Creative Nonfiction in High School, Exercises of English

Download Creative Nonfiction in High School and more Exercises English in PDF only on Docsity! Qy Yj ¥ Creative Nonfiction Grade 12 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 book 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. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Region 4A and Curriculum and Learning Management Division CALABARZON . All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards. The Editors PIVOT 4A CALABARZON PARTS OF PIVOT LEARNER’S MATERIAL Parts of the LM Description Introduction What | need to know What is new The teacher utilizes appropriate strategies in presenting the MELC and desired learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This allows teachers to maximize learners awareness of their own knowledge as regards content and skills required for the lesson Development What | know What is in What is it The teacher presents activities, tasks , contents of value and interest to the learners. This shall expose the learners on what he/she knew, what he /she does not know and what she/he wanted to know and learn. Most of the activities and tasks must simply and directly revolve around the concepts to develop and master the skills or the MELC. Engagement What is more What | can do What else | can do The teacher allows the learners to be engaged in various tasks and opportunities in building their KSA’s to meaningfully connect their learnings after doing the tasks in the D. This part exposes the learner to real life situations /tasks that shall ignite his/ her interests to meet the expectation, make their performance satisfactory or produce a product or performance which lead him/ her to understand fully the skills and concepts . Assimilation What | have learned What | can achieve The teacher brings the learners to a process where they shall demonstrate ideas, interpretation, mindset or values and create pieces of information that will form part of their knowledge in reflecting, relating or using it effectively in any situation or context. This part encourages learners in creating conceptual structures giving them the avenue to integrate new and old learnings. PIVOT 4A CALABARZON Theme and Techniques Qe Lesson Focusing on formal elements and writing techniques, including autobiography and blogging, among others, the subject introduces the reading and writing of creative nonfiction as a literary form. The subject develops in you the skills in reading and critical and creative thinking that will help you to be imaginative readers and writers. Understanding the theme and techniques used in a literary piece is critical to deciphering an author's message. It serves as a jigsaw puzzle that should be arranged in order to attain the coherence and logical arrangement of the text. Theme serves as the golden thread that weaves the storyline and its elements. Learning the techniques and theme in nonfiction helps you weave your own nonfiction piece. In this lesson, you are expected to analyze the theme and techniques used in a particular text. Techniques and theme will be discussed in this lesson for you to be well-equipped in analyzing a given text. © Writing about personal experiences, real people, or events focusing on facts instead of inventive substance, nonfiction can be a wellspring of instructive and real readings. Much the same as creative writing and other composing sorts, creative nonfiction drives you to find and get subjects and points being conveyed by writers utilizing their methods and styles recorded as hard copy. Try to activate your prior knowledge about the elements and techniques of creative nonfiction. Are they just the same with the elements and techniques that you have learned in your Creative Writing class? Learning Task 1: Using the the K-W-L chart, write down on the first column (K) the things you know about “Creative Nonfiction”, while on the second column, write the things that you want to learn about the said word. Leave the last column blank as you will do this on the latter part of the lesson. Do this in your notebook. CREATIVE NONFICTION What I Know What I want to know What I Learned PIVOT 4A CALABARZON 6 Learning Task 2: Write your understanding on the elements below. Tell if you think that the elements are still part of creative nonfiction. Do this in your notebook. Elements of Your Definition Is it still present in Fiction Creative Nonfiction? Characters Setting Theme Point of View Plot Learning Task 3: Among the stories, reading selections or films that you have read or watched, can you give the top three themes that you usually encounter? Do this in your notebook. Nonfiction is a wide kind of compositions that incorporates all books that are not established in an anecdotal account. Creative nonfiction can be classified in history and biography; it might be instructional; it can offer publication and humor; and it can mull over philosophical requests. If a book is not delved in a made-up story, by then it is certified. The essence of originality are well-used in evident occasions, numerous true to life stories offer unequivocally obstinate editorial on those genuine occasions. In a short concept, nonfiction deals with reality. Moreover, nonfiction or literary narrative nonfiction is a genre of writing that uses creative ways on utilizing literary styles and techniques with the springboard of factual and accurate narratives. Creative nonfiction contrasts with other nonfiction, such as technical writing or journalism, which is likewise established in exact certainty however is not essentially written in support of its specialty. As a classification, imaginative true to life is still moderately youthful, and is just starting to be investigated with the equivalent basic examination given to fiction and verse. When you are reading or encountering stories that are based from reality or sources came from the truth, you can simply tell that it is creative nonfiction. 7 PIVOT 4A CALABARZON Green (2018) defined theme as a thread that runs throughout a whole book. When done well, the theme relates to every subject and story and piece of advice. It ties everything together. Sometimes, themes are obvious. In Harry Potter, there are treats battling baddies, and the primary subject is acceptable versus evil. It likewise has subjects of bigotry and correspondence. In a literary text, theme is the broader message of the story. In nonfiction informational texts, the central ideas are the most essential ideas. Central Ideas. These are the most essential ideas of a text; the key points the author wants to make! The BIG idea. Nonfiction works use supporting details to develop central ideas. Details within the text support and develop the central idea in the following ways: e Prove the concept since you must consider reality; e Explain the central idea of the story; e Define the concept; e Show some examples and illustrations; and e Give additional information. Determining Central Ideas Often, the central idea is directly stated near the beginning of the text. However, readers may also have to infer the central idea by determining what point (message/idea) all the details come together to support. The main ideas of individual paragraphs will lead to the central idea of the whole text. Constructing Paragraphs in Nonfiction Text Each paragraph has its own main idea. The main idea of each paragraph is used to support the central