SENIOR

HIGH
SCHOOL

CREATIVE NONFICTION

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Quarter 1 – Module 2
PRINCIPLES AND TECHNIQUES OF CREATIVE NONFICTION

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 Creative Nonfiction – Senior High School
Alternative Delivery Mode
Quarter 1 – Module 2: Principles and Techniques of creative Nonfiction
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use

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these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

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Published by the Department of Education

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Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

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Development Team of the Module S
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Writer: Aminah M. Sia
Editor: Paterno A. Verano
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Reviewers: Dr. Clavel D. Salinas

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Marivic M. Yballe (Moderator)

Illustrator: Cyril Q. Bitoon
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Layout Artist: Cyril Q. Bitoon

Management Team:
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Dr. Marilyn S. Andales Schools Division Superintendent

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Dr. Leah B. Apao Assistant Schools Division Superintendent

Dr. Ester A. Futalan Assistant Schools Division Superintendent
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Dr. Cartesa M. Perico Assistant Schools Division Superintendent

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Dr. Mary Ann P. Flores CID Chief

Mr. Isaiash T. Wagas Education Program Supervisor/ LRMDS
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Dr. Clavel D. Salinas PSDS/ Senior High School Coordinator

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Printed in the Philippines by:

Department of Education – Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
E-mail Address: [email protected]

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 SHS- HUMSS

CREATIVE
NONFICTION

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Quarter 1 – Module 2:
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PRINCIPLES AND TECHNIQUES OF CREATIVE

NONFICTION
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
 Introductory Message

For the Facilitator:

We trust that this Creative Nonfiction Alternative Delivery Mode (ADM)

Module on the Principles and Techniques of Creative Nonfiction, shall help you

to engage your learner in the most enriching and fun ways. The collaborative

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work put in by the development team has ensured that each activity does not

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only facilitate acquisition of 21st Century skills but shall also take into

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consideration the circumstances, needs and well-being of each learner,

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especially at this time of anguish and uncertainty. Rest assured, that we have

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not compromised learning through this modality but that all essential
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competencies are covered; the same way they will be tackled substantially in
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succeeding modules.
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For the Learner:

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Real-life stories could be as fascinating as the fairy tales and nursery

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rhymes from your childhood or the online and printed novels you read in the
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present. The characters, the setting and the action may even be more
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interesting if you know how to captivate your readers through escalating the
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thrill in a perspective that engages them; painting colorful images with

metaphors or imagery as in poetry; or setting the mood and anticipation as in

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the dialogues in drama. The challenge is, even while integrating these

elements and devices, how you do not deviate from events as they happen in

reality. As you are expected to breathe life to your experiences by using literary

elements and devices, Module 2 shall deal with analyzing how principles and

techniques in creative nonfiction are exemplified in actual texts.

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 To ensure that each lesson is a full, fun and enriching experience, it is
divided into the following parts:

This introduces the learner where one

What I Need is at in terms of competencies,
to Know objectives, and skills to prosper with in
the subject matter.

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What I Know This checks the learner’s perception
on the lesson.

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This connects the understanding on
What’s In the previous topic to ideas of the

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present topic.

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This is a start-up of the lesson thru
What’s New
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stimulus activities that sets the mood into

the topic.
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What is It
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This part discusses, unlocks, and guides

the learners on the topic.
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This contains self-checked activities

What’s More
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to set into the topic and develop

knowledge and skills being asked.
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What I have
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This section enriches the learning

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Learned through a question / activity.

This consists of an activity that applies

What I Can Do the learner’s learning into day-to-day
events in life.

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 This area checks the mastery /
Assessment skills toward the topic.

This section contains

enhancement activities are given to
Additional further absorb the learnings.
Activities

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This contains answers to all

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Answer Key activities in the module.

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At the end of this module, you will also find:

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References This is a list of all sources used in making this module.
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The following are some reminders:
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1. Use the module with care. Do not put unnecessary mark (s) on any part of
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the module. Use a separate sheet in answering exercises.

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2. Answer all activities included in the module starting with What I Know.
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3. Read the instruction carefully before doing each task.

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4. Observe honesty and integrity in doing the tasks and checking your
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5. Finish the task at hand before proceeding to the next.

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6. Return this module to your teacher/ facilitator on schedule.

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If you encounter difficulty in answering the tasks in this module, do not

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hesitate to consult your teacher or facilitator. We hope that through this

material, you will experience meaningful learning and gain deep understanding
of the relevant competencies.

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 Lesson 1: Characterization

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Learning Competency:
Analyze factual/ nonfictional elements (Plot, Characters, Characterization, S
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Point of View, Angle, Setting and Atmosphere, Symbols and Symbolisms,
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Irony, Figures of Speech, Dialogue, Scene, Other Elements and Devices) in

the texts.
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WHAT I NEED TO KNOW

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Learning objectives: At the end of the lesson, learners should be able to:
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⚫ exemplify the different ways to reveal characters in creative nonfiction.

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⚫ write a character sketch on a person one sees as a role-model.

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⚫ demonstrate creativity and open mindedness in writing a character sketch.

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 WHAT I KNOW
PRE - ASSESSMENT
Instructions: Write the letter of the correct answer.
1. ___ refers to what a character is thinking which helps us to understand how he acts.
A. Action B. Inner Thoughts C. Reaction D. Speech
2. “He was sunshine most always - I mean, he made it seem like good weather,” What
figure of speech does Mark Twain use herein to describe his character.

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A. Simile B. Metaphor C. Personification D. Antithesis
3. “He had a long chin and big rather prominent teeth, just covered, when he was not

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talking, by his full, floridly curved lips. Old, young? Thirty? Fifty? Fifty-five? It was hard
to say.” In Brave New World, Aldous Huxley described a character by his ____

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A. appearance B. attitude C. behavior D. speech

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4. In the Jungle Book, Rudyard Kipling used ____ to describe one of the characters

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as follows: “Everybody knew Bagheera, and nobody cared to cross his path, for he
was as cunning as Tabaqui, as bold as the wild buffalo, and as reckless as the S
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wounded elephant.”
A. simile B. metaphor C. personification D. antithesis
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“The confident woman strode into the pub and took the usually shy Seamus by
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surprise. Despite his generally reserved nature, he got up the nerve to offer her his
seat at the bar.”
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5. In this excerpt, what type of characterization is used by the writer?

A. subtle B. discreet C. direct D. indirect
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6. How many characters are described in the excerpt above?

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A. one B. two C. three D. four

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7. Seamus and the woman have ____ characteristics?

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A. similar B. contrasting C. difficult D. boring

8. Seamus is ______ towards the woman.
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A. angry B. annoyed C. attracted D. appalled

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“She was shaking her legs nonstop while biting her fingernails. Her eyes darted from
left to right and up and down. Sometimes she would twist her fingers and sigh.”
9. We can infer from above description, that the character is ____
A. Happy B. tired C. grateful D. anxious
10. The writer is indirectly showing the character’s mood through describing her ___
A. action B. speech C. thoughts D. appearance

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 LET’S TAKE A Blast From the Past!

You might have recalled in our study of fiction and drama that characters may
be round or flat; dynamic or static. In creative nonfiction, characters may most likely
be more complex, depending on their circumstance or state of mind. Their feelings,
perspective or mood may change as influenced by norms, personal experience and
beliefs.

WHAT’S IN

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FIRST IMPRESSIONS

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Instructions: Describe accordingly how you come up with your impressions on your
first encounter with a person:

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PLEASANT/ GOOD UNPLEASANT/ UNKIND

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PHYSICAL APPEARANCE
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ACTION/ ATTITUDE/
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BEHAVIOR
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SPEECH/ WAY OF
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TALKING
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The writer does not always have to describe the

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characters directly but leaves his audience to make

inferences through the characters’ actuations, thoughts,
association with other characters or his tone and manner of
speaking.

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 WHAT’S NEW

Instructions: Read portion of the autobiography of Gabriel Garcia Marquez

describing his first meeting with his mother after so many years. Answer
accordingly.

She arrived at twelve - sharp. With her light step she made her way among the
tables of books on display, stopped in front of me, looking into my eyes with the

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mischievous smile of her better days, and before I could react, she said:

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"I'm your mother."

Something in her had changed, and this kept me from recognizing her at first

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glance. She was forty-five. Adding up her eleven births, she had spent almost ten

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years pregnant and at least another ten nursing her children. She had gone gray

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before her time, her eyes seemed larger and more startled behind her first bifocals,
and she wore strict, somber mourning for the death of her mother, but she still S
preserved the Roman beauty of her wedding portrait, dignified now by an autumnal
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air. Before anything else, even before she embraced me, she said in her
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customary, ceremonial way: "I've come to ask you to please go with me to sell the
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house."

- Living to Tell the Tale (Gabriel Garcia-Marquez)

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1. She had gone gray before her time means she looks _______ for her age.
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2. Autumnal air or autumn symbolizes __________________.

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3. Despite all her years of struggle, she maintained her ________________.

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4. According to how the writer described his mother, how do you imagine her tone
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would be talking to him. Expound.

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You can learn from the works of creative nonfiction

writers on how they reveal character traits through
varied creative ways without losing track of reality.

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 WHAT IS IT

⚫ Characterization refers to how the writer develops or create mental images of

characters for his audience.

⚫ The two (2) approaches to characterization are:

1. Direct Characterization - the writer tells his audience what he/she wants them to
know about the character through outright description by the writer, by another

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character’s description or by the character himself.
2. Indirect Characterization - the writer shows his audience things about the character

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to help them understand the character's personality, motives or effect on other
characters

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⚫ Five Methods of Characterization (PAIRS)
1. Physical description - the character's physical appearance is described: tall, thin,

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fat, pretty, color of hair, way of dressing, etc. stylish, expensive clothing?

