Creative Writing Grade 12 Q1 Module 4 PDF

12 Creative Writing Quarter 1 – Module 4: The Elements of Fiction Creative Writing – Grade 12 Self-Learning Module (SLM) Quarter 1 – Module 4: The Elements of Fiction First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in...

12 Creative Writing Quarter 1 – Module 4: The Elements of Fiction Creative Writing – Grade 12 Self-Learning Module (SLM) Quarter 1 – Module 4: The Elements of Fiction 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. Development Team of the Module Writers: Leovelyn Grace C. Alarcon Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan Reviewers: Helen J. Ranan, Sally A. Palomo Illustrator: Marlon Jay Bernasor Layout Artist: Cesar Ian S. Ranan Cover Art Designer: Ian Caesar E. Frondoza Streamliner: Carmen C. Leona Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Romelito G. Flores, CESO V - Schools Division Superintendent Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Gerardo Magno – Subject Area Supervisor Juliet F. Lastimosa - CID Chief Sally A. Palomo - Division EPS In- Charge of LRMS Gregorio O. Ruales - Division ADM Coordinator Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor / Coordinator Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected] 2 Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step by-step as you discover and understand the lesson prepared for you. Pre-test are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module, or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teachers are also provided to the facilitators and parents for strategies and reminders on how they can best help you on your home -based learning. Please use this module with care. Do not put unnecessary marks on any part of the SLM. Use a separate sheet of paper in answering the exercises and tests. Read the instructions carefully before performing each task. If you have any questions in using the SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. 3 What I Need to Know This module was designed and written with you in mind. It is here to help you master the Elements of Fiction. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. In this module, you will be able to: Identify the various elements, techniques, and literary devices in various modes of fiction (HUMSS_CW/MPIg-i-11) Specifically, you are expected to: describe the elements of fiction analyze sample texts according to the elements of fiction This module is self-instructional. You can read, analyze concepts and ideas presented and reflect on them. The activities will help you assess your progress as you go through in this module. Now, let us begin this journey. What I Know In this part, let us check your prior knowledge on the elements, techniques and literary devices of fiction. Encircle the letter of your answer. 1. What element of fiction includes time, period, place, historical milieu, as well as social, political and perhaps even spiritual realities mirrored in a story? a. plot b. setting c. symbols d. characters 2. Which of the following refers to an expression of contradiction between the actual from the expected outcome and to mean the opposite of what one says? a. Idiom b. Irony c. Metaphor d. Oxymoron 4 3. Which of the following refers to the atmosphere of feeling that the writer creates for a reader or how the reader feels? a. tone b. mood c. expressive d. emotional landscape 4. Which of the following refers to the central idea or message in a work of literature? a. theme b. imagery c. illusion d. allusion 5. Which of the following is the result of competing desires or the presence of obstacles that need to overcome; a clash of actions, ideas, desires, or wills? a. irony b. theme c. setting d. conflict 6. Which of the following refers to the casual relationship between and among events of a story? a. plot b. denouement c. complication d. rising action 7. What device allows the writer to present events that happened before the time of the current narration or the current event in fiction? a. flashback b. point-of-view c. foreshadowing d. action sequence 8. Which point of view is the least used by writers? a. First person b. Third person c. Second person d. Third-person Limited 9. After coming home late from a party, Mae’s father questioned her. She wanted to tell him that she was studying at a friend’s place and lost track of time, but she told him the truth instead. What character trait does Mae demonstrate? a. wise b. innocent c. trustworthy d. inconsiderate 5 10. Which statement does NOT describe the nature of figurative language? a. explicit expression b. suggestive and attributive c. use of foreign symbols and images d. highly artistic means of expression 11. What type of setting can be created in the following sentences? “Think of a lost child wandering in the woods. The tall trees block out the sun, animals make eerie sounds in the distance, and the wind rustles the leaves” a. creepy and nervous b. happy and romantic c. dreary and brooding d. suspense and ominous 12. Which statement below best defines Man vs Nature? a. When a character disagrees with the values, laws or beliefs of a group b. When a character has a problem with outside forces like weather or land c. When a character has an argument or disagreement with another character. d. When a character develops an internal struggle between his thoughts and ideas 13. Which of the following statements describes point of view? a. It refers to as how a story is told or narrated. b. It explains the artistic means of expressions. c. It describes the tangling series of events in the story. d. It is the vantage point from which the story unfolds through the eyes of an authoritative narrator. 