Creative Nonfiction - Week 1

11/12
Creative Nonfiction
Quarter 1 – Module 1:
ANALYZING AND
INTERPRETING THEME AND
LITERARY TECHNIQUES
Grade 11/12-Creative
Grade Nonfiction
11/12-Creative Nonfiction
Competency: Analyze
Competency: andand
Analyze interpret thethe
interpret theme andand
theme literary techniques
techniques usedininaaparticular
particulartext
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(HUMSS_CNF11/12-Ia-3)
English – Grades 11/12
English Learning Kit
Analyzing Theme and Literary Techniques
First Edition, 2020
Published in the Philippines

By the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City
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This English Learning Kit is published to be utilized by the Schools Division

of Iloilo.
ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the Schools Division of Iloilo.
Development Team of English Learning Kit
Writers: Pilar O. Corcino and Marjorie P. Ledesma, PhD
Illustrators: Armand Glenn S. Lapor, Mark T. Dasa, John Bermudo, Joven Velasco
Layout Artists: Armand Glenn S. Lapor, Ricky T. Salabe, Jun Victor F. Bactan,
Sanil John S. Perez
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Dr. Ruby Therese P. Almencion, Ricky T. Salabe,
Sanil John S. Perez, Jonalyn O. Gegato,
Rita M. Bertomo
Management Team: Ma. Gemma M. Ledesma, Dr. Josilyn S. Solana, Dr. Elena P.
Gonzaga, Donald T. Genine, Dr. Paul Nestor M. Pingil, Dr. Roel F.
Bermejo, Dr. Nordy D. Siason, Jr., Dr. Lilibeth T. Estoque,
Dr. Azucena T. Falales, Ruben S. Libutaque, Lilibeth E. Larupay,
Dr. Ruby Therese P. Almencion
Grade 11/12-Creative Nonfiction

Competency: Analyze and interpret the theme and techniques used in a particular text.
Introductory Message
Welcome to Grade 11/12 - Creative Nonfiction.
The English Learning Kit is a product of the collaborative efforts of the Division
of Iloilo Secondary English Teachers Association (DISETA) and the Division English
Coordinators Association (DECA) writers, illustrators, layout artists, reviewers, editors,
and Quality Assurance Team from the Department of Education, Schools Division of
Iloilo. This is developed to guide you dear learning facilitators in helping our learners
meet the standards set by the K to 12 Curriculum.
The English Learning Kit aims to guide our learners in accomplishing activities
at their own pace and time. This also aims to assist learners in developing and
achieving the lifelong learning skills while considering their needs and situations.
For the learning facilitator:
The English Learning Kit is developed to address the current needs of the
learner to continue learning in the comforts of their homes or learning centers. As the
learning facilitator, make sure that you give them clear instructions on how to study
and accomplish the given activities in the material. Learner’s progress must be
monitored.
For the learner:
The English Learning Kit is developed to help you, dear learner, in your
needs to continue learning even if you are not in school. This learning material aims
to primarily provide you with meaningful and engaging activities for independent
learning. Being an active learner, carefully read and understand to follow the
instructions given.
Grade 11/12-Creative Nonfiction

Competency: Analyze and interpret the theme and techniques used in a particular text.
ANALYZING AND INTERPRETING THEME
AND LITERARY TECHNIQUES
BEGIN
Hey budding writers! I hope that

you are not so engrossed with so much
technology that you forget about
writing. In your Creative Writing class,
you had already enhanced your writing
skills and even made your own fictional
literary pieces.
In this learning kit, you will be

introduced to Creative Nonfiction which
is sometimes called literary nonfiction
or narrative nonfiction that uses literary
styles and techniques to create
factually accurate narrative.
The lesson will focus on

analyzing the underlying theme and
techniques used in the text that will
result to your total appreciation on the
meaningfulness and authenticity of the
written work.
Have fun learning!
TARGET
At the end of this lesson, you should be able to:
1. define theme;
2. identify the different types of literary techniques;
3. analyze and interpret the theme and literary techniques in a
particular text; and
4. appreciate a literary work through analyzing theme and literary techniques.
1
Grade 12-Creative Nonfiction
Competency: Analyze and interpret theme and literary techniques used in a particular text.
(HUMSS_CNF 11/12-Ia-3)
TRY THIS
I. TRUE or FALSE
Directions: Write TRUE if the statement is CORRECT and FALSE if the statement is
WRONG. Write your answer in your Creative Nonfiction (CNF) notebook.
1. A story may have several themes.
2. Themes present the summary of the story.
3. A theme is an idea or point that is central to the story.
4. In foreshadowing, a writer may use dialogues of characters to hint what
may occur in the future.
5. Symbols can never change the meaning of a word or phrase or the way
we view things.
II. MULTIPLE CHOICE