2. Action/attitude/behavior - the character’s behavior and attitude: good, bad,

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generous, greedy, etc.; focus on a character’s idiosyncrasies, unique or distinct
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behavior, also gives insight to his personality while his movement and mannerisms
may also reveal his disposition at a given moment
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3. Inner thoughts - what the character thinks, revealing their personalities and feelings.
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4. Reactions - a character’s effect on others or what the other characters say and feel
about this character; how the character makes other characters feel: others are
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scared, happy, confused, excited, annoyed with a given character

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5. Speech - what the character says or his/her manner of speaking, tone, choice of
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words: gentle, soft-spoken, rude, aggressive, imposing, monopolizing, etc.; dialogue

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with other characters and a monologue or the character talking to himself also allows
inference to a character’s traits or motives.
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⚫ As real people, characters in creative nonfiction are complex and multi-faceted

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and writers may not be able to describe them directly in-depth. Their traits and layers
of their personalities are revealed accordingly with how much participation the writer
allows these characters in his written work. To make descriptions even vivid, writers
use figurative language such as symbolism, similes or metaphors.

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 WHAT’S MORE

Instructions: Read the following excerpt from I have a Dream, a speech delivered by
the late Martin Luther King in 1963. Answer the following questions.

I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.

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Five score years ago, a great American, in whose symbolic shadow we stand

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today, signed the Emancipation Proclamation. This momentous decree came as a
great beacon light of hope to millions of Negro slaves who had been seared in the

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flames of withering injustice. It came as a joyous daybreak to end the long night of

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their captivity.

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But one hundred years later, the Negro still is not free. One hundred years later,
the life of the Negro is still sadly crippled by the manacles of segregation and the S
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chains of discrimination. One hundred years later, the Negro lives on a lonely island
of poverty in the midst of a vast ocean of material prosperity. One hundred years later,
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the Negro is still languished in the corners of American society and finds himself an
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exile in his own land. And so we've come here today to dramatize a shameful
condition.
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In a sense we've come to our nation's capital to cash a check. When the architects
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of our republic wrote the magnificent words of the Constitution and the Declaration of
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Independence, they were signing a promissory note to which every American was to
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fall heir. This note was a promise that all men, yes, black men as well as white men,
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would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of
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Happiness." It is obvious today that America has defaulted on this promissory note,
insofar as her citizens of color are concerned. Instead of honoring this sacred
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obligation, America has given the Negro people a bad check, a check which has come
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back marked "insuf ficient funds."

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe
that there are insufficient funds in the great vaults of opportunity of this nation. And
so, we've come to cash this check, a check that will give us upon demand the riches
of freedom and the security of justice.

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 Questions:
1. Who is the great American described by Martin Luther King in the second paragraph
who gave hope for black Americans to enjoy the same freedom as the rest of
America’s citizens? ___________________________
2. How is the “Negro” described here by Martin Luther King according to their
situation? _________________________________________________________
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3. Has America fulfilled its promise of equal opportunities at that time? Why do you

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say so? ____________________________________________________________
4. Judging from Martin Luther King’s speech, how would you describe him as a

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person? ____________________________________________________________

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WHAT I HAVE LEARNED

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Instructions: In the following excerpt on a feature story about Robin Williams, pick out
clues to his traits or state of mind at the time of writing; identify these traits/ state of
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mind and the method used: (physical description; action/ behavior/ attitude, inner
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thoughts; reaction; manner of speaking/ dialogue/ tone/ words used; another

character’s opinion; author’s description or the character’s description of himself ) by
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which these are revealed. Give at least five (5).

When Williams and Rock had some time alone, though, Rock saw another,
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startlingly different side of his new friend — a man who was visibly distraught about
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his life. “He’d be up, up, up, and then sitting down with him, he’d cry and start t alking
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about his personal life,” Rock recalls. “It’s something I never expected.” As Rock
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learned, Williams was heading toward a divorce with his second wife — “He was broke
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up about it” — and he also noticed Williams was going to the bathroom to pee “every
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15 minutes” for what he later learned was a worsening heart condition. “I know
comedians can be dark, but it was weird to be in fucking Afghanistan and have
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someone sit down and really open up like that,” Rock says. “When he got deep, he
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got deep.”

By then, Williams was nothing less than an institution, revered for his
charitable causes and his hyperkinetic, pinball-machine-on-overdrive brain. “He was
like a computer,” says Martin Short, who met Williams in 1979. “Spewing out names
from some film he saw once in 1956. He was just a genius. I would be in awe.”

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 Williams had a Best Supporting Actor Oscar (for his role in 1997’s Good Will
Hunting) and a career that alternated between crowd-pleasers like Patch
Adams and Mrs. Doubtfire, and gritty indies like One Hour Photo and Insomnia.

He also had a reputation as one of the most generous in his field, from working
tirelessly to help the homeless at Comic Relief benefits with his friends Billy Crystal
and Whoopi Goldberg to his regular donations to AIDS char ities.

Over the course of his career, Williams talked openly about his struggles with

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drinking and drugs, the breakups of his first two marriages and other personal issues.
“Oh, I don’t have inner peace,” he told RS in 1988. “I don’t think I’ll ever be the type

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that goes, ‘I am now at one with myself.’ Then you’re fucking dead, OK? You’re out of
your body.” He routinely turned morbid thoughts like suicide into fodder for jokes.

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While shooting Mork & Mindy, he saw a rope dangling of the set and pretended to
hang himself. “The series is called Mindy now,” he cracked. In a podcast with Marc

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Maron in 2010, he rattled of a bit about his conscience quizzing him on his suicidal
thoughts: “What were you going to do, cut your wrist with a Waterpik?” Yet Williams S
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always left the impression he was in control, that he wouldn’t end up like so many
artists before who had succumbed to their demons. His first priority was to entertain,
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to get the laugh, rather than dwell on himself. “He talked about drinking and a little
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about depression, but it was always light,” says Bob Zmuda, the Comic
Relief organizer who had known Williams since the late Seventies. “It was always
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under control. So we all thought, ‘OK, well, I know Robin had some drinking problems,
and he was mildly depressed.
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TABLE OF CHARACTER TRAIT/ DISPOSITION

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METHOD HOW CHARACTER

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CLUES FROM THE TEXT TRAIT/STATE OF MIND TRAIT/ STATE OF MIND IS

REVEALED
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 WHAT I CAN DO

“I Have A Dream”
Instructions: Write a monologue or speech of at least two paragraphs to express your
dream for the Philippines and how this could possibly be realized. Start your
paragraphs with I have a dream that the Philippines …

I have a dream that the Philippines ___________________________________

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___________________________________________________________________
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I have a dream that the Philippines ___________________________________
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You can learn from the works of creative

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nonfiction writers on how they reveal character traits

through varied creative ways without losing track of
reality.

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 ASSESSMENT

Assessment # 1
Name: _________________________________ Grade & Section: _______
Date: ________________ Score: ________

Instructions: Write the letter corresponding to the character trait exemplified in each
item. Choose from the figures below.

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B. appreciative

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A. kind C. stingy D. inconsiderate

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1. She stood there with hot flushed cheeks while tears were welling from her eyes.
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She did not have as much as an hour’s sleep to finish the presentation, but the heavy
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rain had more than doubled her travel time. The manager had lashed at her in front of
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the client and threw her portfolio out of the door. She was fired right there and then,
no matter how much she explained and begged. Her boss was simply ____
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____ 2. He silently sneaked inside the room and helped the humiliated peddler to her
feet, asking her if she was hurt. He walked with her to the exit and slipped some
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hundred-peso bills to her pocket.

____ 3. With crinkled brows and a pout, he checked his bill one more time, mumbling
to himself, “P200.00 for a simple meal of a single boiled egg and a slice of ham, a
slice of bread and black coffee!”
____ 4. The old lady hugged her four times already; each time saying thank you. She
whispered God will repay his kindness one day and if she ever gets the chance to
come to the city again, she will seek him and bring him the best of her produce.

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 B. remorseful C. slothful/ D. adept/
A. arrogant lazy skillful

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____ 5. He stayed in bed all morning, unmindful of the people around who have been

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up very early to get the table ready for the big banquet at lunchtime. The plate, utensils
and leftovers from for dinner that was brought to him by his grandmother because he

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says he was too tired to go down were still scattered on his bedside table while the
room smells of molds and his clothes are all cluttered in every corner. S
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____ 6. He looked down at the poor old beggar as he brushed off dirt from his shirt.
He spat at him and uttered expletives at him.
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____ 7. With a whisk of some bamboo strips he found nearby, he quickly came up
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with ladles and spoons to scoop the coconut water and meat with. He also quickly
made a bowl out of the coconut shell, smoothening the surface to avoid splinters.
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____ 8. She knelt before him and with a bow repeatedly sought his forgiveness.
“Forgive me, master. I know you have done so much for me and my family.
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ADDITIONAL ACTIVITY
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Instructions: In at least two (2) paragraphs, write about a person that you look up to
as a role-model. Make a characterization by physical description, action, innermost
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thoughts, reactions or manner of speech. Write on a separate sheet.

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“I KNOW THE PERSON SO WELL”

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 ANSWER KEY

Lesson 1

10. A

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9. D

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8. C 8. B
7. B 7. D

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6. B 6. A

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5. C 5. C

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4. A 4. B

3. A S 3. C
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2. B 2. A
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1. B 1. D
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Pre-Assessment Assessment
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 Lesson 2: Point of View

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Learning Competency:
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Analyze factual/ nonfictional elements (Plot, Characters, Characterization,

Point of View, Angle, Setting and Atmosphere, Symbols and Symbolisms,
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Irony, Figures of Speech, Dialogue, Scene, Other Elements and Devices) in

the texts.
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WHAT I NEED TO KNOW

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Learning objectives: At the end of the lesson, learners should be able to:

⚫ describe situations using different perspectives.

