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SENIOR HIGH SCHOOL

CREATIVE NONFICTION Quarter 1 – Module 1 LITERARY GENRES: ELEMENTS AND DEVICES

Creative Nonfiction – Senior High School Alternative Delivery Mode Quarter 1 – Module 1: Literary Genres: Elements and Devices 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.

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

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Aminah M. Sia Editor: Paterno A. Verano Reviewers: Dr. Clavel D. Salinas Marivic M. Yballe (Moderator) Illustrator: Cyril Q. Bitoon Layout Artist: Cyril Q. Bitoon Management Team: Dr. Marilyn S. Andales Schools Division Superintendent Dr. Leah B. Apao Assistant Schools Division Superintendent Dr. Ester A. Futalan Assistant Schools Division Superintendent Dr. Cartesa M. Perico Assistant Schools Division Superintendent Dr. Mary Ann P. Flores CID Chief Mr. Isaiash T. Wagas Education Program Supervisor/ LRMDS Dr. Clavel D. Salinas PSDS/ Senior High School Coordinator

Printed in the Philippines by:

Department of Education – Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City 6000 Cebu

Telefax: (032) 255-6405

E-mail Address: [email protected]

Quarter 1 – Module 1: LITERARY GENRES: ELEMENTS AND DEVICES

Introductory Message

For the Facilitator:

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

Module on Literary Genres: Elements and Devices, shall help you to engage your learner in the most enriching and fun ways. The collaborative work put in by the development team has ensured that each activity does not only facilitate acquisition of 21st Century skills but shall also take into consideration the circumstances, needs and well-being of each learner, especially at this time of anguish and uncertainty. Rest assured, that we have not compromised learning through this modality but that all essential competencies are covered; the same way they will be tackled substantially in succeeding modules.

For the Learner:

Real-life stories could be as fascinating as the fairy tales and nursery rhymes from your childhood or the online and printed novels you read in the present. The characters, the setting and the action may even be more interesting if you know how to captivate your readers through escalating the 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 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 1 shall begin with a discussion of the different genres and the dominant literary conventions identified with each.

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

This introduces the learner What I Need where one is at in terms of

to Know Competencies, Objectives, and Skills to prosper with in the subject matter.

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

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

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

This part discusses, unlocks, What is It and guides the learners on the

This contains self – checked What’s More activities to set into the topic and develop knowledge and skills being asked.

This section enriches the What I have learning through a question / Learned activity.

This consists of an activity What I Can Do that applies the learner’s learning into day – to – day events in life.

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

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

Answer Key This contains answers to all activities in the module.

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

References This is a list of all sources used in making this module.

The following are some reminders:

1. Use the module with care. Do not put unnecessary mark (s) on any part of the module. Use a separate sheet in answering exercises.

2. Answer all activities included in the module starting with What I Know.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your

5. Finish the task at hand before proceeding to the next.

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

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

iv CHAPTER 1 Lesson 1: Elements of Fiction and Drama

Learning Competency:

Create samples of the different literary elements based on one’s experience. (HUMSS_CNF 11/ 12-ib-d-4)

WHAT I NEED TO KNOW

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

⚫ identify the elements of fiction and drama.

⚫ explain the theme and techniques used in the given selection.

⚫ use literary devices to describe one’s experiences.

WHAT I KNOW

PRE - ASSESSMENT Instructions: Encircle the letter of the correct answer. 1. What is that type of literature that is created from a writer’s imagination and often refers to short stories or narratives?

A. Fiction B. Nonfiction C. Critical Analysis 2. What type of literature uses the ordinary form of spoken and written language using sentences and paragraph instead of metrical structure?

A. Poetry B. Rhyme C. Prose 3. What element of a short story brings readers to where and when a story happens by describing the weather, a scenery, a place, season or time of day?

A. Plot B. Character C. Setting 4. To what does internal conflict refer? A. Man vs man B. Man vs nature C. man vs self 5. What type of character changes as the story unfolds? A. dynamic B. static C. flat

6. What is the exchange of spoken words in a story, play or other written works?

A. Dialogue B. Declamation C. Narration 7. What is the general feeling created in a reader from fiction or drama? A. Setting B. Theme C. Mood 8. What is that technique in drama whereby one or more performers speak directly to the audience to tell a story, give information or comment on a scene?

A. Dialogue B. Narration C. stage design 9. What pronouns hint of a 3rd Person Point of View in telling a story? A. I/ We B. You C. He/ She/ It/ They 10. Which character provides a comparison with the protagonist to highlight or emphasize the protagonist’s positive traits?

A. Foil B, Villain C. Hero

Hi! I am Teacher Lit. You might have figured out by now that drama and short stories (often referred to as fiction) are both written as prose. In this lesson let us find out more how these two magically transport us to the experiences of others.

LET’S TAKE A BLAST From ThE PAST!

Literature is a limitless library of human experiences that is divided into genres such as short stories (often referred to as fiction), poetry, drama and nonfiction. Each genre has dominant literary conventions or elements that distinguish it from all others. There are also some elements and devices used that are common among genres. In this lesson, we shall look into common elements of fiction and drama and how they differ.

“Drama, None or Both”

Instructions: Write D, if the characteristic is unique to drama; N, if it is not a characteristic of either drama or short story and B, if it is common to both genres. Write your answer on the blank provided.

____ 1. It is performed on stage.

____ 2. It follows a sequence of events: exposition, rising action, climax, falling action and denouement.

____ 3. It follows a repeated pattern of meter and rhyme.

____ 4. It is divided into acts.

____ 5. It can use foreshadowing to give a hint or warning on what would happen next in the story or flashback to present a past event for readers to understand the present.

How are you doing so far? Let us look more closely at elements of both fiction and drama.

Instructions: Read the following Cebuano folk tale and take note of details.

BACUNAWA AND THE SEVEN MOONS

Bathala was making his rounds one cool evening when the moon was all- lit up when suddenly, he again hears the sweet giggles of the six other moons he had lost one by one due to a monster ’s greedy obsession. Thanks to the heartless Bacunawa, the peace and joy that had once ruled over the earth and sky are now tainted with fear and vigilance. Then, the desperate cries of Bathala ’s people came ringing back again in his ears as if it was happening all over.

According to stories, when Bathala created the Moon, he created seven of them for each night of the week. The nights were always so bright and beautiful because of these seven “Queens” who continuously gave life to the night sky. Bacunawa, an enormous serpent that rules the seas was smitten by them. From the dark recesses of the caverns, he had gazed at them in awe as they whisked pass the cool sea; and all the more he grew desperate. ⁴ “If he could only gobble them up, and thus be their keeper forever!”

One night he flew and swallowed one of the moons and hurried back to his sojourn in a hurry. Months went by and the moon he had swallowed melted; so, he ventured yet again to get another one. He succeeded, but this too melted away. He tried again. He tried five times more. Every attempt was a success; but in all those six, each moon melted.

Meanwhile, Bathala was alerted by the disappearance of the moons. He tried to find out what had happened to them. One night, he was awakened by a deafening rolling of drums and the shouts of men and women. He woke up and saw that the last moon was being swallowed by Bacunawa and the whole earth was in chaos as it was in complete darkness. He quickly rose, grappling to get hold of his trident. ⁵It was said that out of nowhere, a far hideous beast growled and taunted Bacunawa to a duel. Bacunawa quickly let go of the last moon and went back to his cavern. Whether it was Bathala himself or one of his spontaneous creation, it is seldom is it mentioned anymore.

Today, a sole moon is left plying the skies at night. To prevent Bacunawa from swallowing up the moon, Bathala had planted a bamboo tree in its midst. It can be seen as a dark spot in the face of the moon. Bacunawa has never wavered, though. At times, he tries again to take a chance at the moon but the people have become more watchful. ⁶ Every time they hear the monster’s growl and the flicker of fire that accompanies him in flight, they would immediately sound off their drums or shout out to call the rest. It is supposed, that for as long as the bamboo tree stays, Bacunawa could not succeed in his evil scheme.

“WHAT’S THE CATCH” Instructions: Answer the following questions: A. How do you compare the personalities of Bathala and Bacunawa?

BATHALA BACUNAWA

1. What triggered Bathala’s memory of the six moons (queens) and a previous trouble caused by Bacunawa? ______

2. In the 2nd sentence of the first paragraph, was Bathala sincere in his gratitude/thankfulness towards Bacunawa? What do you think is his real feeling towards Bacunawa?______

3. In the last sentence of the 2nd paragraph, what was Bacunawa thinking to himself? ______

4. What was your reaction on the sudden introduction of the beast during the time Bacunawa was trying to grab the last moon? ______

5. In the last paragraph of the folk tale, what are hints or warnings for people of Bacunawa’s coming? ______

THE ELEMENTS OF FICTION AND DRAMA 1. Setting - place and time the story occurred; social climate; overall mood/feeling.

2. Plot - arrangement/sequence of events: ⚫ Exposition - introduction of the setting, characters and general situation in the story ⚫ Rising Action - introduction of the conflict. (Conflict could be internal or struggle between man and himself and external conflict or his struggle with other characters, nature, supernatural being or society.) ⚫ Climax - the highest point of action/ suspense ⚫ Falling Action - the aftermath of the conflict ⚫ Denouement - resolution of conflict/ conclusion of struggle

3. Character- a participant in the story. A character could be the protagonist or the hero or the one readers/audience sympathize with; the antagonist or the villain; the foil who provides comparison to the protagonist in order to highlight or emphasize his admirable traits. A character could be round/ complicated and or dynamic as he changes/transitions as the story unfolds; flat and or static as he remains the same up to the end of the story.

4. Theme - central idea or overall message that the story conveys.

5. Point of view - perspective/angle the story is told: 1st Person-writer/narrator is a participant of the action; 3rd Person - writer is an observer of the action (3rd Person Omniscient - narrator knows the thoughts and feelings of many or all characters; 3rd Person Limited - if he only knows that of one or two characters).

LITERARY DEVICES 1. Deus ex Machina - a seemingly unsolvable problem is suddenly and abruptly resolved by an unexpected and unlikely occurrence such as an introduction of a hero, a supernatural being or a miracle or unlikely hero towards the conclusion of the plot. It has its origin in Greek plays when a god is suddenly lowered to the stage to solve all problems. Example: A dolphin out of nowhere rescued the drowning baby.

2. Dialogue - a conversation or verbal exchange between two or more character Example: “I am done!” He said. “Please give me a chance,” she pleaded.

3. Flashback - the use of past events to help readers/audience understand the present or achieve dramatic effect; usually uses a trigger from an object such as a scent, a view, a song or a line. Example: As the bus got nearer to the park, she remembered her old dear aunt.