14. Which of the following is an example of verbal irony? a. I see you’ve cleaned you room! b. When a reporter gets caught in an expected storm c. When a person exaggerates the character of something d. Romeo believes Juliet is dead, but the audience knows that she has only been given a potion to sleep. 15. Which of the following is the best definition for “local color”? a. Stories must use foreign symbols and images. b. It is anchored to the idea that literature is an imitation of life. c. Stories must be written using the native language or dialect to preserve cultural identity. d. It refers to the technique of copying the lifestyle, custom, beliefs, practices and inclusion of local symbols and images peculiar to region or locale. 6  Lesson 1 The Elements of Fiction Have you read a story in the past which has stirred your imagination and brought surges of emotions? Probably, it was a story you read during bedtime or the one recommended by your English teacher. You may temporarily forget it, but you cannot entirely deny the sensations you felt as they struggle to resurface to consciousness from time to time. This is the effect of fiction. It goes beyond the woven words to become an experience in itself. Any story has certainly left its traces in the deep alleys of one’s mind. In this module, you will be introduced to the dimensions of fiction. The next activity will let you connect your understanding about our previous lesson about applying various elements and literary devices exploring innovative techniques of poetry. What’s In For you to have a better grasp of the previous lesson, let us have a short review about what have you learned. Activity 1. Be Poetic! Direction: Read the poem ‘The Rainy Day’ and answer the questions that follow. Encircle the letter of the correct answer. The Rainy Day Henry Wadsworth Longfellow The day is cold, and dark, and dreary; It rains, and the wind is never weary; The vine still clings to the mouldering wall, But at every gust the dead leaves fall, And the day is dark and dreary. My life is cold, and dark, and dreary; It rains, and the wind is never weary; My thoughts still cling to the mouldering Past, But hopes of youth fall thick in the blast And the days are dark and dreary Be still, sad heart! And cease repining; Behind the clouds is the sun still shining; They fate is the common fate of all, Into each life some rain must fall, Some days must be dark and dreary. 7 1. How does the speaker describes the day? a. sunny b. windy c. rainy d. stormy 2. What does the speaker mean when he says his life is “cold and dark and dreary.”? a. sad b. sick c. alone d. happy 3. What does the line “Behind the clouds is the sun still shining,” imply? a. hope b. regret c. sadness d. happiness 4. What is being implied in the line “Into our life some rain must fall,”? a. death b. boredom c. troubles d. failures 5. What figurative language is used in rain, vine and mouldering? a. irony b. simile c. symbol d. personification 6. To which sense does cold, dark, and dreary appeal to? a. sight b. touch c. taste d. smell 7. To which sense does vine, walls, clouds, seen and dead leaves appeal to? a. sight b. touch c. taste d. smell 8. The charm of this poem lies in the a. poetic feet c. figurative language b. sensory images d. musicality of the sound 9. Who is the speaker in the poem? a. a boy b. a teenager c. an old man d. a young man 10. The message of the poem makes us bear our troubles with a. smile b. courage c. humility d. perseverance Notes to the Teacher In this module, we will review and further discuss the various elements, techniques, and literary devices in various modes of fiction. We will also read and analyze short stories and will identify the various elements, techniques and literary devices in various modes of fiction. 8  What’s New In order for you to gain more understanding about our lesson, let’s see what you can do in this activity. Have fun! Activity 2. Let’s HUNT Direction: Accomplish the word hunt below. Consider the words at the bottom as your guide. Locate and line the terms below. Then write your answer on the space provided in each number. WORD SEARCH 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 1 L W C F D E S C R I P T I O N C R T F 2 A N M E L B O R P R H Y M E A W N O X 3 C W O Y E T S A R T N O C U F C Q E O 4 I W E I V F O T N I O P S N H O B C Z 5 G S E T T I N G L N E E T A J K Q N Z 6 O I D U M I V O X R A R R R N L R E K 7 L J N Q X O S Z I N O A A O I E K U K 8 O M U I V F Q O D T C H I P P R H Q N 9 N M O R D Z P E P T A T P E M L P E O 10 O A P L O T F O E X U R T A B O L S I 11 R I M V F F E R E L E I E F T P C P T 12 H N O B E M I L O T T E F T M E W X I 13 C I C C E Z P S K I R P Z I I A M F S 14 M D T H A M C Z O S G Y S T A L G L N 15 D E T T O W R N X A M I L C C K L R A 16 S A I C R I S I N G A C T I O N U A R 17 N O I T U L O S E R C O S I M I L E T 18 N K E P E R S O N I F I C A T I O N Q 19 R A C E N O I T C A G N I L L A F B E Theme Setting Characterization Plot Chronological Exposition Climax Falling Action Point of View Rising Action ________1. It is the process by which the writer reveals the personality of a character. ________2. The turning point of a narrative work is its point of highest tension and drama, or it is the time when the action starts during which the solution is given. ________3. It is the arrangement of events by time. 9 _________4. It is the time and geographic location within a narrative story. _________5. It is a literary device used to introduce background information about events, settings, characters, or other elements of a work to the audience or readers. _________6. It is what happens near the end of a story after the climax and resolution of the major conflict. _________7. It refers to who is telling or narrating a story. _________8. It is the sequence