Directions: Read and analyze carefully each item/question. Write the letter of the
correct answer in your CNF notebook
6. What do you call the overall message that the story conveys?
A. characters B. plot C. setting D. theme
7. How can we identify the theme of the story?

A. By skimming through the story and looking for it.
B. By putting all of the ideas together and come up with the main idea.
C. By examining the utterances and actions of the characters.
D. By doing thorough research about the story.
8. Among the given choices, which of the following states the best theme?
A. She is an honest person.
B. A father’s love for his family is unfathomable.
C. He was caught of his infidelity.
D. Money was the cause of his greediness.
9. In Edgar Allan Poe’s short story The Cask of Amontillado, Montresor, the
villain in the story lures Fortunato, a person he hates towards his death.
On the way, Fortunato says, “the cough is a mere nothing; it will not kill
me, I shall not die of a cough.”
What literary technique is used by the author in his work?
A. foreshadowing B. flashback C. imagery D. symbol
10. “The sweet tinkle of coins carried beautifully into the room. The spectators
turned their faces toward the sound with wonder.”
- Lines from My Father Goes to Court by Carlos Bulosan
What literary technique is employed in these lines?
A. flashback B. imagery C. irony D. symbol
2
RECALL
You have learned about the different

elements and literary techniques of Fiction
in your Creative Writing class. Before we
further discuss our lesson, let us refresh
your memory about these elements and
literary techniques.
Activity 1: DAZZLE THE PUZZLE

Directions: Using the hints below, answer the crossword puzzle in your CNF
notebook.
1 2
3 4
VERTICAL
1. The presentation of events or scenes that gives an advance hint of what is
to come later in the story.
2. A person, a thing, an animal an idea or emotion embodied in the story.
3. It is a statement of idea in which the opposite is meant.
4. The chronological sequence of events in the story.
HORIZONTAL
1. It interrupts the chronological order of the main narrative to take the reader
back in time to the past events.
2. The major idea that the story leans or surrounds.
3. The use of vivid and descriptive language that appeals to human senses.
4. A person, object, image or event that suggests more than its literal meaning.
3
DO THIS
.
Well done! It is impressive how you
provided answers in the first activity. Now,
it’s time to have a closer look at yourself by
performing the next activity.
Activity 2: A GLIMPSE OF ME
Directions: Using the given diagram, make a timeline of the important events in your
life. Write your answers in your CNF notebook.
1st Event
2nd Event
3rd Event
4th Event
5th Event
EXPLORE
E
Good job! In the next activity, you will explore
more as you answer the given questions.
Activity 3: EXPANDING YOUR THOUGHTS

1. In your story as a whole, what important message does it convey?
2. Based on the timeline that you have made, summarize the story of your life.
3. How do the events in your life help you understand the beauty and meaning of
your life story?
4. If you are to write your story in a meaningful, creative and interesting way, how
are you going to write it? What literary devices are you going to use?
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KEEP THIS IN MIND
Excellent! You are doing great in your

work. Now, let us dig deeper into our lessons
on theme and literary techniques.
WHAT IS A THEME?
Theme is the central idea, or thesis or overall message the story conveys.
The theme in a story is its underlying message, or ‘big idea’. In other words,
what critical belief about life is the author trying to convey in the writing of a novel,
play, short story or poem? This belief or idea, transcends cultural barriers. It is usually
universal in nature. When a theme is universal, it touches on the human experience
regardless of race or language. A theme may be exemplified by the actions,
utterances, or thoughts of a character in a novel.
Themes often explore historically common or cross-culturally recognizable
ideas, such as ethical questions, and are usually implied rather than stated explicitly.
Either directly stated or simply implied, it takes the form of a brief meaningful insight
or a comprehensive vision of life.
Themes can be about anything and there may be more than one. For
example:
CONFLICT AMBITION SOCIETY
PAIN LOVE RELATIONSHIPS
DEATH HATE
THEMES
JEALOUSY CHANGE
DISAPPOINTMENT REVENGE ENVY GUILT
How Does a Writer Develop a Theme?
It really comes down to what the writer believes about life. If a writer has a belief
system or feels strongly about certain things – and most people do – then, those strong
life views will be reflected in his or her writing. For a work to last, it needs depth, and
depth in writing reflects depth in the writer.
5
FOUR WAYS TO ANALYZE THEME
Analyzing theme is an essential part of reading literature in the classroom. It

