Creative Writing Final

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1
Table of Content
Part 1 Expressing Creative Thoughts through Imaginative Writing

Lesson I: Creative Writing vs. Other Forms of Writing.........................................................2
Lesson II: Sensory Experience in Imaginative Writing ........................................................9
Lesson III: Language of Creative Writing ............................................................................15
Part 2 Sharing Inner Self Through Poetry

Lesson IV: Introduction to Poetry .........................................................................................20
Lesson V: Elements of Poetry ...............................................................................................25
Lesson VI: Different Forms of Poetry ..................................................................................32
Lesson VII: Experimental Texts ............................................................................................35
Part 3 Reading and Writing Fiction

Lesson IX: Nature of Fiction ................................................................................................41
Lesson X: The Essential Elements of Fiction .......................................................................46
Lesson XI: The Setting in a Fictional Work ..........................................................................49
Lesson XII: Coming Across Characters in Fiction ...............................................................55
Lesson XIII: Looking through Point of View in Fiction .......................................................60
Lesson XIV: Advancing Challenging Plots in Fiction ..........................................................66
Lesson XV: Discovering Voice in Fiction .............................................................................71
Lesson XVI: Developing Style in the World of Fiction ........................................................75
Lesson XVII: Materializing Themes in Fictional Works ......................................................79
Part 4 Depicting Life’s Glories and Miseries through Writing

Diplomatic Plays
Lesson XVIII: Definition and Nature of Drama ...................................................................85
Lesson XIX: Elements of Drama ..........................................................................................91
Lesson XX: Types of Drama .................................................................................................95
Lesson XXI: Script Writing ..................................................................................................98
Lesson XXII: How to Analyze Drama ..................................................................................103
Part 1
Expressing Creative Thoughts through Imaginative Writing
LESSON I: Creative Writing vs. Other Forms of Writing
The human mind is a vast universe that contains limitless thoughts, and no one can fathom its
complexities unless explored and expressed. It is necessary that one share pieces of their
universe in any form possible liberate the encapsulated ideas inside of you.
There are various ways on how people share these thoughts. Others do it through visual arts,
some of the movements, many of music, and a lot of writing. This lesson focuses on writing
to express. Though there are different types of writing, this will primarily highlight creative
writing and its differences to other forms of writing. This will give you a clear picture of
what creative writing is, its pasture, and its uses.
At the end of the lesson, you should be able to:

1. Define creative writing;
2. Understand the nature of creative writing;
3. Differentiate creative writing to other forms of writing;
4. Appreciate creative works of literary authors; and
5. Write creative writing piece.
Creative Writing and Its Difference to Other Forms of Writing
Do you have any idea what creative writing is? Are you familiar with the different forms of
creative writing?
Creative writing is the artistic expression through written word. It is used to express the
writer's ideas and emotions in an artistic manner. Unlike other forms of writing, it uses a
language that aims to entertain and captivate the audience.
The table below shows the comparison between creative writing and technical writing to
fully understand what creative writing is.
Technical Writing Creative Writing

Forms/Sample Research journals, proposals, poetry, fiction, drama
s reports, guidelines
Objective Aims to instruct and inform the Aims to entertain the readers
readers
Content Shows facts Reflects the writer's imagination
Audience With specific target audience Broader audience
Diction Formal Informal
Structure Systematic Artistic
In writing, a writer is a painter that paints the pictures in a scene, emotion and other
significant human experience through his/her words.
Sample Creative Works
Creative works can be classified as poetry, fiction, and drama. Below are the samples of
creative works per classification:
Poetry
Calm is all Nature as A Resting Wheel
Calm is all nature as a resting wheel.
The kine are couched upon the dewy grass;
The horse alone, seen dimly as I pass,
Is cropping audibly his later meal:
Dark is the ground; a slumber seems to steal
O'er vale, and
mountain, and the starless sky.
Now, in this blank of things, a harmony,
Home-felt and home-created comes to heal
That grief for which the senses still supply
Fresh food; for only then, when memory
Is hushed, am I at rest. My friends! I restrain
Those busy cares that would allay my pain;
Oh! Leave me to myself, nor let me feel
The officious touch that makes me droop again.
William Wordsworth
Fiction
"Jem was twelve. He was difficult to live with, inconsistent, moody. His appetite was
appalling, and he told me so many times to stop pestering him I consulted. Atticus: "Reckon
he's got a tapeworm?" Atticus said no, Jem was growing. I must be patient with him and
disturb him as little as possible.
This change in Jem had come about in a matter of weeks. Mrs. Dubose was not cold in her
grave-Jem had seemed grateful enough for my company when he went to read to her.
Overnight, it seemed, Jem had acquired an alien set of values and was trying to impose them
on me: several times he went so far as to teli me what to do. After one altercation when Jem
hollered, "It's time you started bein' a girl and acting right!" I burst into tears and fled to
Calpurnia."
Excerpt from To Kill a Mockingbird, Harper Lee
Drama
АCT I
SCENE I. Before LEONATO'S house.
Enter LEONATO, HERO, and BEATRICE, with a Messenger
LEONATO
I learn in this letter that Don Peter of Arragon comes this night to Messina.
Messenger
He is very near by this: he was not three leagues off when I left him.
LEONATO
How many gentlemen have you lost in this action?
Messenger
But few of any sort, and none of the name.
LEONATO
A victory is twice itself when the achiever brings home full numbers. I find here that Don
Peter hath bestowed much honor on a young Florentine called Claudio
Messenger
Much deserved on his part and equally remembered by
Don Pedro: he hath borne himself beyond the promise of his age, doing, in the figure of a
lamb, the feats of a lion: he hath indeed better bettered expectation than you must expect of
me to tell you how.
LEONATO
He hath an uncle here in Messina will be very much glad of it."
Excerpt from Much Ado about Nothing, William Shakespeare
Activity 1
Write an essay about yourself. In the first box, write it in a technical manner and in the
second box, translate it into a creative form.
Technical Writing
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Creative Writing
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Rubric in grading the essay.