idea of the whole text. The main idea of a paragraph must be associated with supporting information and evidences to strengthen the main idea. The details of the piece shall go along with the central idea to attain unity and coherence. Delivering paragraphs shall consider the strength and weakness of the ideas being imparted in the story. Reviewing the central idea will lead you to paragraphs that are substantial and purposive. PIVOT 4A CALABARZON 10 Ponder with Ideas Writing creative nonfiction is tied in with recounting to genuine stories. You can recount to an anecdote about yourself, making expositions about close to home encounters. You can likewise expound on others, spots and occasions on the planet. In nonfiction, you compose valid and verifiable stories, not fiction. You will need to introduce reality and realities in a convincing, engaging, and noteworthy way with the goal that others will be enlivened to peruse your story. To compose any of these types of imaginative true to life, you have numerous procedures to look over, e.g. scene, synopsis, individual reflection. In a blog of Hood (2012), he identified the toolbox of techniques that writers are expected to use when writing creative nonfiction. Topic and Question. In prewriting, you need to choose a topic and then try to link possible questions to be answered. In doing this, it helps you to focus on the areas that you intend to highlight, For instance, in choosing a topic on a travelogue, you need to formulate questions like How to get there? What are the amenities or activities that can be done? The transportation fares and routes. Narrative Structure or Shape of a Story. Narrative structure lets you to discover within the way on delivering the story through narration, meaning that you discover the details of the story and its structure as you write. In creative nonfiction, there are five popular narrative structures or shapes Narrative structure: Telling the story chronologically, from beginning to end. Braided Structure: Telling a story by weaving or combining two, sometimes three, narratives or stories. Collage: Using a thematic and segmented approach that combines a quotation or two, poem, scene, metaphor, simile, allusion, personification, image, vignette, anecdote, a short, short, true story, with an epiphany. Frame: Telling a story by opening with a particular scene or reflecting and closing with a particular scene or reflection. Narrative with Flashback: Telling a story using scene, summary, reflection, and flashbacks. As well, the you can experiment with the narrative structure, resulting in a new structure or shape. a PIVOT 4A CALABARZON Distinctive Voice, Style, and Intimate Point of View. All good writers have a distinctive voice, which is the persona of the writer expressed on the age. Good writers also have a unique style. Additionally have a one of a kind style. An author's style is his/her demeanor of persona on the page. It incorporates decision of expression, sentence assortment, and tone, perspective, utilization of illustration, and other abstract gadgets. The tone of the keeping in touch with itself is in every case well disposed, conversational. Stories are regularly told utilizing the main individual perspective. Detail and Description. Creative writing is often a form of discovery. As you compose, you review the subtleties, the recollections, the pictures, the felt feeling, the more profound importance. You'll review from memory critical, specific subtleties and afterward thinks of them down. You'll make distinctive depictions with solid, explicit, and specific subtleties. You don't need to incorporate everything about, those that are huge or significant. Frequently you'll utilize tactile symbolism, language that conjures the feeling of sight, smell, taste, contact, or hearing. The reason for including subtlety is to reproduce the involvement with the psyche of the readers. Scene and Summary. One of the most important techniques of creative nonfiction is writing in scenes. A scene recreates the experience of the writer for the reader. A scene evokes. To write a scene, you must show the reader what is happening. A scene often includes: Setting - time and place of the story Action - something that happens Dialogue - something being said Vivid description - concrete and specific details Imagery - language that invokes reader’s sense of sight, smell, taste, touch, hearing Point of View - first, second, third persons Figurative language - simile, metaphor, etc. Beginning, middle and ending - a scene has a beginning, middle and end Summary involves telling the reader what happened. Telling means to summarize and to compress, leaving out the details and descriptions. Telling is explaining. You should create scenes of important events, such as for a setback and the turning point. Scene and summary are used for all types of creative nonfiction. PIVOT 4A CALABARZON 12 Learning Task 5: Using the template, give your comments and observations on the 5Rs of creative nonfiction incorporated in the text below. Write your answers in your notebook. Festive colors everywhere, people who confidently sing despite of being out of tune of their rented karaoke, mouth-watering delicacies, busy streets and entertaining contests. These reflect on how Filipinos celebrate their Fiesta. Aside from being hospitable, Filipinos are also known because of their culture and traditions especially when it comes to Fiesta celebration. There are various reasons why they have their festivals. One of the common reasons for the extravagant kinds of celebrations is to give tribute to their patron saints or any god or deity they believe in. Another is the way of gratitude for a bountiful harvest. There are also provinces which perform rituals in festivals to ask for something like rain. Festivals are not only for delight nor for gratitude; it is also an avenue to practice unity within the community. It cans also serve as reunion for the families who have not seen their relatives for a long time. The various ways of celebrations have a great role in the lives of the Filipinos for it sparks creativity, reflects the values and cultures. Preservation of the traditions like Fiesta shall be manifested in every generation for it is indeed beautiful scenery to see. 5 Rs of Creative Nonfiction Comments and Observations Real Life Reflection Research Reading Writing Learning Task 6: Go back with the text in the previous learning task. Identify the imageries used in the text. Use the column below to group the imageries. Do this in your notebook. Tactile Visual Auditory Olfactory Gustatory | kinesthetic 15 PIVOT 4A CALABARZON Learning Task 7: Analyze the theme and techniques used in the text below. Use the template to do the analysis. Do this in your notebook. Oh my... Omang The Erudites It’s already five in the morning. Kring... Kring... Kring.. I was lying on my single bed, feeling its coziness and the coldness of my room when I realized that I was no longer in Rizal because I decided to take my last shot before my summer has ended. So, I decided to rise up early so I could accomplish lots of my activities. As I unveiled the beige curtain of my cottage’s window, I witnessed a picturesque view of Caramoan. It was intensively heaven. There were varieties of green trees, ornamentals on the right side, it seemed like a forest somewhere in Arizona but it was not. On the other side, I saw the God-made shore covered