not only allows the story to be understood more by the students, but the students can
also relate the story to their own lives and other literature they have read. Here are
four ways to analyze the theme of the literature:
1. Look for recurring images – Students can easily analyze theme through the
repeated images and other motifs throughout the novel. Once students identify the
theme, the recurring images can also be explained what this theme might be. If
there are a lot of images representing sadness, like cloudy days or gray colors,
the reader can deduce more of what this means to the overall story.
2. Ask questions (and make a note of them) – Questions are sure to come up when
trying to analyze theme, and while reading novels in general, and it is best to use
these questions to further the analysis. Having students question what they read is
a great skill for students to master, and will only allow for a more in-depth analysis.
For example, if the images are dark and depressing, the students could question
why is this. What does this bring to the story? It is important to write these questions
down, to link all the theme of the novel. Another question ask is, why is this theme
essential to the story?
3. Identify the different tools the author uses to express the theme – Different
literary devices are essential to the theme, and the ones the author selects are there
for a reason. To understand the theme of the story even more so, analyzing the
specific literary devices is an integral part of the analysis. The devices add layers
to the theme, and once the students take notice of them and look closer, the
analysis will only be the better for it. An example of what a student could notice in
literary devices would be multiple mentions of metaphors, and as the last way
suggested, they could ask questions about this. Why are there multiple metaphors
throughout the story? What does that mean for the overall theme?
4. Keep a notebook of notes while reading, and then compare all once finished
reading- One of the best ways to read a book while trying to analyze different
aspects of it, theme specifically, is to keep notes of what you’re reading so you can
understand the specifics of it. This allows the reader to see the similarities and
differences formed throughout the book that he or she wrote while in the midst of
reading, that maybe he or she wouldn’t have noticed if it was not written down.
Things to make a note are character traits, literary devices, passages the reader
likes, imagery, and exciting plot points.
6
LITERARY TECHNIQUES
The fiction writer’s choice of “literary techniques” is an important element of

fiction. There are many techniques used that include symbolism, imagery, figurative
languages such as simile, metaphor, personification, alliteration, parallelism, irony and
many others. But the most commonly used techniques in fiction are flashback,
foreshadowing, symbol, irony and imagery. These techniques are used for the purpose
of creating a more interesting, more meaningful, more authentic, and more
entertaining story.
1. Flashback - An interruption in the chronological sequence of a story by the

narration of events which occurred earlier than the time of the story. It is
the device that allows the writer to present events that happened before
the time of the current narration or the current events in the fiction.
Various methods can be used, including memories, dream sequences,
stories or narration of characters, or even authorial sovereignty.
Flashback is useful for exposition, to fill in the reader about a character
or a place, or about the background to a conflict.
Example:
Rowling begins her first Harry Potter book just as Harry turns
eleven years old. It’s been ten years since Lord Voldemort murdered
his parents and Harry was left with his less-than-welcoming
relatives, the Dursleys. Rowling uses a series of flashbacks to hint
at Harry’s unique abilities by recounting the strange things that
happened to him before the story takes place. For example, when
Aunt Petunia makes Harry get a haircut, he wakes up the next
morning to find his hair has grown back to where it was.
Rowling uses these flashbacks to foreshadow what we soon find
out—that Harry has inherited wizarding powers from his parents.
Harry Potter by J.K. Rowling
2. Foreshadowing - The presentation of events or scenes early in a story