of events where each affects the next one through the principle of cause-and-effect. _________9. The part of the plot that is the point of greatest tension in a work of literature and the turning point in the action or plot. _________10. The underlying message that a writer wants to get across in the story What is It Man is gifted with a powerful mind. Our mind has the ability to create and construct experience beyond reality. Thus, these imagined experiences are best depicted and manifested through the creative use of language which gives birth to one interesting form of literature which is fiction. What is Fiction? Fiction generally includes works which are purely products of the writer’s imagination. It pertains to any account involving people and events that are perceived to be unreal for they are just invented by a writer’s creative mind. Elements of Fiction 1. Setting This element includes the place and the time of the actions that transpire in a story. The environment may be real or invented. The time may be in previous years or decades, in the present period, or even some time in the future. Aside from time and place the setting also highlights various conditions and milieus which are not always perceived to be physical. It may also involve social norms, tradition, social set-up, political atmosphere etc. the setting may or may not be directly stated by the writer. In cases of no explicitly stated setting, some words may serve as clues to determine where and when an action happens. Thus, readers need to be aware as to how the words work in the text. 2. Character/s A person or any entity presented in a narrative or dramatic work. Characters are the ones mainly involved in the circumstances and actions of a story. In a story, 10 characters can be classified as major and minor character depending on their roles and importance in the development of the story. Hereunder are the other types of characters. Types of Characters According to Involvement Protagonist o Principal or lead character; commonly referred to as the “hero” Antagonist o Known as the villain; the role is mainly to oppose or to challenge the main character; it can also be in other forms like death, defeat, illness etc. Types of Character According to Development Static/Flat Character o A character that does not change the course of the story. The qualities and characteristics of a certain character remain as is. Dynamic Character o This character undergoes significant changes in personality, behaviour, perspective etc. as the story develops. Round Character o Known as complex and multidimensional. A character that people can relate the most. This also appears to be lifelike. 3. Plot This refers to the flow and sequence of events in a story. This also shows the causal relationship between and among events. The plot has several composites including exposition, rising action, climax, falling action, and the denouement or resolution. Plot Patterns and Techniques There are numerous concepts in literature which are helpful to deepen one’s understanding and appreciation of a fictional work. Below are some important concepts that one has to bear in mind: en media res The term means “in the middle things” or in the middle of the action”. Aside from the classic chronological pattern, most stories exhibit this as to how events in a story are set and initiated. Flashback This is a technique which utilizes the inclusion of episodes or prior events to the base time of the plot. Prolepsis or Plash-forward This involves the provision of a quick look or glimpse into what may transpire in the future. Foreshadowing This is mainly a technique to provide clues or hints as to some events or circumstances that may come soon in the flow of the story. Frame Story This refers to a larger work having separate narrations found within or to say it simply, a story within a story. Chaucer’s Canterbury Tales is a good example of this. 11 4. Point of View It refers to the vantage point as to how the story unfolds. Thus, it mainly relates as to the way how the story is told or narrated. This has several kinds like: First Person o The narrator is also a character within the story, so that the narrator reveals the plot by referring to this viewpoint character with forms of “I” or, when plural, “we”. Often, the first person narrative is used as a way to convey directly the deeply internal, but unspoken thoughts of the narrator. Frequently, the narrator is the protagonist, whose inner thoughts are expressed to the audience/reader, even if not to any of the other characters. Second Person o The story is revealed through a narrator who refers to the protagonist by using the second-person personal pronoun, “you”. It may also be the narrator who refers to himself/herself, using “you” in a way that suggest alienation from the events described or emotional/ironic distance. It is the less common narrative technique in fiction than the first person and the third person. Third Person o The narrator refers to every character as “he”, “she”, “it”, or “they”, but never as “I” or “we” (first person), or “you” (second person). In the third- person narrative, it is clear that the narrator is an unspecified entity or uninvolved person who conveys the story from outside. The third-person perspective is categorized according to the knowledge available to the narrator: a. Third-Person Omniscient The narrator has knowledge of all times, people, places and events, including all characters’ thoughts. b. Third Person Limited The narrator may know absolutely everything about a single character and every piece of knowledge in that character’s mind, but the narrator’s knowledge is “limited” to that character—that is, the narrator cannot describe things unknown to the focal character. 