with heavenly white sand with reachable horizon at the end. My eyes were feasted on the wonderful sceneries, it was magical for me. I immediately started my day by walking taking to the well-known, Omang Cave which is few meters away from my cabin in Gota, one of Caramoan’s finest resorts. I never felt the distance because of the place’s ambiance and atmosphere. I could also hear the monkeys seemed like talking with each other, chatting about us who were strangers in their place. As I reached the cave together with the other tourists, 1 wore my protective gears especially my helmet before I entered to the prominent cave of Caramoan. It seemed that the cave is like a dark hole leading to Hades’ kingdom. I hurriedly turned on my flashlight to see the wonders of the cave. Upon entering the cave, I saw thousands of bats, screeching and screaming which seemed like they saw hunters and tried to fly in different directions. It feels like there’s a thin air passing through the narrow path. I could hardly breathe. But as we continue trekking the rough and soggy floor of limestones, we embraced the fresh air touching our exhausted bodies. As I reached the other side of the cave, Sohotan River surprised us with its tranquility and sacredness. We decided to take kayaking for us to reach the other side of the beach. At exactly nine in the morning, I went back to the resort and started eating my breakfast and waiting for the telephone to RING once again... Kring... Kring... Kring... to get ready for my next adventure here in Caramoan. PIVOT 4A CALABARZON 16 Elements and Techniques Identification Analysis Theme Narrative Structure Distinctive Voice, Style, and Intimate Point of View Detail and Description Scene and Summary Techniques of Fiction Poetic Devices- Figurative Language Personal Reflection Word Choice / Diction Sentence Variety (Length and structure) Lyrical Language 17 PIVOT 4A CALABARZON For your craft not to be dull and exhausting, the utilization of scholarly components can be contrasted with flavors which give tastes, enhances your crafts. These are fixings that will give various commitments to make your dish a total and tasty one. It is essential to utilize literary devices in your narration to improve your describing method. As you become a solid author and work to persistently improve your composing advancement, the utilization of abstract components and different procedures will make you a productive essayist and narrator But if you take a look at most successful writers, both modern authors and classic authors, you will find that remarkable writers use literary elements in their work. Here are the main reasons to use literary devices in your writing: 1. Include special effects in writing. Some portion of appearing, and not telling, through your story includes the utilization of literary devices and different strategies in your narration. 2. Establish connection with your audience. You can bring the reader into your story, and urge them to connect with the content. Literary devices can stimulate the reader’s mind, and giving them a deeper reading experience. 3. Interests hooks the reader. Without literary devices, there is a huge possibility that the story will be dull and boring. By incorporating literary techniques in your writing, you add vivid color and interests to your words, and avoid being a dull. 4. Use abstract information. More common in fiction stories, literary devices can help the author convey abstract concepts or information to the reader. They can help communicate the work’s overall meaning or theme, without the writer having to directly state the purpose. 5. Establish clear and vivid pictures with your words. Literary devices like imagery can help to create visual pictures or imageries in the reader’s imagination. Writers utilize literary devices to improve their inventive articulation and add creative energy to their composition, which gives an exceptional reader's understanding. Learn how to turn into an author by contemplating the greats — the more writing you read, the more you will see exactly how often famous scholars depend on artistic components to fortify their composition. Some common reasons why authors use literary devices are to: 1. Illustrate the storyline; Clarify certain points or concepts; Convey abstract information; Draw attention to important pieces of the story or topic; Engage and captivate readers; Encourage readers to interact with the story a little deeper; and Enhance the reader’s experience. NOUR WN Hartgers (2020) also provided some examples of literary elements that you may use to make your literary outputs flavorful and vibrant. PIVOT 4A CALABARZON 20 Common literary devices The most common literary devices used in literature, art and everyday language are similes, metaphors, personification, hyperbole, and symbolism. Numerous individuals do not have the foggiest idea about genuine names of abstract gadgets, so they do not understand these components when they experience them in regular circumstances. While these abstract components are most regularly utilized, there are various different gadgets that are alive and utilized by essayists. Reasons to Use Literary Elements in Writing The number one rule to writing is to “show, don’t tell”. You have to illustrate the story to your readers. Using literary elements will clearly help the readers to establish the scenarios of the stories. Utilizing these elements will help you to have vivid illustrations. Readers do not want a story to be told but rather to see the storyline by showing it to them. Readers want to know what the characters perceptions, emotions, and what the characters see in the story and how would they react on these. This is where the use of literary elements come into play. By utilizing literary element techniques in your literary outputs, you will form an interesting and unforgettable experience to your readers. Literary Elements Definition Example Allusion A literary device that refers “Don't act like a Romeo in to external people, events, front of her.” — “Romeo” is or things. These are people areference to who are not part of the story | Shakespeare's Romeo, a itself. passionate lover of Juliet, in “Romeo and Juliet”. Alliteration Alliteration is a device Isaw thousands of bats, where an initial consonant screeching and screaming sounds is being repeated in which seemed like they the words of a phrase or a saw hunters and tried to sentence. fly in different directions. Anaphora Anaphora is a repetition of It was the best of times, it the same word or phrase at was the worst of times the beginning of successive during the times of chal- sentences. lenges like this pandemic time. Even if you are learning how to become a non-fiction author, you will want to use literary devices because they are an effective way to captivate readers on any topic. 