which hint at something which occurs later in the story.
Example:
As the twilight colors blush
The eyes of the night arouse.
(Foreshadows night)
7
3. Symbol - A person, object, image or event that suggests more than its literal
meaning: something concrete that stands for or evokes some abstract
concept. Some symbols are widely recognized by all and have a shared
meaning. Such as the V-sign for Victory. Other symbols develop full
meanings in the context of a story or poem; these are referred to as
literary symbols.
Example:
“My love for Linton is like the foliage in the woods. Time will
change it; I'm well aware, as winter changes the trees.
My love for Heathcliff resembles the eternal rocks beneath
a source of little visible delight, but necessary.”
Wuthering Heights by In Emily Brontë
4. Irony - has three types. First is verbal irony. Essentially, the intended meaning
of a statement is different from the actual meaning. It is often a form of
sarcasm. The second type is situational irony. It occurs when the
expected outcome of an action is different than the actual outcome. The
last type is dramatic irony. Essentially, the audience knows more about
the character’s situation than the character does. Irony as a literary
device is a situation in which there is contrast between expectation and
reality.
Example:
“Go ask his name: if he be married

My grave is like to be my wedding bed.”
Romeo and Juliet, Act I, Scene V by William Shakespeare
5. Imagery - The writer uses the language that appeals to the senses to create
“word pictures” in the mind of the reader. The writer can use imagery that
appeals to the sense of sight (visual), smell (olfactory), touch (tactile),
hearing (auditory) and taste (gustatory).
Example:
His brown skin hung in strips like ancient wallpaper,

and its pattern of darker brown was like wallpaper:
shapes like full-blown roses stained and lost through age.
- from the poem “The Fish” by Elizabeth Bishop
8
SUM UP
I believe that you already have a full

grasp of what theme and literary techniques
are. Let us recap some important points
that you need to remember.
The theme is the central idea, or thesis or overall message the story conveys.
It is what the text is about. The theme is the critical belief of the author about life that
conveys in the writing of a novel, play, short story or poem. A theme may be
exemplified by the actions, utterances, or thoughts of a character in a novel.
In analyzing a particular theme in a literary piece, first you have to look for
recurring images. Then, you need to ask questions and make a note of them. After
which, identify the different tools the author uses to express the theme. Lastly, keep a
notebook of notes while reading, and then compare all once finished reading.
Writers employ a variety of literary techniques and devices to improve their
writing. Among them are flashbacking, foreshadowing, symbols or symbolism, irony,
and imagery.
Flashback is an interruption in the chronological sequence of a story by the
narration of events which occurred earlier than the time of the story.
Foreshadowing on the other hand is the presentation of events or scenes
early in a story which hint at something which occurs later in the story.
Symbol is a person, object, image or event that suggests more than its literal
meaning.
While Irony is a literary device in which there is contrast between expectation
and reality. It has three different types: Verbal Irony, Dramatic Irony and Irony of
Situation.
Lastly, Imagery is a technique that appeals to the sense of sight (visual), smell
(olfactory), touch (tactile), hearing (auditory) and taste (gustatory).
APPLY WHAT YOU HAVE LEARNED
You’re great! With what you have

learned about theme and literary
techniques, let’s find out how you
demonstrate your understanding on this
lesson.
9
About the Author
Carlos Bulosan (November 2, 1913- September 11,

1956) was a prolific writer and poet. He was born in
Pangasinan Province. He immigrated to America in 1930,
endured horrendous conditions as laborer became active
in labor movement and was blacklisted along with other
labor radicals during the 1950.He spent his last years in
Seattle jobless, penniless and in poor health. He died of
tuberculosis.
My Father Goes to Court