4. Foreshadowing - a hint of what is to happen later in the story; often uses objects, sound effects or music to warn of an impending danger. Example: The alarm kept ringing that day and at the right time, he came.

5. Irony - use of words to express the contrary to: what is expected to happen (Situational Irony); what is meant (Verbal Irony) and the audience being more aware of what is happening than the character (Dramatic Irony). Example: She says they were impoverished all those weeks, but she looked healthier than those who were giving out relief goods. (Situational Irony) “I cannot be any happier for the trouble you caused me.” (Verbal Irony)

6. Stream of Consciousness - expressing in words the flow of a character’s thoughts or feelings in their minds; often indicated in quotation marks. Example: “You’ll have your day with me,” she muttered to herself.

7. Local Color - use of local terms, slang or customs identifiable to a locality or region. Example: She reached out for her abaniko. Nanay never left the house without it.

Go back to the story of Bacunawa and The Seven Moons. Do you see which parts correspond to the literary devices we have discussed so far?

WhAT’S morE

“GO, FIGURE!

We are told not to judge a book by its cover or make a hasty judgment on a person on our first or rare encounters with them. In the drama series that you follow or the short stories you read, you come up with your impression or description of the characters the same way you do when reading fiction or watching drama.

Instructions: Put a check on the blank corresponding to ways one can determine a character’s traits.

___ sound effects ___ dialogue ___ writer’s description ___ character’s actions/reactions ___ another character’s description ___ stage decoration

___ character’s thoughts as revealed ___ another character’s appearance ___ a character’s appearance ___ background music ___ monologue ___ distinct/ unique behavior

WHAT I HAVE LEARNED

Instructions: Trace the plot of the folk tale, Bacunawa and the Seven Moons by filling in the following event organizer.

TITLE: ______

FALLING ACTION RISING ACTION/CONFLICT

DENOUEMENT EXPOSITION

THEME: ______

WHAT I CAN DO

Instructions: Fill in with your answer according to what is asked for in each scenario.

A. Dialogue with a friend you are advising on a problem.

She was trying so much to be audible in between sobs; wiping off the tears occasionally. “I don’t know what to do anymore,” Dina said. (write your response on the blank above.)

I told her consolingly.

B. Use local color to describe a typical family activity at home.

______C. Give an example of a verbal irony, what you usually say when angry.

Assessment # 1

Name: ______Grade & Section: ______Date: ______Score: ______A. Instructions: Encircle the correct answer. 1. The air smelled of puto and sikwate as Lola Isang waved us to the table. The highlighted terms are examples of _____. A. dialogue B. foreshadowing C. local color D. irony 2. Perseverance leads to success. This is an example of a _____ A. conflict B. theme C. climax D. exposition 3. Dianne did not take her sight at the knife lying on the table as she continued to engage the stranger in conversation. This is an example of _____ A. foreshadowing B. flashback C. dialogue D. irony 4. Most fairy tales end with “… and they live happily ever after,” which is the ___ A. exposition B. rising action C. climax D. denouement 5. He promised to wait for her and vowed eternal love. He didn’t giver her so much as a gaze on a chance meeting at the airport. This is an example of _____ A. flashback B. irony C. deus ex machina D. foreshadowing 6. To himself he muttered, “I cannot lose!” This is an example of ____ A. Iocal color B. deus ex machina C. stream of consciousnessD. irony 7. People brought their protests in the streets and the media was full of commentaries against the dictatorship. This corresponds to ____ in the setting. A. Place B. time C. season D. social condition 8. Just when hope was gone, a giant whale held the boat in balance until they were safely on calm waters. This is an example of _____ A. Iocal color B. deus ex machina C. stream of consciousness D. irony 9. The prince was skillful with his sword and does not back out of a duel; Leon, his best friend was cowardly and awkward with any weapon. Leon is the ____. A. foil B. villain C. protagonist D. antagonist 10. As she cleared his closet of all his possessions, a note she had written for him five years back dropped from one of his jackets. She smiled in between tears as memories of their first meeting overcame her. A. Flashback B. irony C. dialogue D. foreshadowing

ADDITIONAL ACTIVITY

Instructions: Inside each footstep, write the event corresponding to what could be a part of the plot in a story about one of your most significant experiences. Also provide a theme (insight/ learning) from the same experience. CLIMAX RESOLUTION

Theme: ______

Lesson 1 Pre - assessment Assessment

A 10. A 10.

B. 8. B. 8.

Assessment - Assessment Pre

monologue 5.

appearance Character’s 4.

behavior unique 8. revealed thoughts Character’s 3.

action/reaction character’s 7. description character’s Another 2.

dialogue 6. description Writer’s 1.

Figure! Go,

Both or None Drama,

Lesson 2: Elements of Poetry

⚫ explain the use of elements and devices of poetry in a given text.

⚫ illustrate the use of literary devices by describing one’s own experiences.

⚫ demonstrate critical thinking in deciphering theme and techniques used in poetry

PRE - ASSESSMENT

Instructions: A. Rearrange the jumbled letters to reveal the correct word/ term and write on the blank. (Hint: All words are related to poetry.) p-o-e-i-a-o-n-o-t-o-m-a- ______f-e-e-r v-e-s-r-e ______i-n-r-e-f-r-a ______t-h-m-r-h-y ______n-a-p-e-r-s-o ______z-a-n-s-t-a ______n-a-r-r-a-t-e-v-i ______b-o-l-e-h-y-r-e-p ______p-r-e-s-o-n-i-f-i-a-c-i-o-t-n ______g-e-r-i-m-a-y ______

B. Complete the following statements by filling in the correct word/term from the above activity.

1. A ______poem tells a story. 2. “I will hold you for a million years,” is an example of ______. 3. The pattern of stressed and unstressed syllable giving the poem a beat is called ______. 4. ______is the use of words that imitate the actual sound. 5. “A teardrop kissed your lips, and so did I” is an example of ______6. A line or group of lines repeated throughout a poem is called a ______. 7. The ______is the speaker in a poem. 8. A poem without a regular pattern of rhyme or rhythm is called ______. 9. A ______is a group of lines that form the basic metrical unit of a poem. 10. ______is the use of descriptive language that appeals to the senses: sight, smell, touch, taste or sound.

Poetry, unlike fiction or drama is structured in line and stanzas set in a melodic pattern of rhythm and rhyme. Rhythm refers to the play of stressed and unstressed syllables while rhyme is the repetition of like-sounding syllables especially at the end of lines. There are many other lyrical or sound devices that poetry relies on to achieve that pleasant or musical sound.

Poetry in its brevity uses intensified language to capture the writer’s feelings and thoughts. Lyric poems in the olden times were sung to the accompaniment of the lyre. The songs we know today are a modern counterpart of this type. Other major categories of poetry are narrative poetry which tells a story such as the ballads and epics you have previously encountered and dramatic poetry which uses techniques in drama such as dialogues and the interaction of characters.

Guess What!

Instructions: Fiction is prose. In poetry, one can count the number of lines to identify structure of a stanza or poem itself. The clue is in the first syllable or the prefix of each term. Guess the number of lines in each. Write on the blank provided.

____ 1. sestet/ sexain

____ 2. octave

____ 3. couplet

____ 4. quatrain

____ 5. tercet

____ 6. cinquain

____ 7. Septet

Instructions: Draw the same shape to enclose words that rhyme. Alternate between circle and square to separate groups of rhymes. Example, 1st group - circle; 2nd group - square; 3rd group - circle; 4th Group - square. Continue depending on the number of rhyme groups you see in the poem.

A Swing Song by William Allingham Swing, swing, Sing, sing, Here! my throne and I am king! Swing, sing, Swing, sing, Farewell, earth, for I'm on the wing!

Low, high, Here I fly, Like a bird through sunny sky; Free, free, Over the lea, Over the mountain, over the sea!

Up, down, Up and down, Which is the way to London Town? Where? Where? Up in the air, Close your eyes and now you’re there!

Soon, soon, Afternoon, Over the sunset, over the moon; Far, far, Over all bar, Sweeping on from star to star!

No, no, Low, low, Sweeping daisies with my toe. Slow, slow, To and fro, Slow--slow--slow--slow

ELEMENTS OF POETRY

Sound - accomplished by the rhyme scheme or rhyme pattern; rhythm or the pattern of stressed and unstressed beats known as the meter and lyrical devices such as onomatopoeia, alliteration, assonance, consonance or repetition. 1. Onomatopoeia - use of word that is an imitation of the actual sound Example: How they clang and clash and roar! What a horror they outpour.

2. Alliteration - same beginning consonant sound among nearby words in a line Example: Singing songs of the seaside

3. Assonance - same vowel sound among nearby words in a line. Example: when you set me free…

4. Consonance - same consonant sound usually at the end of a word but may also include words with same consonant sound at the beginning or middle. Example: the slings and arrows of outrageous fortune…

5. Repetition - repeat of same word, phrase or line Example: we few, we happy few, we band of brothers.

Tone - the overall mood/ feeling or attitude regarding the theme Example: nostalgia, sarcasm, humor, sympathy, optimism Diction - choice of words and style of expression Structure/ form - arrangement of words, lines or rhymes Rhythm - the pattern created with sound; usually by stressed and unstressed syllables. Theme - lesson/ statement about life, human nature or a subject of the poem Imagery - description of actual experience using sensory appeal: sight, smell, taste, touch or sound Example: drenched back and the sudden whisk of cold wind, reduced to naught from the pleasant smell of the tasty treat of burger buns bursting in golden cheesy goodness… suddenly I am perfectly well… Persona - the speaker in the poem or of whose perspective is expressed

What makes poetry distinct from both fiction and drama? Do you notice how poems sometimes get you into the beat or make you feel many different emotions? Let’s review some techniques and learn some others used in poetry. I am sure that you have encountered some of the devices we will be discussing.