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⚫ write about real-life experiences using varied points of view.

⚫ appreciate and respect other people’s perspective of situations.

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 WHAT I KNOW

PRE-ASSESSMENT
Instructions: Write the letter corresponding to the correct answer.

1.The _____ Person Point of view is used to make readers feel that they are
experiencing events as if they are actual participants or witnesses and uses such
pronouns as you, your or yourself.
D. 3r Person – Omniscient

2.0
A. 1st B. 2nd C. 3rd - Limited
2. _____ is defined by the type of narrator speaking or telling the story.

ON
A. tone B. style C. approach D. point of view
3. ____ is how the character perceive or view about what is happening.

SI
A. tone B. style C. perspective D. approach

ER
4. ____ has to do with the writer’s attitude about his subject and may be communicated

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through his choice of words.
A. tone B. style C. perspective D. point of view
5. The ____ approach is limited to facts and not on feelings.
S
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A. objective B. subjective C. offensive D. combative
DU

6. The ____ approach includes one’s personal experiences, observations and

feelings.
MO

A. objective B. subjective C. offensive D. combative

7. “Even the poor can dream. A dream of a time when there is money. Money for the
ON

right kinds of food, for worm medicine, for iron pills, for toothbrushes…” The tone in J.
Parker’s work,” What is Poverty?” is ___
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AT

A. sarcastic B. humorous C. angry D. serious

R

8. ____ is the mark of personality upon the writer’s work; it refers to a writer’s way of
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using language
A. style B. tone C. approach D. perspective
GE

9. The pronouns he, she, it and they suggest the ____ person point of view
T

A. 1st B. 2nd C. 3rd D. 4th

1S

10. “We got our TV set in 1959, when I was 5 years old. So, I can barely remember
life without television.” This text from J. Maynard’s “I Remember” is written in ____
point of view.
A. 1st B. 2nd C. 3rd - Limited D. Omniscient

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 WHAT’S IN

Instructions: Write an advice for the given situation below.

Situation: You are close friends with a couple who each confided in you, following
a misunderstanding regarding priorities. The boyfriend accordingly is spending so much time
playing online; he sees his girlfriend as demanding and a nagger. What would you say to
each of them?

2.0
TO THE BOYFRIEND

ON
SI
ER
TO THE GIRLFRIEND

-V
S
LE
WHAT’S NEW
DU

Instructions: Read the different side of the story of Cinderella as told by her supposed
MO

wicked stepmother. Cite details in this story and compare with the original Cinderella story.
ON

THE STEPMOTHER’S PERSPECTIVE THE ORIGINAL CINDERELLA STORY

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NE
GE
T
1S

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 Cinderella (As Told by the Evil Stepmother)
- Tavinder New

“I hate you. You, old hag!” she screamed as she threw the bowl across the room. I
had made her favorite dish – soup, which I had spent ages cooking in the kitchen. Her father
had told me that it was going to be hard to be accepted as her new mother, but this was much
harder than I had imagined.

“Mum we have tried. I offered to give her my new dress,” said Gemma.

2.0
“I said that I would take her to the ball with us,” said Louisa. “What can we do? She calls us

ON
ugly sisters, it’s so cruel,” cried Pamela.

SI
I hugged my two daughters closely. I wanted Cinderella to accept us as we had with

ER
her. But she hated us; calling me a ‘wicked stepmother’ and slamming doors. She would cry
and portray us as ogres.

-V
With the arrival of the Prince’s invitation for us to go to the ball, I even tried to inviteS
LE
her, but she was spoiled and rude. “I don’t want to go, you old hag. Get lost!” she shouted. “I
will get there myself ,” she stormed off as usual to her room. “I miss my mum. You married my
DU

father for his money. You old cow!” as she shouted going into her room.
MO

I sat down, and felt the tears roll down my cheeks. I had fallen in love with her father,
Jeremy. It wasn’t planned and he had accepted my two daughters with open arms. I hadn’t
ON

wanted to get married again; worried as to what people would say and being stereotyped as
I

the wicked stepmother.

R AT

Jeremy had told me about Cinderella; that she was pretty, had beautiful golden hair
NE

and green eyes. But she was pampered by her father who had put her on a pedestal. She
was bad tempered, fussy and as soon as I came into the house, she made me, and my
GE

daughters live in misery.

T
1S

Cinderella would shout, scream and write letters to the neighbors that I had locked her
in the basement without food. But this was simply not true. She would rip my daughters’
clothes, put mouse traps so that we would step into them and would have to go to the local
hospital. Often, she would smash plates, not eat, and people feel sorry for her. But when she
went out with Jeremy, her attitude would change.

“Good morning, Mrs. Pennington. How do you do? greeted Cinderella. “What a lovely
child you have Jeremy!”

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 “I have lost weight again. My stepmother is evil and I need some food. Can I eat at
your house?” So, she would go to eat at the neighbors’ houses and get free clothes; and they
would feel sorry for her; while I was perceived as the evil stepmother.

“Do you think the Prince will ask me? asked Gemma. She had fallen in love with him
and had seen him a couple of times in town. I wanted Gemma to get married to the Prince.
They were perfect for each other and had spent time together in theatre shows and jousting
fights.

2.0
I had received the Prince’s Invitation personally. “Prince Griffiths has cordially invited

ON
you to the Grand Ball, where he will announce his engagement. The ball will be a grand affair
so dress for the occasion.”

SI
ER
This was the news that I was waiting for; the public statement for the wedding of my

-V
daughter. I had tried once more to invite Cinderella, but again , she threw her spoon at my
face hitting my head. “Go away, you hag” she shouted. I never told Jeremy how much she
hated me and would lie about my bruises and cuts. I would tell him that I had fallen over or
S
LE
that I was just being clumsy.
DU

The night of the ball came. We had all dressed up and were ready to go, with the
MO

anticipation of the news of my daughter’s wedding. The palace was magnificent: gold,
sparkling, grand staircases and chandeliers. The servants looked well-dressed themselves
ON

and the prince… the prince looked so dazzling.

I
AT

It was then that I saw this mysterious girl. I was sure that she was wearing one of
Gemma’s dresses from her closet, as well as her shoes. She was wearing a mask and
R
NE

accidentally spilled her drink on the Prince. As far as I could see, she was apologizing, but I
was sure that she had put something into that drink.
GE

Prince Griffiths danced with that girl for most of the night, while Gemma had tears in
T

her eyes; hiding herself inside the toilet in embarrassment. I was about to confront the prince,
1S

when this girl suddenly run off at the struck of midnight. She left one of her slippers on the
landing. Prince Griffiths himself fainted and there was chaos in the castle as we were all
ushered out.

Pacing up and down, I was concerned over Gemma who had locked herself in the
bedroom after the ball. There was a commotion over the Prince coming over to find the girl
who he had danced with the night before. He had roamed around town asking women to try

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 on the glass slipper. I desperately wanted to speak to the Prince as to why he had changed
his mind over Gemma, so I asked. “Prince Griffiths, I thought you loved Gemma?” “Gemma?!
I have heard how cruel and mean she was to her stepsister. I have heard how she had treated
Cinderella so unkindly.”

“But this is simply not true! You have spent time with Gemma, how can you….?!”
“Yes, I had. but that mysterious girl told me so many things that horrified me. I also fell in love
with her beauty, that golden hair…I must find out who she is. And by the way, I heard rumors

2.0
of you locking your stepdaughter in the basement. I don’t want to be associated with a cruel
family like that.” “That’s a false accusation! I have never done that.” “Let’s go and check then,

ON
shall we!” he shouted. He dashed down to the basement, and I could hear weeping inside.

SI
My heart was beating louder and louder as he was smashing the door. The door broke into

ER
pieces as he found Cinderella in the room with tears down her cheeks.

-V
“Prince, you have come to save me from this evil woman’ she pointed at me.
“This is simply not true. Cinderella please stop lying to people” “See, Prince? She is an evil S
woman. Locking me inside the room and pushing her daughter to marry you for your money!”
LE
“Of course not, Gemma is crazy about you. She truly does love you!” “Stop this nonsense! he
DU

shouted at me. “Poor Cinderella. Now, if you could you try this slipper for me?”
MO

He put the glass slipper on Cinderella and it fits! It was Gemma’s. She had stolen it,
in the same way she had, the dress last night. I knew it was her but who would believe me?
ON

They would much rather believe the story of this poor innocent girl.
I
AT

WHAT IS IT
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• Point of View – refers to the narrator or the one telling the story
GE

• 1st Person Point of View – the most credible and intimate among the types of narration
as readers are given access to a writer’s thoughts and beliefs; denoted by 1 st person
T

pronouns: I, we, me, my, myself, us, ourselves

1S

• 2nd Person Point of View – makes readers feel that the writer is actually directly talking
or addressing his readers; readers become part of the story or narrative or are
experiencing events as if they are actual participants or witnesses; denoted by
pronouns: you, your, yourself
• 3rd Person Point of View –most objective among the different points of view; used to
tell the story as it unfolds; gives a more global/ universal view of what’s happening in
the story; uses pronouns he, she, it, they

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 • 3rd person Point of View – the narrator presents the thoughts, feelings and experiences
of more than one/ many characters; narrator is privy to past, present and possibly,
future events.
• 3rd Person Limited – the narrator is restricted to one particular character’s experiences,
thoughts, beliefs and feelings.
• Perspective – is how a narrator perceives what’s happening in the story through
his/her characters; how they think or feel or what they believe according to their
experiences; the story could change depending on whose perspective it is told

2.0
• Perspective can be used in whichever point of view; it helps to define the narrator’s

ON
attitude and personality
• Approach refers to the angle at which a story or narrative is written; Can either be

SI
objective which is based on accuracy of facts or subjective which includes one ’s

ER
feelings and emotions based on his personal experience and observations.
• Tone – is the writer’s attitude towards his subject communicated through his/ her

-V
choice of words; a tone can be encouraging, funny, sarcastic, etc.
S
LE
DU

WHAT’S MORE
MO

Instructions: Differentiate the three different points of view in talking about your personal
or other people’s experiences during the pandemic. For 2 nd Person Point of View, you may
ON

opt to suggest precautionary measures.