Carlos Bulosan
When I was four, I lived with my mother and brothers and sisters in a small town
in the island of Luzon. Father’s farm had been destroyed in 1918 by one of our sudden
Philippine floods, so several years afterward we all lived in the town, though he
preferred living in the country. We had a next –door neighbour, a very rich man, whose
sons and daughters seldom came out of the house. While we boys and girls played
and sang in the sun, his children stayed inside and kept the windows closed. His house
was so tall that his children could look in the windows of our house and watch us as
we played, or slept, or ate, when there was any food in the house to eat.
Now, this rich man’s servants were always frying and cooking something good,
and the aroma of the food was wafted down to us from the windows of the big house.
We hung about and took all the wonderful smell of the food into our beings. Sometimes
in the morning, our whole family stood outside the windows of the big house. We hung
about and took all the wonderful smell of the food into our beings. Sometimes, in the
morning, our whole family stood outside the windows of the rich man’s house and
listened to the musical sizzling of thick strips of bacon or ham. I can remember one
afternoon when our neighbor’s servant’s roasted three chickens. The chickens were
young and tender and the fat that dripped into the burning coals gave off an enchanting
odor. We watched the servants turn the beautiful birds and inhaled the heavenly spirit
that drifted out to us.
Some days, the rich man appeared at a window and glowered down at us. He
looked at us one by one, as though he were condemning us. We were all healthy
because we went out in the sun every day and bathed in the cool water of the river
that flowed from the mountains into the sea. Sometimes we wrestled with one another
in the house before we went out to play.
We were always in the best of spirits and our laughter was contagious. Other
neighbors who passed by our house often stopped in our yard and joined us in our
laughter.
10
Laughter was our only wealth. Father was a laughing man. He would go in the
living room and stand in front of the tall mirror, stretching his mouth into grotesque
shapes with his fingers and making faces at himself, and then he would rush into the
kitchen, roaring with laughter.
There was plenty to make us laugh. There was for instance, the day one of my
brothers came home and brought a small bundle under his arm., pretending that he
brought something to eat, maybe a leg of lamb or something as extravagant as that to
make our mouths water. He rushed to mother and threw the bundle into her lap. We
all stood around watching mother undo the complicated strings. Suddenly a black cat
leaped out of the bundle and ran wildly around the house. Mother chased my brother
and beat him with her little fist while the rest of us bent double, choking with laughter.
Another time, one of my sisters suddenly started screaming in the middle of the
night. Mother reached her first and tried to calm her. My sister cried and groaned.
When father lifted the lamp, my sister stared at us with shame in her eyes.
“What is it?’ Mother asked. “I’m pregnant! “she cried. “Don’t be a fool!” Father
shouted. “You’re only a child!” Mother said. “I’m pregnant, I tell you! “She cried.
Father knelt by my sister. He put his hand on her belly and rubbed it gently.
“How do you know you are pregnant?” He asked. “Feel it!” She cried.
We put our hands on her belly. There was something moving inside. Father
was frightened. Mother was shocked.” Who’s the man?” She asked.
Suddenly my sister opened her blouse and a bullfrog jumped out. Mother
fainted., father dropped the lamp, the oil spilled on the floor, and my sister’s blanket
caught fire. One of my brothers laughed so hard he rolled on the floor. When the fire
was extinguished, and mother was revived, we turned to bed and tried to sleep but
father kept on laughing so loud we could not sleep any more. Mother got up again and
lighted the lamp, we rolled up the mats on the floor and began dancing about and
laughing with all our mights. We made so much noise that all our neighbors except the
rich family came into the yard and joined us in loud, genuine laughter.
It was like that for years. As time went on, the rich man’s children became thin
and anemic, while we grew even more robust and full of fire. Our faces were bright
and rosy, but theirs were pale and sad. The rich man started to cough at night, then
he coughed day and night. His wife began coughing too. Then the children started to
cough one after the other.at night their coughing sounded like barking of a herd of
seals. We hung outside their windows and listened to them. We wondered what had
happened to them. We knew that they were not sick from lack of nourishing food
because they were still frying something delicious to eat.
11
One day, the rich man appeared at a window and stood there a long time. He
looked at my sisters, who had grown fat with laughing, then at my brothers whose
arms and legs were like the molave, which is the sturdiest tree in the Philippines. He
banged down the window and ran through the house, shutting all the windows.
From that day on, the windows of our neighbor’s house were closed. The
children did not come outdoors anymore. We would still hear the servants cooking in
the kitchen ,and no matter how tight the windows were shut, the aroma of the food
came to us in the wind and drifted gratuitously into our house.
One morning, a policeman from the presidencia came to our house with a
sealed paper. The rich man had filed a complaint against us. Father took me with him
when he went to the town clerk and asked him what it was all about. He told Father
the man claimed that for years we had been stealing the spirit of his wealth and food.
When the day came for us to appear in court, Father brushed his old army
uniform and borrowed a pair of shoes from one of my brothers. We were the first to
arrive. Father sat on a chair in the center of the courtroom. Mother occupied a chair
by the door. We children sat on a long bench by the wall. Father kept jumping up the
chair and stabbing the air with his arms, as though he were defending himself before
an imaginary jury.
The rich man arrived. He had grown old and feeble; his face was scarred with
deep lines. With him was his young lawyer. Spectators came in and almost filled the
chairs. The judge entered the room and sat on a high chair. We stood up in a hurry
and sat down again.
After the courtroom preliminaries, the judge looked at father.” Do you have a
lawyer?” he asked.
“I don’t need a lawyer judge,” he said.
“Proceed,” said the judge.
The rich man’s lawyer jumped and pointed his finger at Father. “Do you or do
you not agree that you have been stealing the spirit of the complainant’s wealth and
food?”
“I do not!” Father said.
Do you or do you not agree that while the complainant’s servants cooked and
fried fat legs of lambs and fat chicken breasts, you and your family hung outside your
windows and inhaled the heavenly spirit of the food?
“I agree.” Father said.