21 PIVOT 4A CALABARZON Literary Elements Definition Example Diction The specific choice of words Anes ganap? It’s the bong- used helps determine the gacious fiesta ditetshiwa style in which the person is in the Philippines. Filipino speaking or writing. It can be | People are united and the a formal, informal, colloqui- whole nation is into it. al, slang or poetic. There are so many anech- anech like the colorful decorations and there are variety of foods. Anes pa? Let’s find more-more ga- nap. Euphemism a mild or indirect word or No one wants to be with expression substituted for him because his attitude one considered to be too is unattractive and sub- harsh or blunt when refer- standard to women’s ring to something unpleas- choice. ant or embarrassing. Epistrophe The repetition of a word or I want the best, and we phrase at the end ofa need the best, and we sentence. deserve the best. Flashbacks It is an interjected scene that | In a story about a girl who takes the narrative back in is afraid of heights, there time from the current point is a flashback to a time in the story. when she fell off of the top of a playground as a young child. Foreshadowing A clue at what will happen It was a cold stormy night next, or at some point, in the | that would introduce her story. to eternal darkness, forever changing the course of her life. Hyperbole Extreme exaggeration of a Tm so hungry, I can eat a real event or situation. whole cow. Imagery A literary device that appeals | As I unveiled the beige to the reader’s physical curtain of my cottage’s senses. window, I witnessed a picturesque view of Caramoan. It was intensively heaven. PIVOT 4A CALABARZON 22 Learning Task 5: Read the text below with understanding and appreciation. After reading the text, proceed to the next learning task. The Urban Cyclist David Hood It’s a sweltering summer day in the city. You’ve decided to embrace cycling, make it part of your exercise regimen. So you're attired in a blue helmet, dark sunglasses, yellow jersey, black shorts, light-weight cycling shoes, ready to ride for the first time. Sitting on the hard seat, gripping the handle bars, pressing the peddles, balancing the mountain bike, as if a man on a high-wire, you begin three hours of cycling. One hour into the ride, your body’s heated up like a furnace. You begin perspiring like you're sitting in a sauna. You take a few sips of bottled water, peddle onward. For a couple of miles, you cycle quickly on a flat stretch of street, close to the curb, past rows of parked cars, past condos sprouting like dandelions, past house of all shapes and sizes, past the occasional park with a playground, past a few bus stops, a gas station. Like someone navigating a minefield, you peer in all directions, looking for potential hazards— discarded pop cans, sewer grates, jay walking pedestrians, pot holes, a motorist drifting too close, as if distracted, perhaps texting on a smartphone. You cycle past a row of parked cars. Someone who’s not paying attention, opens their car door, blocking your path. You quickly look back, detect empty space, steer the handle bars left, veering your bike away from danger. As you cycle, you observe an endless number of trucks, buses, cars, occasional motorcycle whizzing past, like they’re in a rush to some place important. Sometimes you pass another cyclist peddling slowly, like someone on a leisurely stroll. A mile up the street, you zigzag between two rows of cars stopped at a red light. When the light turns green, the cars accelerate as if beginning a race. You smell the stench of exhaust, cough a few times, then balance the bike, sit on the seat, begin to peddle for another mile, when you're greeted by a steep hill. Rather than dismount, walk your bike to the top, like you’ve given up, you gear down into low, peddle slowly, climbing the hill without stopping. Yet, you still feel as if you’re carrying a backpack of fifty pounds. At the top of the hill, you stop to catch your breath, look back, tell yourself “T’ve climbed to the tip of a mountain.” Then you re-balance your bike, sit on the seat, press on the peddles, descend the steep hill, feeling a cool breeze blowing in your face, as if sitting on a swift-flying sailboat, catching the wind. Returning to a flat stretch of street, where the traffic’s sparse, you cycle at a leisurely pace, gaze at the strangers on the sidewalk, past a handicapped man in a wheel chair, past a elderly woman walking her poodle, past a crowd waiting like their bored at a bus stop, past the shopkeeper selling fresh fruit and vegetables. You're feeling relaxed, beginning to enjoy the exercise, when a motorist cuts in front of your bike, without signalling, breaks to make a right turn on a green light—you quickly squeeze the hand breaks. You’re upper body’s propelled forward, out of the seat, over the top of the handle bars, like someone shot out of a cannon. Yet, somehow you maintain your grip, prevent yourself from falling onto the pavement. Another motorist behind, honks his horn, then passes, yelling “Get off the busy street!” 25 PIVOT 4A CALABARZON You cycle for several more miles, your body perspiring, your energy depleting, like a gas tank on empty. You drink the remaining bottle of water, cycle back to your neighborhood, where it’s a friendly, quiet, peaceful place, where there’s no moving automobiles, no trucks, no buses, no noise. In front of your apartment, you dismount from the mountain bike, your legs feeling stiff, your mouth parched, your face, jersey, shorts soaked with perspiration. You’re feeling somewhat stressed, yet euphoric, high on endorphins, like you’ve just run a marathon. Learning Task 6: Directions: Using the template below, identify the literary elements used in the text. Do this in your notebook. Paragraph Number Summary Literary Elements Used Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5 Paragraph 6 Paragraph 7 Paragraph 8 Paragraph 9 Paragraph 10 Paragraph 11 Paragraph 12 Paragraph 13 Paragraph 14 Paragraph 15 PIVOT 4A CALABARZON 26 Learning Task 7: For many people, the summer of 2020 has been like no other in recent memory. Public health restrictions caused by Coronavirus Disease 2019 (COVID-19) pandemic have led to cancelled festivals, concerts and other events. Many vacations and large celebrations were limited or put on hold. Choose five (5) literary elements. For each element, create three (3) statements using the selected literary elements about the things that you have experienced or done for the past five (5) months. Do this in your notebook. 27 PIVOT 4A CALABARZON Narrative Nonfiction Writing 1. 2. w What is the story about? What is the main topic of the text? Who is the main character? Who are the other important characters in the story? Where does this story take place? How does the place influence the storyline or sequence of events? Are there any conflicts/problems in the story? How does the conflict progress? Do things get worse or better? How does the conflict get resolved? What are the most emotionally-charged parts of the story? How would you have reacted differently if you were the main character? Do you remember any similar series of events you experienced? 0. What was the most memorable part of your own experience? Informational Reports 1. What is the main topic of this report? 2. Is the overall purpose of the report clear? What would the author like us to do with this information? 3. How does the author start and end this report? 4. How efficiently did this report convey information to the reader? 5. What makes this report interesting/ uninteresting? 6. What might the author have done differently to convey information more clearly/interestingly? 7. What were you surprised to learn about the topic? 8. What other topics would this type of informational report be good for describing? 