5. Conflict This is the element of fiction which refers to the opposition of forces that may set forth the problems, issues, and challenges of various forms and sources that the main character needs to face and to deal with. Examples of this are man vs. himself, man vs. man, man vs. society, man vs. culture, and man vs. nature. 6. Symbols An object is used to represent ideas aside from its literal meaning. For example, a crown represents power and authority, the apple for disobedience, temptation, and sin. 7. Theme This is the significant truth about life which a story attempts to communicate to its readers. In addition, this is mainly the idea, realization, reflections, or simply, the lesson that readers may extract from the work. 12  8. Irony The difference between what is said and what is shown, reality and appearance, expectation and result, or meaning and intention. It has some types like verbal irony, situational irony and installation irony. What’s More Hooray! You have gleaned into the essential concepts and ideas about the elements of fiction. This time let us check your understanding by doing the activities independently and enthusiastically. Activity 3. Story Map! Direction: Read the short story entitled “Love in the Cornhusks” then accomplish the Story Map that follows. LOVE IN THE CORNHUSKS By: Aida L. Rivera-Ford Tinang stopped and waited before the Seňora’s gate. The dog’s came to bark at her and her baby cried out loud. Not so long, Tito, the young master, had seen and approached her while calling to his mother. Tito warded the dogs and let Tinang to enter. Tinang passed quickly up the veranda stairs lined with ferns and many-colored bougainville. On the landing, she paused to wipe her shoes carefully. About her, the Seňora’s white and lavender butterfly orchids fluttered delicately in sunshine. She noticed through that the purple waling-waling that had once been her task to shade from the hot sun. “Is no one covering the waling-waling now?" Tinang asked. “It will die.” “Oh, the maid will come to cover the orchids later.” your baby. Is it a boy?” “Yes, Ma,” Tito shouted from downstairs.” And the ears are huge!” “What do you expect,” replied his mother; “the father is a Bagobo. Even Tinang looks like a Bagobo now.” Tinang laughed and felt warmness for her former mistress and the boy Tito. She sat self-consciously on the sofa, for the first time a visitor. Her eyes clouded. The sight of the Seňora’s flaccidly plump figure and she sighed thinking of the long walk home through the mud, the baby’s legs straddled to her waist, and Inggo, her husband waiting for her, his body stinking of Tuba and sweat, squatting on the floor, clad only in his foul undergarments. “Ano, Tinang, is it not a good thing to be married?” the Seňora asked, pitying Tinang because her dress gave way at the placket and pressed at her swollen breasts. It was, as a matter a fact, a dress she had given Tinang a long time ago. The Seňora commented and concerned on Tinang’s situation. They went into a cluttered room to sort out some stuff to 13 be donated to Tinang. Tinang asked,” How is Seňor?” “Ay, he is always losing his temper over the tractor drivers. It is not the way it was when Amado was here. You remember what a good driver he was. The tractors were always kept in working condition. But now…I wonder why he left all of a sudden. He said he would be gone for only two days…” Then the baby began to cry and Tinang tried shushed him. The Seňora told her to go to the kitchen. The maid set down milk for the baby and served her coffee and cake. The Seňora drank coffee with her and lectured about infancy care. Finally, Tinang brought up, haltingly, her purpose, to invite the Seňora to be a madrina in baptism. And the latter assented and would provide the baptismal clothes and the fee for the priest. It was time to go. Bidding good bye to Tinang, the Seňora recalled and told Tinang she had a letter in the drugstore (post office at the same time). A letter! Tinang’s heart beat violently. She worried that someone might be dead. She hurried to the barrio’s drugstore. The man turned to her and asked if what she needs. She told him of her letter. The asked her name and it was “Constantina Tirol”, he scanned through the box of letters and pulled out one. Upon seeing the letter, her first suspicion was that something bad had happened to her sister. The man offered to read the letter for her. Thinking that she was illiterate for how she looks like. But she refrained and immediately departed on way toward home. The rains had made her a deep slough of clay road and Tinang followed the prints left by the men and the carabaos that had gone before her to keep from sinking in mud up to her knees. She was deep in the road before she became conscious of her shoes. In horror, she saw that they were coated with thick, black clay. Gingerly, she pulled off one shoe after the other with the hand still clutching the letter. When she had tied the shoes together with the laces and had slung them on an arm, the baby, the bundle, and the letter were all smeared with mud. There must be a place to put the baby down, she thought, desperate now about the letter. She walked on until she spotted a corner of a field where cornhusks were scattered under a kamansi tree. She shoved together a pile of husks with her foot and laid the baby down upon it. With a sigh, she drew the letter from the envelope. She stared at the letter which was written in English. My dearest Tinay, Hello, how is life getting along? Are you still in good condition? As for myself, the same as usual. But you’re far from my side. It is not easy to be far from our lover. Tinay, do you still love me? I hope your kind and generous heart will never fade. Somebody or somehow I’ll be there again to fulfill our promise. Many weeks and months have elapsed. Still I remember our bygone days. Especially when I was suffering with the heat of the tractor under the heat of the sun. I was always in despair until I imagine your personal appearance coming forward bearing the sweetest smile that enabled me to view the distant horizon. 