Indicator Rating (1-5)
The first essay is written in a technical manner.
The second essay is written in a creative manner.
The content of the essays is clear.
It is in proper form with correct grammar, spelling, and proper
punctuations.
TOTAL
Your work will be exchanged with one of your classmates. Take time to evaluate your
classmate’s work too.
The first essay is written in a technical manner.
The second essay is written in a creative manner.
The content of the essays is clear.
punctuations.
TOTAL
 Remarks (What is/are the strong point/s of the poem? What needs to be improved?)
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 Creative writing is the artistic expression through written word. It is used to express
the writer's ideas and emotions in an artistic manner.
 Creative writing has a larger audience, informal, artistic, subjective, and imaginative.
LESSON II: Sensory Experience in Imaginative Writing
Wouldn't it be nice if a piece of work will make you feel as if you are involved in the text you
are reading and that you are a part of it?
An effective creative work gives a clear mental picture to the reader. It makes the reader
imagine and feel what is being read. This spices up the reading experience.
This lesson will discuss sensory details and their importance in writing. This will tackle why
there is a need of inserting sensory details in a creative literary work and how it affects a
reader's interest in a piece of work. This also contains activities that will enhance the sensory
details and will teach students on how to effectively write student's usage of sensory
experiences to produce an engaging, imaginative piece.

1. Explain sensory details;
2. Identify the importance of sensory details in creative writing; and
3. Exercise the use of sensory details in writing.
Sensory Details and Its Usage

From the two pictures shown below, which is more appealing to you? Why?
From the statements below, choose the one which is more appealing to you. Explain why.
A. Her hair is pretty and long.
B. Her shiny jet-black hair reaches her waist.
A. Her perfume smells like chocolate but sweeter.

B. Her perfume smells good.
From the pictures shown, the audience would prefer the one which has a clear view of the
beach rather than the one which is blurred. Meanwhile on the statements mentioned above,
readers would choose the statements with a concrete description of the subjects being
described. This is because the object or writing which gives a clear view of the subject
catches and sustains the interest of the audience/readers.
The words or phrases that describe the content of the text vividly are called sensory details.
Sensory details add power to writing. It gives a more concrete sensory experience that allows
a reader to have a clear mental picture of the scene or subject being described. With- out
visual details, writing would be dull and plain. In creative writing, one must always
remember to use words or phrases that appeal to the five senses to sustain the interest of the
readers. Sensory details can make the reader see, hear, touch, taste, and smell the object being
described even without seeing, hearing, touching, tasting, and smelling it.
Sample Texts with Sensory Detail
“When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow. When
it healed, and Jem's fears of never being able to play football were assuaged, he was seldom
self-conscious about his injury. His left arm was somewhat shorter than his right; when he
stood or walked, the back of his hand was at right angles to his body, his thumb parallel to his
thigh."
To Kill a Mockingbird, Harper Lee
"The studio was filled with the rich odor of roses, and when the light summer wind stirred
amidst the trees of the garden there came through the open door the heavy scent of the lilac
or the most delicate perfume of the pink-flowering thorn."
The Picture of Dorian Gray, Oscar Wilde
 Can you picture out Jem's arm the way it was described in the first sample text?
 Can you vividly imagine the scent of the studio in the second sample text?
 Do the texts give you complete sensory details?
Activity 1
Write down all the words/adjectives you can think that appeals to the senses. One point will
be given for appropriate word written.
SIGHT SMELL TASTE HEARING TOUCH
Activity 2
Write the sensory details that you can come up with the picture below.
SIGHT SMELL TASTE HEARING TOUCH
Activity 3
Write an essay about the picture in Activity 2 and insert all the sensory details you wrote in
the table.
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The essay contains a clear description of the object.
It contains varied sensory details.
punctuations.
TOTAL
Get a partner. Let your partner read and evaluate your work based on the criteria below.
The essay contains a clear description of the object.
It contains varied sensory details.
punctuations.
TOTAL
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The sensory detail gives strength to writing by allowing the readers to have a vivid sensory
experience. It concretely describes the subject by using words or phrases that appeal to the
five senses- sight, smell, taste, hearing, and touch. Sensory detail is essential in creative
writing for it captures and sustains the interest of the readers by giving them a clear view of
the subject or the scene being described. It exercises one's imagination.
LESSON III: Language of Creative Writing
In creative writing, the writer must consider the language to be used which will make the
creative work different from other forms of writing. The language of creative writing is
different if compared to technical writing and academic writing. Words are flowery,
expressive, and more interesting. This is to capture not just the mind but also the heart of the
audience and to make the audience feel a different reading experience.
This lesson will discuss the language of creative writing namely figures of speech, and
diction. This will also contain excerpts of literary works written by some known writers for a
better understanding of the topic being discussed.

1. Define figures of speech, and diction;
2. Appreciate the use of figures of speech, and diction in creative writing;
3. Enumerate the different figures of speech; and
4. Write a short creative piece which contains figures of speech, and diction.
Figures of Speech
Writers use figures of speech and figurative language to create images that would deepen the
reader's comprehension of a text. Figures of speech and figurative language create the so-
called figurative images which increase reading pleasure.
Figures of Speech/
Figurative Definition Sample Text
Language
Simile Indirect comparison "Then she burst into view, a girl lovely as
of two things using morning and just as fair..."
"like" or "as." (Waywa ya, F. Sionil Jose)
Metaphor Direct comparison "Everything that exists, aromas, light,
between two objects metals, were little boats that sail toward the
isles of yours that wait for me..."
(If You Forget Me, Pablo Neruda)
Personification Attribution of "Because I could not stop for Death,
human qualities to a He kindly stopped for me;
thing The carriage held but just ourselves
And Immortality."
(Because I Could Not Stop for Death, Emily
Dickinson)
Hyperbole Exaggeration "Well now, one winter it was so cold
that all the geese flew backward and
all the fish moved south, and even the snow
turned blue. Late at night,
it got so frigid that all spoken words froze
solid afore they could be heard.
People had to wait until sunup to find out
what folks were talking about the night
before."
(Baive, the Blue Ox, retold by S.E.
Schlosser)
Alliteration Repetition of the - "Leap up, like that, like that, and land so
first consonant of lightly."
neighboring (Home Burial, Robert Frost)
words
Allusion Use of person, place, the poem of creation is uninterrupted, but
or thing as reference few are the ears that hear it. Olympus is but
the outside of the earth everywhere."
(Walden, Henry David Thoreau)
Onomatopoeia Use of words that mimic "Boy, I rang that doorbell fast when I
mimic sounds got to old Spencer's house."
(The Catcher in The Rye, JD. Salinger)
Diction
Diction refers to language and word choice of the writer. It shows the level of formality of a
text which helps in shaping the perception and view of the readers. There are three levels of
diction. These are formal, informal, and colloquial.
Levels Characteristic
Formal Diction Academic/ Scholarly Language
Informal Diction Conversational Language
Colloquial Diction Slang Language; Captures Regional Dialect
Activity 1
Write a sentence that corresponds to the figurative languages enumerated below. Use the
word stated below in your sentence.
Figurative Language Sentence
Simile
Metaphor
Personification
Hyperbole
Alliteration
Allusion
Onomatopoeia
Activity 2
Think of three words and write the words in formal, informal and slang diction.
Formal Diction Informal Diction Colloquial/Slang Diction
e.g., money cash bucks
Activity 3
Write an essay employing the figurative languages discussed earlier. Use informal diction in
your essay. Choose from the following subjects:
1. Riding a jeepney 5. Watching your favorite movie
2. Going to church 6. Reading your favorite novel
3. Attending a party 7. Eating your favorite dish
4. Swimming on a beach 8. Listening to your favorite song
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The essay contains all the figurative languages discussed.
The essay is written in the informal language.
punctuations.
The essay captures the interest of the reader.
TOTAL
Read and evaluate your work based on the criteria below.