9. What makes this type of writing different from narrative writing? Argumentative Writing 2 ga wn Na What is the author's main argument? What would the author like us to do, if anything? How effective was the argument, from your point of view? Do you have any prior beliefs or opinions that might affect how persuasive you perceived the argument to be? What about other readers who are likely to read this piece? What would be some other good topics for this type of argumentative writing? What were the primary sources to support the author’s argument? What makes this type of writing different from an informational report or a narrative? By discussing key features of a local text and making simple inferences about author's intentions and their own perceptions, using this framework, you can arrive at a deeper understanding of the text. PIVOT 4A CALABARZON 30 Nonfiction Genre Narrative Informative Argumentative A travelogue of a Description of Should personal travel be Example topic | tourist who went | Philippine banned during a to Caramoan Tourism pandemic? To provide personal insights . To encourage the readers; and emotions To provide vgs Pu hil inf . to present a position on rpose while information about sar e iencine th the topi an significant and current xperiencing the le topic : : event or the topic and support it topic. Establishing the core points like the WH elements Thesis statement as introduction of topic's Introductory statement of the narration. importance history development or ; background information, Chronological Provide news peg, stand about Arrangement of background the topic, personal series of events information statement of opinion izati Introducti f . \ Organization problem, Joontlic ‘ Details or Supporting statements if available ’ | supporting details | about your stand, may (1 idea 1 include evidences to Resolution paragraph) strengthen the stand Author’ i P perceptions Wrapping up on Conclusion and about the topic and its significance the concluding part recommendation Examples of Procedural transitional like first, second, Transitional for additional and Introducing each argument may use procedural transitional ‘ransitional/ next, lastly and objecting the Introducing the connectors | words that previous idea conclusion using indicate time concluding transitional Use Past tense of | Ideas shall be Diction shall be the verb to presented in considered especially with Other i . language discuss what present tense. The | the target audience. features happened use of formal Present tense shall be Dialogues may diction is used in presenting the be used. appropriate arguments. 31 PIVOT 4A CALABARZON © Learning Task 4: Read the narrative text below. Analyze the text by answering the provided prompt questions about narrative genre. Do this in your notebook. The Forgotten Ones Mary Jade Dondonay Have you ever felt how hard is it to be taken for granted? But what if the society has totally forgotten you, would it be harder than it already is? It was a humid afternoon Manila when after almost two weeks of working in Balintawak Market, I’ve decided to unwind and give myself a break. The warmth of sun’s ray as it kisses my skin felt like hell. It seems like I have stated all types of curses in my head for not bringing an umbrella as I walk on the banquets and sidewalks of Novaliches, Bayan in Quezon City. The some coming from the vehicle add up to my irritation as I sneezed every now and then. I regretted going out for a second and realized that it was not the break that I wanted. It feels like it was the biggest problem in the world that time. As I continue walking on the clothing area, I saw three children maybe ages five to six wearing their rugged-like clothes holding paper cups asking for coins to every people that’ll pass by the area. The tiredness and hunger were etched on their faces that they almost want to beg for they haven’t eaten since last night. Their bodies were that thin like a piece of a bamboo, their big bellies were waving and it is evident that they lack of nutrients. Then it hits me. At that time, I have realized how stupid I am earlier that time for ranting such things when in fact those children have all the rights to speak up for experiencing the hardest in such a young age. Those children who are years younger than me making ways to earn money but there I was, complaining for heat. It broke my heart seeing those children because I’ve been there. Memory when I was younger flash back. I have experienced stomach ache for not having to eat because my father lost his job. What hurts me the most was seeing my parents’ problematic faces thinking where to get food to eat. I learned how to value education and started appreciating the hard works and sacrifices of my parents as such a young age. They’ve done lot for us that the word “thanks” will never be enough to express my gratitude for them. I am lucky that our parents are taking good care for us that although they were not able to finish their studies, they took full responsibility of giving our basic needs. Their parents may be irresponsible enough to stood up and take responsibility for bringing them to the world that’s why they are the one who suffers. And I think that’s the saddest. After giving them coins, I continued walking. Upon entering the area where accessories are located, I saw an old man sitting in the dirty banquet where an umbrella is the only one that protects him from hellish sun ray. He looks dirty in his black rugged-like tee shirt and ripped shorts with his white hairs waving hello. PIVOT 4A CALABARZON 32 (They say D614G mutation has higher possibility that it is transmissible, it has higher level that it can transmit to others or infectious. But we still don’t have solid evidence to say that will happen.) She also said that the PGC has been authorized by the DOH to continue the study to gather more information about the virus. The novel coronavirus has so far infected 161,253 people in the country despite imposing one of the longest and strictest lockdowns. Of the figure, 112,586 have recovered and 2,665 have died. Questions: 1. What is the main topic of this report? 2. Is the overall purpose of the report clear? What would the author like us to do with this information? How does the author start and end this report? How efficiently did this report convey information to the reader? What makes this report interesting/ uninteresting? What might the author have done differently to convey information more clearly/ interestingly? What were you surprised to learn about the topic? . What other topics would this type of informational report be good for describing? 9. What makes this type of writing different from narrative writing? DAR & oN Learning Task 6: Read the argumentative text below. Analyze the text by answering the provided prompt questions about argumentative genre. Do this in your notebook. Can’t schools resume where they’re ready - as usual? Jarius Bondoc Can't public schools reopen wherever they're ready? It's usual anyway. Classes don't all start on the day the Dept. of Education sets. In these 7,641 islands there's always disruption somewhere. Typhoon, fire, flood, landslide, earthquake, volcano eruption, tsunami, rebellion retards entire provinces or towns. Schoolhouses are turned into evacuation centers for days or weeks. Sometimes teachers simply are unavailable. Still DepEd district supervisors, school principals, and teachers swiftly adopt contingencies. They stick to sequential syllabuses per subject for the fixed number of schooldays. Through weekend makeup classes and rush alternative workbooks, affected schoolchildren are able to catch up. That old normal is valid more than ever in this pandemic. Ready areas can be made to proceed with "blended learning". Unready ones can be helped to catch up with them as before. COVID-19 has set back schooling nationwide by two months. Last Friday, President Rody Duterte had to further delay to Oct. 5 the already late Aug. 24 back -to-school. There was generally a sigh of relief in Metro Manila, Bulacan, Rizal, Cavite, and Laguna. The capital region, one Central Luzon province, and most of Southern Tagalog mainland just weren't ready. 