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NE

1st Person Point of View

GE

2nd Person Point of View

T
1S

3rd Person Point of View

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 WHAT I HAVE LEARNED

Instructions: Read about the near-death experience of former NFL player, Earl Woff,
written in his own words and as it appeared in the Reader’s Digest March 2017 issue.
Answer the questions that follow.

This is How I Survived

- Earl Woff

2.0
It’s a Monday in February, and I’m back home in Fayetteville, North Carolina.
Though I’m exhausted from travel, it’s my buddy’s birthday, so I go over to his

ON
girlfriend’s house and we spend the night catching up until I say goodbye around

SI
midnight. My mother’s home is just five minutes away. I had come home to celebrate

ER
her birthday.

-V
My 2011 white Range Rover is parked on the street. As I get in and reach for
the seat belt, someone yanks my door open. There’s a man wearing a black ski mask S
LE
and pointing an AK-47 inches from my face.
DU

“Give me the keys!” he barks. “And get out of the car!”

MO

I freeze, wondering if my buddy is playing a trick on me. I babble, but words aren’t
coming out of my mouth.
ON

“Give me your wallet! Your phone!”

I
AT

I step out and hand over my belongings. Another man with a shotgun rushes toward s
R

me and shoves me into the backseat. Two other men with shotguns appear from the
NE

side of the house and hop into the car. The man with the AK-47 gets behind the wheel,
GE

and I’m squished between two of the masked men in the backseat. We begin driving
around the neighborhood.
T
1S

“Where’s the money at?” one shouts.

“I, I, I don’t have any money,” I stammer.

“Where’s the money at?”

“You can have the car. You can have anything you want,” I say. “Just let me get back
to my family.”

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 “Why are you lying?” says the man in the front passenger seat. “Lie to me again and
I’ll kill you.”

I can’t feel my mouth when I talk. I try to breathe. I think of my mom. I think of God. I
stare straight ahead. I’m trembling. Though I can’t see their faces, I can tell by their
voices that they are young. They ask for my name.

“Earl,” I say. “Earl Wolff.”

2.0
“Wait,” one of the men says. “The football player?”

ON
“Yes,” I say.

SI
“And you’re telling me you have no money?”

ER
One of the men next to me bashes me twice in the right knee with his gun. I’m

-V
bleeding.

Where I’m from, a lot of people don’t make it out. Of all my friends I grew up S
LE
with, only one went to college. I’ve never been arrested; I graduated from college in
DU

three and a half years. I’m terrified of getting in trouble. My main motivation: I don’t
want to ever disappoint my mother.
MO

My parents separated when I was in second grade, and though my father is

ON

still in my life, I’ve always been a mama’s boy. She was in the military, and she just
retired after 31 years of service. The hardest year of my life was when she was
I
AT

deployed overseas. Playing football, I knew I’d have an opportunity to provide for her.
R

And yet here I am, kidnapped after an innocent night at my friend’s house.
NE

My heart is racing, my head spinning. All I’m thinking is why this is this
GE

happening to me? What did I do to deserve this?

T

My financial adviser never allows me to keep too much money in my bank

1S

account. So, when one of my captors orders me to withdraw $10,000, I say it’s
impossible.

“I only have $400 in my account,” I say. “Look, you have my phone. Open the Wells
Fargo app. Here’s my password. You’ll see there’s just $400.”

“If you’re lying,” he says, repeating a numbing refrain, “I’ll kill you.”

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 When they see I’m not lying, they ask if my friend has money at the house where they
picked me up.

“Maybe,” I say. “If he does, he’ll give you whatever he has.”

We drive back to my friend’s house. I am led to the door with my hands in the air. I
feel the AK-47 pressed against my back. My friend opens the door. He instantly slam s
it in my face. I now think I am dead. I close my eyes.

2.0
My captors are panicking. I hear them conspiring, wondering if my friend has
called the cops. They rush me back into the vehicle and secure zip ties around my

ON
ankles and my arms, which are then tied behind my back. They put an itchy hat over

SI
my face. Now we’re driving, and I have no idea where we are or what time it is. At

ER
some point, two other men get into the vehicle, and five of us are crammed into the

-V
backseat. I am exhausted. I try to keep my faith. I try to think of my mom. I am numb,
but she is all I have left.
S
LE
The car jolts to a stop. I’m pulled out of the back and shoved onto the road.
Lying on my back, I think, I can’t die this way. And then, in the distance, I hear the
DU

faintest sound of police sirens. The men hear it too. They scurry into the car and speed
MO

away.
ON

I am left alone. I am alive. I manage to shimmy out of the arm ties and then
slide the hat off my face. I’m surrounded by woods. I can’t free my legs because those
I
AT

ties are too tight, so I begin to hop. I hop and hop and hop down the road. I eventually
come across a trailer park. At the second trailer, the lights are on. I can hear the sound
R
NE

of laughter and chatter, so I knock on the door, back up, and wait with my hands up.
GE

“Who is it?” a man barks from behind the door.

“Sir,” I say. “I’ve been in a terrible situation and I need some help.”
T
1S

He opens the door and stares at me.

“I have just been robbed and kidnapped,” I say. “Can you please call the police?”

Another man appears in the doorway and points a handgun at me.

“Look, I play for the Jacksonville Jaguars,” I say, pointing to the team -issued shorts
I’m wearing.

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 They don’t trust me. I anticipate a shot being fired, so I fall down and roll on the
ground. There’s a loud bang. Shot fired. I hear the men close the door, and I realize I
can still feel my body. The shot was likely a warning to scare me or anyone else who
might have been lurking in the shadows. But I am alone. I am on the ground. I’m
sobbing.

I suddenly get a rush of adrenaline. I manage to get my legs out of the ankle
restraints and start running. I see an intersection. I stand in the grass as cars pass by.

2.0
I wave my hands, asking for someone to stop, but no one does. I run to a gas station.

ON
It’s lit up, but nobody is there. The pay phone has a broken cord hanging from it. I
crumble to the ground, defeated again, when a couple pulls in.

SI
ER
“Are you OK?” the woman asks.

-V
“I was robbed and kidnapped,” I say. “Please, I just need some help.”

“That’s all you need me to do?” she says in a maternal way. “We are going to wait for S
LE
the police to get here.”
DU

“Yes,” I say. “Please. Thank you.” Help, finally, is on the way.

MO

Questions:

1. In what point of view is the narrative/ story written? ________________________

ON

2. What is the tone of the narrative/ story? _________________________________

I
AT

3. What could be the perspective (thoughts) of the following characters at each given
point/ event in the story?
R

1. Earl’s friend when he slammed the door on him _________________ ___ _

NE

___________________________________________________________________
GE

2. the kidnappers when they shove Earl him onto the road _________________ ___ _
___________________________________________________________________
T
1S

3. the men in the trailer who even fired a warning shot to shoo him away
___________________________________________________________________
4. the old lady who willingly helped him and waited with him until the police
came______________________________________________________________
5. the narrator as he begged for his life and thought of his mother
___________________________________________________________________

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 WHAT I CAN DO

Instructions: Interview any one of your family members and ask about a TV program
or movie that he/she likes and why. Write an essay with 8-10 sentences using the
point of view of your choice.

_____________________________________________________________
___________________________________________________________________

2.0
___________________________________________________________________
___________________________________________________________________

ON
___________________________________________________________________

SI
___________________________________________________________________

ER
___________________________________________________________________

-V
Assessment S
ASSESSMENT # 2
LE
A. Instructions: On the blank, write the Point of View (1 st Person, 2nd Person, Third Person)
DU

by which each passage is written.

MO

____ 1. You came to an empty house. Worst, the electricity and water were cut off. You
let out a scream as you rush out to process these unfortunate events. The building
ON

manager must know the circumstances behind.

____ 2. We have been waiting for this for so long. I could not hide my excitement. I
I
AT

squeezed my friend’s hand as we squeezed ourselves into the anticipating crowd.

R

____ 3. The workers had waited patiently for their last pay. They had all been anxious
NE

about the lockdown.

GE

____ 4. It rained all night. In desperation, he braved the flood and cold. He cannot fail his
wife this time.
T

____ 5. Make sure to dress your best and show off your best smile during the interview.
1S

First impression is crucial.

B. Instructions. Write the letter of the correct answer.

____ 1. “There are three sides to every story: your side; my side and the truth. No one is
lying.” This saying from Robert Evans pertains to ____
A. tone B. style C. perspective D. approach

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 ____ 2. And suddenly I realized that I should shoot the elephant after all. The people
expected me to, and I had got to do with it. I could feel their two thousand wills pressing
me forward, irresistibly. The tone in this excerpt from Shooting an Elephant by George
Orwell is that of ____
A. doubt B. joy C. anger D. pride
____ 3. Of the 270 students who initially opted for modular learning, ten percent were
considering shifting to online learning. The approach herein is _____

2.0
A. objective B. subjective C. affirmative D. negative
____ 4. At the parent orientation, it was obvious that parents were still anxious about the

ON
coming school year as some were looking pensive, while others were murmuring among
themselves. The approach herein is ____

SI
A. objective B. subjective C. affirmative D. negative

ER
____ 5. “They are depriving many of us of our simple joy and recreation.” T his perspective

-V
on the closure of ABS-CBN is that of ____
A. viewers B. congress C. NTC S D. the president
LE
DU

ADDITIONAL ACTIVITY
MO

Instructions: Rewrite the following excerpt from Cristina P. Hidalgo’s travelogue in the third
person point of view.
ON

I was almost twenty when I first left my

I

country to “go abroad,” and like most

AT

Filipinos, it was to Hongkong that I went.

