic
9. Character of development can be realistic
10. Subgenres defined by content, technique and tone

Activity 2. Ups and Downs of Friendship

Directions: You are going to create a short poem describing your relationship about
your close friend or you may develop a short drama about your unforgettable
experience with your friend.

Rubrics for writing a poem/drama

5 4 3 2 1 Total
Exem Excell Good Aver Needs
- -ent - Improve
plary age ment
Introduce the poem or story
with excitement
Present facts describing
his/her friend
tell the main points of the story
with its climax
make sense to the reader
Show solution of the conflict

III. Evaluation Activity

Directions: Answer each question and pick out the letter of
your answer.

1. Which of the following conventions that aims to evoke emotions in

the audience as they relate to the complications of the story and the
actions?

A. Fiction B. drama C. line D. tone

 2. It is a relationship of varied syllables which create a certain pattern in a
line of verse or stanza.
A. meter B. rhyme C. line D. rhythm
3. It is a story that can happen in real life with true –to-life characters,
reasonable and believable outcomes, and contemporary setting.

A. Fiction B. Realistic fiction C. prose D. drama

4. It is a spoken language which employs a variety of combinations of

stressed and unstressed syllables which can be found in poetry.

A. stanza B. verse C. meter D. rhyme

5. It is composed of verses of pair of lines, and its metered. Its patterns

and techniques contribute to the overall meaning of the literary piece.

A. poem B. stress C. tone D. icon

IV. Reflection Activity

Make a short but catchy hashtag about the lesson. Consider
your personal reflections, reactions, and learning. You may want to
explain your hashtag in one or two sentences.

Congratulations for a job well- done!!!

 Day 3

I. Mini Lesson
You have been learning the different literary genres and its conventions. Now,
let me give you a deeper understanding on the elements of the literary genres.

1. What are the literary elements of a story?

a. Plot, tells what happens in the story. It relates the chain of events through different
stages revealed in the story. It relates the chain of events through different stages
revealed in the story such as exposition or the beginning where the conflict is introduced;
rising action or leading to the climax, or turning point of the story; denouement or falling
action, and ending or resolution.

b. Character, refers to the person in a work of fiction and his characteristics. He/ She
could be a protagonist or the central character in a story versus the antagonist or the
opposing character to the main character.
Characterization gives the reader details about the characters involve, which include
physical appearance, way of thinking, feeling, actions, and reactions to events.

c. Theme is the central idea of a literary work that can be termed as implied morals,
insights or values. In short, theme, is the underlying truths and realities of life consciously
and unconsciously created by the author and realized by the readers.

d. Setting pertains to the place, time, mood, atmosphere, weather, and social
conditions of a story. Authors use sounds and visual images to describe the setting. It
helps bring out the mood or backdrop or sets forth the conflict of the story.

e. Conflict means the complication in a story. The plot is created through the conflict.
The complications could be in a form of struggle, disagreement, war, verbal tussles, etc.
However, conflict can be (a) man versus man, where a character in pitted against human
characters; (b) man versus nature, where a character involves man against the forces of
nature and the universe; (c) man versus society, where conventions or culture challenges
msn and (d) man versus himself, or an internal struggle happening within a character.

f. Point of view takes the angle from where the story is narrated. It is the angles
from which the reader views the people, events and details of the story. An objective point
of view is an angle where the writer narrates what happens without detailing too much
about what the character’s feelings and thinking. Point of view can be in first person,
second person, third person limited, or third person omniscient.

g. Tone, is an element of the story that evokes varied feelings derived from the voice
or inflections of a character. It can include word choice, grammatical structure, diction, or
imagery. It can also be determined through the author’s attitude toward the subject,
literary devices used, and musicality of language.

II. Facilitating Activities

Activity 1. Please match me!
Directions: Identify the different literary elements of the story. Write P- plot,
C-Character, T-theme, S-setting, Con-conflict, PoV-point of view, To-tone.
1. Feelings, musicality of language
2. He, you, we, they, his, her, its
3. Rising action, antecedent, climax, resolution
 4. Struggle, war, misunderstanding
5. Man vs. society, man vs. nature, character vs. another forces

Activity 2. Draw me!