35 PIVOT 4A CALABARZON With coronavirus infections surging there, preparations couldn't be completed. Dozens of "modular learning materials" needed to be printed per Grade 1 to 12, for distribution to millions of students. Yet there weren't enough duplicators for it, plus reams of copy paper, ink, staplers, folders, and packaging envelopes. DepEd funds were rushed to the field; still supplies weren't always in stock. Some city halls readily lent photocopiers to schools; others weren't as quick. Resourceful faculty borrowed materials from neighborhood businesses; teachers may not solicit from parents or use personal money for official purposes. To make matters worse, the retightened lockdown in those regions forced schoolmasters to retain only skeletal workforces. The President had to make a call. Things aren't as bad in erstwhile hotspots. Contagion has subsided so community quarantines have been loosened in Batangas; Cebu, Mandaue, and Lapu-Lapu cities; Minglanilla and Consolacion in Cebu province; and Zamboanga City. The rest of the country has even less restrictions. Some island provinces like Batanes, Siquijor, and Dinagat have no infectees at all. Why not let them reopen schools ahead? After all, they're ready. There should be no face-to-face classes, of course, and local officials must maintain anti-COVID precautions. That too is now Duterte's call, DepEd Sec. Leonor Briones told Sapol radio show Saturday. Previously the DepEd was legislated to open the new schoolyear no later than August. A new enactment amid COVID-19 transferred to the President the authority to hold school or not during emergencies. Perhaps localized assessments can be made for Duterte's appreciation. Already decided is that ongoing private schools are to stay; the rest may open as planned on Aug. 24, so long as not face-to-face classes. Resuming schooling is as existential as reviving the economy. The longer the school break, the more the loss of skills students learned the previous year. Risk is grave of youths losing interest in school altogether, leading to aimlessness, juvenile delinquency, and poverty. In poor locales school is the venue for feeding malnourished tots. School is also an emotional security blanket; Briones recounted on-air children aged 9 and 10 writing her that they miss their teachers, classmates, and the joys of learning. Social equity is also a factor. Some private schools never stopped classes during the lockdowns, but just shifted to online mentoring. They've had the modules for decades, said Atty. Joseph Estrada, managing director of the Coordinating Council of Private Educational Associations. Fortunate are learners whose educated parents kept them enrolled. Due to prolonged "walang pasok", those in public schools will be left behind. The effects are life-long, in productivity and incomes. Norway calculated "conservatively" at 1,809 kroner (P8,823) the cost to a learner per day of nursery to high school shutdown. Half of that is the lost income of parents who must babysit instead of work. The other half is how much less today's schooler will earn in the future because of stunted education. Incomes are much higher in Scandinavia. But Filipino policymakers can derive ideas from that. The longer schools stay closed, the more the poor lose. (Likely due to lost livelihoods parents transferred more than 400,000 offspring from private to public schools, Briones cited June enrollment stats.) PIVOT 4A CALABARZON 36 It will be a tough call for Duterte. Of 23.2 million enrollees nationwide, 21.6 million are in public schools. One in three is in Metro Manila and Southern Tagalog mainland. That more than seven million children would be affected by school unpreparedness is boggling. Still he might see results by September, and so advance school opening. Meantime, the printing of homeschooling lessons must be finished. Requesting anonymity, one Metro Manila teacher has set up smartphone chat groups of her pupils to reintroduce them to schooling. She has another chat group of parents. (It works on Facebook Messenger even if the learner's gadget has no cash load; not bad, for starters.) Another teacher in Southern Tagalog is training to teach subjects other than her specialization, since the modular materials so requires. Both suggested improvements in the television component, since very difficult to access even on government-run stations. Questions: 1. What is the author's main argument? 2. What would the author like us to do? 3. How effective was the argument, from your point of view? 4. Do you have any prior beliefs or opinions that might affect how persuasive you perceived the argument to be? What about other readers who are likely to read this piece? 5. What would be some other good topics for this type of argumentative writing? 6. What were the primary sources to support the author’s argument? 7. What makes this type of writing different from an informational report or a narrative? A Learning Task 7: Look for one nonfictional text from any available sources. Read the text with understanding. Analyze the nonfictional text considering its genre. Refer to the prompt questions as your guide in analyzing the text particularly considering the literary elements available in the genre. Do this in your notebook. I. Title of the Text II. Author III. Genre of the Text IV. Summary (2-3 sentences) V. Literary Elements (Theme, Style and Point of View, Details and Descriptions, Scene and Summary, Techniques of Fiction such as Characters, Plot, Poetic Devices/ Figurative Languages, Personal Reflection, Diction, Sentence Variety and Lyrical Language) 37 PIVOT 4A CALABARZON When you are writing, you can have it on handwritten way or direct it to your device like computer. There are writers who are comfortable to start their draft with their pen and paper. There are also writers who intend to directly write their ideas on their devices. It is all up to the comfort of the writers. 4. Impart Dialogues and other conventions if necessary. Using the dialogues depending on the genre or type of nonfiction that you chose to use makes the piece more interesting and appealing to the readers. The diction plays also important thing in your writing. Remember your target audience. The scene and sequence are also important for you to attain the chronology of the piece that you are writing. 5. Think of possible titles of your piece. Make at least three possible titles of your piece. Consider the content and see to it that the title is interesting and catchy to the target audience. 