R
NE

The trip was kind of a reward. My

younger sister and I had just graduated,
GE

she from high school and I from college

and our parents had presented us with a
T
1S

tour of Hongkong and Japan as a

graduation gift.

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 ANSWER KEY

10. A 5. A
9. C 4. B
8. A 3. A

2.0
7. D 2. A
6. B 1. C

ON
5. A B.

SI
4. A 5. 2nd person

ER
3. C 4. 3rd Person
2. D 3. 3rd Person

-V
1. B 2. 1st Person
Pre-Assessment
S 1. 2nd person
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A.
DU

Assessment
MO
I ON
R AT
NE
GE
T
1S

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 Lesson 3: Setting and Atmosphere

2.0
ON
SI
ER
-V
S
LE
DU
MO

Learning Competency:
Analyze factual/ nonfictional elements (Plot, Characters, Characterization, Point of
ON

View, Angle, Setting and Atmosphere, Symbols and Symbolisms, Irony, Figures of
Speech, Dialogue, Scene, Other Elements and Devices) in the texts.
I
R AT
NE

WHAT I NEED TO KNOW

GE

Learning objectives: At the end of the lesson, learners should be able to:

⚫ Differentiate moods according to a character’s perspective.

T
1S

⚫ write about real-life experience to describe setting and create atmosphere.

⚫ appreciate situations and mood as described in a writer’s experience.

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 WHAT I KNOW

Instructions: Fill in the blank with the correct word. Choose from the box below.

threatened senses Setting mood

backdrop landscapes opposition safe

2.0
traumatized Atmospheric tension

ON
1. Atmosphere adds to the unique ____ that emerges from the setting.

SI
ER
2. Characters experience different emotions with the changes of colors and ____.

-V
3. A cool day on the beach is a reason to laze around for one person but can cause
panic to a ____ hurricane survivor.
S
LE
4. When creating a setting, the writer should make use of many of the _____ to
DU

describe it.
MO

5. _____ and atmosphere are central to the story as they influence the plot.
ON

6. If the setting involves a familiar place with the familiar friendly people, the character
I

would feel ____

R AT

7. If the setting involves a protagonist going back to his/ her childhood home where
NE

people were hostile, then he/she would feel _____.

GE

8. ____ is a disruption of balance for the characters such as putting them in an

unfamiliar place or event.
T
1S

9. Putting a character in _______ with nature can create atmospheric tension.

10. Setting and atmosphere provides a ____ for stories.

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 WHAT’S IN

Instructions: Write a vivid description of the scene on a typical school day for you.
Describe the places you pass by on your way to school. Use words that appeal to
sight, smell, sound and feelings.

A Day in My Life
________________________________________________________________

2.0
___________________________________________________________________

ON
___________________________________________________________________
___________________________________________________________________

SI
___________________________________________________________________

ER
___________________________________________________________________

-V
WHAT’S NEW S
LE
Instructions: Describe the scene/setting and the overall mood in the following
DU

situations. How would each character describe and feel about such events that are
MO

contrary to their interests?

A.
ON

Senior Citizen’s Night for a Teenager Youth Night for a Grandparent

I

Forced to Accompany His/ Her Accompanying a grandchild

AT

Grandparents (Disco/ Talent Show)

R

(Bingo and Raffles)

NE
GE
T
1S

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 B.
1. What are the contrasting moods/ feelings of the characters in each situation?
A. Grandparent and teenage Grandchild at the Bingo
______________________________________________________________
B. Grandparent and teenage grandchild at the Disco
______________________________________________________________

WHAT IS IT

2.0
ON
• Setting - specific place, time period, weather, time of day in which the story takes place
• Atmosphere – the surrounding mood, generally established through the meaning and

SI
action of the scene/ setting

ER
• A change in the setting creates a specific atmosphere and from each, a different story

-V
would emerge (example: a home invasion at daytime and at night would vary in motive
or outcome)
• Setting evokes a specific behavior or emotional response from the characters
S
LE
(example: darkness is associated to trouble/ danger and character would feel unsafe,
DU

evoking a worried/tense response also from readers)

• Atmosphere functions to set the emotions and state of mind and brings out inner
MO

experience. Words used whether symbolically or as concrete expressions allow the

reader to experience what is depicted.
ON

• Atmospheric tension is the disruption of balance or status quo much like the conflict
I

in the plot through:

AT

1. putting characters in opposition with nature – dark and stormy night; turbulent weather
R

puts people on the edge

NE

2. putting characters in unfamiliar setting – remote/abandoned campsite gives the

GE

creepy, terrifying feeling

3. irony – describing the town as sleepy and the next scene describes chaos
T

• Some ways to establish mood/ atmosphere:

1S

1. Word choice – the exact scene may evoke different feelings as written by two different
writers.

2. Tone - the writer’s attitude contribute to the mood

3. Setting – as already mentioned, can affect the mood. One must pay attention

on the way characters interact with what is happening around them (e.g. does it

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 cause tension, are characters provoked or do they feel comfortable about it)

4. Dialogue – pep talk creates a different mood (relaxed) from a heated

argument (tension)
5. Internal monologue – characters’ inner thoughts and observations help to

drive home the mood of the moment

6. Description – the writer decides as to which scene or object to focus on or

2.0
ignore to evoke a specific feeling (e.g. the sudden whisk of cool air instead of the

ON
celebration creates eerie feeling rather than focusing on the revelry)

7. Rhythm of Language – short concise sentences evoke urgency; long

SI
ER
complex sentences are more intense (“We need to act fast.” Versus “We have

-V
suffered long enough to let it go or play a deaf ear while these erstwhile corrupt

so-called leaders that we have continue to enjoy their loot to in utmost vulgarity.” S
LE
8. Tools of poetry – use of imagery, metaphor, simile, and other poetic devices
DU

to foster a particular mood (e.g. the sunset like the color of bloodbath)
MO

WHAT’S MORE
ON

Back in The Days

I

Instructions: Describe a typical date in these different periods.

AT

A.
R

In the 1960’s Present

NE

Way of Dressing
GE

Communication/Meet Up
T
1S

Actual Date Place

B.
1. Which is more intimate and formal? _________________
2. Which is more relaxed and casual? _________________
3. What do you think are favorable characteristics of each period in terms of dating?

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 1960s ________________________________________________________
_____________________________________________________________
The Present ___________________________________________________
_____________________________________________________________

WHAT I HAVE LEARNED

Instruction: You must have heard or read about the recent bombing in Beirut, Lebanon

2.0
recently. Picture a scene immediately after the explosion using different sensory appeals such

ON
as sight, smell and sound. Describe the mood/ overall feeling.
Scene:

SI
_________________________________________________________________________

ER
_________________________________________________________________________
_________________________________________________________________________

-V
_________________________________________________________________________
_________________________________________________________________________ S
LE
Overall Mood/ Feeling:
DU

___________________________________________________________________
___________________________________________________________________
MO

___________________________________________________________________
___________________________________________________________________
I ON

WHAT I CAN DO
R AT
NE

Instruction: You must have written about your summer vacation so many times in the
elementary and junior high school. We will be writing about it again this time, but you have
GE

to reinvent it in such a way that it makes it timelier and more interesting. While you may
have written about all the nice things about it, this time, include the not so pleasant ones.
T
1S

Follow the guide questions in this writing prompt designed by Aguila, et. Al (2017).

First Paragraph. When and where was your last vacation? Who were with you? Where did
you stay? Was it your first time to visit the place? What do you think of the place? What
were the particular places you visited there?
_____________________________________________________________________
________________________________________________________________________
___________________________________________________________________

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 Second Paragraph. What were the good things you remember about the
vacation? Did you dislike anything about the trip and the vacation? What were they?
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.0
Third Paragraph. If you were to relive your summer vacation, what changes would
you make?

ON
________________________________________________________________

SI
___________________________________________________________________

ER
___________________________________________________________________
___________________________________________________________________

-V
___________________________________________________________________
___________________________________________________________________
S
LE
Last Paragraph. What is your dream vacation? Where do you want to go? Who do
DU

you want to take with you in this dream vacation? What activities do you want to
engage in which you haven’t done yet in your previous vacation? Do you think this is
MO

possible? What do your parents/ guardians think about it?

I ON
AT

ASSESSMENT
R

ASSESSMENT # 3
NE

Instructions. Read the excerpt below from Cristina P. Hidalgo’s Casa Blanca, (a
GE

creative nonfiction) and do the following exercises. Write the letter of your answer on
your answer sheet.
T
1S

I remember Mr. Joaquin as a distinguished-looking, courteous gentleman; and

Mrs. Joaquin as a beautiful, elegant lady with a sweet smile and an unfailingly
gracious manner. There were five children, whose names I still know today. The three
older ones – Pat and Terry and Bud – were good-looking and glamorous. They seemed to
have a lot of friends, who dashed up and down the stairs, laughed a lot, and held dancing
parties in the basement that lasted long into the night. The youngest girl, Mary Ann, was still
in school, and wore a bulky white sweater over her school un iform. And the younger boy,

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 Sonny, used to romp about with the large family dog. But Casablanca was just one part of the
magic that was Baguio in that lost time.

