grade 12 creative writing module 1 answer key

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

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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CORE LEARNING AREAS

FIRST SEMESTER

• Module 1: Traditions and Locations: The Filipino Poem (A Long History of Poetry) (for Student no answer)
• Module 1: Traditions and Locations: The Filipino Poem (A Long History of Poetry) (for Teacher)
• Module 1: Various Contemporary Art Forms and Their Various Practices from the Different Regions (for Student no answer)
• Module 1: Various Contemporary Art Forms and Their Various Practices from the Different Regions (for Teacher)
• Module 2: Various Contemporary Art Forms from the Different Regions (for Student no answer)
• Module 2: Various Contemporary Art Forms from the Different Regions (for Teacher)
• Module 3: Contemporary Art Forms: Filipino Artists’ Roles and their Contribution to Contemporary Arts (for Student no answer)
• Module 3: Contemporary Art Forms: Filipino Artists’ Roles and their Contribution to Contemporary Arts (for Teacher)
• Module 4: Elements and Principles of Contemporary Arts, Art Forms from the Different Regions And its Significance (for Student no answer)
• Module 4: Elements and Principles of Contemporary Arts, Art Forms from the Different Regions And its Significance (for Teacher)

COMMUNICATION

SECOND QUARTER

• Module 1: CURRENT AND FUTURE TRENDS OF MEDIA AND INFORMATION
• Module 2: MEDIA AND INFORMATION LITERATE INDIVIDUAL
• Module 3: PEOPLE AND MEDIA
• Module 4: TEXT INFORMATION AND MEDIA

MATHEMATICS

• Module 1a: Earth: The Unique Planet  (for Student no answer)
• Module 1a: Earth: The Unique Planet  (for Teacher)
• Module 1b: EARTH’S SUBSYSTEMS  (for Student no answer)
• Module 1b: EARTH’S SUBSYSTEMS  (for Teacher)
• Module 1c: COMMON ROCK-FORMING MINERALS (for Student no answer)
• Module 1c: COMMON ROCK-FORMING MINERALS  (for Teacher)
• Module 2a: CLASSIFICATION OF ROCKS  (for Student no answer)
• Module 2a: CLASSIFICATION OF ROCKS  (for Teacher)
• Module 2b: PRODUCTS OF WEATHERING for Earth  (for Student no answer)
• Module 2b: PRODUCTS OF WEATHERING for Earth  (for Teacher)
• Module 3a: EARTH’S INTERNAL HEAT  (for Student no answer)
• Module 3a: EARTH’S INTERNAL HEAT  (for Teacher)
• Module 3b: MAGMA FORMATION  (for Student no answer)
• Module 3b: MAGMA FORMATION  (for Teacher)
• Module 4a: PHYSICAL AND CHEMICAL CHANGES IN ROCKS (Metamorphism)  (for Student no answer)
• Module 4a: PHYSICAL AND CHEMICAL CHANGES IN ROCKS (Metamorphism)  (for Teacher)
• Module 4b: FORMATION OF THE DIFFERENT TYPES OF IGNEOUS ROCKS  (for Student no answer)
• Module 4b: FORMATION OF THE DIFFERENT TYPES OF IGNEOUS ROCKS  (for Teacher)
• Module 5a: EXPLAIN THE MOVEMENT OF PLATES LEAD TO FORMATION OF FOLDS AND FAULTS  (for Student no answer)
• Module 5a: EXPLAIN THE MOVEMENT OF PLATES LEAD TO FORMATION OF FOLDS AND FAULTS  (for Teacher)
• Module 5b: EXPLAIN THE MOVEMENT OF PLATES LEAD TO FORMATION OF FOLDS AND FAULTS  (for Student no answer)
• Module 5b: EXPLAIN THE MOVEMENT OF PLATES LEAD TO FORMATION OF FOLDS AND FAULTS  (for Teacher)
• Module 5c: EXPLAIN THE MOVEMENT OF PLATES LEAD TO FORMATION OF FOLDS AND FAULTS  (for Student no answer)
• Module 5c: EXPLAIN THE MOVEMENT OF PLATES LEAD TO FORMATION OF FOLDS AND FAULTS  (for Teacher)
• Module 6a-b: GEOLOGIC TIME SCALE  (for Student no answer)
• Module 6a-b: GEOLOGIC TIME SCALE  (for Teacher)
• Module 6c: NATURAL HAZARDS  (for Student no answer)
• Module 6c: NATURAL HAZARDS  (for Teacher)
• Module 7b: NATURAL HAZARDS, MITIGATION AND ADAPTATION: GEOLOGIC PROCESSES AND HAZARDS  (for Student no answer)
• Module 7b: NATURAL HAZARDS, MITIGATION AND ADAPTATION: GEOLOGIC PROCESSES AND HAZARDS  (for Teacher)
• Module 8a: LAGING HANDA SA PANAHON NG SAKUNA: SCIENCE FOR SAFER COMMUNITIES  (for Student no answer)
• Module 8a: LAGING HANDA SA PANAHON NG SAKUNA: SCIENCE FOR SAFER COMMUNITIES  (for Teacher)
• Module 8b: LET’S SAVE OUR SAND  (for Student no answer)
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• Module 8c: LET’S SAVE OUR SAND  (for Student no answer)
• Module 8c: LET’S SAVE OUR SAND  (for Teacher)