It is well-written with proper use of punctuation, correct
spelling, and correct grammar.
TOTAL
 Remarks (What is/are the strong point/s of the essay? What needs to be improved?)
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 Figures of speech and figurative language add life to a text by creating figurative
images. Simile, metaphor, personification, hyperbole, alliteration, allusion, and the
figures of speech and figurative language discussed in t onomatopoeia lesson.
 Diction refers to the characteristics of the language used by the writer. It has three
levels: formal, informal, and colloquial diction. Each has their specific uses.
Part 2
Sharing Inner Self Through Poetry
LESSON IV: Introduction to Poetry
Have you ever written a poem before? How does it feel after writing the piece? Poetry is
another way of expressing self. Like all the other types of creative writing, poetry liberates
the soul of the writer.
This lesson will introduce you to the world of poetry. This will give you an overview of what
poetry is and its characteristics. This will also showcase poems of known poets which will
give you a clear view of the characteristics of poetry.
At the end of the lesson, the students should be able to:

1. Define poetry;
2. Enumerate the characteristics of poetry;
3. Differentiate poetry to other forms of creative writing; and
4. Appreciate the poems of known poets.
Poetry
Poetry is a word composition arranged in a rhythmic pattern. It is used to express one
creative thoughts and feelings through a specialized and heightened language.
Characteristics of Poetry
If I can stop one heart from breaking
If I can stop one heart from breaking,
I shall not live in vain;
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.
Emily Dickinson
Stopping by Woods on a Snowy Evening

Whose woods these are I think I know.
His house in the village, though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark, and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep
Robert Frost
 What can you say about the sample poems above?

 List down all your observations regarding word choice and usage, structure, etc.
Poetry has unique characteristics if compared to other forms of creative writing which
include the following:
1. It expresses creative thoughts in much briefer way than a short story and novel
2. It uses elements such as rhythm, imagery, verse and meter, and poetic devices.
3. It has a musical quality.
4. It has structure.
5. It is used to express intense personal emotions and experiences
6. The content of a poem shows the universal truth and connotes a deeper meaning.
7. It does not use everyday language.
Activity 1
Making the sample poems above as an example, try to write a short poem. This is to gauge
your basic understanding of how a poem should be written.
punctuations.
TOTAL
Activity 2
Write down five reasons why you chose to write the poem in Activity 1.
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Evaluate your poem based on the criteria below:

The poem contains the characteristics mentioned above.
The poem is creatively written.
The message of the poem is clear.
TOTAL
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 Poetry is another form of creative writing which is a means to express ones thoughts
and feelings.
 It has identifiable characteristics regarding its structure, form, word arrangement,
word choice, and usage, etc.
LESSON V: Elements of Poetry
Poetry is a combination of words in lines, rhyme, tone, voice, theme, language, and emotion
which makes it a creative means to liberate the poet's thoughts and feelings. While one can
freely write a poem, it is still necessary to know the different elements of poetry. This is to
create a poem that will make a huge impact on the reader.
This lesson focuses on the basic elements of poetry and on how to write poems considering
those elements.

1. Define theme and tone;
2. Appreciate the importance of theme and tone in writing poetry; and
3. Exercise the use of different themes and tones in making a poem.
Theme
The theme is the summarized statement containing the main thought or meaning of the poem.
"If you can talk with crowds and keep your virtue,
Or walk with Kings nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much,
If you can fill the unforgiving minute
With sixty seconds worth of distance run,
Yours is the Earth and everything that's in it,
And-which is more- you'll be a Man, my son!"
Excerpt from the poem "If by Rudyard Kipling
 What is the message the poem tries to express?

 State the theme of the poem.
Tone
It refers to the attitude and mood of the poem. It is the overall atmosphere of the poem which
influences the emotional response of the reader.
I Do Not Love You Except Because I Love You'

I do not love you except because I love you;
I go from loving to not loving you,
From waiting to not waiting for you
My heart moves from cold to fire.
I love you only because it's you the one I love;

I hate you deeply and hating you
Bend to you, and the measure of my changing love for you
Is that I do not see you but love you blindly.
Maybe January light will consume

My heart with its cruel ray,
Stealing my key to true calm.
In this part of the story, I am the one who dies
The only one and will die of love because I love you,
Because I love you, love, in fire and blood."
Pablo Neruda
 What is the tone of Pablo Neruda's poem?

 Can you feel the poet's emotion in the poem?
Rhyme
Rhyme is the link between music and poetry. It adds music quality to the poem which gives
the readers reading pleasure. The following are the different types of rhymes:
Types Characteristics Sample

True rhyme Rhyme that occurs "Here Captain! Dear father! This arm
on the words. beneath your head!
It is some dream that on the deck,
You've fallen cold and dead."
(Oh Captain My Captain, Walt Whitman)
Internal rhyme Rhyme that occur "Once upon a midnight dreary, while
within the lines I pondered, weak and weary."
(The Raven, Edgar Allan Poe)
Off rhyme or slant Not a true rhyme but "In the sun and in the snow,
rhyme the sound of the Without pleasure, without pain,
words are alike On the dead oak tree bough."
(The Gallows, Edward Thomas)
Line and Meter

The line is the line of words in poetry. The verse is the line of a poem arranged in a metrical
pattern. Stanza is referred as the "unit of poetic lines". There are different stanza forms.
Below are the following:
Forms Number of Lines