I was only eight years old when I was first taken to Baguio. We went up by car, and and
my kid sister, Ting, and I felt that we would never get there. The flat rice fields, which in my
Geography book were called the “Central Plain,” seemed endless. My brother, Boy, who must
have been only two, simply went to sleep on his yaya’s lap. But I couldn’t follow suit, because
the car kept having to stop for Ting to throw up by the roadside.

2.0
The “Zig Zag Road” was an altogether different experience. Not only was it traversing
terrain that was most definitely not flat, but it also appeared to be climbing a mo untain –

ON
possibly several mountains – and doing so with great difficulty and at enormous risk.

SI
Our mother was torn between gasps of admiration and exclamations of alarm. The road

ER
twisted past old trees, squeezed between enormous boulders, perched above riv ers and
ravines. Here and there we came upon a small waterfall tumbling down from the mountain

-V
slope into the roadside. And sometimes the road became so narrow, and bent so sharply that
it was not possible for our father to see whether there was any vehicle coming toward us.
S
LE
Then we had to stop until the vehicle did pass us, and we were waved on by a man standing
DU

on the road, communicating with someone else through what was then called a walkie -talkie.
MO

But all around us were wonders that we children were be holding for the first time:
astonishing rock formations, trees perched at the very edge of a cliff, their branches dripping
with tangled vines, enormous flowers, rainbow-winged butterflies, cascades and precipices.
ON

And, strangely, I have no memory of having to stop to allow Ting to be car sick during this
I

part of the journey.

AT

Baguio itself was a wonderland – a marvelous mountain town, draped in mist, smelling
R
NE

of pine trees, and tasting of fresh strawberries and whipped cream. We went pony -riding
under the trees and biking around a lake ringed with weeping willows. We wore thick jackets
GE

and took long walks in the woods. And every night, before I fell asleep, I prayed that when I
woke up, my father would announce that he was closing down our house in Quezon Ci ty and
T
1S

moving us all to Baguio.

1. The author used ____ in revealing the characters.

A. dialogue B. direct description C. monologue D. idiosyncrasy
2. The atmosphere in the first paragraph is ____.
A. heartwarming B. tensed C. chaotic D. sad
3. The dance parties and laughter connote ____
A. labor B. unity C. fun D. rebellion

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 4. The bulky white sweater over Mat Ann’s school uniform that it was usually ___ weather.
A. warm B. humid C. cold D. temperate
5. In the 5th paragraph, “exclamation of alarm” suggests ____
A. joy B. excitement C. love D. fear
6. The description of rocks, trees and butterflies appeals to the sense of ____.
A. sight B. smell C. taste D. sound
7. In the last paragraph, the description of the ____ appeals to the sense of smell.
A. Mist B. pine tree C. strawberry D. cream

2.0
8. The description of strawberries and whipped cream appeals to the sense of ____

ON
A. touch B. taste C. sound D. sight
9. Draped mists appeal to the sense of _____

SI
A. touch B. taste C. sound D. sight

ER
10. The last sentence in the last paragraph, suggests the writer’s ____ for Baguio
A. dislike B. distaste C. pity D. fondness

-V
S
LE
ADDITIONAL ACTIVITY
DU

Instructions: Read the following essay from a collection of essays from

https://crestaola.wordpress.com/category/baguio/. Answer the following questions.
MO

Between fairy tales and childhood games, I always thought I would make a great queen.
ON

Princesses didn’t have enough authority and were always being married off by clueless king
fathers.
I
AT

The Wicked Queen in Snow White stunned me. “Wow she has power, but she is misusing
R

it,” I thought. My sisters and I would play a game of claiming chairs and pieces of the house
NE

when we were small. “I’m the Queen!” I’d shout.

GE

Then my sister, Lizzie would counter with, “No, that is mine, because I am the Empress!”.
I lost my attempt at territorial expansion because I forgot that there was a title greater than
T

queen.
1S

I loved the power of the words, “I command you!”

Of course, shouting that as a 7-year-old is different from a 30-year-old with an army.

But……sometimes I think if people would just do what they were commande d to do,
everything would work out better. Don’t laugh. Democracy (which I prefer to monarchy as a
real-life political system), works. But really, some people should be told what to do. Especially
during a government shutdown.

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 Well, I didn’t get a crown, but I married a prince. When you go back in Bud’s genealogy
you collide with a wall of kings and queens. I always knew he was special.

As the mother of many children I had plenty of years of telling small people what they
should do. I think I was very benevolent, and they love me very much, so it worked out.

When I watch royal dramas the level of intrigue and nastiness is horrible. Real life is much
more terrible than imagined life, so I am happy with my small dominion. My current subjects
are one dog and four cats. Life is good.

2.0
Questions:

ON
1. What is the overall mood of the essay?
___________________________________________________________________

SI
2. What lesson in life did the writer imply in the concluding paragraph?

ER
___________________________________________________________________

-V
3. In the 2nd and 3rd paragraphs, what did the writer use to take the readers back to the
moment and make the experience even more real for readers? S
___________________________________________________________________
LE
4. What is your own fondest memory of childhood?
DU

___________________________________________________________________
MO
I ON
R AT
NE
GE
T
1S

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 ANSWER KEY

2.0
ON
10. backdrop 10. D

SI
9. A

ER
9. opposition

8. atmospheric tension 8. B

-V
7. threatened 7. B

6. safe S 6. A
LE
5. setting 5. D
DU

4. senses 4. C
MO

3. traumatized 3. C

2. landscapes 2. A
ON

1. mood 1. B

Assessment
I

Pre-Assessment
R AT
NE
GE
T
1S

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 Lesson 4: Structure

2.0
ON
SI
ER
-V
S
LE
DU
MO

Learning Competency:
Analyze factual/ nonfictional elements (Plot, Characters, Characterization, Point of
ON

View, Angle, Setting and Atmosphere, Symbols and Symbolisms, Irony, Figures of
Speech, Dialogue, Scene, Other Elements and Devices) in the texts.
I
R AT
NE

WHAT I NEED TO KNOW

GE

Learning objectives: At the end of the lesson, learners should be able to:

⚫ Distinguish different types of structure

T
1S

⚫ write vignettes applying use of different structures.

⚫ Appreciate experiences and the lessons they give.

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 WHAT I KNOW

Instructions: Write the letter of the correct answer.

1. ____ refers to how a text is organized.

A. pattern B. structure C. rhythm D. setting

2. An ____ helps a beginning writer to organize his thoughts

2.0
A. outline B. graph C. table D. drawing
3. Essays are arranged into sections according to a key or main ____.

ON
A. voice B. style C. idea D. language

SI
4. ___ structure refers to arrangement of events in a linear/ sequential fashion as

ER
they occur in time.
A. Diary B. collage C. parallel D. chronological

-V
5. Question-and-answer structure is best for ____ stories.
A. fiction B. interview C. memoir
S D. diary
LE
6. ___ structure may begin at some point in time; going backwards to the past.
DU

A. Logbook B. collage C. vignette D. flashback

7. How-to-articles work best with ____ structure.
MO

A. Explanation-of-a-process C. Question-and-answer
ON

B. Diary or logbook D. story-within-a-story

8. Telling two stories such as when the writer tells about the actual physical and the
I
AT

inner journey of the character uses works best with the ___ structure.
A. explanation-of-a-process C. question-and-answer
R
NE

B. diary or logbook D. story-within-a-story

9. ___ is pasting together small fragments which builds up the total picture such as
GE

when writing about a disaster.

T

A. Collage/ Mosaic B. diary/ log C. parallel D. flashback

1S

10. A more personal narrative that suggests immediacy of events uses the ___
structure.
A. explanation-of-a-process C. question-and-answer
B. diary or logbook D. story-within-a-story

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 WHAT’S IN

Instructions: Answer the questions about the following excerpt from the Philippine Star’s
interview story of Korina Sanchez-Roxas.

“Everyone who knows me well knows that I love children. But for the longest time,
because my career in news took charge, I thought it would never happen,” said
Sanchez, who was the former anchor of ABS-CBN’s flagship newscast, “TV Patrol.”

2.0
“We weren’t married yet when we decided to freeze our embryos, before my

ON
biological clock stopped ticking,” she continued. “It was just a matter of when we were

SI
ready to start a family. But that time couldn’t be found for years. We were both always

ER
so very busy.”

-V
According to Sanchez, it was only after 2016 that she and Roxas got to embark
on their “best life adventures.” S
LE
And this was the time they started planning on building a family, tapping
DU

professionals abroad for their surrogacy process.

MO

Questions:
ON

1. What aspect of the interviewee’s life is the point of discussion herein?

I

_____________________________________________________________
R AT

2. What is the significance of 2016 for the Roxas couple?

NE

_____________________________________________________________
GE

3. What does the writer use to establish credibility of interviewee’s responses?

_____________________________________________________________
T
1S

4. What else does the writer use for transition from one response or paragraph to
another? ___________________________

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 WHAT’S NEW

Instructions: Read the excerpt of Cristina Hidalgo’s creative nonfiction work, Casa
Blanca and answer the following questions.

Nearly two decades later, I was invited by my old friend to contribute something

2.0
to a book that would honor another dear, old friend – and one of Baguio’s favorite
sons –who was about to retire, after a lifetime of dedication to the study of Cordillera

ON
culture. It was instantly clear to me that I would write about his city… and mine. I would
write about Baguio, and about something which will always be a part of Baguio for

SI
me.

ER
So, I went sleuthing once again for my vanished Casablanca. But this time I

-V
would do my searching on the Net.
S
LE
The first few tries brought up nothing but duds: hotels in Morocco named
“Casablanca”, or hotels in Baguio city named anything by “Casablanca.” So much for
DU

Google’s finding the answers to everything, I thought.