Figurative Language - use of words separate from their literal meanings for the purpose of comparison, added appeal or color and feelings. Aside from what have already been mentioned in the previous pages, the following are more figures of speech:

1. Simile - comparing two unlike objects using like or as. Example: heart like ice

2. Metaphor - comparing two unlike object not using like or as; one object becomes or takes the characteristics of another Example: you are the song that plays softly in my heart

3. Synecdoche - refers to a part representing the whole or the whole representing its parts. Example: a need for more hands at this time of great need (people to help) The entire world mourns. (countries, nationalities)

4. Metonymy - a substitution for a word with another word associated to it or that represents it. Example: crown - monarchy heart – character

5. Symbolism - a representation of an idea Example: white - retreat/surrender black - grief rose- woman

6. Allegory - use of a number/ series of representations for abstract ideas Example: The many characters in the book, “The Little Prince” represent the many different types of human characteristics and motivation: king - superiority businessman - greed drunkard - resignation rose - vanity

7. Paradox - use of contradicting statements/ideas that are actually occurring or are true at the same time (Oxymoron - shortened paradox)

Example: The closer am bound to love with you/ The closer I am to free Meaning: One may be tied up in love or relationship with another but he/ she still feels free, referring to the overwhelming joy associated to freedom. Example: deafening silence (howling sound in one’s ears when there is deep quiet around)

8. Allusion - reference to a popular character such as in literature or politics to provide emphasis of a related idea. Example: Anyone who sees her soon forgets the Mona Lisa; it would take I know a Michelangelo and he would need the glow of dawn….(reference: the beauty of Mona Lisa, a painting by the famous painter, Leonardo da Vinci; Michelangelo, another famous painter during the Renaissance

WhAT’S morE “SING IT”

Instructions: Here are some lines from songs that use lyrical devices to appeal more to the ears. Write the letter corresponding to the device used.

____ 1.‘cause I’d die, a little each time when she cries. A. Alliteration ____ 2. what if trials of this life are your mercies B. Assonance in disguise C. Repetition ____ 3. Dive down deep into her sound; but not too D. Onomatopoeia far or you’ll get drowned E. Consonance ____ 4. Sing, sing a song, sing it loud, sing out strong ____ 5. If I were a fish in the sea, I’d wiggle my tail And giggle with glee

Let’s look at what devices are used in the

following poem. Let us also find out what message it has to help us with life.

Instructions: Read the poem below. Answer the questions that follow.

William Ernest Henley

Out of the night that covers me, Black as the pit from pole to pole, I thank whatever gods may be For my unconquerable soul.

In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeoning of chance My head is bloody, but unbowed.

Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds and shall find me unafraid.

It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate, I am the captain of my sou Stanza 1

1. To what is night compared to? ______What is common between the two? ______

1. What are words in the last two lines that have the same vowel sound (they do not have to be the same vowel letter)

______Stanza 3

1. How did the writer describe the world to be? ______Stanza 4

1. The strait gate is an allusion from a Bible verse on the way to heaven or eternal joy. What can you make out of the theme/ message of this poem that you can use in life?______

What is the overall feeling/ tone or feeling of the poem? ______

Instructions: If you were to write a poem about the picture below, what would be the message u want to convey? What tone/ general feeling will the poem have and why?

Message/ Theme: ______Tone/Overall Feeling:

Assessment # 2 Name: ______Grade & Section: ______Date: ______Score: ______Instructions. Encircle the letter of the correct answer corresponding to the element or devices in poetry used in each item. 1. You think the only people who are people are the people who look and think like you. A. symbolism B. synecdoche C. repetition D. metonymy 2. “I’d go from rags to riches, ” is an allusion to the fairy tale, ______A. Cinderella B. Shrek C. Rapunzel D. Brave 3. “Sleep, my darling. Safe and sound…” A. Onomatopoeia B. alliteration C. assonance D. rhyme 4. “Have you ever heard the wolf cry to the blue corn moon or asked the grinning bobcat why he grins?” A. Irony B. personification C. metaphor D. paradox 5. “That’s why I rely on certain certainties. Yes, some things never change,” A. Onomatopoeia B. imagery C. consonance D. rhyme 6. “It’s time to lend a hand to life, the greatest gift of all.” A. Rhyme B. repetition C. onomatopoeia D. allegory 7. “When all is lost, then all is found,” A. Allusion B. irony C. allegory D. paradox 8. A candle in the wind is a ______for life’s frailty or how it is fleeting. A. Allegory B. symbolism C. paradox D. simile 9. “What if your healing comes through pain,” A. Irony B. simile C. allusion D. allegory 10. “I am the vine, and you are the branches.” A. Simile B. metaphor C. personification D. irony

Instructions. Answer the following using given figures of speech.

1. To what object do you compare yourself to and why? Use simile or metaphor.

2. Use imagery to describe an occasion/ event that shows unity and camaraderie in your community?

3. Cite an example of an ironic situation that you see in society or the world at present.

Well done! See you in our next adventure. Let’s move forward towards writing creative nonfiction.

imagery 10. Imagery 10.

stanza 9. Personification 9.

verse free 8. Hyperbole 8.

persona 7. Narrative 7.

refrain 6. Stanza 6.

personification 5. Persona 5.

onomatopoeia 4. Rhythm 4.

rhythm 3. Refrain 3.

hyperbole 2. verse Free 2.

narrative 1. Onomatopoeia

Assessment - Pre

B 10. C 5. D 5.

A 9. B 4. C 4.

B 8. B 3. A

D 7. A 2. E

A 6. C 1. B 1.

Assessment It! Sing

Lesson 3: Elements of Creative Nonfiction

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

Learning objectives: At the end of the lesson, learners should be able to: ⚫ explain the theme and other elements in a given nonfiction text. ⚫ describe how the plot is developed from beginning paragraph to the end. ⚫ Write a beginning paragraph for a plot on a significant experience in life.

Instructions: Write on the blank, the answer to the riddle. Choose from the box below.

Plot character symbolism setting dialogue Omniscient monologue conflict 2nd 3rd

1. Could be they, could be you, could be me; sometimes, who we are is what they see; how you act, react and say, that could also be the way. ______2. One says something, another talks back; Mutual understanding, we should not be in lack. ______3. Where and when and howdy; it’s the overall feel, mood or atmosphere too, dearie. ______4. Got a beginning, a middle and an end; I’m the sequence of events. _____ 5. I’m in between first and third; it’s to YOU, I reach out or haven’t you heard? ______Point of View 6. In poetry, drama and nonfiction you can use; don’t take me literally but of course I give clues; day for a beginning, black for death, dove for peace and love is red. ______7. A mere observer am I; not a part of the action, I don’t deny. I tell a story with a he, she, it and they; if you want more stories all you have to do is say. ____ Point of View 8. I am trouble, sometimes double; struggles with man, nature, self and more. When I am resolved, you gain back the peace, just like before. ______9. I talk and respond to myself in a ______10. I can be godlike; everything about you I know; that’s how I tell the story so, your flaws and strengths to the reader’s I’ll show. I’m not limited, oh no, no, no! 3rd Person ______Point of View

Creative nonfiction is not a pigment of one’s imagination. Materials and themes span from a writer’s real-life experiences: pieces and bits of his life story; his travels; his observations and more. As such, it is considered the most personal of literary genres.

As realistic as it should be, creative nonfiction uses the elements of fiction such as the plot, characters, setting, point of view and theme. It also employs figures of speech or literary devices such as imagery, simile, allusions and irony, among others to tell a colorful and heartfelt real-life story.

The very essence of creative nonfiction spells its contrast with fiction. While the latter relies on a writer’s creativity and ability to fabricate stories, creative nonfiction focuses on facts; real people, real events, real feelings and real consequences. The beginning paragraph also keeps the reader glued until the end. The concluding paragraph too, should be as interesting.

“Who, You?”

Instructions: List down three most significant events in your life; the people involved and what great impact or contribution they have on you.

What are three most Who are the people with you to help, What are the contributions of significant experiences support or cheer you up? these experiences to your life? do you have in life?

Instructions: Read the following sample of creative nonfiction and answer the questions that follow. (source:https://academichelp.net/samples/academics/essays/narrative/)

Playground Memory

In elementary school, I had many experiences that garnered memories. I was often bullied on the playground during recess because of my skinniness and height. The larger boys saw me as a target for their ego to inflate. They might have had problems at home, or were bullied themselves, and were projecting their frustrations on me. Anyways, after being locked in a locker, put headfirst into a toilet, punched and pushed around, called names, played jokes on, and other abuse, I finally had enough.

I cracked. I could not psychologically take anymore hurt and punctures to my self-esteem. A day or two after my birthday, I was on the school basketball court, shooting hoops. My mother had given me a basketball as a gift, and I was reveling in the fun of this new sport. But as expected (though I did not think about it at the time), another child started to bother me. He came up to me, and without a word, took the basketball out of my hands as I was dribbling. I was so shocked and emotionally tied to that gift that without a moment’s notice, I punched the kid in the face. I knocked him down and he immediately ran away crying. I never asked if he was playfully taking the ball from me, but I had had enough bullying in my day to react strongly to such an action.

Apparently, the boy went to the principal and reported my violence. I was called to the principal’s office during my next class and walked in with my own form of ethics. The boy had been a bully, and he deserved a repercussion. However, the principal and I did not see eye to eye, naturally. He called my mother about the incident, and she was surprised that I would do such a thing. I had always been the quiet kid, playing with toys by himself, or tagging along with other children as more of a witness than a major participant.

No one’s mother expects their child to punch someone, but it happens for certain reasons. In my case, I had been dominated by my classmates for years, and that pent-up anger and shame resulted in a violent action. From then on, I figured out that I did not need to be bullied. I could take action. I found that my anger and resentment gave me a wild strength, which was unmatched by the usual fighting powers of a calm kid. In a way, I went to the dark side (in reference to Star Wars). I found a way to combat my enemies, but not in the healthiest of avenues.

In middle school, I dug my nails into a boy’s arm and restrained him after he made several verbal attacks towards me. He was much bigger and taller than me, but my anger guided me towards illogical and throwing estimating my chances to the wind. In high school, a junior beat up my twin brother. My brother and I were both freshmen at the time. When I saw him next, I choked him and even dragged him up to a light post, where I banged his head on a metal pole. His girlfriend was watching and was terrified. I do not know exactly what I had come over me, but from that time in elementary school where I first used my fists to resolve an issue, I did not look back. I had found a solution that made me feel strong, confident, and able to take on the world. However, there was one problem: it put holes in my bedroom door, it led to unnecessary attacks on my family, and I found that the sensation of not being able to control my anger, troubling.

Thank heavens I started to meditate. By the time I was 19 years old, bullies were not a problem anymore, and I had no use for my boiling anger. When I started to meditate every day, I found that the person beyond the anger was much more agreeable to be around. I wanted to be more like that person every day. So, I continued to meditate daily, and eventually I became the person that I wanted to be. I learned that anger was a temporary solution, but I did not need to drag it on throughout the years. Now, I am much more satisfied to be peaceful inside.