14  Tinay, I could not return because I found that my mother was very ill. That I was not able to take you as a partner of life. Please respond to my missive at once so that I know whether you still love me or not. I hope you did not love anybody except myself. I think I am going beyond the limit of your leisure hour, so I close with best wishes to you, my friends Gonding, Serafin, Bondio, etc. Yours forever, Amado P.S. My mother died last month. Address your letter: Mr. Amado Galauran Binalunan, Cotabato It was Tinang’s first love letter. A flush spread over her face and crept into her body. She read the letter again. “It is not easy to be far from our lover…Somebody or somehow I’ll be there again to fulfill our promise…” Tinang was intoxicated. She pressed herself against the kamansi tree. And she cried, remembering the young girl she was less than two years ago when she would take food to the Seňor in the field and the laborers would eye her furtively. Before she went away to work, she had gone to school and had reached the sixth grade. Her skin too, was not as dark as those of the girls who worked in the fields weeding around the clumps of abaca. Her lower lip jutted out disdainfully when the farm hands spoke to her with many flattering words. She laughed when a Bagobo with two hectares of land asked her to marry him. It was only Amado, the tractor driver who could look to at her and make her lower her eyes. He was very dark and wore filthy and torn clothes on the farm but on Saturdays when he came up to the house for his week’s salary, his hair was slicked down and he would be dressed as well as Mr. Jacinto, the schoolteacher. Once he told her that he would study in the city night schools and take up mechanical engineering someday. He had not said much more to her but one afternoon when she was bidden to take some bolts and tools to him in the field, a great excitement came over her. The shadows moved fitfully in the bamboo grooves she passed and the cool November air edged into her nostrils sharply. He stood unmoving beside the tractor with tools and parts scattered on the ground around him. His eyes a black glow as he watched her draw near. When she held out the bolts, he seized her wrist and said: “Come,” pulling her to the screen of trees beyond. She resisted but his arms were strong. He embraced her roughly and awkwardly, and she trembled and gasped and clung to him…. A little green snake slithered languidly into the tall grass a few yards from the kamansi tree. Tinang started violently and remembered her child. It lay motionless on the mat of husk. With a shriek she grabbed it wildly and hugged it close. The baby awoke from its sleep and cried lustily. Ave Maria Santisima. Do not punish me, she prayed searching the baby’s skin for marks. Among the cornhusks, the letter fell unnoticed. -https://ischoolsericsonalieto.wordpress.com/2011/01/07/love-in-the-cornhusks-by-aida-l-rivera/ 15  STORY MAP (You may use a separate sheet if necessary.) Plot -The story’s sequence of events (Exposition, Rising Action, Climax, Falling Action, Resolution [see boxes]) (4) Falling Action - Conflict outcome _____ Flashbacks__________________ _______________________ _____________________________ _____________________ _____________________________ _____________________________ Resulting Events _____ ____________________________ _______________________ _____________________ (3) Climax Point of greatest tension ___________________ ___________________ ___________________ ___________________ ___________________ (1) Exposition Setting (5) Resolution Place_____________________ Final outcome ______________ (2) Rising Action __________________________ Character Roles ____________________________ Time_____________________ ____________________________ __________________________ Protagonist(s)___________ ____________________________ ________________________ ____________________________ Characters Antagonist(s)___________ Theme Main_____________________ ________________________ __________________________ Story’s meaning ____________ Conflict Secondary________________ ____________________________ __________________________ ________________________ ____________________________ ________________________ ____________________________ Point of View ________________________ ____________________________ __________________________ __________________________ 16  What I Have Learned It is time to check what you have learned in our lesson. Do the activity below. Activity 4. Arrange and Match! Direction: Arrange the jumbled letters to determine the concepts in column A, then match these constructs with their respective meanings or descriptions in column B. Write the target concept below each jumbled letters while the letter of the definition before each number. Column A Column B _________1. HETME a. the most interesting and exciting moment in a story ______________ b. the casual relationship between and _________2. TITSEGN among events ______________ c. the introductory part of a story _________3. ARACTHECSR d. the lesson about life implied by a ______________ story _________4. YSSMOLB e. can be classified as either major or minor _______________ f. objects or words which embody ideas _________5. LTPO and virtues and are interpreted beyond _______________ literal sense _________6. ARAOTNRR g. opposition of forces _______________ h. clues or hints to future events _________7. POXETISINO i. the one who tells or recounts the events and circumstances in a story _______________ j. knows what is on the mind of the _________8. MOINCESITN characters; aware of the total circumstances of a story ________________ k. the untying of events; presents how _________9. TCILFNOC the story closes or ends ________________ l. the background environment of the ________10. XMCALI actions or events transpiring in a story. ________________ 17  What I Can Do The activity below will make your learning experience productive and meaningful. A picture speaks a thousand words which can create a beautiful story. Let us check your creative imagination by doing the next activity. Activity 5. Create a STORY! Direction: Analyze the picture below and compose a two-paragraph story using the elements of fiction. See rubric in the next page for your guide in writing your story. Write your story on a separate sheet of paper. 18 SHORT STORY 4-Excellent 3-Good 2-Progressing 1-Not Yet CRITERIA CHARACTERS The main The main characters The main It is hard to tell characters are are named and characters are who the main named and clearly clearly described. named. The reader characters are. described. Most Most readers would knows very little readers could have some idea of about the describe the what the characters characters. characters looked like. accurately. SETTING Many vivid, Some vivid, The reader can The reader has descriptive words descriptive words are figure out when and trouble figuring out are sued to tell used to tell the where the story tool when and where when and where audience when and place, but the the story took the story took where the story took author didn’t supply place. place. place. much detail. ENGAGING Beginning of story Beginning of story Catchy beginning No attempt was BEGINNING has a very creative has some type of was attempted but made to catch the “grabber”. The “grabber”. The did not grab the reader’s attention reader is pulled reader is pulled into reader’s attention. in the beginning of into the story. the story. the story. Story begins abruptly or awkwardly. INCITING It is very easy for It is fairly easy for It is fairly easy for It is not clear what INCIDENT/RISIN the reader to the reader to the reader to problem the main G ACTIONS understand the understand the understand the characters face. problem the main problem the main problem the main characters face and characters face and characters face but why it is a problem. why it is a problem. it is not clear why it is a problem. ORGANIZATION The story is very The story is pretty The story is little Ideas and scenes well organized. One well organized. One hard to follow. The seem to be idea or scene idea or scene may transitions are randomly arranged. follows another in a seem out of place. sometimes not logical sequence Clear transitions are clear. with clear used. transitions. CREATIVITY The story contains The story contains a The story contains a There is a little many creative few creative details few creative details evidence of details and/or and/or descriptions and/or descriptions creativity in the descriptions that that contribute to but they distract story. The author contribute to the the reader’s from the story. The does not seem to reader’s enjoyment. enjoyment. The author has tried to have used much The author has author has really use his/her imagination. really used his/her used his/her imagination. imagination. imagination. ELEMENTS OF A The story reflects The story reflects a The story reflects The story reflects a SHORT an advanced thorough some understanding little understanding STORYPLOT understanding of: understanding of: of: plot, Elements of of: Plot, Setting plot, Elements of a plot, Elements of a a Shorty Story Plot (place, time, mood), Shorty Story Plot Shorty Story Plot (Introduction, rising Characters (reader (Introduction, rising (Introduction, rising action, climax, relates to them, action, climax, action, climax, falling action, used to drive plot falling action, falling action, resolution). Reader and create mood) resolution) resolution) relates to them, and conflict. used to drive plot and create mood) and conflict TITLE Title is creative, Title is related to the Title is present, but No title sparks interest and story and topic. does not appear to is related to the be related to the story and topic. story and topic. 19  Assessment Hooray! You made it this far. In this part, let us evaluate what you have learned in our lesson. A. Multiple Choice Direction: Write the letter of your answer on the space provided before the number. _______1. What element of fiction describe the underlying meaning or main idea of a story? a. plot b. mood c. theme d. setting _______2. What element of fiction tells the angle from which the story is told? a. camera view c. point of view b. character view d. none of the above _______3. What element refers to a person or animal which takes part in the action of a story called? a. setting b. conflict c. character d. narrator _______4) What element refers to the sequence of events involving characters and a central conflict? a. plot b. setting c. conflict d. character _______ 5. What element is responsible for evoking complex ideas without having to resort to painstaking explanations? a. style b. theme c. symbolism d. mood B. Treat Your Character Trait! Direction: Read the short passages below. Answer the question by identifying an implied character trait. Explain your answer by referencing the text. 1. Eric’s car broke down in the woods and his phone wasn’t getting signal. He used his car antenna as a spear and caught fresh catfish. He started fire with sparks from his car battery, and he ate the cooked catfish while waiting for help. What character trait does Eric demonstrate?