“How do you account for that?”
12
Father got up paced around, scratching his head thoughtfully. Then he said, “I
would like to see the children of the complainant, Judge.”
“Bring the children of the complainant.”
They came shyly. The spectators covered their mouths with their hands. They
were so amazed to see the children so thin and pale. The children walked silently to a
bench and sat down without looking up. They stared at the floor and moved their hands
uneasily.
Father could not say anything at first. He just stood by his chair ad looked at
them. Finally he said, “I should like to cross examine the complainant.”
“Proceed.”
“Do you claim that we stole the spirit of your wealth and became a laughing
family while yours became morose and sad.” Father asked. “Yes.”
“Then we are going to pay you right now,” Father said. He walked over to where
we children were sitting on the bench and took my straw hat off my lap and began
filling it up with centavo pieces that he took out of his pockets. He went to Mother, who
added a fistful of silver coins. My brothers threw in their small change.
“ May I walk to the room across the hall and stay there for a minutes, Judge?”
Father asked.
“As you wish.”
“Thank you, “Father said. He strode into the other room with the hat in his
hands. It was almost full of coins. The doors of both rooms were wide open.
“Are you ready?” Father called.

“Proceed. “The judge said.
The sweet tinkle of coins carried beautifully into the room. The spectators
turned their faces toward the sound with wonder. Father came back and stood before
the complainant.
“Did you hear it? “He asked.
“Hear what? “The man asked.
The spirit of the money when I shook this hat?” He asked.
“Yes.”
“Then, you are paid.” Father said.
The rich man opened his mouth to speak and fell to the floor without a sound.
The lawyer rushed to his aid. The judge pounded his gravel. “Case dismissed.” He
said.
13
Father strutted around the courtroom. The judge even came down to his high
chair to shake hands with him. “By the way,” he whispered. “I had an uncle who died
laughing.
“You like to hear my family laugh, judge?” Father asked.
“Why not?”
“Did you hear that children?” Father said.
“My sister started it. The rest of us followed them and soon the spectators were
laughing with us, holding their bellies and bending over the chairs. And the laughter of
the judge was the loudest of all.”
Activity 4: PONDER ON THIS.

Directions: Now that you have read the story, it’s time to answer each of the following
questions in one to three sentences. Write your answers in your CNF notebook.
1. What is the story all about?
2. Looking at the whole picture of the story, what general or central
message does it illustrate?
3. What event/s in the story has a great impact on you? Why?
4. How do the event/s help/s you understand the story?
5. What realities in life does the story “My Father Goes to Court” convey?
How did these ideas used to contribute to the whole meaning of the
story?
6. How do literary techniques contribute to the theme of the story?
Activity 5: FILL ME!

Directions: Using the information in the given selection, fill in the chart with the
needed information. Write your answers in your CNF notebook.
FLASHBACK FORESHADOWING
Name event/s that happened before the Name events or scenes early in a story
time of the current narration which hint at something that occurs later
in the story
IMAGERY SYMBOL/SYMBOLISMS
Cite words or lines that appeal to human Cite things, ideas, events or persons
senses (visual, auditory, olfactory, tactile, representative of another thing.
gustatory)
IRONY THEME
Name a situation in which there is a State the central idea of the story
contrast between expectation and reality
14
REFLECT
REFLECT
Congratulations! You have
successfully accomplished all your
tasks. Now, it’s time to reconnect with
yourself as you make some reflections
on the things that you have learned.
Activity 6: GOTCHA!
Directions: Think about what you have learned from the lesson and reflect on them.
Then, answer the given questions on your CNF notebook.
What did I learn?