Questions: 1. Upon reading the title, what did you expect the text to be about? ______2. After reading the text in its entirety, do you think the title is a fitting one and is inviting enough for readers to read on? Elaborate. ______3. How did the writer begin his text? ______How did he end it? ______4. What is the piece about? What is its plot? Exposition/ background: ______Conflict: ______Climax: ______Resolution/ Denouement: ______Theme: ______5.The writer mentioned the dark side, in reference to Star Wars which is an example of ______to mean ______. 6. Does the text read like fiction? Why do you say so? ______

ELEMENTS OF CREATIVE NONFICTION

⚫ Creative Nonfiction uses elements of fiction such as:

1. Theme - central message

2. Plot - consisting of:

Exposition-establishes setting, mood and characters

Rising action - introduces the conflict

Climax - the most suspenseful; highest action

Falling action - conflict begins to die down

Denouement - resolution; loose ends are tied up

3. Characters:

Round - complex or Flat - uncomplicated dynamic - changes as story unfolds or static - do not change as story unfolds

4. Point of View - the perspective a story is told:

1st Person - the writer is part of the action; hint - I, We

2nd Person - direct address to reader; hint: you

3rd Person - writer is an observer; could be 3rd Person omniscient - or writer is all-knowing of almost all his characters including their thoughts; limited - limited to one or two characters; or of the writer’s knowledge

5. Setting - where and when the story happened; season; the general social conditions

6. Figures of Speech - use of terms not of their literal meaning but of symbolic/ associated or representative meaning for purpose of comparison or dramatic effect

We have learned the more common figures of

speech in the first two lessons. We will know some more as we go along our journey in Creative Nonfiction. Plot Development

⚫ Catchy, clever titles help to arouse interest in readers

⚫ The key to good creative nonfiction is dramatic writing. The beginning paragraph has to captivate readers’ attention and interest. Following are some ways:

1. Vivid Description - a description of the scenery; people or event through imagery and other means.

Example: The lights were up. The entire community was wide awake and chanting his name.. Children dressed in red checkered skirts held on their saxophones tied with tiny yellow ribbons. Their hero deserved to be honored.

2. Quotation - use of a quotation to drive a message across.

Example: “This too shall pass,” his friend assured him. Although they have lost their jobs and were stuck in the city because of the quarantine and were lacking for food and other supplies, they remained grateful.

3. List - an enumeration or rundown

Example: She was suffering a terrible headache and was all sweaty. Her tiny well-shaped nose was red as mucus continue to well from her nostrils. Her eyes were red and so was the entirety of her frail body. She was sick and yet continued to work.

4. Dialogue - an exchange of conversation

Example: “I cannot possibly participate in protests,” he said. “My family has long been identified as leftists.” But his girlfriend replied, “We cannot betray the cause that we fight for, for so long. The masses need us.” The couple silently approached the raving crowd and took their placards. They were all in this together until issues were resolved.

5. Little Scene - use of an actual occurrence to drive a point.

Example: The policeman grabbed the vendor who was on his knees begging for consideration. Earlier, he was counting how many more he needed to sell to buy medicine for his sick child. Sometimes, ones call of duty is challenged by one’s humanity.

6. Anecdote - a short interesting story

Example: My mother was the most doting of housekeepers. She would plan our meals down to morning and afternoon snacks. Each was a different theme. One day, as we were going about our usual play and taunting, we were shocked by an explosion coming from the kitchen. There was silence for a while. We were waiting for mom to make a sound from there. We were all relieved when she came out with a big grin. “just a little accident,” she explained. She has always taught us to see the silver lining in all unfortunate things.

7. Question - usually a rhetorical, open-ended question requiring an explanation or thought.

Example: “How long should we suffer from injustice? Have we become so brazen that we deprive bread to our neighbor’s child?

8. Striking Statement - one that catches attention because it is unique, thought-provoking, unusual or incredulous.

Example: Mothers make the best warriors. They stand by their children no matter what and can face the most powerful of obstacles if only to secure them. Despite mounting evidence against him, his mother has vehemently belied all accusations and have successfully gained some airtime with her protests.

9. Reference to a current event that serves as the context of the action

Example: The afternoon of March 13, 2020 was when the Department of Education announced the suspension of classes due to COVID 19. Since then, the department has been working towards continued learning in alternative modes such as virtual classes, modular or through mass media. Until the availability of a vaccine, face to face on-site classes will have to wait. The safety of learners is foremost.

⚫ The end or concluding paragraph of creative nonfiction provides resolution to issues, recommendations, a summary of points and added problems or questions to ponder. As much as the beginning has to be interesting, so should the ending be.

Instructions: In at least five (5) sentences, write a vivid description of the most favorite dish/ food you enjoy with a loved one: (color, aroma/smell; texture; taste, crunch, etc.). Also describe on what occasions you usually prepare or order the dish/food.

A VIVID DESCRIPTION:

Instructions: Write a word that you can associate with the different ways to write an interesting introductory paragraph. (example: vivid description - colors)

1. Dialogue ______

2. Little scene ______

3. List ______

4. Question ______

5. Striking statement ______

6. Anecdote ______

7. Quotation ______

Instructions: Go back to the activity on Let’s Brace Up and choose one from among the three experiences you listed to make at least a 5- sentence introductory paragraph on. Choose from among the different ways discussed. ______

Assessment # 3

Name: ______Grade & Section: ______

Date: ______Score: ______

Instructions. Write the letter of the correct answer.

A. vivid description B. quotation C. dialogue D. list/enumeration E. question F. little scene G. striking statement H. reference to current event

____ 1. The frail old lady was just about to cross the street when this grim- looking traffic enforcer grabbed her to the side, lashing at her for not using the pedestrian lane. Whatever are his intentions, she had been shamed and reduced to utter stupidity. Needless to say, duty and morality clash.

____ 2. The place looked like a scene from a movie. There was utter chaos with people shouting or crying for their loved ones. There was only the overwhelming stench of death and debris from fallen roofs were all scattered on the roadside; nearby were piles of and more piles of rotten corpses. Typhoon Hayan proved just how devastating nature’s fury could be.

____ 3.“Make peace, not War.” If only world leaders would subscribe to this mantra. Life and well-being more than anything else matters. There is no victor in war, in fact. It is only a grim picture of death, of children losing their homes and families; communities scampering for safety or food crumbs.

____ 4. “If I should die soon, know that you are loved.” You are not going anywhere, father.” Still, the old man feared for his life. After all, he had been in the drug trade for a quarter of his existence. “One’s mistake will catch up with him sooner or later, son. Promise me you will grow up to be an honest, responsible man for your family” “I promise,” the son replied.

____ 5. World War III is most imminent. With America firm on its stand about preempting some more attacks on Iraq and other nearby places; thus killing Iran’s Number 2 most influential in terms of war affairs, Iran is not backing out at all on avenging its own.

____ 6. Teenage pregnancy has significant repercussions on the expectant, most often accidental mother. Having to stop schooling, giving up on teenage fun and health risks are only a few of the many issues a young mom has to contend with.

____ 7. How hard could climate change impact this generation and the next? Lobbyists have by far painted a grim picture of the effects of environment abuse and yet annihilation on the environment by human activities and greed isn’t at controllable level. The Amazon Rain forests and the Great Barrier Reef being strongholds of environmental sustainability are even in greater risk.

____ 8. Recently, we have been bombarded with news about planned US attacks and Iran’s revenge. War leaves nothing but destruction. It separates families, often resulting in many deaths among troops; grief among mothers, children and widows; and to the luckier few, lifetime torment caused by post- traumatic stress disorder (PTSD).

____ 9. How else can media entities act as watchdogs when they themselves are silenced? Although media is not impeccably noble in its role in society, it is not for one sector to decide on its fate.

____ 10. Following the full launch of the K to 12 Program with the entry of Senior High School pioneers in 2016, there are yet many issues to be resolved. Computerization, teacher-student ratio, conducive classrooms and school- industry partnership are only some of these. There is a need for sufficient budget for majority of the concerns aforementioned.

Instructions. Write an anecdote about your most embarrassing experience and how you rose up above the situation.

Good job! There is so much more to explore in Creative Nonfiction. I’m sure you’ll be a “pro” in no time.

D 10. Omniscient 10.

E 9. Monologue 9.

H 8. Conflict 8.

E 7. Person 3 7.

D 6. Symbolism 6.

G 5. Second 5.

C 4. Plot 4.

B 3. Setting 3.

A 2. Dialogue 2.

F 1. Character 1.

Assessment Assessment - Pre

40 References:

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: https://www.aswangproject.com/bakunawa-and-the-seven-moons-the-original-story- with-translation-and-annotations/ https://academichelp.net/samples/academics/essays/narrative/ https://www.poetryfoundation.org/poems/51642/invictus http://www.clipartpanda.com/categories/target-clip-art-bullseye https://www.kissclipart.com/knowledge-clip-art-clipart-clip-art-e1ugtf/ https://favpng.com/png_view/food-chain-clipart-chain-hyperlink-website-clip-art- png/0JSXsTQc https://www.pinterest.ph/pin/762726886861783057/ https://www.pngkit.com/view/u2q8a9w7t4a9e6i1_png-royalty-free-download- magnifying-glass-book-clipart/ http://clipart-library.com/children-reading-books-clipart.html https://clipartlook.com/img-50734.html https://www.adazing.com/book-clipart/ https://dlpng.com/png/4523268 http://clipart-library.com/checklists-cliparts.html http://clipart-library.com/samson-cliparts.html https://www.pinterest.ph/pin/72128031506699211/ https://www.clipartmax.com/middle/m2i8i8d3A0N4K9Z5_reality-truth-clip-art-truth- clipart/ http://clipart-library.com/images-for-teachers.html https://cliparting.com/free-dragon-clipart-7407/

For inquiries and feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province

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

Telefax (032) 255-6405

Email Address: [email protected]

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TheHighSchooler

Teach Creative Writing In High School With 10 Fun Activities

Creative writing is a meaningful aspect of literature that mandates you to utilize your expertise, ingenuity, and story to depict a critical message, emotion, or plot. It defies the traditional bounds of other forms of writing and is completely subjective to our preferences and experiences. In creative writing, it’s all about imaginativeness!

Using creative imagination and originality to convey feelings and concepts in a unique way is at the heart of creative writing. Simply stated, it’s about infusing your own ‘flair’ into your writing, moving beyond academic or other technical kinds of literature. 

In this post, we will explore the various activities which would be advantageous for a high schooler who wishes to indulge in creative writing!

creative writing module for senior high school answer key

What Happens When Creative Writing Is Put To Use?

Creative writing is any form of writing that deviates from traditional professional, investigative journalism, educational, or technological forms of literature. It is typically distinguished by emphasizing narrative craft, character development, literary tropes, or various poetic traditions.