_______________________________ 2. Jason is an excellent accountant who works full-time for his best friend’s company. A larger accounting firm contacts Jason and offers to pay him twice if he will work for them. Jason thanks the company for their offer but declines. He doesn’t even tell his friend that he received the offer What character trait does Eric demonstrate?_______________________________ 20 C. Identifying Narrative Perspective! Direction: Read the following passages and determine the point of view: first person, second person, third-person objective, third-person limited, third-person omniscient. 1. The Scarlet Letter (1850) by Nathaniel Hawthorne “When he found the eyes of Hester Prynne fastened on his own and saw that she appeared to recognize him, he slowly and calmly raised his finger, made a gesture with it in the air, and laid it on his lips.” Point of View__________________________________________________ 2. Invitation to the Game by Monica Hughes And we scrounged. Next to survival, scrounged was probably the most important word in our new vocabulary. We found a store that was throwing out water-damaged mattresses. Getting them home was a problem, since we had to make two trips, leaving Brad and Katie, armed with sticks to guard over the remained. I truly expected them to be challenged by some gang boss, but they said that the only person who came by was a scrawny little rat of a girl living alone. We let her have one of the mattresses. Point of View__________________________________________________ D. Set the Setting! Direction: Read the passage and look for clues that reveal the setting. Then explain your answer. Remember the setting is the time and place that a story happens. 1. Alex shut the lid to his laptop with a loud clap. Some of the people sitting at the tables near him looked up from their books and gave him annoyed looks. Alex realized that he had disturbed them and held up his hand apologetically. The librarian turned toward him and shushed him loudly, perhaps louder than the noise that he had made. Alex put the laptop in his bag and began walking toward the door. He held his head down low. Where is the story taking place? ___________________________ What are the Clues? _______________________________________ How did you know? _______________________________________ E. Realizing Conflict! Direction: Read the description of the story below. Determine the protagonist (central character) and antagonist (opposing force). Then describe the type of conflict (example: man vs nature). 1. It’s the year 3030 and society is completely dependent on computers and robots. A young boy named Domino is flying his hover board to school when all of the machines start acting up and attacking people due to a powerful computer virus. What will Domino do now that the machines that are supposed to help him have turned against him? Protagonist:_________________________________________________ Antagonist:_________________________________________________ Type of Conflict:____________________________________________ 21  Additional Activities Great job! You are finally done with your Assessment. This time let’s reinforce your understanding of the lesson by accomplishing the given task below. Activity 7. Time Warriors Direction: Read and comprehend the story then answer the following questions. Encircle the letter of the correct answer. “Mom, I’m going outside!” Alex shouted up the stairs. Even though he put it like a statement, he was really asking her for permission. His mother replied, “OK, Alex, but you have to bring Mikey.” Alex didn’t want to bring his little brother Mikey, who sucked on his fingers and got Alex’s toys covered with drool, but he did want to go outside. He sighed and then pleaded, “But Mom, I’m going to the woods with A.J.” His mother replied in a practiced manner, “A.J. or not, you will bring Mikey with you or you will not go.” Alex huffed and then got Mikey’s coat. As the brothers walked down the empty street on the cool autumn day, the younger brother extended his hand to the older and said, “Hold my hand, Alex.” Alex sneered at Mikey and said, “Your hand is covered with spit and holding hands is for babies.” Mikey wiped his hand on his pants and shot back, “Is not. Mom and Dad hold hands and they aren’t babies.” Alex considered his brother’s words for a moment and then decide to step up the debate, “Look, don’t do this baby stuff when we get to A.J’s. Just keep your mouth shut and mind your business and I won’t clobber you.” When they go to A.J.’s house, the three boys dispensed with the introductions and ran immediately to the woods. A.J. carried a thin stick as though it were a sword, and he swiped off the tops of weeds as they ran through the trails. Alex held a stick as though it were a machine gun, and he shot imaginary round after round deep into the woods with great bravado. Mikey held his hand in his mouth as though it were a pacifier, and he struggled to keep up with the other boys. Taking his hand from his mouth Mikey shouted, “Wait up, Alex,” but Alex did not wait. Alex and A.J. were fighting a battle to save the universe, which required them to pass over creeks and logs, jump deep trenches, and climb over thick brush. Alex was having so much fun playing time warriors with A.J. that he forgotten about Mikey. The two boys played until A.J. defeated Alex in a dramatic duel on a log. After suffering this crushing defeat, Alex called for his brother, whom he thought that he could beat in a duel, but there was no response to his call. Alex scanned around the forest for Mikey. “Mikey???” he shouted again. Alex’s heart dropped as he realized that Mikey was gone. Panic swept over Alex’s face. He shared the problem