Couplet 2
Tercet 3
Quatrain 4
Quintet 5
Sestet 6
Septet 7
Octave 8
The meter is poetry's measured accents and syllables arrangement. It is the system sound
pattern of a poem.
Metrical Patterns Characteristics
Accentual Meter Lines have the same number of stresses and varied count of
syllables
Syllabic Meter Lines have the same number of syllables and varied count of
stresses
Accentual-Syllabic Lines have the same number of syllables, both stressed and non-
Meter stressed; arranged in fixed order
Free Verse Lines have irregular number of stresses and syllables
Genre
The following are the three types of poetry:
Туре Characteristics Sample Forms

Descriptive Poem Focuses on details Didactic poem
Narrative poem Tells a story epic, ballad
Lyric poem Expresses the feelings and ode, sonnet, dramatic lyric
thoughts of the poet poem, monolog
Literary Devices
The literary devices discussed in Part 1 of this worktext should also be incorporated in the
poem such as imagery, figures or speech, and figurative language. This is to make the poem
appealing to the readers.
Activity 1
Brainstorming. List down all the thoughts you have right now. These thoughts maybe about a
person, your studies, food, books, music, idea, travel, feelings etc. Write words or phrases in
the box relating to your thoughts.
Activity 2
Choose a genre and write a poem based on the genre chosen. Use the words or phrases you
listed in activity 1 in your poem. Make sure that the elements discussed such as theme, tone,
rhyme, line, and meter are present in your poem.
Exchange your poem with your classmate and let your classmate analyze and rate your poem.
What is the theme of the poem?
What is the tone used?
List down all the rhymes in the poem.
What lines and meters were employed?
What is the genre of the poem?
Rate the poem based on the following criteria:

The poem contains all the elements discussed.
The poem is creatively written.

The message of the poem is clear.
TOTAL
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 Theme, tone, line and meter, rhyme, and genre are some of the basic elements of
poetry.
 The theme refers to the statement which summarizes the meaning of the poem. Tone
refers to the mood of the poem. Line and meter deal with the structure of the poem
which involves form and accents. Rhyme adds music quality to the poem, and genre
refers to the type of poetry used in a poem.
LESSON VI: Different Forms of Poetry
There are different forms of poetry, and each form has its specific characteristic that makes it
different from the other. This lesson will give a clear view on the differences of each poetry
forms. This will provide students the uniqueness of each form. There will be activities that
will help the student familiarize with the forms of poetry.

1. Familiarize with the different forms of poetry; and
2. Write a poem based on specific form.
Poetry Forms and Their Characteristics

The following are the different forms of poetry:
Forms Characteristics
Blank Verse A poem of consistent length and meter but do not employ rhyme
Haiku Brief Japanese verse form of poem consisting of three lines and
seventeen syllables
Epic A narrative poem about a hero
Limerick A poem consisting of five lines wherein lines one, two, and five and
lines three and four are rhyming
Free Verse A poem without standard rhyme patterns, line length
Sonnet A poem consisting of fourteen lines of iambic pentameter; make
use of rhyme
Activity 1
The class will be divided into groups. Each group will research a poem sample of the form/s
assigned to them. This will be creatively presented to the class.
Rubrics for grading class presentation:

The group presented the right poem based on the form assigned to them.
The group creatively presented the poem to the class.
The presentation is engaging and captures the interest of the audience.
TOTAL
Activity 2
Write your poem based on the form assigned to your group.
Rubric in grading the poem:

The poem written is based on the form assigned.
The content of the poem is clear.
punctuations. The essay captures the interest of the reader.
TOTAL
Exchange your output with your classmate and have your poem evaluated.
punctuations.
The poem captures the interest of the reader.
TOTAL
Remarks (What is/are the strong point/s of the poem? What needs to be improved?)
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There are different forms of poetry and some of these forms include the blank verse, concrete
poetry, haiku, epic, found poetry, limerick, free verse, and sonnet. Each form has its unique
characteristics.
LESSON VII: Experimental Texts
Apart from the traditional poetry forms discussed in Lesson 6, there are also experimental
texts developed. This lesson will give the students idea on some of these experimental texts.
This will also showcase poems writer by poets.

1. Enumerate various experimental texts;
2. Discuss the different types of experimental texts; and
3. Appreciate the poems under experimental texts.
Typography
Concrete Poetry/Shape Poetry
Concrete poetry is a poem whose layout or typography implies the subject of the poem.
Genre-crossing Text
Prose Poem
The prose poem is a kind of poetry that is written in paragraphs which contains language
play, images, and with instances of poetic meter.
A SELTZER BOTTLE.
Any neglect of many particles to cracking, any neglect of
this makes it what is the lead in color and certainly discolor
in silver. The use of this is manifold. Supposing a certain
time selected is assured, suppose it is even necessary,
suppose no other extract is permitted and no more handling
is needed, suppose the rest of the message is mixed with a
very long slender needle and even if it could be any black
border, supposing all this altogether made a dress and
suppose it was actual, suppose the mean way to state it was
occasional, if you suppose this in August and even more
melodiously, if you suppose this even in the necessary
incident of there certainly being no middle in summer and
winter, suppose this and an elegant settlement a very
elegant settlement is more than of consequence, it is not
final and sufficient and substituted. This which was so
kindly a present was constant.
Gertrude Stein
Performance Poetry/ Spoken-Word Poetry

Performance or Spoken-word poetry's significant characteristic is that it is being recited in
front of the audience in public spaces. It uses vernacular language and appealing oral
elements like music, recordings, and other elements of signification.
If I Should Have a Daughter

If I should have a daughter, instead of "Mom," she's going
to call me "Point B," because that way she knows that no
matter what happens, at least she can always find her way
to me.
And I'm going to paint solar systems on the backs of her

hands so she has to learn the entire universe before she can
say, "Oh, I know that like the back of my hand."
And she’s going to learn that this life will hit you,
hard,
in the face,
wait for you to get back up, just so it can kick you in the stomach but getting the wind
knocked out of you is the only way to remind your lungs how much they like the taste of air.
There is hurt, fear that cannot be fixed by band aids or poetry

so the first time she realizes that Wonder Woman isn’t coming
I’ll make sure she knows she does not have to wear the cape all by herself because no matter
how wide you stretch your fingers,
your hands will always be too small to catch all the pain you want to heal.
Believe me, I’ve tried
And baby, I’ll tell her, don’t keep your nose up in the air like that I know that trick, I’ve done
it a million times
You’re just smelling for smoke so you can follow the trail
back to a burning house so you can find the boy who lost everything in the fire to see if you
can save him.
Or else find the boy who lit the fire in the first place to see if you can change him But I know
she will anyway, so instead, I’ll always keep an extra supply of chocolate and rainboots
nearby.
Because there is no heartbreak that chocolate can’t fix.