____________________________________________
How did I learn it?

____________________________________________
What will I do with what I have learned?

____________________________________________
LEARN MORE
Activity 7: THEME BISAYA

Directions: Read two short stories, novels or poems of local writers in your
community/town/province. Use a Venn diagram to compare and contrast
the themes and the literary techniques used by the authors in the texts.
Write your work in your CNF notebook.
15
ASSESS WHAT YOU HAVE LEARNED
Multiple Choice
Directions: Read each item carefully. Write the letter of the correct answer in your
CNF notebook.
1. Which of the following statements is true?

A. No stories can have the same theme
B. Stories that are sad do not have theme
C. Most story do not have theme
D. Theme is universal
2. The rich man appeared at a window and glowered down at us (an excerpt
from the story My Father Goes to Court). The underlined word may be used
as_____.
A. foreshadowing B. imagery C. irony D. symbolism
3. The window represents ____

A. connection C. seclusion
B. openness D. social discrimination
4 “…inhaled the heavenly spirit that drifted out of it.” This line appeals to what
sense?
A. auditory B. gustatory C. olfactory D. visual
5. The rich man arrived. He had grown old and feeble; his face was scarred with
deep lines. What literary technique is used in these lines?
A. foreshadowing B. imagery C. irony D. symbolism
6. What does the court in the story “My Father Goes to Court” represent?
A. authority C. indifference
B. hall D. justice
7. “Do you claim that we stole the spirit of your wealth and became a laughing
family while yours became morose and sad?” Father asked. What can be
inferred from these lines?
A. The father claims that his family is not thief.
B. The rich man accuses that they are sad because the poor man’s family
stole the spirit of their wealth.
C. The father may not be wealthy but they are rich in laughter.
D. The rich man is very boastful towards his wealth.
16
8. “It was like that for years. As time went on, the rich man’s children became
thin and anemic, while we grew even more robust and full of fire. Our faces
were bright and rosy, but theirs were pale and sad.”
What is the literary technique dominant in these lines from “My Father Goes
to Court”?
A. flashback B. foreshadowing C. imagery D. irony
9. Refer to the lines quoted on item number 8.

What do these lines from the story “My Father Goes to Court” imply?
A. Health and happiness are free. C. Poor people are always happy
B. Money cannot buy everything. D. Rich people are sickly.
10. Which of the following can be the best theme of the story “My Father Goes
To Court” by Carlos Bulosan?
A. Happiness is not measured by money.

B. Laughter is the best medicine.
C. Money is the root of all evil.
D. The good will always prevail.
17
GLOSSARY
Aroma – a distinctive, typically pleasant smell
Creative Nonfiction – genre of writing that combines the validity
of facts and the imaginative stance of storytelling; it
entails the telling of factually accurate essays or
narratives about actual events and people
Dripped – let fall or be so wet as to shed small drops of liquid
Flashback – a literary device where the writer inserts past events to provide
background as context to the present events.
Fiction - genre of writing which is defined as a series of imagined
facts which illustrates truths about life
Foreshadowing – gives an advance hint of what is to come later in the story
Glowered – had an angry or sullen look on one’s face
Imagery – improves the reader’s experience through the senses
Irony – a literary device which reveals contradictory meanings.
Morose – sullen and ill-tempered
Symbols – are images that bear certain meaning that go beyond literal
Theme – the central idea, thesis, or overall message that the story
conveys
18
ANSWER KEY
TRY THIS
1. TRUE 2. FALSE 3. TRUE 4. TRUE 5. FALSE
6. D 7. C 8. B 9. A 10. B
RECALL
Vertical Horizontal
1. Foreshadowing 1. Flashback
2. Characters 2. Theme
3. Irony 3. Imagery
4. Plot 4. Symbol
DO THIS
Activities 2 & 3 – Answers may vary

EXPLORE
Answers may vary

APPLY WHAT YOU HAVE LEARNED
Answers may vary

REFLECT
Answers may vary

LEARN MORE
Answers may vary

ASSESS WHAT YOU HAVE LEARNED
1. D 2. D 3. D 4. C 5. C
6. D 7. C 8. D 9. B 10. A
19
REFERENCES
Books
Aguila, Augusto Antonio A., PhD, “Telling the Truth – The Art of Creative Nonfiction.”
C& E Publishing. 2017
Angeles, Mark Anthony S. “Creative Nonfiction.”: Diwa Learning Systems Inc. 2017
Baronda, Andrew John. “Creative Nonfiction”. Philippines: JFS Publishing Services.