6. Read your draft. Read your draft aloud. This will help you to review and comprehend the things and information that you have written. You may also let other people to read your draft for them to suggest for possible adjustments for improvement. Now that you have read some of the tips in writing a draft, it seems that you are now ready to work on your own draft. cE) Learning Task 4: Work on with your draft by accomplishing the table below. Do this in your notebook. Areas What to do What to Write Topic Target Audience Theme Tone and Motif Genre/Type Point of View PIVOT 4A CALABARZON 40 Learning Task 5: Using the template below, start conceptualizing your characters and other essential elements for your draft. Copy the template and accomplish it in your notebook. Name of the Main Character Name of Other Characters Sociological Attributes Psychological Attributes Physical Attributes Setting and Atmosphere Possible Titles Paragraph and Content Arrangement First Paragraph: Conflicts Second Paragraph: Third Paragraph: Learning Task 6: Identify your target audience. What are the concepts that you considered in choosing your target audience? Write your answers in your notebook. Learning Task 7: Start writing your draft. Consider all the facets in writing a nonfiction output. Write your draft in your notebook. 41 PIVOT 4A CALABARZON Evaluating One’s Draft Lesson Letting other people review your written piece helps you see the areas of your piece which need to be improved. Considering their perceptions or view regarding the piece enables it to attain clearer, more appropriate and more effective flow for the possible audience. Critiquing a literary output goes within and beyond the details, its applicability, content and substance knowing that every literary piece must be “dulce et utile” or must be beautiful and with moral or lesson. In this lesson, you are expected to evaluate one’s draft considering the clarity of idea, appropriateness of choice of literary element, appropriate use of the element and effective combination of the idea and the chosen literary element. You have written in the previous lesson the draft of your nonfiction write-up which needs to be reviewed not just by you but also by the other people who have different or various perceptions on the elements used and their substance. In evaluating a particular piece, there are aspects that need to be considered. Every evaluator has is/her own views, standards and ways of evaluation. With that, no literary piece or any written output can be considered as a perfect piece. Learning Task 1: Using a concept map, identify words or ideas that can be associated in evaluating a literary piece. Do this in your notebook. What should be evaluated in a literary piece? ? PIVOT 4A CALABARZON 42 4. Effective Combination of Ideas and the Chosen Element Since you have known the ideas presented and how did the author choose and use literary elements, the last facet that can be evaluated is the impact of these to the readers and audience. Will there be an effect once you have clear presentation of idea? Will there be an effect if you have selected appropriate literary elements? These are some of the questions to be pondered to evaluate one’s draft. This is much like the effect literary devices have over the ideas presented in the text. Since creative nonfiction is somewhat relevant to creative writing itself, the devices used in others are used to express and elevate certain types of emotions and meanings that poet wishes to convey. This is done so that the readers feel and respond in a certain way. 4.1 Did the reader understand the flow of the piece because of the literary elements used? 4.2 Were the literary elements enable the appreciation of the readers to understand the story or the piece? 4.3 Were the combination of ideas and literary elements help the readers to go along and be hooked with the flow of the piece? These are just some of the aspects that you can consider in evaluating one’s draft of a literary nonfiction piece. The most ideal approach to assess is to leave it with open-minded perspectives. This will naturally assist you with evaluating the piece. You may consider the questions stated but the appreciation of the literary piece is really subjective to the eye of the readers. © Learning Task 4: Read the piece below. Identify the imageries and the figurative language used in the piece. Write your answers in your notebook. Cheap but golden Cristina Kyla C. Villagen This place was one of the most talk-about topics especially when it comes to fashion. Most of the people who went there are prominent vloggers like Angel Dei, The Gold Squad and Tony Gonzaga; you can visit their YouTube channel to know some information and reviews. According to them, affordable clothes which look expensive at first glance are offered there. Traveling time is approximately one and a half hour and if you will be commuting you will need to ride a jeepney going to SM Taytay which will pass through Baras, Morong, Cardona and Angono. Taytay Tiangge is noy always open, you can see their tarpaulins located in some areas which can easily be seen. But as far as I know, they are open every Tuesdays and Thursdays. When I get there, I immediately looked for the stalls of “Bagpi” and “Igpai” for the low costing products according to the YouTube vlogs that I’ve watched. The stalls are really colorful and nice to look at and just like the typical tiangge, it is noisy, crowded and humid. 45 PIVOT 4A CALABARZON All of their products, be it shoes, tops, or bottoms, will surely catch your attention. Various designs are available in many sizes and colors. For women’s clothes starts at 10.00 which are mostly “ukay-ukay” but are still good ones. For men’s tip, price starts at 25.00. for kid’s clothes, price starts at 5.00, I don’t believe it at first but the saleslady sad that it is true. There are also overruns from the famous brands and clothing lines, with prices you’ve never imagined. The people there are nice but you still have to be cautious and attentive since it is really crowded. In case you need to take a break from shopping, there are lots of food stalls and even fast food chains to fill your empty stomach. There are also comfort rooms inside the buildings. It is advisable to wear mask for you to breathe properly. Always take care of your belongings and it is best to go with someone who knows the place. Learning Task 5: Using the literary piece on the previous learning task, write your comments on the aspects/areas below. Use the table to write your answers. Write your answers in your notebook. Areas Comments Topic Target Audience Theme Tone and Motif Genre/Type Point of View Learning Task 6: Read and appreciate the piece below. After reading it, identify its strong and weak points. Use the column after the piece. Write your in your notebook. Leaving the Comfort Zone Behind Trisha Kris P. Aquino Writing is like talking to somebody, so let me tell you a story. For me, deciding whether to go out or not is like a death and life situated. But five days before Christmas, I went out with a friend without thinking twice or thrice. Did I regret it? I didn’t. Because even though I wasn’t in my comfort zone, it felt like I was still at home. My friend invited me to go out as planned, and it was supposed to be happening five days after. But since I though I have to, I agreed to her right away. Two o’clock was the set time, but we left twenty minutes after three in the afternoon. She informed me just thirty minutes before two and I had so much to PIVOT 4A CALABARZON 46 do. I was ready to go, locked the door, and walked. I opened my umbrella and put my backpack in front of me. From Tanay Park, we planned to go to the town’s dike often called as “Dike ng Tanay”. After how many days, ngayon na lang ako ulit