Ok, there’s a few heartbreaks that chocolate can’t fix,
but that’s what the rainboots are for because rain will
wash away everything if you let it.
I want her to look at the world through the underside of a glass bottomed boat To look
through a microscope at the galaxies that exist on the pinpoint of a human mind Because
that’s the way my mom taught me.
That there’ll be days like this

that there’s be days like this my mama said
When you open your hands to catch, and wind up with only blisters and bruises. When you
step out of the phone booth and try to fly
And the very people you want to save are the ones standing on your cape When your boots
will fill with rain and you’ll be up to your knees in disappointment and those are the very
days you have all the more reason to say thank you
because there’s nothing more beautiful than the way the ocean refuses to stop kissing the
shoreline no matter how many times it is sent away.
You will put the win in winsome … lose some

You will put the star in starting over and over.
And no matter how many landmines erupt in a minute

be sure your mind lands on the beauty of this funny place called life. And yes, on a scale
from one to over trusting, I am pretty damn naive.
But I want her to know that this world is made out of sugar.
It can crumble so easily.
But don’t be afraid to stick your tongue out and taste it.
Baby, I’ll tell her, remember your mama is a worrier
and your papa is a warrior.
And you’re the girl with small hands and big eyes who never stops asking for more.
Remember that good things come in threes and so do bad things and always apologize when
you’ve done something wrong
but don’t you ever apologize for the way your eyes refuse to stop shining, your voice is small
but don’t ever stop singing.
And when they finally hand you heartache,

when they slip war and hatred under your door and offer you handouts on street corners of
cynicism and defeat, you tell them that
they really ought to meet your mother.
Sarah Kay
Activity 1
Your class was divided into four groups; the first two groups will write a concrete poetry
while the remaining two groups will write a prose poem. (wait for your assigned number)
Rubric in grading the poems:

punctuations.
TOTAL
There are other forms of poetry aside from the known traditional forms which combine
features of different genre and combines different methods. These are called experimental
texts. These experimental texts include typography and genre- crossing texts. Under
typography, is the concrete poetry and under genre-crossing text is prose poem and
performance poetry.
Part 3
Reading and Writing Fiction
LESSON IX: Nature of Fiction
The mind is so powerful that it can imagine many things. It can create various experiences
that may not be true in real life but is possible in one's imagination. For these creative
thoughts to be evident, words are used to give life to these intangible constructs that play in
one's mind. With the power of communication, one's thoughts and feelings can be best
expressed and manifested.
At the end of this lesson, the students will be able to:

1. Distinguish the difference between a fictional work from other forms of writing;
2. Demonstrate a higher degree of understanding about the nature of fiction by citing its
major features, characteristics, and forms; and
3. Analyze sample materials that manifest features of a fictional work.
All About Fiction

Scholars have agreed that fiction is the name given to work, specifically a story, that is
mainly drawn from the writer's imagination rather than using facts or valid historical
information. There are many ways as to how fiction can be formed. It includes writings,
performances, media programs and role plays. Initially, in literary writing, this mainly
involves short stories, novella, novels, and drama.
In fiction, events and circumstances are known to be contrived or invented by the writer
Thus, it constitutes creative invention and reality is not typically assumed nor expected.
However, subjects in the real world may be utilized as bases for the invention that will be
considered in the work.
Fiction can be distinguished from other types of writing by looking at its main purpose- to
entertain and to educate at the same time. We indulge ourselves in the luxury of reading
fictional stories not because it is necessary to our lives but because we get a certain kind of
delight from reading them which you will not experience in reading technical write-ups.
Forms of Fiction
Flash Fiction is also called short-short. It is a type of fiction which is under the umbrella of
the short story and is mainly regarded to contain a limited amount of words that runs from
250 to 1,000. Like the usual type of story, the flash fiction still has a protagonist, antagonist,
conflict, and resolution. Short-shorts are becoming popular to new writers nowadays not just
because of its extreme brevity but also of the fact that it can serve as an alternative to long-
haul tasks.
Short Stories are written works that usually run from 2,000 to 6,000 words and is about eight
to 24 pages. This sometimes limits the writer to explore possibilities of developing the
character, and relationships among the characters, plot, and setting. Writing a short story can
take time than reading it, which can be done in one sitting.
Novella can be considered as the story that plays somewhere between a short story and a
novel. It commonly comprises around 50 to 100 pages and offers a greater avenue for
character and theme development. Novellas are somehow similar to short stories regarding
structure but in this form, the writer can move backward in time to provide a glimpse of the
characters past. It is also common in novellas to have a plot twist, a type of reversal in
fortune or event and the like.
Novels don't need limits regarding length. Some novels have trilogies and tetralogies thus
making novels the ideal form when dealing with stories that involve more characters, varied
plots, and setup, and has a more open-handed coverage of time. More writers start with their
"trial novels" before attempting to write a full-blown novel. It's like testing the waters before
jumping in and taking a splash.
Activity 1: Forecasting My Future
To make the learning experience engaging and realistic, the learners will need to envision
their lives after 20 years. They will make a forecast of themselves after 20 years. This can be
about their professional career, love life, family life and the like. They will need to
accomplish the form below.
Wandering in Wonderland
Activity 2: An Exploration of the Fictional World
Try to create a fictional story that tells something about the scenario showcased in the
picture.
Write your story in the box below. Provide an interesting title for your work.
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All About Life

You will need to pair-up. With your partner, discuss your thoughts about the quote below.
"Life is not about finding yourself.

Life is about creating yourself.”
George Bernard Shaw
For Research:
In this lesson, the general perspectives of fiction had been introduced. To further enrich your
understanding of its nature and features, search for other scholarly definitions about fiction.
Look for at least five (5) sources and try to find out how other scholars view the concept of
fiction. Determine the similar and differing perspectives based on their definitions.
LESSON X: The Essential Elements of Fiction
Fiction and the ability to create stories out of a person's imagination will not be possible if
not for the harmonization of its elements. These elements are related to each other; they
speak to one another, and they contribute to the entire story from its diverse individuality.
Depending on how you establish each element, it may build the story and excite your readers
or leave them in confusion. Understanding the relationship between these elements is
essential in creating a good fiction story.