MO

But I gave it another try. And suddenly I stumbled on this blog by someone
called Kathleen Burkhalter. She was writing of her old homes in the Philippines which
ON

were called “Casa Blanca” (she spelled it as two words) in Baguio and “Cresta Ola” in
I

La Union. The blogger’s name seemed familiar. A quick search revealed her to be my
AT

Facebook friend.
R
NE

I dashed off a Private Message, explaining who I was, and why I was interested
in her Filipino homes. Within a few hours, I received her reply. She confirmed that her
GE

family had lived “next door to the Nevadas at #4 Loakan Road,” and she gave me a
T

thumbnail sketch of the Casa Blanca’s story.

1S

In the 1930s, when it was built by the patriarch (her grandfather), Engineer
Francisco Joaquin, it was both a hotel and the family residence. It suffered some
damage during World War II, and Kathleen’s grandmother, Mercedes Joaquin, “got
the Americans to repair it because they wanted to rent it postwar.” However, it was
someone called Annette Krasnianska who became its tenant, and she ran it as an
“incredibly successful” place called “Annette’s Guest House.” The lady kept a guest

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 book, which she later printed, and which is now in Kathleen’s hands. During that time,
Kathleen’s grandparents had gone to Marinduque “to regroup,” which, I gathered,
meant waiting for the Baguio mines to be reopened.

In 1961, when Kathleen was herself first introduced to the white house, she
was only four years old. The Casa Blanca, wrote Kathleen, “worked hard as a hotel in
the 50s” (which was when our family used to stay in it). “Its inner architecture,” she
added, “made it able to morph from large home to hotel to summer rentals and back

2.0
to house.”

ON
She was immediately “enchanted.” She lived there from 1968 to 1975. Her
grandparents died in 1966 and 1969. And in 1975, the house was “taken over” by the

SI
Social Security System (SSS), which “put an ugly gray façade over the front, made of

ER
wood and painted it.”

-V
Kathleen does not know what happened between the 1975 and 1990. But she
does know that during the Big Earthquake of 1990, the house “came down” or “was
S
LE
terribly damaged.”
DU

Questions:
MO

1. Whose story is it within the story of this excerpt from Cristina Hidalgo’s nonfiction
ON

work? _______________________________________________
2. What was the second story talking about? ________________________
I
AT

3. How is the secondary story arranged? ___________________________

R
NE

WHAT IS IT
GE

Organization is essential in creative nonfiction that would serve as the blueprint

T
1S

to our essays and help us focus and arrange ideas according to the timeline that they
happen or on its degree of importance:

Chronological Structure – arrangement of events in a linear/ sequential fashion as

they occurred in time.

Explanation-of-a-process Structure – used to describe a process/ procedure such as

in How-to articles.

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 Flashback Structure – begins at some point in time then goes backwards to the past

Parallel Structure – consists of several stories running side-by-side. Parallelism may

also refer to how paragraphs or sentences are structured or arranged.

Collage or Mosaic Structure – using several accounts and pasting these small
fragments to build a total picture such as when writing about disasters or calamities.

Diary or Logbook Structure - personal chronicle of what is happening in one’s life;

2.0
one’s experiences arranged chronologically as in chronological narratives.

ON
Question-and-answer Structure – used in interview stories; often directly quoting the
subject in the story for a more intimate glimpse of the person or the subject matter

SI
ER
Frame/ story-within-a-story Structure – telling two stories; a secondary story from
within the actual story

-V
WHAT’S MORE
S
LE
DU

Instructions: There have been contrasting beliefs, opinions and stand of different
MO

groups concerning precautions, concerns and other issues about the pandemic. What
would you include if tasked to write parallel stories of the pandemic in the perspective
ON

of the following:
I
AT

HEALTH WORKERS LAW ENFORCERS DISPLACED WORKERS

R
NE

(NO-WORK/ NO PAY)
GE
T
1S

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 WHAT I HAVE LEARNED

Instructions: Answer the questions accordingly.

What are three types of structure that you are most comfortable using and why? What
topics/ subject matter would you be using these structures with?
___________________________________________________________________

2.0
___________________________________________________________________
___________________________________________________________________

ON
___________________________________________________________________

SI
___________________________________________________________________

ER
___________________________________________________________________
___________________________________________________________________

-V
___________________________________________________________________
S
LE
WHAT I CAN DO
DU
MO

Instructions: Choose any of the given structure to write at least a two-paragraph

sample about any topic you choose.
ON

________________________________________________________________
___________________________________________________________________
I
AT

___________________________________________________________________
R

___________________________________________________________________
NE

___________________________________________________________________
___________________________________________________________________
GE

________________________________________________________________
T

___________________________________________________________________
1S

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 ASSESSMENT

ASSESSMENT # 4

Instructions: Identify the type of structure most appropriate for each scenario.
____ 1. A prisoner about to be executed in a month’s time chronicles last-ditch efforts
to avoid death as well as his innermost thoughts and wishes as the day of doom is

2.0
fast approaching.
____ 2. An immigration lawyer runs down requirements to secure legal documents for

ON
working in Canada

SI
____ 3. Writing his speech for their 25th wedding anniversary, he recalls the ups and

ER
downs of his marriage.

-V
____ 4. The investigative reporter puts together the accounts of different individuals
concerning their ordeal that fateful day in November as Typhoon Yolanda lashed its
fury over the islands of Leyte and Samar.
S
LE
____ 5. The writer documents how the wife curled in bed, silently crying herself to
DU

sleep after a phone call to her family on Christmas eve; on the other hand, her family
MO

and their friends were happily celebrating Christmas at home with joyous noise and
singing.
ON

ADDITIONAL ACTIVITY
I
R AT

Instructions: Write a personal account of your experiences during the pandemic during
NE

the following timeline. Write a paragraph each.

GE

March-April 2020 (start or onset of COVID 19 quarantine/ lockdown/ your

adjustments; food provisions, house activities)
T

___________________________________________________________________
1S

___________________________________________________________________
___________________________________________________________________
May-July 2020 (extension of quarantine/ prohibition of those below 21 years old from
going out; how you feel about the extended prohibitions announcement of postponed
opening of classes to August/no face-to-face classes/ online and modular options)

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 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
August - Present (anticipation/ worries about learning modality; home tutors; modules
and resources; feeling about the postponement of classes and how you feel about
this school year)
___________________________________________________________________

2.0
___________________________________________________________________
___________________________________________________________________

ON
SI
ER
ANSWER KEY

-V
S
LE
DU
MO
ON

10. B
I

9. A
AT

8. D
R

7. A
NE

6. D
GE

5. Parallel
5. B
4. Collage/ Mosaic
T

4. D
1S

3. Flashback
3. C
2. Explanation-of-a-Process
2. A
1. Diary/ Logbook
1. B
Assessment
Pre- Assessment

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 Lesson 5: Figurative Language

2.0
ON
SI
ER
-V
S
LE
DU
MO

Learning Competency:
Analyze factual/ nonfictional elements (Plot, Characters, Characterization, Point of
ON

View, Angle, Setting and Atmosphere, Symbols and Symbolisms, Irony, Figures of
Speech, Dialogue, Scene, Other Elements and Devices) in the texts.
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WHAT I NEED TO KNOW

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Learning objectives: At the end of the lesson, learners should be able to:
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⚫ identify figurative language used in texts

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⚫ explain meanings according to use of figurative language

⚫ appreciate symbolisms embodied in one’s culture

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 WHAT I KNOW

Instructions: Answer accordingly.

A. Write the letter corresponding to the correct answer.

1. The policeman was apprehended for driving under the influence.
A. irony B. understatement C. pun D. hyperbole
2. I have loved you for a thousand years and will love you for a thousand more

2.0
A. irony B. understatement C. pun D. hyperbole

ON
3. One hundred years later, the negro is still not free… One hundred years later, the
life of a Negro is still sadly crippled… one hundred years later, the Negro still liv es on

SI
a lonely island of poverty….

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A. metaphor B. understatement C. anaphora D. hyperbole

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4. At night, the stars put on a show for free
A. personification B. understatement C. anaphora
S D. hyperbole
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5. She was happy to have won the grand prize.
A. metaphor B. understatement C. anaphora D. hyperbole
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MO

B. Write the symbolism for each.

1. red _________________
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2. white _________________
3. black _________________
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4. cross _________________
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5. snake _________________
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C. Put a checkmark (/) on the blank if the statement expresses an irony.

____ 1. “I just love your timing! I was just going to bed.”
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____ 2. They both left.

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____ 3. He promised never to leave me. He left me for some girl he just met.
____ 4. “I cannot thank you enough for ruining my life.”
____ 5. I pray I’ll get well soon.

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 WHAT’S IN

Instructions: The following texts are excerpts from Martin Luther king’s speech, “I
Have a Dream” which uses some figurative language and devices. Answer the
questions accordingly.

“We must forever conduct our struggle on the high plane of dignity and discipline. We

2.0
must not allow our creative protest to degenerate into physical violence. Again, and
again we must rise to the majestic heights of meeting physical force with soul force.”

ON
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1. What phrase is repeated at the beginning of the sentences?

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___________________________________________________________________

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2. What is the purpose for repeating the phrase?
___________________________________________________________________
2. What is the message conveyed in this passage?
S
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__________________________________________________________________
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MO

“ This note was a promise that all men, yes, black men as well as white men,
would be guaranteed the unalienable rights of life, liberty, and the pursuit of
ON

happiness.”
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“ It is obvious today that America has defaulted on this promissory note insofar
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as her citizens of color are concerned. Instead of honoring this sacred obligation,
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America has given the Negro people a bad check, a check which has come back
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marked “insufficient funds.”