nakalabas,” I said to her as we walked. We were happy though it was sunny and hot. We talked a lot about anything that mostly made us laugh. We even shared insights about our studies. The sun was still there maintaining the warmness and humid of the air, but we managed to arrive without any complaint. When we were just meters away, I asked her to take a photo of me while walking towards the dike. “Continue, stop, continue,” she reminded. Once we got there, we sat on the bench, facing the picturesque and calm view of the lake. We took photos from the dike to the magnificent lighthouse of Tanay, the abundant water lilies on the shore, colorful boats, blue and clear sky and the busy road where people were enjoying the sunset view of Tanay Dike. After spending an hour doing a lot of things, we decided to leave and to go to another place. We were now going to the nearby dike. It took us twice the time and distance. There, we had some complaints of tiredness. Our feet were already aching and we were really tired walking. Despite quitting, we ignored it and just talked and laughed. As we go nearer the place, we have seen the sun was about to set, and we did not notice the air was becoming cooler as the time passed by. It was getting dark and the streetlights were starting to open. It was a comfortable feeling especially when the people started walking out. Suddenly, I thought of the things that sadden me. The things I wish I could and couldn’t have. Then I remembered how long I have run before. I became motivated, thinking of the idea that I would never get rid of this feeling wherever I go. Someday, I guess, I’d be loving to hangout with friends while travelling the world together. Life won’t run in your comfort zone throughout the years, and I think I should be the one remembering this line. Strong Points Weak Points © Learning Task 7: Using the text in the previous task, evaluate it using the three aspects specified in the table below. In your notebook, write your comments about it. Appropriateness Effectiveness of the Combination Clarity of Ideas of Literary Elements of Ideas and Elements 47 PIVOT 4A CALABARZON In revising your draft, some of the aspects shall be considered like mechanics, content, style, substance and the structure of the piece. You have learned in the previous lesson about some of the aspects that need to be evaluated for the improvement of the text. In revising for style as a writer, vague writing and mechanical flaws detract from your insights. As you revise your work considering your writing style, try to take a look on the following questions: Have you used passive voice abusively in your text? Were you gender neutral in using a language? Did you use precise and concise language and diction? Did you edit out language or syntax that is repetitive? Have you corrected grammatical flaws and provided accurate information like names and dates? Ce ONE Moreover, in revising for structure, as you read, you need to make sure that your write-up has a strong structure. As you revise your work considering the structure, try to take a look on the following questions: Did you use a clear and logical pattern to prove your concept? Did you provide a clear introduction stating the purpose of the piece? Are the paragraphs unified and developed? Were you able to establish topic sentences effectively? Were you able to utilize paragraphs that helped the progress of the topic sentences? Do you have transitions between paragraphs and between sections? Does your piece have a well-reasoned and interesting conclusion? yak eye ND As you read your work, revise also the substance of your piece. As you look into it considering the substance, take a look on the following questions: Did you clearly state the thesis statement of the piece? Did you present your own analysis? Did your piece provide reflective insights of the text? Did you include specific evidence to support your ideas? Is this evidence analyzed and explained? 5. If applicable, were you able to establish the characters and other literary elements? 6. If applicable, did the plot sequence run well? Was it easy to understand? eye Now that you have been guided with some of the questions, these will help you in revising your own draft at the end of this lesson. PIVOT 4A CALABARZON 50 In proofreading or checking the mechanics, the draft should focus on formatting and accuracy of the grammatical functions. In doing this, hard-copy instead of just reading from your computer screen will be more effective. In doing proofreading, you need to read it aloud and check it intensively. Let us try to remember the actions and decisions below in doing a revision of a piece. This would help us to attain the improvement of our text. Just remember the word DRAFT and you will be guided properly in revising your piece. DELETE unnecessary and repeated words, parts or sequences. Are there words or parts that are needless or unnecessary which can be deleted and will not affect the content or flow of the piece? If there are, delete them. REARRANGE the paragraphs, sentences, clauses or words. Are there words or sentences that need to be rearranged to attain the chronological arrangement of the piece? If there are, rearrange them. ADD some connectors, transitional devices or even information. If there are still information that need to be included, add them. The use of connectors and transitional devices will help to attain the smooth flow of the piece. FORM each of the parts that are needed in the piece. Recalling the nonfiction type, there are certain parts that should be present. Even the elements needed in a type of nonfiction shall be formed and formulated. TALK it aloud. Reading the text aloud surely reveals the errors of the write-up. Various versions and modification can be made if we keep on reading it before publishing. Does it sound right? Sound smooth? Better to read it aloud. Learning Task 4: Identify the words or parts of the paragraph that needs to be revised according to its mechanics. Do this in your notebook. Malacafiang are optimistic it can change the minds of senators on the 2nd package of the Tax Reform for Acceleration and Inclusion (TRAIN 2) law after a Senate leader said noone in the chamber is willing to sponsor the measure. On the contrary, TRAIN 2 will reduce corporate taxes. So, its not true that TRAIN 2 will impose new taxes” Roque said at a press briefing yesterday in Zamboanga Sibugay. “I think its a matter of telling senators the what TRAIN 2 is and I think we can overcome their initial hesitansy. He add that the Palace expect the Presidentiallegislative Liason Office to work with senators to discuss the matter. TRAIN 2 aimsto reduce corporate income tax to twenty five percent from 30 percent. The department finance said the measure would benefit more than ninety five percent of busineses in the country that are paying the highest corporate income tax rate in the region. 51 PIVOT 4A CALABARZON Learning Task 5: Go back with your created draft. See the comments of your teacher’s evaluation. Among the evaluation comments, which from these should be considered? Accomplish the table in your notebook. Areas Comments For Consideration or Not? Mechanics Substance Style Structure Literary Elements Genre © Learning Task 6: Revise your draft considering any of the literary conventions of genre in nonfiction. The comments of your subject teacher may help you in improving your output. PIVOT 4A CALABARZON 52