SOCIAL SCIENCE

• Module 1: Knowing and Understanding Oneself during Middle and Late Adolescence (for Student no answer)
• Module 1: Knowing and Understanding Oneself during Middle and Late Adolescence (for Teacher)
• Module 2: Developing the Whole Person (for Student no answer)
• Module 2: Developing the Whole Person (for Teacher)
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• Module 4: How to Deal with Adulting (for Student no answer)
• Module 4: How to Deal with Adulting (for Teacher)
• Module 5:Coping with Stress in Middle and Late Adolescence (for Student no answer)
• Module 5: Coping with Stress in Middle and Late Adolescence (for Teacher)
• Module 6: Brainpower: Complex Organ Controls your every Thought and Move (for Student no answer)
• Module 6: Brainpower: Complex Organ Controls your every Thought and Move (for Teacher)
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• Module 7: Mental Health and Well-being in Middle and Late Adolescence (for Teacher)
• Module 8: Emotional Intelligence (for Student no answer)
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PHILOSOPHY PE AND HEALTH

• Module 1: Understanding Health-Related Fitness (for Student no answer)
• Module 1: Understanding Health-Related Fitness (for Teacher)
• Module 2: Dance and its Benefits (for Student no answer)
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• Module 3: FITT Goals (for Teacher)
• Module 4: Achieving Fitness Goals Through Dancing (for Student no answer)
• Module 4: Achieving Fitness Goals Through Dancing (for Teacher)

APPLIED SUBJECTS

• Module 1: REVIEW OF RELATED LITERATURE AND STUDIES
• Module 2: SCIENTIFIC WRITING: QUOTING, PARAPHRASING & SUMMARIZING
• Module 3: RESEARCH ETHICS
• Modyul 1: Sintesis / Buod
• Modyul 2: Posisyong Papel
• Modyul 3: Pagsulat ng Lakbay-Sanaysay
• Modyul 4: Pagsulat ng Lakbay-Sanaysay
• Modyul 5: REPLEKSIBONG SANAYSAY
• Modyul 6: PHOTO ESSAY
• Modyul 7: PANUKALANG PROYEKTO
• Modyul 1: Feasibility Study
• Modyul 2: Naratibong Ulat
• Modyul 3: PAUNAWA, BABALA AT ANUNSYO
• Modyul 4: Menu ng Pagkain
• Modyul 5: Pagsulat ng Feasibility Study
• Modyul 6: Pagsulat ng Naratibong Ulat
• Modyul 7: Pagsulat ng Paunawa, Babala at Anunsyo
• Modyul 8: Pagsulat ng Menu ng Pagkain

Module 7: Compute Profits and Projected Financial Statements Module 8: Business Implementation

ACADEMIC TRACK

Accountancy, business and management (abm) strand, humanities and social sciences (humss) strand.

• Module 10: Mahayana Buddhism
• Module 11: Comparative Analysis of Mahayana and Theravada Buddhism
• Module 12: Confucianism

Module 13: Taoism

Module 14: Shintoism

Module 15: Comparative Analysis of Daoic Religions

• Module 1: Identifying the Elements of Literary Genres (for student no answer)
• Module 1: Identifying the Elements of Literary Genres (for teacher)
• Module 2: Writing and Revising Draft of a Short Fiction (for Student)
• Module 2: Writing and Revising Draft of a Short Fiction (for Teacher)
• Module 3: Literary Conventions of Traditional Genres (for student no answer)
• Module 3: Literary Conventions of Traditional Genres (for teacher)
• Module 4: Module 4: Critiquing Nonfiction (for Student)
• Module 4: Module 4: Critiquing Nonfiction (for Teacher)