Directions: You are going to draw and label the parts of the plot of the story.

III. Evaluation Activity

Directions: Answer each question and pick out the letter of
your answer.

1. It tells the whole structure of the story.

A. Setting B. plot C. tone D. conflict

2. It is certain place, time, atmosphere, weather, and social conditions

of a story.

A. Setting B. plot C. tone D. conflict

3. It presents the start of conflict, struggle, and crisis between the

protagonist and antagonist of the story.

A. Setting B. plot C. point of view D. conflict

4. It is part of the story which usually uses personal pronouns where

readers can have different reactions in a certain situation.

A. Setting B. plot C. point of view D. conflict

5. It is the main idea of a literary work that can be termed as implied

morals, insights or values.

A. Theme B. plot C. point of view D. conflict

 IV. Reflection Activity
Make a short reaction about the lesson. Consider your personal
reflections, and learning.

Day 4

I. Mini Lesson
Since you have been learning the different literary elements , today you will
be enjoying more of the similarity and contrast of its character in the story. Let us know how
did the old man live in the village.

An Old Man Lived in a Village

An old man lived in the village. He was one of the most unfortunate people in the world.
The whole village was tired of him; he was always gloomy, he constantly complained and
was always in a bad mood.

The longer he lived, the more bile he was becoming and the more poisonous were his
words. People avoided him, because his misfortune became contagious. It was even
unnatural and insulting to be happy next to him.

He created the feeling of unhappiness in others.

But one day, when he turned eighty years old, an incredible thing happened. Instantly
everyone started hearing the rumour:
“An Old Man is happy today, he doesn’t complain about anything, smiles, and
even his face is freshened up.”
The whole village gathered together. The old man was asked:

Villager: What happened to you?

“Nothing special. Eighty years I’ve been chasing happiness, and it was useless. And then I
decided to live without happiness and just enjoy life. That’s why I’m happy now.” – An Old Man

II. Facilitating Activities

Activity 1. Complete me!
Directions: Fill out the chart in complete sentences to identify the elements of
the story.
 Characters
Setting
Plot
Conflict
Point of view
Theme

Activity 2. Compare and Contrast

Directions: You are going to write down their values, lifestyle, and attitude as reflected in
the story.

Villager Old man

Rubrics for writing a poem/drama

III. Evaluation Activity

Directions: Answer each question and pick out the letter of
your answer.

1. What was the attitude of the old man towards the villagers as depicted
from the story?

A. Arrogance B. cruel C. sad D. moody

2. What made the old man changed his attitude?

A. He changed when he became eighty.

B. He realized that he has few friends.
C. He was able to see the beauty of life.
D. He changed because he wanted to be live longer.

3. What are the feelings of the villagers against the old man?

A. Puzzled B. angry C. unhappy D. bad

4. What is the central theme of the story?

A. Enjoy life C. Enjoy with friends
B. Enjoy with the family D. Enjoy with people
 5. Was there an instance in your life that you are somewhat like the old
man’s attitude?
A. Yes, when confronted with problems.
B. Yes, when surrounded with people.
C. Yes, when so much tasks to accomplish.
D. Both A & C

IV. Reflection Activity

Make a short reaction about the lesson. Consider your personal
reflections, and learning.

References:
Gallo, Harold V. et,al. Creative Nonfiction for Senior High School,Sibs Publishing
House, Inc. 2017
https://wealthygorilla.com/best-short-moral-stories/ https://www.bing.com/search?

q=what+makes+a+good+relationship+strong

Quality Assured/Evaluated by the Following:

Edmond Parenas Aileen Recaido Janina Araneta

Estrelita Ampo-Pena,EdD
Education Program Supervisor
Kindergarten & Senior HS Division Coordinator

Reviewed By:

Evelyn F. Importante
OIC- CID Chief EPS

Raymond M. Salvador
OIC- Assistant Schools Division Superintendent

Jerry C. Bokingkito
OIC- Assistant Schools Division Superintendent

Dr. Jeanelyn A. Aleman, CESO VI

OIC-Schools Division Superintendent