Here are the few ways how high schoolers can benefit from creative writing –

1. Imagination

When you write creatively, you expand your imagination by creating new environments, scenarios, and characters. This way, you are also boosting and stretching your imagination, as well as “thinking out of the box.” This allows you to concentrate your energy on many other things and improve your ability to find fresh ideas and alternatives to problems you’re having. Whether you’re a researcher or a businessman, creative writing will increase your imagination and help you think more creatively, and push the boundaries.

2. Empathy and Communications skills

When you create characters, you’ll be constructing emotions, personalities, behaviors, and world views that are distinct from your own. Writers must conceive personalities, emotions, places, and walks of life outside of their own lives while creating universes with fictional characters and settings.

This can give children a good dose of empathy and understanding for those who aren’t like them, who don’t live where they do or go through the same things they do daily. Writers are better equipped to communicate when they have a greater understanding of other points of view. They can come up with creative ways to explain and debate subjects from multiple perspectives. This ability is crucial in both professional and personal situations. 

3. Clarification of Thoughts 

Creating structures in creative writing allows you to organize your impressions and emotions into a logical procedure. You may express both your thoughts and your sentiments through creative writing. For example, if you’re a marketing executive, you could create a short tale in which your clientele reads your promotional emails. You can guess what they’re up to, where they’re seated, what’s around them, and so on.

This enables you to focus on the language and strategies you employ. Alternatively, if you’re a technical writer writing on a new desktop platform, you could create a creative scenario in which a user encounters a problem. 

4. Broadens Vocabulary and gets a better understanding of reading and writing

You’ll learn a larger vocabulary and a better understanding of the mechanics of reading and writing as you begin to practice writing exercises regularly. Even if you’re writing a budget report, you’ll know when rigid grammar standards work and when they don’t, and you’ll know what will make your writing flow better for your readers. Exploring different ways of expressing yourself when writing creatively allows you to extend your vocabulary.

You’ll notice a change in your use and range of language as you improve your writing over time, which will be useful in any professional route and social scenario. You’ll be able to bend and break the rules when you need to, to utilize your voice and make what you’re writing engaging without coming off as an amateur, dull, or inauthentic once you’ve grasped the fundamentals of writing professionally and creatively.

5. Building Self-Belief 

When you write creatively, you’re actively involved in an activity that allows you to fully develop your voice and point of view without being constrained. You have a better chance to investigate and express your feelings about various issues, opinions, ideas, and characters. And you’ll feel more at ease and secure stating your thoughts and perspectives in other things you write as a result of this.

Writers who don’t write creatively may be concerned about appearing authoritative or trustworthy. They accidentally lose their voice and sound like drones spouting statistics by omitting to include their perspective on the topics they’re writing about. As a result, they miss out on using their distinct voice and presenting themselves as an expert with real-world expertise.

Creative Writing Activities That Will Strengthen Your Writing Skills  

Short spurts of spontaneous writing make up creative writing activities. These writing exercises push a writer to tackle a familiar topic in a new way, ranging from one line to a lengthy tale. Short, spontaneous projects are common in creative writing programs, but any writer should make them a regular practice to extend their abilities and learn new tactics to approach a series of stories.

These activities must be performed for ten minutes at a time, several times a week – by creative writers. They’re designed to help you improve your writing abilities, generate fresh story ideas, and become a better writer.

1. Free Writing

Writing is the first and foremost activity that is going to give your creative writing a boost. Start with a blank page and let your stream of thoughts and emotions flow. Then simply begin writing. Don’t pause to think or alter what you’re expressing. This is known as “free writing.” This writing activity is referred to as “morning pages” by Julia Cameron, the author of ‘The Artist’s Way.’ She recommends that authors do this every day when they first wake up. Stream of consciousness writing can provide some intriguing concepts.

Allow your intellect to take the lead as your fingers type. Or write a letter to your younger self.  Consider a topic you’d like to discuss, such as a noteworthy event, and write it down. Give guidance or convey a message that you wish you had heard as a youngster or a young adult.

2. Modify a Storyline – Read

Most of us like to read. However, just reading won’t really help augment your creative writing skills. While reading bestows insight into the deeper meanings of numerous things, you need a more concrete approach to better your aptitude. To do this, you can modify any storyline. Take an episode from a chapter, if you’re feeling brave—from one of your favorite books and recreate it. Write it from the perspective of a different character. Swap out the main character in this exercise to examine how the story may be conveyed differently.

Take Percy Jackson’s thrilling conclusion, for instance, and rework it with Annabeth as the primary character. Another way to approach this creative activity is to keep the primary character but switch viewpoints. Rewrite a scene in the third person if the writer has told a story in the first person. 

3. Add Creative Writing Prompts or Create Flash Fiction

Use writing prompts, often known as narrative starters, to produce writing ideas. A writing prompt is a sentence or short excerpt that a writer uses to start composing a story on the spot. You can look up writing prompts online, pick a sentence out of a magazine at random, or use a brilliant line from a well-known work as the start of your short scene.

creative writing module for senior high school answer key

Another thing you can do to accentuate your writing is to create flash fiction. Sit down at your desktop or pick up a pen and paper and write a 500-word story on the spur of the moment. This isn’t the same as just writing whatever comes to mind. With no fixed guidelines, free writing generates a stream of consciousness. All of the basic components of a story arc, such as plot, conflict, and character development, are required in flash fiction, albeit in a shortened form.

4. Create a Fictitious Advertisement

Pick a random word from a nearby book or newspaper and create a fictitious commercial for it. Write one ad in a formal, abbreviated newspaper classified format to require you to pay special attention to your word choice to sell the item. Then write one for an online marketplace that allows for longer, more casual text, such as Craigslist. Describe the item and persuade the reader to purchase it in each one.

5. Engage in Conversations 

Engaging in conversations with your friends/family – or simply communicating can help brush up your writing skills. Talk to your loved ones about their hobbies, career, views on societal issues – any suitable topic for that matter. This helps implement others’ points of view and expands your mental ability. Another useful thing that you can do is – make another person’s tale and create it by implementing your own thoughts. Then talk about it in an impeccable manner. Also, talk in complete sentences. This goes to show your Linguistic intelligence proficiency – and helps augment your creative writing skills.

6. Create Your Own Website/Blog

Start your search for blogging. There are a million writing suggestions out there, but they all boil down to the same thing: write. Blogging is excellent writing practice because it gives you a place to write regularly.

creative writing module for senior high school answer key

To keep your fingers and mind nimble, write a post every day. Like most bloggers, you’ll want to restrict your subject—perhaps you’ll focus on parenting or start a how-to site where you can tell stories from your point of view.

7. Participate in Debates/Extempores  

Participating in debates, extempores – anchoring for your school function, giving a speech, all of these activities help boost your creative spirit. These group events make you understand what other people are envisioning, which in turn helps you generate new ideas, approaches, and methods. Not only do they improve your articulation and research skills, but they also develop critical thinking and emotional control abilities. All of these promote a better creative writing aptitude.

8. Start a YouTube Channel or Podcast 

Starting a YouTube channel or podcast will definitely level up your creative game. YouTube is a never-ending platform, covering myriads of topics. Choose a particular niche for your channel.

creative writing module for senior high school answer key

Then do your topic research, create content, manage SEO, approach brands, talk to clients and influencers – do all the good stuff. Communicating with other influencers and creating content will take your creative writing skills to another level. Starting a podcast will have a similar impact. 

9. Love them? Say it with your words!

We have many festivals, occasions, birthdays, parties, anniversaries and whatnot! You can employ these special days and boost your creative writing skills. You can make a token of love for them – writing about your feelings. You can also make gift cards, birthday cards, dinner menus, and so on. So let’s say, it’s your mother’s birthday, you can write her a token of love, elucidating your feelings and letting her know what all she’s done for you and that you’re grateful. Do this for all your near and dear ones. This not only spreads positivity and love but helps you develop your creative aptitude.

10. The What-if Game

The What-If game is an incredible way to upgrade your creative abilities. You can play this game with your friends, cousins, relatives, or solo. Here, you need to find links to many interesting hypothetical questions. For instance, what if the sun doesn’t rise for a week? What if there’s no oxygen for one minute? Play it with your peeps, or ask these questions to yourself. It can be anything random but concrete. If you don’t know the answers to the questions, look them up on Google. This way, you’re training your mind to learn new concepts all the while enhancing your visualization process. 

We can conclude that creative writing encourages students to think creatively, use their imaginations, imply alternatives, expand their thinking processes, and improve their problem-solving skills. It also allows the child to express themselves and grow their voice. Besides, it enhances reasoning abilities. The principle behind the creative writing concept is that everyone can gain the qualities that are needed to become a successful writer or, rather become good at writing. Creative writing is all about using language in new and innovative ways.

creative writing module for senior high school answer key

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Introduction to Philosophy Method of Philosophizing Quarter 1 Week 5