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) STRAND

• Module 1a: SOLVING MEASUREMENT PROBLEMS INVOLVING CONVERSION OF UNITS AND EXPRESSION OF MEASUREMENTS IN SCIENTIFIC NOTATION (for Student)
• Module 1a: SOLVING MEASUREMENT PROBLEMS INVOLVING CONVERSION OF UNITS AND EXPRESSION OF MEASUREMENTS IN SCIENTIFIC NOTATION (for Teacher)
• Module 1b: DIFFERENTIATING ACCURACY FROM PRECISION (for Student)
• Module 1b: DIFFERENTIATING ACCURACY FROM PRECISION (for Teacher)
• Module 1c-d: RANDOM AND EXPERIMENTAL ERROR (for Student)
• Module 1c-d: RANDOM AND EXPERIMENTAL ERRORS (for Teacher)
• Module 1e-g: UNDERSTANDING VECTORS (for Student)
• Module 1e-g: UNDERSTANDING VECTORS (for Teacher)
• Module 2.a – KINEMATICS IN ONE DIMENSION  ( for student )
• Module 2.a – KINEMATICS IN ONE DIMENSION  ( for teacher )
• Module 2.b – GRAPHICAL REPRESENTATIONS AND INTERPRETATIONS OF MOTION ( for student )
• Module 2.b – GRAPHICAL REPRESENTATIONS AND INTERPRETATIONS OF MOTION ( for teacher )
• Module 2.c-d Graphical construction and interpretation of an object’s motion ( for student )
• Module 2.c-d Graphical construction and interpretation of an object’s motion ( for teacher )
• Module 2.e MOTION ALONG A STRAIGHT LINE ( for student )
• Module 2.e MOTION ALONG A STRAIGHT LINE  ( for teacher )
• Module 3.c Range, time of flight, and maximum heights of projectiles ( for student )
• Module 3.c Range, time of flight, and maximum heights of projectiles ( for teacher )
• Module 3.d Motion in a circle ( for student )
• Module 3.d Motion in a circle ( for teacher )
• Module 3.e Problem solving involving two-dimensional motion (for student)
• Module 3.e Problem solving involving two-dimensional motion ( for teacher )
• Module 4.a INERTIAL FRAME OF REFERENCE ( for student )
• Module 4.a INERTIAL FRAME OF REFERENCE ( for teacher )
• Module 4.b IDENTIFY ACTION – REACTION PAIRS ( for student )
• Module 4.b IDENTIFY ACTION – REACTION PAIRS ( for teacher )
• Module 6: THE QUANTUM MECHANICAL DESCRIPTION OF THE ATOM AND ITS ELECTRONIC STRUCTURE
• Module 7: BOND FORMATION IN TERMS OF ATOMIC PROPERTIES OF MOLECULES COMPOUNDS IN RELATION TO THEIR STRUCTURE
• Module 8: PROPERTIES OF ORGANIC COMPOUNDS AND POLYMERS IN TERMS OF THEIR STRUCTURE

GENERAL ACADEMIC STRAND

Sports track.

• Module 1A: Practicum (In-Campus) (for student no answer)
• Module 1A: Practicum (In-Campus) (for teacher)
• Module 1A: Sports Officiating and Activity Management (for student no answer)
• Module 1A: Sports Officiating and Activity Management (for teacher)

ARTS AND DESIGN TRACK

Technical-vocational livelihood track, home economics.

• Module 3:Providing Appropriate Support to People with Special Needs

Module 1: PREPARATION OF PROPER GARNISH STYLES, CONDIMENTS, ACCESSORIES AND ICE SUPPLIES Module 2: IDENTIFICATION AND PROPER SEGRAGATION/STORING OF DIFFERENT TYPE OF GLASSES Module 3: OPERATING THE BAR (OTB) Alcohol Consumption Module 4: Beverage Classification: Origins, Nature and Characteristics of the Different Alcoholic Beverages Module 5: PREPARE AND SERVE ALCOHOLIC AND NON-ALCOHOLIC BEVERAGES ACCORDING TO CUSTOMER’S PREFERENCES

• Module 1: Introduction: Core Concepts in Tour Guiding Services (for Student)
• Module 1: Introduction: Core Concepts in Tour Guiding Services (for Teacher)
• Module 2: Research Information Relevant to Tour Itinerary (for Student)
• Module 2: Research Information Relevant to Tour Itinerary (for Teacher)
• Module 3: Research Information Relevant to Tour Itinerary: Types of Commentary (for Student)
• Module 3: Research Information Relevant to Tour Itinerary: Types of Commentary (for Teacher)
• Module 4: Research Information Relevant to Tour Itinerary: Communication Skills (for Student)
• Module 4: Research Information Relevant to Tour Itinerary: Communication Skills (for Teacher)
• Module 5: Information Relevant to Tour Itinerary (Use of Electronic Resources for Writing) (for Student)
• Module 5: Information Relevant to Tour Itinerary (Use of Electronic Resources for Writing) (for Teacher)
• Module 6: Information Relevant to Tour Itinerary (Technical Writing Skills) (for Student)
• Module 6: Information Relevant to Tour Itinerary (Technical Writing Skills) (for Teacher)
• Module 7: Information Relevant to Tour Itinerary (Costing Principles) (for Student)
• Module 7: Information Relevant to Tour Itinerary (Costing Principles) (for Teacher)
• Module 8: Information Relevant to Tour Itinerary ( ravel and tour Documents) (for Student)
• Module 8: Information Relevant to Tour Itinerary ( ravel and tour Documents) (for Teacher)