with A.J., who confirmed his worst fears by saying, “Uh-oh.. My dad says that there are wolves in these woods, “and the two boys began a frantic search through the forest, backtracking and shouting for Mikey while imagining a roving pack of grey wolves waiting around every turn. Alex thought back to all the good times and that he had shared with his brother. He realized that he loved him and he wanted nothing more than Mikey to come back. 22  The boys looked by the thick brush, the deep trenches, and creeks and logs, but there was no sign of Mikey, so Alex and A.J. decide that it was time to tell an adult. As the boys approached the back door of A.J.’s house, they heard a scuttle coming from behind the shed. Much to their surprise, Mikey came rolling out and poked Alex in the belly with a stick. In the joy of the moment, Alex did not mind that he had lost another duel, or that he had been poked with a spit covered stick. He was just happy to see his brother again. Alex laughed das he picked up Mikey and gave him a great big. Alex would go back to beating on his little brother Mikey and calling him “slobber paw” the next day, but for the rest of that day Alex treated Mikey like a king. -Jose, L. & Larioque, R. (2017). Creative writing for senior high school. 1. Which of the following is best described as the inciting incident of the story? a. Mikey loses Alex in the woods c. Alex loses a duel to AJ b. All three boys run into the woods d. Mom makes Alex take Mikey with him 2. Which of the following is best described as part of the climax of the story? a. Alex realizes that he lost Mikey c. Mom makes Alex take Mikey with him b. Mikey pokes Alex with the stick d. Alex goes back to being mean to Mikey 3. Which of the following is best described as part of the exposition of the story? a. Alex loses a duel to AJ c. Alex goes back to being mean to Mikey b. Alex realizes that he lost Mikey d. Alex tells Mom that he’s going outside 4. Which of the following is best described as part of the rising action of the story? a. Alex and AJ look for Mikey c. Mikey struggles to keep up with Alex b. Mikey pokes Alex with the stick d. Alex goes back to being mean to Mikey 5. Which of the following is best described as part of the resolution of the story? a. Alex loses a duel to AJ c. Mom makes Alex take Mikey with him b. Alex and AJ look for Mikey d. Alex goes back to being mean to Mikey 6. Which of the following is best described as part of the falling action of the story? a. Alex loses a duel to AJ c. Mikey struggles to keep up with Alex b. Alex and AJ look for Mikey d. Mom makes Alex take Mikey with him 7. how does Alex feel about his brother Mikey at the beginning of the story? a. Alex is different c. Alex thinks that he is cool b. Alex finds him annoying d. Alex wants to be just like him 8. During the falling action of the story, how does Alex feel about his brother Mikey? a. Alex ignores him c. Alex finds him annoying b. Alex loves and appreciated him d. Alex wants to be just like Mikey 9. Which element is best exemplified by the following phrases: modern day, on an empty road, and in the woods? a. setting b. conflict c. climax d. direct trait 10. Which element is best exemplified by the phrase, ‘boy is forced to hang out with his younger brother’? a. setting b. conflict c. climax d. direct trait 23  24 What’s New 1. characterization 4. setting 7. Point of view 10. theme 2. climax 5. Exposition 8. plot 3. chronological 6. Falling action 9. Rising action E B F A L L I N G C A T I O N E C A R 19 Q N O I T A C I F N I O S R E P E K N 18 T E L I M I S O C E R S O L U T I O N 17 R A U N O I T C A N G I S I R C I A S 16 A R L K C C L I M X A N R W O T T E D 15 N L G L A T S Y G O S Z C M A H T D M 14 S F M A I I Z P R K I S P Z E C C I C 13 I X W E M T F E T O T L I M E B O N H 12 T P C P T F E I E E L R E F F V M I R 11 I S L O B A T R U E X O F T O L P A O 10 O E P L M E P T A P T E P Z D R O M N 9 N Q H R P P I H C D T O Q F V I U M O 8 K U K E I O A A O I N Z S O X Q N J L 7 K E R L N R R R A X R O V I M U D I O 6 Z N Q K J A T E E L N G N I T T E S G 5 Z C B O H N S P O N I T O F V I E W I 4 O E Q C F U C O N R T A S T E Y O W C 3 X O N W A E M Y H P R R O B L E M N A 2 F T R C N O I T P R I C S E D F C W L 1 19 18 17 16 15 14 13 12 11 9 10 8 7 6 5 4 3 2 1 0 Additional What I Have Activities Learned What’s What I Asses 1. A In 2. A Know smen 1. Theme (D) 3. D 2. Setting (L) 1. C 4. C 1. B t 3. Character 2. A 5. D 2. B (E) 3. A 6. B 1. B 7. B 3. B 2. C 4. Symbol (F) 4. C 4. A 8. B 3. B 5. Plot (K) 5. C 9. A 5. D 6. Narrator (I) 6. B 4. C 10. B 6. A 7. Exposition 7. A 5. B 7. A (C) 8. B 8. C 8. Omniscien 9. C 9. C t (J) 10. D 10.D 9. Conflict (G) 11.A 10.Climax (A) 12.B 13.D 14.A 15.D Answer Key References Baronda, A.J. (2016). 21st century literature from the Philippines and the world. Pasay City: JFS Publishing Services Jose, L. & Larioque, R. (2017). Creative writing for senior high school. Mandaluyong City: Books Atbp. Publishing Corp. Ramos, J.O & Talisay, J. M. (2017). Fundamentals of creative writing. Quezon City: Brilliant Creations Publishing Inc. Online Source https://ischoolsericsonalieto.wordpress.com/2011/01/07/love-in-the-cornhusks- by-aida-l-rivera/ 25  DISCLAIMER This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary objective of preparing for and addressing the new normal. Contents of this module were based on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material to be used by all learners of Region XII in all public schools beginning SY 2020-2021. The process of LR development was observed in the production of this module. This is version 1.0. We highly encourage feedback, comments, and recommendations. For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected] 26