2017
Croft, Steven. “Revise GCSE: English and English Literature.” London: Letts and
Lonsdale. 2007
Gotico, Sharlene G., et.al.” Creative Writing.” Central Philippine University Printing
Press. 2016
Marantan, Rizelyn M. “Creative Writing.” Malabon City, Philippines: Jimcyville

Publications. 2016
Menoy, Jesus Z., PhD. “Creative Fiction.” Mandaluyong City, Philippines: Books
Atbp Publishing Corp. 2017
Menoy, Jesus Z., PhD. “Creative Nonfiction.” Mandaluyong City, Philippines: Books
Atbp Publishing Corp. 2017
Websites
https://literarydevices.net/foreshadowing/
https://literaryterms.net/imagery/, Copyright Literary Terms
How to Analyze a Literary Passage: A Step-by-Step Guide. Copyright 2003-

2020.study.com. https://study.com/academy/lesson/how-to-analyze-a-literary-
passage-a-step-by-step-guide.html
Literary Devices: Definitions and Examples of Literary Terms Copyright 2020 Literary
Devices.https://literarydevices.net/
Master Class. “What Is a Flashback? Definition and Examples of Flashbacks.”

Last updated: Jan 29, 2020 https://www.masterclass.com/articles/what-is-a-
flashback#4- ways-to-use-flashbacks-in-your-writing
“Your Dictionary.” https://examples.yourdictionary.com/examples-of-symbolism-in-

literature.html
20

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11/12

Published in the Philippines

This English Learning Kit is published to be utilized by the Schools Division

ALL RIGHTS RESERVED. No part of this learning resource may be

Development Team of English Learning Kit

Writers: Pilar O. Corcino and Marjorie P. Ledesma, PhD

Division Quality Assurance Team: Lilibeth Larupay, Armand Glenn S. Lapor,

Grade 11/12-Creative Nonfiction

For the learning facilitator:

For the learner:

Grade 11/12-Creative Nonfiction

Hey budding writers! I hope that

In this learning kit, you will be

The lesson will focus on

Have fun learning!

At the end of this lesson, you should be able to:

II. MULTIPLE CHOICE

7. How can we identify the theme of the story?

You have learned about the different

Activity 1: DAZZLE THE PUZZLE

Activity 3: EXPANDING YOUR THOUGHTS

Excellent! You are doing great in your

PAIN LOVE RELATIONSHIPS

DISAPPOINTMENT REVENGE ENVY GUILT

How Does a Writer Develop a Theme?

Analyzing theme is an essential part of reading literature in the classroom. It

The fiction writer’s choice of “literary techniques” is an important element of

1. Flashback - An interruption in the chronological sequence of a story by the

2. Foreshadowing - The presentation of events or scenes early in a story

“Go ask his name: if he be married

Romeo and Juliet, Act I, Scene V by William Shakespeare

His brown skin hung in strips like ancient wallpaper,

- from the poem “The Fish” by Elizabeth Bishop

I believe that you already have a full

APPLY WHAT YOU HAVE LEARNED

You’re great! With what you have

Carlos Bulosan (November 2, 1913- September 11,

My Father Goes to Court

“I agree.” Father said.

“Bring the children of the complainant.”

“Are you ready?” Father called.

Activity 4: PONDER ON THIS.

Activity 5: FILL ME!

What did I learn?

How did I learn it?

What will I do with what I have learned?

Activity 7: THEME BISAYA

1. Which of the following statements is true?

3. The window represents ____

A. flashback B. foreshadowing C. imagery D. irony

9. Refer to the lines quoted on item number 8.

A. Happiness is not measured by money.

Aroma – a distinctive, typically pleasant smell

Creative Nonfiction – genre of writing that combines the validity

of facts and the imaginative stance of storytelling; it

entails the telling of factually accurate essays or

narratives about actual events and people

Dripped – let fall or be so wet as to shed small drops of liquid

background as context to the present events.