Computer systems servicing nc ii quarter 1 – module 2/week 2-3: assessing own work and engaging in quality improvement, entrepreneurship quarter 1 — module 2 recognize a potential market, entrepreneurship quarter 1 — module 1 introduction to entrepreneurship, 21st century literature from the philippines and the world module 1: geographic, linguistic and ethnic dimensions of philippine literary history from pre-colonial to the contemporary, 21st century literature from the philippines and the world module 2: conventional and 21st century genres, 21st century literature from the philippines and the world module 3: context and text’s meaning, 21st century literature from the philippines and the world module 4: creative representation of a literary text, 21st century literature from the philippines and the world module 5: elements of a short story, 21st century literature from the philippines and the world quarter 2 – module 6: writing a close analysis and critical interpretation of literary texts applying a reading approach, 21st century literature from the philippines and the world quarter 2 – module 7: differentiating 21st century literary genres, 21st century literature from the philippines and the world quarter 2 – module 8: creative literary adaptations, 21st century literature from the philippines and the world quarter 2 – module 9: flash fiction: the plot, contemporary philippine arts from the region quarter 2 – module 1: local materials used in creating art, contemporary philippine arts from the region quarter 2 – module 1: state and non-state institutions, contemporary philippine arts from the region quarter 2 – module 2: functions and importance of education, contemporary philippine arts from the region quarter 2 – module 3: concept, characteristics and forms of stratification systems, contemporary philippine arts from the region quarter 2 – module 4: government programs and suggestions in addressing social inequalities, contemporary philippine arts from the region quarter 2 – module 6: new challenges in contemporary societies, disaster readiness and risk reduction disaster readiness and risk reduction module (pivot), disaster readiness and risk reduction module 10: hazard: its impact, identification and risk assessment, disaster readiness and risk reduction module 11: earthquake hazards and risk reduction methods, disaster readiness and risk reduction module 14: interpret earthquake hazard map, disaster readiness and risk reduction module 16: signs of impending volcanic eruption, disaster readiness and risk reduction module 1: basic concept of disaster and disaster risk, disaster readiness and risk reduction module 2: risk factors underlying disasters, disaster readiness and risk reduction module 3: disasters and its effects, disaster readiness and risk reduction module 4: disasters from different perspectives, disaster readiness and risk reduction module 5: vulnerability, disaster readiness and risk reduction module 6: vulnerability in disaster, disaster readiness and risk reduction module 7: vulnerabilities of different elements exposed to hazards, disaster readiness and risk reduction module 8: effects of hazard, exposure and vulnerability to disaster risks, disaster readiness and risk reduction module 9: hazard and its types, disaster readiness and risk reduction quarter 2 – module 10: fire hazards: concepts and causes, disaster readiness and risk reduction quarter 2 – module 11: fire hazards and related concepts, disaster readiness and risk reduction quarter 2 – module 12: response procedure during a fire incident, disaster readiness and risk reduction quarter 2 – module 13: fire emergency and evacuation plan, disaster readiness and risk reduction quarter 2 – module 14: key concepts, principles and elements of drr, disaster readiness and risk reduction quarter 2 – module 17: community preparedness plan, disaster readiness and risk reduction quarter 2 – module 18: survival kits and materials, disaster readiness and risk reduction quarter 2 – module 1: geological hazards, disaster readiness and risk reduction quarter 2 – module 2: causes of other related geological hazards, disaster readiness and risk reduction quarter 2 – module 3: signs of other related geological hazards, disaster readiness and risk reduction quarter 2 – module 4: interpretation of geological maps, disaster readiness and risk reduction quarter 2 – module 5: mitigation strategies: a prevention to loss of lives and properties, disaster readiness and risk reduction quarter 2 – module 6: hydrometeorological hazards, disaster readiness and risk reduction quarter 2 – module 7: hydrometeorological hazards, disaster readiness and risk reduction quarter 2 – module 8: monitoring tools for hydrometeorological hazards, disaster readiness and risk reduction quarter 2 – module 9 the elements of fire triangle, disaster readiness and risk reduction quarter 2: module 15 recognize the importance of drr on one’s life, disaster readiness and risk reductionquarter 2 – module 19: policies of drrm - the philippine drrm law ra 10121 and its implementing rules and regulations, earth and life science earth and life science (pivot), earth and life science module 10: movements of plates and formation of folds and faults, earth and life science module 11: formation of rock layers, earth and life science module 12: relative and absolute dating, earth and life science module 13: geologic time scale: relative and absolute dating, earth and life science module 14: geologic timeline, earth and life science module 15: geologic processes and hazards, earth and life science module 16: geologic processes and hazards, earth and life science module 17: geologic processes and hazards, earth and life science module 18: hydrometeorological phenomena and hazards, earth and life science module 19: marine and coastal processes, earth and life science module 1: origin and structure of the earth (planet earth), earth and life science module 20 mitigation to coastal processes and hazards, earth and life science module 2: origin and structure of the earth (the subsystem), earth and life science module 3: minerals, earth and life science module 4: rocks, earth and life science module 5: exogenic processes, earth and life science module 6: the earth’s internal heat, earth and life science module 7: magmatism, earth and life science module 8: changes in mineral components and texture of rocks (metamorphism), earth and life science module 9: igneous rocks: how are they formed, earth and life science quarter 2 – module 21: evolving concept of life based on emerging pieces of evidence, earth and life science quarter 2 – module 22: unifying themes in the study of life, earth and life science quarter 2 – module 23: perpetuation of life, earth and life science quarter 2 – module 24: genetic engineering, earth and life science quarter 2 – module 25: benefits of genetically modified organisms, earth and life science quarter 2 – module 26: organ systems of representative animals, earth and life science quarter 2 – module 27: organ systems of representative animals, earth and life science quarter 2 – module 28: the process of evolution, earth and life science quarter 2 – module 29: the process of evolution, earth science (pivot module), earth science module 4: classification of rocks, earth science module 5: important minerals to society, earth science module 6: ore minerals: how they are found, mined, and processed for human use, earth science module 7: formation of fossil fuels, earth science quarter 2 – module 10: different methods of determining the age of stratified rocks, earth science quarter 2 – module 11: relative and absolute dating, earth science quarter 2 – module 12: describe how index fossils (also known as guide fossils) are used to define and identify subdivisions of the geologic time scale, earth science quarter 2 – module 13: the history of earth, earth science quarter 2 – module 1: weathering, earth science quarter 2 – module 2: earth’s internal heat sources, earth science quarter 2 – module 3: endogenic processes: plutonism and volcanism, earth science quarter 2 – module 4: metamorphism, earth science quarter 2 – module 6: seafloor spreading, earth science quarter 2 – module 8: movement of plates, earth science quarter 2 – module 9: how layers of rocks (stratified rocks) are formed, earth science quarter 2 – week 4: structure and evolution of ocean basins, earth science quarter 2 –module 5 rock behaviors under stress, general mathematics module 10: solving real-life problems involving rational functions, equations, and inequalities, general mathematics module 11: one-to-one functions, general mathematics module 12: the inverse of one-to-one functions, general mathematics module 14: domain and range of inverse functions, general mathematics module 15: solving real-life problems involving inverse functions, general mathematics module 17: exponential functions, equations and inequalities, general mathematics module 18: solving exponential equations and inequalities, general mathematics module 1: functions, general mathematics module 20: domain and range of exponential functions, general mathematics module 26: domain and range of logarithmic functions, general mathematics module 27: intercepts, zeroes and asymptotes of logarithmic functions, general mathematics module 28: solving real-life problems involving logarithmic functions, equations and inequalities, general mathematics module 2: evaluating functions, general mathematics module 3: operations on functions, general mathematics module 4: solving real- life problems involving functions, general mathematics module 5: rational functions, equations and inequalities, general mathematics module 6: solving rational equations and inequalities, general mathematics module 7: representations of rational functions, general mathematics module 8: the domain and range of a rational functions, general mathematics module 9: intercepts, zeroes and asymptotes of rational functions, general mathematics pivot module in general mathematics, general mathematics quarter 2 – module 10: market indices for stocks and bonds, general mathematics quarter 2 – module 11: business and consumer loans, general mathematics quarter 2 – module 12: solving problems on business and consumer loans, general mathematics quarter 2 – module 13: propositions, general mathematics quarter 2 – module 14: simple and compound propositions, general mathematics quarter 2 – module 15: logical operators, general mathematics quarter 2 – module 16: truth values of propositions, general mathematics quarter 2 – module 17: logical equivalence and conditional propositions, general mathematics quarter 2 – module 18: tautologies and fallacies, general mathematics quarter 2 – module 19: validity of categorical syllogisms, general mathematics quarter 2 – module 1: simple and compound interests, general mathematics quarter 2 – module 20: valid arguments and fallacies, general mathematics quarter 2 – module 2: interest, maturity, future, and present values in simple and compound interests, general mathematics quarter 2 – module 3: solving problems involving simple and compound interest, general mathematics quarter 2 – module 4: simple and general annuities, general mathematics quarter 2 – module 5: future and present values of simple and general annuities, general mathematics quarter 2 – module 6: fair market value of a cash flow, general mathematics quarter 2 – module 7: deferred annuity, general mathematics quarter 2 – module 8: stocks and bonds, general mathematics quarter 2 – module 9: different markets for stocks and bonds, introduction to philosophy of the human person doing philosophy, introduction to philosophy of the human person module 2.1: methods of philosophizing, introduction to philosophy of the human person module 2.2 methods of philosophizing, introduction to philosophy of the human person module 3: the human person as an embodied spirit, introduction to philosophy of the human person module 4: the human person in the environment, introduction to philosophy of the human person quarter 2 – module 1: freedom and responsibility, introduction to philosophy of the human person quarter 2 – module 2: intersubjectivity, introduction to philosophy of the human person quarter 2 – module 3: human person and society, introduction to philosophy of the human person quarter 2 – module 4: human person and death, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan – modyul 1: wika sa panayam at balita sa radyo at telebisyon, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 13: pagsusuri sa pananaliksik, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 2: sitwasyong pangwika sa social media, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 3: sitwasyong pangwika sa pelikula at dula, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 4: sitwasyong pangwika sa larangan ng edukasyon, pamahalaan, at kalakalan, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 5: sitwasyong pangwika sa panahon ng modernisasyon, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 6: rehistro at barayti ng wika, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 7: pagsusuri ng mga teksto gámit ang social media, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 8: wika sa konteksto ng radyo at telebisyon, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan–modyul 9: kakayahang lingguwistiko, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan— modyul 10: kakayahang komunikatibo ng mga filipino, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan— modyul 11: kakayahang pragmatiko, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan— modyul 14: hakbang sa pagsulat ng pananaliksik, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan— modyul 15: pag-uugnay ng mga ideya, komunikasyon at pananaliksik sa wika at kulturang pilipino ikalawang markahan—modyul 16: pagsulat ng panimulang pananaliksik, komunikasyon at pananaliksik sa wika at kulturang pilipino kalawang markahan— modyul 12: pagsulat ng kritikal na sanaysay, komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 1-wika (kahulugan at kabuluhan ng wika), komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 10: pagtalakay ng iba’t ibang indibidwal ukol sa wikang pambansa, komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 11: pananaw ng iba’t ibang awtor sa wikang pambansa, komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 12: sanaysay, komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 13: sanhi at bunga, komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 2: konseptong pangwika (wikang pambansa, wikang opisyal, wikang panturo, at multilingguwalismo), komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 3: konseptong pangwika (homogenous at heterogenous na wika), komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 4: konseptong pangwika (rehistro/barayti ng wika, lingguwistikong komunidad), komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 5: mga konseptong pangwika, komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 6: gamit ng wika sa lipunan (instrumental at regulatori), komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 7: gamit ng wika sa lipunan (pasalita), komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 8: paraan ng paggamit ng wika sa lipunan, komunikasyon at pananaliksik sa wika at kulturang pilipino modyul 9: kasaysayan ng wikang pambansa, media and information literacy grade 12 (pivot), media and information literacy quarter 2 – module 1: the power of media and information, media and information literacy quarter 2 – module 2: current and future trends in media and information, media and information literacy quarter 2 – module 3: implications of media and information, media and information literacy quarter 2 – module 4: text and visual dimensions of information and media, media and information literacy quarter 2 – module 5: audio and motion dimensions of information and media, media and information literacy quarter 2 – module 6: manipulative and multimedia dimensions of information and media, media and information literacy quarter 2 – module 7: producing multimedia content, media and information literacy quarter 2 – module 8: evaluating multimedia, media and information literacy quarter 2 – module 9: creative content creation, oral communication in context module 1-functions, nature and process of communication, oral communication in context module 2: communication models, oral communication in context module 3: strategies to avoid communication breakdown, oral communication in context module 5: types of speech context, oral communication in context module 6: types of speeches and speech style, oral communication in context module 7: types of speech act, oral communication in context oral communication in context (pivot), oral communication in context quarter 2 – module 1: types of communicative strategy, oral communication in context quarter 2 – module 2: understanding speech context, speech style, speech act and communicative strategy, oral communication in context quarter 2 – module 3: principles of effective speech writing and delivery, pagbasa at pagsusuri ng iba’t ibang teksto tungo sa pananaliksik (pivot), pagbasa at pagsusuri ng iba’t ibang teksto tungo sa pananaliksik ikaapat na markahan–modyul 2: pagbibigay-kahulugan sa mga konseptong kaugnay ng pananaliksik, pagbasa at pagsusuri ng iba’t ibang teksto tungo sa pananaliksik ikaapat na markahan–modyul 3: proseso sa pagsulat ng pananaliksik, pagbasa at pagsusuri ng iba’t ibang teksto tungo sa pananaliksik ikaapat na markahan–modyul 4: lohikal at ugnayan ng mga idea sa pagsulat ng pananaliksik, pagbasa at pagsusuri ng iba’t ibang teksto tungo sa pananaliksik ikaapat na markahan–modyul 5: pagbuo ng isang maikling pananaliksik sa mga napapanahong isyu, pagbasa at pagsusuri ng iba’t ibang teksto tungo sa pananaliksik ikaapat na markahan—modyul 1: pagsusuri ng ilang halimbawang pananaliksik sa filipino batay sa layunin, gamit, metodo, at etika ng pananaliksik, personal development (pivot), personal development module 25: plan on how to make the family members firmer and gentler with each other, personal development quarter 2 – module 17: teen-age relationships including the acceptable and unacceptable expressions of attractions, personal development quarter 2 – module 18: personal relationship – attraction, love, and commitment, personal development quarter 2 – module 19: becoming responsible in personal relationships, personal development quarter 2 – module 21: social influence, personal development quarter 2 – module 22: conduct a mini-survey on filipino relationships (family, school, and community), personal development quarter 2 – module 23: family structures and legacies, personal development quarter 2 – module 24: make a genogram and trace certain physical, personality, or behavioral attributes through generations, personal development quarter 2 – module 26: factors influence career planning and decision making, personal development quarter 2 – module 27: career options based on career development concepts and personal life goals, personal development quarter 2 – module 28: identifying career option leading to attaining one’s personal goal, personal development quarter 2 – module 29: factors in personal development: guide in making important career decisions, personal development quarter 2 – module 30: importance of personal development in making a career decision, personal development quarter 2 – module 31 creative visualization of personal development through the various stages that you went through, personal development quarter 2 – module:20 various roles of different individuals in society and how they can influence people through their leadership or followership, physical science module 1-formation of heavy elements, physical science module 10: limiting reactants and the amount of products formed, physical science module 11: how energy is produced and managed, physical science module 12: active ingredient(s) of cleaning products used at home, physical science module 13: use of the other ingredients in cleaning agents, physical science module 2: concept of atomic number led to the synthesis of new elements in the laboratory, physical science module 3: polarity of molecules, physical science module 4: polarity of molecules and its properties, physical science module 5: general types of intermolecular forces, physical science module 6: effects of intermolecular forces on properties of substances, physical science module 7: biological macromolecules, physical science module 8: collision theory and chemical reaction rate, physical science module 9: catalyst, physical science physical science (pivot), physical science quarter 2 – module 1 ancient astronomy, physical science quarter 2 – module 10 the wave nature of light, physical science quarter 2 – module 11 various light phenomena, physical science quarter 2 – module 12 radio waves, physical science quarter 2 – module 13: special theory of relativity, physical science quarter 2 – module 14: the consequences of the postulates of special relativity theory, physical science quarter 2 – module 15 general theory of relativity, physical science quarter 2 – module 16 how the speeds and distances of far-off objects are estimated (e.g., doppler effect and cosmic distance ladder), physical science quarter 2 – module 17:how we know that we live in an expanding universe, physical science quarter 2 – module 2: examples of astronomical phenomena before the advent of telescopes, physical science quarter 2 – module 3 modern astronomy, physical science quarter 2 – module 4 the aristotelian and galilean conceptions of vertical, horizontal, and projectile motions, physical science quarter 2 – module 5 how galileo inferred that objects in vacuum fall in uniform acceleration, physical science quarter 2 – module 6 understanding newton’s first law of motion, physical science quarter 2 – module 7: propagation of light, physical science quarter 2 – module 8: photon concept and its practical application, physical science quarter 2 – module 9 dual nature of electrons, reading and writing skills pivot-module, reading and writing skills quarter 4 – module 4: hypertext and intertext, reading and writing skills quarter 4 – module 5: critical reading as reasoning, reading and writing skills quarter 4 – module 6: formulating evaluative statements, reading and writing skills quarter 4 – module 7: determining textual evidence, reading and writing skills quarter 4 – module 8: composing academic writing, reading and writing skills quarter 4 – module 9: composing professional correspondence, statistics and probability module 10: identifying appropriate test statistic involving population proportion, statistics and probability module 11: identifying appropriate rejection region involving population proportion, statistics and probability module 12: computing test statistic value involving population proportion, statistics and probability module 13: drawing conclusions about population proportion based on test statistic value and rejection region, statistics and probability module 14: solving problems involving test of hypothesis on population proportion, statistics and probability module 15: illustrating the nature of bivariate data, statistics and probability module 16: constructing a scatter plot, statistics and probability module 17: describing the shape (form), trend (direction), and variation ( strength) based on a scatter plot, statistics and probability module 18: calculating the pearson’s sample correlation coefficient, statistics and probability module 19: solving problems involving correlation analysis, statistics and probability module 1: testing hypothesis, statistics and probability module 20: identifying dependent and independent variables, statistics and probability module 2: identifying parameters for testing in given real-life problems, statistics and probability module 3: formulating appropriate null and alternative hypotheses on a population mean, statistics and probability module 4: identifying appropriate test statistics involving population mean, statistics and probability module 5: identifying the appropriate rejection region for a given level of significance, statistics and probability module 6: computing test statistic on population mean, statistics and probability module 7: drawing conclusion about population mean based on test statistic value and critical region, statistics and probability module 8: solving problems involving test of hypothesis on population mean, statistics and probability module 9: formulating appropriate null and alternative hypotheses on a population proportion, statistics and probability pivot-module, understanding culture, society and politics (pivot), understanding culture, society and politics quarter 2 – module 1: state and non-state institutions, understanding culture, society and politics quarter 2 – module 2: functions and importance of education, understanding culture, society and politics quarter 2 – module 3: concept, characteristics and forms of stratification systems, understanding culture, society and politics quarter 2 – module 4: government programs and suggestions in addressing social inequalities, understanding culture, society and politics quarter 2 – module 6: new challenges in contemporary societies.