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1. What was the promise herein in reference to the Declaration of Independence?

1S

___________________________________________________________________
2. What does the bad check mean?
___________________________________________________________________
3. To whom is the phrase citizens of color refer? ____________________________
4. What other nationalities are citizens of color in America at present?
___________________________________________________________________

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 WHAT’S NEW

Instructions: The following are passages taken from a speech by former US President
Barack Obama during a Father’s Day Celebration at church.

“Yes, we need fewer guns in the hands of people who shouldn't have them. ...
We need to show our kids that you're not strong by putting other people

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down – you're strong by lifting them up.”

ON
1. What is not the right test of strength __________________________________

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2. On the contrary, hat must people do to others, that makes them strong?

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_________________________________________________________________

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“We should be making it easier for fathers who make responsible choices and
harder for those who avoid them."
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1. In what ways can government make it easier for fathers who take their
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responsibilities seriously? ______________________________________________

On the other hand, how can government make it hard for fathers who avoid
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responsibility? _______________________________________________________
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“If you watch nightly news, it feels like the world is falling apart.”
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1. What incident in the Bible tells about the world falling apart or destroyed?
GE

___________________________________________________________________
2. In Science, what could cause the destruction of the earth?
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___________________________________________________________________
3. In the expression used by President Obama, what does he mean about the world
falling apart? What are some happenings/events in some parts of the world or what
are some global/world problems that we are facing at present?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 WHAT IS IT

Here are more figures of speech that you can add to the ones already
discussed in previous lessons that you can use in creative nonfiction:
Anaphora – the use of a word/ phrases/ sequence of words repeatedly in nearby
clauses or sentences to add emphasis; almost always parallel-structured
Example: Our nation is at war… Our economy badly weakened … Our healthcare is

2.0
too costly…
Antithesis – a contradiction that pits two ideas against each other in a parallel,

ON
balanced way

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Example: The church contains in full the kindness and cruelty, the fierce intelligenc e

ER
and the shocking ignorance, the struggles and successes, the love and yes, the
bitterness and bias.”

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Euphemism – substitute words/ phrases to soften/ subdue meaning or sound
Example: pass away instead of die
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escort – call girl/boy
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Hyperbole – exaggerated statements or claims that should not be taken literally
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Example: “The deal I just made with China is, by far, the greatest and biggest deal
MO

ever made for our Great Patriot Farmers in the history of our Country," Trump tweeted
the day after. "In fact, there is a question as to whether or not this much product can
ON

be produced? Our farmers will figure it out,” President Trump announced recently.
Irony – contrary to meaning or expected such as in verbal and situational irony
I
AT

Example: “I thank you for betraying me.”

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The people who we entrusted our safety to, are the ones who endanger us.
NE

Parallelism – parts of lines, verses or sentences or paragraphs are grammatically the

same or are similarly structured
GE

Example: We can never be satisfied as long as the Negro is the victim of the
T

unspeakable horrors of police brutality. We can never be satisfied as long as our

1S

bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot be satisfied as long as the negro's
basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as
long as our children are stripped of their self-hood and robbed of their dignity by signs
stating: "For Whites Only" We cannot be satisfied as long as a Negro in Mississippi
cannot vote and a Negro in New York believes he has nothing for which to vote

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 Personification – assigning human traits to animals or objects
Example: Time grabs you by the wrist and directs you where to go.
Pun – word play using different meaning of homophones; word with multiple meanings
or similar-sounding words for humorous, witty or rhetorical effect
Example: A pessimist's blood type is always B-negative
The other day I held the door open for a clown. I thought it was a nice jester (gesture).
Symbolism – an object that signifies deeper meaning than its literal meaning

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Example: ring – marriage flag – country’s sovereignty/ freedom
Understatement – A situation wherein what is discussed or referred to on hand is

ON
made less important than it really is

SI
Example: His film as internationally acclaimed; not bad for a newcomer in film.

ER
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WHAT’S MORE
S
LE
Instructions: Read and analyze this excerpt from Winston Churchill’s speech.
DU
MO

we shall defend our Island, whatever the cost may be, we shall fight on the beaches,
we shall fight on the landing grounds, we shall fight in the fields and in the streets, we
ON

shall fight in the hills; we shall never surrender, and even if, which I do not for a
moment believe, this Island or a large part of it were subjugated and starving, then
I
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our Empire beyond the seas, armed and guarded by the British Fleet, would carry on
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the struggle, until, in God’s good time, the New World, with all its power and might,
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steps forth to the rescue and the liberation of the old.

GE

1. What figure (s) of speech is/ are used in the passage?

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1S

___________________________________________________________________

2. What feeling does the text evoke?

___________________________________________________________________

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 WHAT’ I HAVE LEARNED

Instructions: Write a paragraph to explain the importance of using figurative language.

_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.0
___________________________________________________________________

ON
WHAT’ I CAN DO

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ER
A.

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Instructions: Write a two-paragraph campaign speech using figures of speech, including those
discussed in earlier lessons. S
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___________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
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_________________________________________________________________________
___________________________________________________________________
ON

_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
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NE

B.
Instructions: Pick out words/ phrases/statements with figures of speech and identify
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accordingly.
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1S

Words/ phrases/ statements Figure of Speech Used

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 ASSESSMENT

ASSESSMENT # 5

Instructions: Identify the Figure of speech used. Write the letter of the correct answer.

___ 1. Our brave men and women in uniform, tempered by the flames of battle, are
unmatched in skill and courage.

2.0
A. hyperbole B. parallelism C. personification d. anaphora
___ 2. Moving my family to the worst place in America was the best decision I ever

ON
made.

SI
A. pun B. irony C. euphemism D. antithesis

ER
___ 3. “Together, we determined that a modern economy requires railroads and
highways to speed travel and commerce, schools and colleges to train our workers.

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Together, we discovered that a free market only thrives when there are rules to
ensure competition and fair play. Together, we resolved that a great nation must care S
LE
for the vulnerable and protect its people from life’s worst hazards…”
DU

A. antithesis B. irony C. parallelism D. pun

___ 4.” Now is the time to rise from the dark…Now is the time to lift our nation from
MO

the quick sands of racial injustice…Now is the time to make justice a reality.”
A. euphemism B. anaphora C. irony D. hyperbole
ON

___ 5. The doctor advised termination of pregnancy as the mother’s life is at risk.
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A. euphemism B. anaphora C. irony D. hyperbole

___ 6. It wouldn’t be fair, if they’d not share in the fare.
R
NE

A. antithesis B. pun C. anaphora D, irony

___ 7. “Washington flourished, but the people did not share in its wealth. Politicians
GE

prospered, but the jobs left, and the factories closed.

A. antithesis B. anaphora C. parallelism D, pun
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1S

ADDITIONAL ACTIVITY

Instructions: What would symbolize you and why?

_____________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 ANSWER KEY

4
3

2.0
1
C.

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5. betrayal
4. sacrifice

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3. death

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2. purity
7. A
1. courage

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6. B
B.
5. A
5. B S
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4. A 4. B
3. C
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3. C
2. D
1. A 2. B
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A. 1. A

Assessment
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Pre-Assessment
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GE
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 References:
Books:
Aguila, A., Galan, R.S., Wigley, J (2017) Telling the Truth: The Art of Creative
Nonfiction. Quezon City: C & E Publishing Inc.
Sygaco, S. (2017) Writing Techniques in Creative Nonfiction. Quezon City: Great
Books Trading
Online Sources:

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https://www.readinggroupguides.com/reviews/living-to-tell-the-tale/excerpt
https://www.americanrhetoric.com/speeches/mlkihaveadream.htm

ON
https://study.com/academy/lesson/methods-of-characterization-in-literature.html

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https://www.litcharts.com/literary-devices-and-terms/characterization

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https://www.slideshare.net/pvenglishteach/the-8methodsofcharacterization
https://www.vecteezy.com/free-vector/people-silhouette-vector-free

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https://www.pinclipart.com/pins/point-of-view/
https://davehood59.wordpress.com/2010/03/09/creative-nonfiction-writing-about-
S
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fact-and-truth/#:~:text=In%20some%20creative%20nonfiction%2C%2
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https://www.storyboardthat.com/articles/e/point-of-view-vs-perspective
MO

https://fairytalez.com/user-tales/the-evil-stepmothers-point-of-view-cinderella/
https://www.rd.com/article/nfl-player-survives-kidnapping/
ON

https://literaryterms.net/atmosphere/
https://blog.tglong.com/2011/04/setting-and-atmosphere-part-1/
I
AT

https://www.writing.ie/resources/how-to-create-atmosphere-in-your-writing-by-
R

rachel-burge/
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https://writersrelief.com/2016/04/28/mood-and-atmosphere-in-your-writing/
https://crestaola.wordpress.com/category/baguio/
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https://www.masterclass.com/articles/ways-to-structure-your-narrative-timeline#4-
ways-to-structure-your-narrative-timeline
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https://www.englishtrackers.com/english-blog/10-famous-speeches-in-english-and-
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what-you-can-learn-from-them/
http://article.sciencepublishinggroup.com/html/10.11648.j.ijll.20160404.11.html
https://www.americanrhetoric.com/speeches/mlkihaveadream.htm
https://obamawhitehouse.archives.gov/the-press-office/2013/01/21/inaugural-
address-president-barack-obama

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 2.0
ON
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For inquiries and feedback, please write or call:

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Department of Education, Region VII, Division of Cebu Province

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(IPHO Bldg., Sudlon, Lahug, Cebu City)

Telefax (032) 255-6405 S

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Email Address: [email protected]
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I ON
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