1. Enumerate and provide a detailed definition of fiction;
2. Explain the features and characteristics of each element; and
3. Analyze the relationship between and among elements as to how they contribute to
the entirety of the story.
House cannot be built and completed without its essential parts, so as a story. A fictional
work is not mainly a product of the writer's imagination, but it is ultimately produced by the
harmony and collaboration as well as the effective utilization of various elements or
composites that give life to any creative form of writing like short stories, novels, and drama.
A fictional work is composed of general elements. Below are jumbled letters. Rearrange the
letters to form the element of fiction and look for its example from the option box.
1. ASCATRHCER A. Renaissance, WWII, Mt. Olympus

2. TSIEGTN B. Exposition, Climax, Denouement
3. NPITO FO WIVE C. Man Vs. Man, Man Vs. Himself, Man Vs. Society
D. Snake for betrayal, Apple for sin, Dove for peace
4. ОРTL
E. Iliad, Harry Potter, Crisostomo Ibarra
5. ЕМНТЕ F. Narrator, Storyteller
6. LSSMBYO G. "True love never wanes even in old age"
7. TCFLNICO
Activity: Picture Analysis
From the picture on the previous page, answer the following questions:
1. In what place does the scene take place?
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2. Who are the people present in this scene?
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3. What situation does the picture depict?
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For Research:
• What are the various elements of fiction?
• How do those elements help in creating effective stories?
• From the recent story that you have read/watched, name the specific elements
transpired and share it with the class.
LESSON XI: The Setting in a Fictional Work
In fiction, setting plays a vital role in establishing the time and place where the story is
happening. The setting provides a perspective to the reader of the environment, milieu and
conditions that the writer depicts through the use of vivid words or other techniques to reveal
it with the setting, readers can visualize in their minds the totality of the story.

1. Define setting as used in creative writing,
2. Enumerate the different types of settings; and
3. Explain various techniques used in establishing the effective setting in fiction writing.
The setting is usually set to provide a certain feel or mood to the place, the time, and social
environment where the story is revolving. This can be a place where the character lives d
where the story is taking place. It can be a certain period such as the Renaissance or la 1990s
that may provide the reader a picture of how people in the story move around during that
time. There are different aspects of setting that one should consider in writing fiction.
a. Physical World in which Characters Live. This refers to the physical features of the
land. It includes the mountains, rivers, and villages. Sometimes it can also be the
physical arrangement of the room in which the elements are carefully placed. This
greatly carries significance to the plot and the characters of the story.
b. Characters Revealed by Setting. When the setting changes the characters some-
times are influenced by it. A change in surroundings may convey a change of feelings
by the character. When a character encounters a familiar place, this can trigger the
character emotions, be it happiness, sadness, fear and the likes.
c. Settings Revealed by Characters. This aspect of setting can mostly be found in

fiction stories where the writer does not intently describe the setting of the story. The
characters deliberately provide clues in describing the elements present in the story
that would contribute to the bigger picture.
d. Plot assisted by setting. In some cases, stories and plots can only occur in specific
places. Traditions and physical nature (i.e. river, forest, etc.) can sometimes create
conditions that directly affect the plot.
e. Atmospheric Setting. The atmosphere of a story heavily relies on how the
description is provided. It may be light and full of life; sometimes it can be dark,
haunting and mysterious.
f. Theme Revealed by Setting, Other skillful authors use the setting to introduce the
theme of the story. Whatever circumstances that may happen to the setting may also
directly affect the characters. Dark clouds may signify troubles and challenges
coming to the character's life. Consequently, a flood can mean a change of course in
the character's life.
Activity 1
Identify the setting as suggested by the following images.
Task 1: In the list provided below, identify the setting used in the following stories
1. The Chronicles of Narnia- by C.S. Lewis
2. Les Miserables- Victor Hugo
3. Train to Busan (movie)
4. Through Night and Day (the movie)
5. Jose Rizal (The Movie)
6. The Maze runner ( the movie)
7. A Quiet Place (movie)
8. Northern Lights: A Journey to Love ( movie)
9. Captain Philips ( movie)
10. New Yorker in Tondo by Marcelina Argana Jr
Task 2: Select any setting that your mind can imagine. Describe the setting in a creative way
just like writing a riddle. Look for a partner and have your partner guess your setting as you
read before him/her your creative description. Below is an example that you can use as a
guide to writing your creative description.
The place filled with darkness and fire. A place of regrets. Place outside the world of
freedom and eternal punishment. Place for sinners. (Do you agree that this description refers
to a hell or the netherworld)? Explain.
Write in here your creative description for setting.

For Research:
Read Edgar Allan Poe's ‘The Pit and the Pendulum’ and examine how the writer established
the setting used in the story. Write your observations and analysis inside the box provided
below:
In making your analysis, consider the following questions:

1. Is the setting explicitly or implicitly revealed?
2. What helped you determine the setting of the story?
3. How do you feel about the setting?
4. What type of setting was presented in the story? Provide justifications.
5. What is your general impression as to the technique used by Poe in developing the
setting?
The Setting of Edgar Allan Poe' The Pit and the Pendulum’
LESSON XII: Coming Across Characters in Fiction
Characters give life to a story for they are the ones who engage in various actions, situations,
and circumstances. Their behaviors and actions add flavor and excitement to the story. In this
lesson, you will discover the various concepts involved in creating different types of
characters in any fictional work.

1. Define character and characterization in fictional stories:
2. Explain the difference between characters and characterization; and
3. Enumerate the different types of characters.
Characters can be categorized into major and minor characters. Most of the time, the story
revolves around the major characters. This can include the protagonist of the story and the
antagonist; between the two, conflict usually begins to develop as the story prospers. Major
characters also need other characters as support and to provide highlights in the story. The
characters that are unchanging are called static characters and the ones that evolve during the
story, on the other hand, are called dynamics characters. According to Kim Edwards (1999),
most of what the readers know about the character's personality is never stated explicitly but
is rather implied and concealed within how the character acts and responses to various
situations. This is also called as the Iceberg Theory.
It is also good to note that fictional characters have their set of traits, habits, and beliefs. They
react to situations based on these elements but despite this fact, fictional characters can still
be unpredictable. In the same way, that we are sometimes surprised by ourselves, fictional
characters too must have that capacity to surprise its readers.
Characterization is how a character is introduced to the reader. There are many ways to
perform characterization. The author can directly provide a description of the character citing
its most relevant features. It can also be done by showing the character in action. In this way,
the reader understands the character's personality with the way s/he deals with specific
situations. Lastly, it can be showcased though the character's relationship with other
characters in the story. This can be between family members, friends, and acquaintances.
There are three dimensions to characterization. They are as follows:
1. Dramatized or Described Characters.