Senior High School Learning Modules Quarter 4 (s.y. 2020-2021) Free Download

Cher Carmen

  • May 18, 2021

Download Senior High School Learning Modules quarter 4 for school year 2020-2021.

Senior High School Learning Modules

Reiteration on the use of answer keys to self learning modules

Due to questions asked by many learners and teachers, the Department of Education (DepEd) LRMS Office – Davao City Division released a Memorandum to address the issues/queries on the utilization of the Self-learning Modules. One question is about whether the answer key must be attached to the learner’s module or not. To know the answer click the link below.

Read the Memoranda:  Answer Key must be attached as part of the SLM’s

Senior High School Learning Modules Quarter 4

  • Senior High School Learning Modules: Applied Economics – DOWNLOAD
  • Senior High School Learning Modules: Basic Calculus – DOWNLOAD
  • Senior High School Learning Modules: FABM1 – DOWNLOAD
  • Senior High School Learning Modules: General Math – DOWNLOAD
  • Senior High School Learning Modules: HOPE – DOWNLOAD
  • Senior High School Learning Modules: TVL CSS – DOWNLOAD
  • Senior High School Learning Modules: TVL Empowerment Tech- DOWNLOAD

Can’t find what you’re looking for? DOWNLOAD:   MODULES COMPILATION FOR QUARTER 4

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How To Download

  • Click the DOWNLOAD button besides the subject you want to download.
  • You will be redirected to a new page. Scroll down until you see a button with the word “DOWNLOAD” in it. Click it.
  • You will then be redirected to the download page. Once it loads, you will see a DOWNLOAD button on the topmost right part. CLICK IT.
  • A popup will appear and will ask you to, “Download to device” or “Save to my Koofr.” Choose “Download to device.” The download will then automatically starts.
  • Go back to the  main page  and repeat the process for the other subjects.
  • For mobile phones or tablets, the process is the same but instead of the DOWNLOAD button, there will be an icon. See pictures for better reference.

creative writing module for senior high school answer key

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Disclaimer: The modules you are about to download are not made and owned by Teacher Tayo. We are only sharing the links for easier access. For more questions and inquiries, you can send us an email ([email protected]).

Frequently Asked Questions on DepEd Learning Delivery Modalities for School Year 2020-2021

What is Distance Learning?

This refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction.

What is Modular Distance Learning?

Learning is in the form of individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the learner and other learning resources like Learner’s Materials, textbooks, activity sheets, study guides and other study materials.

What is Online Distance Learning?

It features the teacher facilitating learning and engaging learners’ active participation using various technologies accessed through the internet while they are geographically remote from each other during instruction.

What is Home Schooling?

It is an alternative delivery mode (ADM) that aims to provide learners with equal access to quality basic education through a home-based environment to be facilitated by qualified parents, guardians or tutors who have undergone relevant training.

What is Blended Learning?

This refers to a learning modality that allows for a combination of face to face and online distance learning (ODL), face-to-face and modular distance learning (MDL), face-to-face and TV/Radio-based Instruction (RBI), and face-to-face learning and a combination with two or more types of distance learning.

What is Traditional Face-to-Face Learning?