INFORMATION AND COMMUNICATIONS TECHNOLOGY

• Module 1-4: SETTING UP COMPUTER SERVERS (SUCS)(Set Up User Access)
• Module 5-8: SETTING UP COMPUTER SERVERS (Configure Network Services)

AGRI-FISHERY ARTS

• Module 1: Prepare Composting Area and Raw Materials (for Student no answer)
• Module 1: Prepare Composting Area and Raw Materials (for Teacher)
• Module 2: Prepare Composting Area and Raw Materials (for Student no answer)
• Module 2: Prepare Composting Area and Raw Materials (for Teacher)
• Module 3: Select Healthy Stock and Suitable Housing (for Student no answer)
• Module 3: Select Healthy Stock and Suitable Housing (for Teacher)
• Module 4: Prepare Composting Area and Raw Materials (for Student no answer)
• Module 4: Prepare Composting Area and Raw Materials (for Teacher)
• Module 5: Compost and Harvest Fertilizer (for Student no answer)
• Module 5: Compost and Harvest Fertilizer (for Teacher)
• Module 6: Compost and Harvest Fertilizer (for Student no answer)
• Module 6: Compost and Harvest Fertilizer (for Teacher)
• Module 7: Compost and Harvest Fertilizer (for Student no answer)
• Module 7: Compost and Harvest Fertilizer (for Teacher)
• Module 8: Compost and Harvest Fertilizer (for Student no answer)
• Module 8: Compost and Harvest Fertilizer (for Teacher)
• Module 1: PROVIDING EQUIPMENT AND OTHER FACILITIES IN RAISING GOAT/SHEEP
• Module 2: KIDDING/LAMBING MANAGEMENT AND CARE OF THE KID
• Module 3: EAR TAGGING/NOTCHING AND DISBUDDING
• Module 4: CASTRATE GROWING SMALL RUMINANT
• Module 5: DEHORNING, TAIL DOCKING AND HOOF TRIMMING
• Module 6: WEANING AND DETERMINING THE AGE OF GOAT/SHEEP
• Module 7: CARE AND MANAGEMENT OF LACTATING DOES/EWES

INDUSTRIAL ARTS

• Module 1: Check-up Procedures (for student no answer)
• Module 1: Check-up Procedures (for teacher)
• Module 2: Types of Vehicle for Driving (for student no answer)
• Module 2: Types of Vehicle for Driving (for teacher)
• Module 3: Driving Procedures and Techniques (for student no answer)
• Module 3: Driving Procedures and Techniques (for teacher)
• Module 4: Safety Signs and Symbols in Driving (for student no answer)
• Module 4: Safety Signs and Symbols in Driving (for teacher)
• Module 1a: Install Electrical Protective Devices
• Module 1b: Install Electrical Protective Devices
• Module 2a: Closed Circuit Television (CCTV)
• Module 2b: Closed Circuit Television
• Module 3a: Fire Alarm System Components and Alarm Signaling System
• Module 3b: Automatic Alarm-Initiating Devices and Manually Actuated Alarm-Initiating Devices
• Module 1: ESSENTIALS OF WELDING ACCORDING WITH THE WELDING STANDARDS AND WELDING PROCEDURE SPECIFICATIONS
• Module 2: STANDARD ALPHABET OF LINES AND DRAWINGS; PREPARE WELD MATERIALS; PERFORM TACK WELDING AND STRICKING AN ARC
• Module 3: STANDARD ALPHABET OF LINE AND DRAWING; PREPARE WELD MATERIALS; PERFORM TACK WELDING AND STRICKING AN ARC
• Module 4: KINDS OF ELECTRODES
• Module 5: WELD PLATES IN MULTIPLE PASS GROOVE JOINTS (FLAT, HORIZONTAL AND VERTICAL POSITIONS)
• Module 6: Weld Plates in Multiple Pass Groove Joints (Overhead Position)
• Module 7: WELD PIPE IN (1G) HORIZONTAL ROLLED POSITION AND (5G) HORIZONTAL FIXED POSITION
• Module 8: WELD PIPE IN VERTICAL (2G) AND (6G) 450 INCLINED FIXED POSITION
• Module 1: PREPARE TOOLS, EQUIPMENT AND MATERIALS FOR FABRICATING FORMWORKS ACCORDING TO JOB REQUIREMENTS
• Module 2: FABRICATE FORMWORKS