This refers to a learning delivery modality where the students and the teacher are both physically present in the classroom, and there are opportunities for active engagement, immediate feedback, and socio-emotional development of learners.

What is Alternative Delivery Modes (ADM)?

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education delivery within the confines of the formal system that allow schools to deliver quality education to marginalized students and those at risk of dropping out in order to help them overcome personal, social and economic constraints in their schooling.

Source/Reference:  Department of Education (DepEd)

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Senior High School Philippines

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Creative Writing Self Learning Modules

creative writing module for senior high school answer key

 Learning Area: Creative Writing Classification: Specialized Subject Track/Strand: Academic / Humanities and Social Sciences (HumSS) Type of Material: Self-Learning Modules Download Links: Creative Writing Module 1 Creative Writing Module 2

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creative writing module for senior high school answer key

this is useful can i have copies of other modules please.

Thank you for having this this will serve a good purposes at this time of pandemic.

Thank you so much! Are there any copies of module I can download?

is there a module 3 of this?

Thanks to this, man. I have been looking for modules and other sites offer you to subscribe. They monetarize Modules that should be shared freely to students. You got the real purpose. Thumbs up!

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Senior High School Specialized Subject: Creative Writing

Creative Writing is one of the specialized subjects under the academic career track and the HUMSS learning strand. Some examples of the things that you will learn from taking this subject include:

  • Imaginative writing vs. technical / academic / other forms of writing
  • Sensory experience
  • Figures of speech
  • Sample works of well-known local and foreign writers
  • rhyme and meter
  • the line and line break
  • enjambments
  • genre-crossing texts (e.g. prose poem, performance poetry, etc.)
  • Techniques and literary devices (modelling from well-known local and foreign poets)
  • 1st-person POV (major, minor, or bystander
  • 2nd-person POV
  • 3rd-person POV (objective, limited omniscient, omniscient)
  • modular/episodic
  • rising action
  • falling action
  • resolution/denouement
  • time and place
  • cultural, sociological, political, religious, etc. milieu
  • sensibilities that lead to specific modes
  • situational
  • moral/lesson
  • dramatic premise
  • Foreshadowing
  • Symbolism and motif
  • Modelling from well-known local and foreign short story writers in a range of modes
  • Reading and Writing Drama (one-act)*
  • Intertextuality
  • Conceptualization of modality
  • Modelling from well-known local and foreign playwrights
  • The creative work in literary and /or sociopolitical context

While studying, you will also be asked to demonstrate what you have learned by participating in class activities that may include the following:

  • Producing short paragraphs using imagery, diction, figures of speech, etc.
  • Producing a short, well-crafted poem
  • Producing at least one striking scene for a short story
  • Composing at least one scene for a one-act play that can be staged
  • Producing a craft essay on the personal creative process
  • Deploying a consciously selected orientation of creative writing
  • Designing a group blog for poetry and fiction
  • Producing a suite of poems, a short story, or a script for a one-act play
  • Creating hypertext literature

These examples only cover the scope of the specialized subjects under the academic track and HUMSS learning strand. For the scope of the core and contextualized subjects under the senior high school curriculum , please refer to their respective lists.

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MOU Gymnasium No. 21 Elektrostal

MOU Gymnasium No. 21 Elektrostal 0

Description of MOU Gymnasium No. 21 Elektrostal

  • Location: Elektrostal, Russia
  • Students age: from 7 to 18 years old
  • School uniform
  • Full-time education
  • Stages of education: primary, basic and secondary.

Gymnasium No. 21 is located in the town of Elektrostal, Moscow Region. The beginning of the history of this educational institution is considered 1971 - then a secondary school was opened in the building of the gymnasium. Since 2014, gymnasium No. 21 has been included in the list of the best schools in the Moscow Region, has the title of "Smart School", and is the winner of many competitions in the field of education.

Programs and prices, tuition fees in MOU Gymnasium No. 21 Elektrostal

Primary general education (7 - 10 years): study of basic subjects, versatile personality education. In free time, the program includes excursions, festivals and project activities.

Basic general education (11 - 16 years old): a program consisting of basic subjects and preparation for passing the OGE. The program includes the study of two foreign languages - English and German.

Secondary general education (16 - 18 years old): a program includes basic subjects (as an additional one - astronomy) and in-depth study of the disciplines selected for passing the exam.

Grades 10 in the gymnasium are divided into profiles of in-depth study of subjects:

  • Socio-economic - learning English, mathematics and economics
  • Social and humanitarian - English and Russian languages, social studies.

Accommodation, meals, prices

The gymnasium organizes paid and reduced-price meals.

Reduced price meals (lunch) are received by:

  • Students with disabilities
  • Students who are under guardianship and not receiving benefits from the guardianship authorities
  • Disabled children
  • Pupils from large families
  • Students with tuberculous intoxication
  • Students receiving survivor's pension
  • Students with diseases of the digestive organs (Hirschsprung's disease, gastric and duodenal ulcers, cholelithiasis, chronic hepatitis, Crohn's disease), chronic kidney diseases (glomerulonephritis, pyelonephritis), blood diseases and disorders caused by chemical prophylaxis, respiratory diseases (bronchial asthma), diseases of the endocrine system (diabetes mellitus)
  • Students from low-income families
  • Students from disadvantaged families
  • Children in difficult life situations
  • Children of participants in the liquidation of the consequences of the accident at the Chernobyl nuclear power plant.

Reduced meals (breakfast) are received by:

  • Students in grades 1-4
  • Students from large families
  • Students receiving a survivor's pension.

To obtain the right to receive preferential meals from the parents / legal representatives of the child, you will need to provide an application completed in the name of the director and documents confirming belonging to one of the categories.

Activities MOU Gymnasium No. 21 Elektrostal

Circles and sections of gymnasium number 21:.

  • General physical preparation
  • Librarianship.

High school students also participate in:

  • Subject Olympiads, including the All-Russian Olympiad for schoolchildren
  • Career guidance before leaving school
  • Delivery of TRP standards
  • Sports and creative activities.
  • Qualified teachers (holders of the title "Honored Teacher of the Russian Federation", medals and certificates of honor)
  • Additional education in various fields
  • Participation in olympiads and competitions
  • Career guidance for applicants to universities and colleges.

Facilities and equipment at MOU Gymnasium No. 21 Elektrostal

Studying takes place in a four-story building built in 1970. The school is equipped with:

  • Classrooms equipped with everything you need to learn
  • Assembly, choreographic and sports halls
  • Dining room
  • Medical office
  • Library with reading room
  • Utility and technical rooms
  • Sports ground on site.

The entrance is equipped with equipment for visiting the school by persons with disabilities.

Admission dates and extra charges

The academic year begins on September 1, and is divided into quarters.

Holidays between quarters:

  • October 30-November 8
  • December 28-January 8
  • February 22-28 (only for 1 grade)
  • March 26-April 2
  • May 26/29 - August 31 (depending on the class).

Gymnasium №21 teaches on a five-day basis - from Monday to Friday. Lesson time:

  • For 1, 4, 5, 7, 8a, 11 classes - 8: 30-15: 45 (max. 8 lessons)
  • For grades 2, 3, 6, 8b, 9, 10 - 8: 15-15: 30 (max. 8 lessons).

Entry requirements, how to apply, what is required to enrol

To enroll in the gymnasium you will need to provide:

  • Completed application in electronic or written form
  • Parent's / legal representative's passport
  • Child's birth certificate
  • Certificate of registration of the child at the place of residence or at the place of stay in the assigned territory
  • The conclusion and recommendations of the psychological, medical and pedagogical commission and the consent of parents / legal representatives to study according to the adaptive basic general education program (for children with disabilities).

Upon admission to grade 10, additional documents + profile testing may be required.

Institution on the map

Residence permits, citizenship and other services.

  • Guardianship services during the studies
  • Student supervision

Review about MOU Gymnasium No. 21 Elektrostal

Recommendations on when to apply, similar educational institutions.

Barca Academy, Barca Football Academy in Moscow

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IMAGES

  1. Module for Senior High School Creative writing

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  2. Creative Writing module 1 Copy-with Activities

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  3. The Ultimate Guide to HSC English Module C: The Craft of Writing

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  4. Creative Writing Module 3

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  5. Creative Writing Q1 Module 1

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  6. Unseen prose and creative writing task

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VIDEO

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  2. Composing Academic Writing || Reading and Writing Skills || SHS Quarter 2/4 Week 6

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  4. Creative Writing: Module 2

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COMMENTS

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    This second self-learning module of Creative Writing for Senior High School. students is designed to provide learners with a better understanding of the elements, techniques and literary devices in specific forms of poetry as well as in various modes of fiction. In this module, the students will be able to enter into the world of poetry and

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    Creative Writing - Senior High School Alternative Delivery Mode Quarter 1 - Module 1: HUMSS_CW/MP11/12-Ia-b-4: Uses imagery, diction, figures of speech, and specific experiences to evoke meaningful responses from the readers. First Edition, 2020

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    Answer Key This contains answers to all activities in the module. At the end of this module you will also find: The following are some reminders in using this module: Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.

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    Cher Carmen May 18, 2021 Modules Download Senior High School Learning Modules quarter 4 for school year 2020-2021. Senior High School Learning Modules Reiteration on the use of answer keys to self learning modules

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    Creative Writing Self Learning Modules. 2:58 AM. Learning Area: Creative Writing. Classification: Specialized Subject. Track/Strand: Academic / Humanities and Social Sciences (HumSS) Type of Material: Self-Learning Modules. Download Links: Creative Writing Module 1. Creative Writing Module 2.

  20. Creative Nonfiction Module 3 Corrected COPY

    Instruction: Complete the words by filling in the missing letters. Take your clues from the statements. The writer should have a clear understanding of their p ___ r p ___ s ___ whether to inform, persuade, entertain, demonstrate or express his feelings.

  21. Creative Writing 12 Q1 Mod2 Reading-and-Writing-Poetry-and ...

    This second self-learning module of Creative Writing for Senior High School students is designed to provide learners with a better understanding of the elements, techniques and literary devices in specific forms of poetry as well as in various modes of fiction.

  22. Senior High School Specialized Subject: Creative Writing

    Deploying a consciously selected orientation of creative writing; Designing a group blog for poetry and fiction; Producing a suite of poems, a short story, or a script for a one-act play ... For the scope of the core and contextualized subjects under the senior high school curriculum, please refer to their respective lists. You may also be ...

  23. MOU Gymnasium No. 21 Elektrostal

    Enrolment assistance, application and study at MOU Gymnasium No. 21 Elektrostal. 3 education programs to choose from. Fees, prices, reviews, photos and videos. Full admission support for students