This particular type of dimension focuses on directly providing a description of the
characters to the readers. This is commonly used for children books and caters to
readers who are less-experienced.
"Standing at the original Victorian counter was a man in a long black leather coat. His hair
had been grown to counteract its unequivocal retreat from the top of his head, and was
fashioned into a mean, frail ponytail that hung limply down his back. Blooms of acne
highlighted his vampire-white skin".
The Tower, the Zoo and the Tortoise by Julia Stuart
2. Rounded or Flat Characters.

The depth of characterization is another dimension of character; is it rounded is it
flat? On one hand, rounded characters can be associated with characters who are
complex and whom you will typically meet in your everyday life. They can be both
likable and unlikable because they have a diverse set of attitudes, behaviors and
beliefs. On the other hand, flat characters can be compared to a life-sized card- board
cutout of a celebrity that you normally see outside a convenient store with all big
smiles but with no life in them.
3. Static or Dynamic Characters.
The last dimension that one should consider is whether the character is static or
dynamic. Static characters are the ones that do not change all throughout the story.
They stay the same as the story unfolds. Notice the characters of Juvenile fiction; they
stay the same as it is difficult for young and inexperienced readers to track the
character's growth in perception and awareness. This can be observed in Harry Potter
stories where all the characters are changing except for Harry himself. It is a different
story with dynamic characters. These types change during the story. As in
Shakespeare's Romeo and Juliet, Juliet was introduced as the obedient thirteen- year-
old who was forced into the world of arranged marriages. Eventually, she managed to
get hold of her life and stood up for something she believed in for the one she loves.
This change of disposition and rise in maturity is a manifestation of being a dynamic
character.
Imagine that the class will have a literary parade, In this parade, you need to identify a
character that you like. This can be a character from your favorite fictional story or a
character straight from your imagination. Once you are done choosing your character, you
need to draw that character.
In the box provided below, write the name of your character, and describe its physical
features and abilities.
Name of Character: _________________________________________________________
Description of Character _____________________________________________________
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Discuss your individual characters with each other using these guide questions.
1. What inspired you to choose or come with your character?
2. What are your considerations in coming up with the personality of your character?
3. How close is your character to your personality?
For Research:
Read Isaac Bashevis Singer's The Washwoman and provide your analysis as to how the
characters are introduced and developed in the story Write your analysis in the box provide
below.
In doing the analysis, you may consider the following questions:

1. How were you able to identify the main characters in the story?
2. What type of character is the main character?
3. How is characterization presented in the story?
4. How do the characters interact with the story?
LESSON XIII: Looking Through Point of View

in Fiction
The point of view is the lens that the author provides its readers so that they will see the story
in a particular view or angle. It can be presented in different ways, and each way has its
problems, responsibilities, and effects. One should always think of the intention in telling
the story before identifying the type of point of view to use. This may significantly
strengthen the story or may confuse the readers.

1. Define point of view (POV) as used in fictional stories;
2. Enumerate the different types of point of views; and
3. Highlight the importance in choosing the right point of view for your story.
The Point of View is also known as POV. This is one of the things that the reader should find
out when reading fiction. Who is the person telling the story? Through POV, the reader
follows the story and is introduced to the different environment, people, and situations
through the chosen perspective of the author. The point of view can be chosen from three
types: First Person, Second Person, and Third Person.
 First Person is the most personal type of POV. Here, the narrator tells the story from
his/her perspective and frequently uses the pronoun I.' Most often than not, the main
character of the story is the narrator. He/she provides the readers the general atmosphere,
the setup of the story and introduces the readers to different situations. Popular books in
the market using the first person include Harper Lee's To Kill a Mockingbird and The
Hunger Games Trilogy by Suzanne Collins. Sometimes, the POV is also given to minor
characters. These characters can retell the story but did not witness the events firsthand.
 Second Person is one of the types of POV that is rare and provides a different form of
intimacy. Here, the author gives the reader a certain level of experience to be one of the
characters in the story, whether we imagine "you" as a listener of the story, as a different
personality of the narrator, as a character that anonymously makes its way through the
story. Some stories with second person POV include Georges Perec's A Man Asleep
(1967) and some works of the French Author Albert Camus and Michel Butor. The
second person is mostly used when a loved one is addressed directly in romantic poetry.
My son, when you asked me this evening how many Japanese I

killed during the war, and I answered you in the negative, I saw
disappointment cross your face and a smirk play on your lies.
"To Kill the Enemy." Roman A. de la Cruz
 Third Person is a type that tells the story from the perspective of someone outside of the
story, Here, the narrator usually describes the characters using pronouns such as 'he or
she, and they. This type can be elaborated into three major categories; objective third
person, limited third person, and omniscient third person. The three categories vary on
the approach on what the narrator wants the readers to know about the characters,
especially their feelings. When the author relies only on external facts of the story and
does not reveal the characters' innermost feelings and intentions, it is using the objective
type of the third person. When the author is using the limited third person approach, it
does the other way around. Here, the narrator perfectly describes the feelings and
intentions of the characters in the story. Also, in this type, the story is told from the
perspective of the person involved in the action but does not require the character to be
directly speaking. This approach can be seen in J.K. Rowling's Harry Potter book series.
The omniscient type provides a picture of a narrator that knows more about events that
will happen in the future including motives and feelings of the minor characters.
Look for a picture in a magazine or newspaper, cut the picture out. From the eight cut-out
pictures, make a story representing the pictures for every scene. This means that the story
will have eight short scenes. and present your story. You can paste your pictures in the box
provided below:
Below are literary excerpts from different fictional stories. Accomplish the form below by
identifying if the excerpt is using first-, second- or third-person type of point of view.
EXCERPT POINT OF VIEW (POV)
"He is just what a young man ought to be," said she,
"sensible, good- Aumoured, lively; and I never saw such
happy manners! - so much
Ease, with such perfect good breeding!
- Jane Austen in Pride and Prejudice
And I like large parties. They're so intimate. At small

parties, there isn't any privacy."
- The Great Gatsby by F. Scott Fitzgerald
“Eventually, you ascend the stairs to the street. You think
of Plato's pilgrims climbing out of the cave, from the
shadow world of appearances toward things as they are,
and you wonder if it is possible to change in this life."
- Jay McInerney, Bright Lights, Big City
“It was a dark and stormy night; the rain fell in torrents,
except at occasional intervals, when it was checked by a
violent gust of the wind which swept up the streets"
- Edward George Bulwer-Lytton in Paul Clifford
“I cannot but conclude that the Bulk of your Natives, to
be the most pernicious Race of little odious Vermin that
Nature ever suffered to crawl upon the Surface of the
Earth."
- Gulliver's Travels by Jonathan Swift
“Adjust the light so you won't strain your eyes. Do it now,
because once you're absorbed in reading there will be no
budging you. Make sure the page isn't in shadow, a
clotting of black letters on a gray background, uniform as
a pack of mice..."
- If on a Winter's Night a Traveler by Italo Calvino
For Research:
Read “The Black Cat” by Edgar Allan Poe. The story uses a first-person type of approach.
Pick an excerpt inside the story and try to rewrite the excerpt using either second- or third-
person approach. Write your revised story in the box provided below.
Original Excerpt:
Revised Version of the Excerpt:

LESSON XIV: Advancing Challenging Plots in Fiction
The plot is the foundation of your story. It is where the characters move and where the story
is developed. How the plot is established and arranged will greatly affect the overall impact
of the story. It should keep the reader's attention, heighten emotions, and provide a lasting
impression.
1. Introduce and define plot as a major element in fiction;
2. Highlight the importance of plot in the development of fictional stories; and
3. Provide a visual representation of how the plot is developed.
The plot, just like a story, is a series of events arranged in a certain sequence to achieve a
meaningful and organized frame of thought. The difference is that plot also focuses on
causality. This means that plot also dwells on cause and effects of the series of events
happening inside a story. According to the English novelist, Edward Morgan Foster:
“A plot is also a narrative of events, the emphasis falling on causality. The

King died, and the queen died, is a story. The king died, and then the queen
died of grief,' is a plot. The time-sequence is preserved, but the sense of
causality overshadows it. Or again: The queen died, no one knew why, until it
was discovered that it was through grief at the death of the king.' This is a plot
with a mystery in it...”
One of the elements that make a story interesting is how the author link these events together
to hold the attention of the audience and engage them in the story. The absence or weakness
of this link can cause the story to be episodic. In strengthening the links between events, the
sequence should be progressive and not of the same levels. If the first scene depicts a prince
slaying a dragon in the enemy's gates, the scene following that should take up a notch higher,
like finally vanquishing the ultimate villain in the story. This heightens up your readers'
interest and keeps their attention until the very end. How plot works can be compared to a
pyramid. The story needs to have a build-up until it reaches its peak or the climax and should
end with a graceful resolution or denouement.
Climax
Develop a story following the four elements of the plot shown in the pyramid above. You can
choose from the five categories below.
1. Adventure
2. Revenge
3. Forbidden Love
4. Discovery
5. Escape
(Beginning)
(Rising Action)
(Climax)
(Falling Action)
Using what you have learned so far, create a story with eight scenes. The story should contain
a beginning, rising action, climax and falling action. Each scene may include a maximum of
3 sentences. Label the scenes and once you are done, plot the scenes in the table provided
below.
SCENE SEQUENCE NO.
For Research:
From the list below, choose a book to read on and analyze how the plot is established
developed in the story.
1. And Then There Were None- Agatha Christie
2. August Snow- Stephen Mack Jones
3. Before I Go to Sleep- S. J. Watson
4. Bittersweet- Miranda Beverly Whittemore
5. The Alchemist- Paulo Coelho
You can write your analysis in the table provided below:
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LESSON XV: Discovering Voice in Fiction
Imagine Liam Neeson while reading this sentence. Imagine Morgan Freeman and Jane
Lynch, this is how powerful voice can be in movies, and it can be equally powerful in
Written literature. It is not only limited to the imagined auditory voices but also the style,
attitude, and personality the story brings to the readers.

1. Define voice in literary works;
2. Identify the different characteristics of voice used in fictional stories; and
3. Explore literary works that feature a unique type of voices.
Voice is the attitude, personality and style the author brings to the story. This can be distinctly
categorized into two; the voice you bring as an author and the voice of each of your
characters. If POV provides the reader a certain angle of the author's perspective, voice lets
you feel how it is to be in every situation the character is involved. Voice has two
characteristics. On one hand, to provide a background of the situation or setting, distant voice
characteristics are usually used by the narrator. This comprises mostly of languages that do
not depict emotion and less highly connotative verbs. It's accurate and is composed of
smooth-flowing sentences. On the other hand, close voice characteristics use metaphors,
sharply descriptive words, and more highly connotative phrases. The close voice is
commonly used in character-driven stories that involve moments of emotion and character
development.
She explored the garden. It was a big garden: at the very back was an old
tennis court, but no-one in the house played tennis and the fence around the
court had holes in it and the net had mostly rotted away; there was an old
rose garden, filled with stunted, flyblown rose-bushes; there was a rockery
that was all rocks; there was a fairy ring, made of squidgy brown toadstools
which smelled dreadful if you accidentally trod on
There was also a well. Miss Spink and Miss Forcibie made a point of telling
Coraline how dangerous the well was, on the first day Coraline's family
moved in, and warned her to be sure she kept away from it. So Coraline set off
to explore for it, so that she knew where it was, to keep away from it properly.
She found it on the third day, in an overgrown meadow beside the tennis
court, be- hind a clump of trees- a low brick circle almost hidden in the high
grass, The well! had been covered up by wooden boards, to stop anyone
falling in. There was a small knot-hole in one of the boards, and Coraline
spent an afternoon dropping pebbles and acorns through the hole, and
waiting, and counting, until she heard the plop as they hit the water, far
below.
Coraline also explored for animals. She found a hedgehog, and a snake-skin
(but no snake), and a rock that looked just like a frog, and a toad that looked
just like a rock.
Excerpt from Coraline by Neil Gaiman, 2002
From the excerpt above, can you hear the voice of the writer? In writing, your readers write
says a lot about your personality and of who you are in real life. You can randomly read a
Tolkien novel and probably guess the author within paragraphs because of his unique and
detailed voices. His identity is so unique that experienced readers would never fail to notice,
Read a fictional material and answer the following questions.

1. What type of personality does the book exude to you as a reader?
2. Were you able to identify the type of voice characteristic that was used in the story?
How?
3. Is the voice used in the story unique? Why and why not?
Write a simple and short story that depicts the distant type of voice and close type of voice.
After you are done with your story, find a partner and share your story with each other.
Evaluate your stories using the guide questions below:
1. What type of voice was used in the story you heard?
2. What were the key elements present in the story that made it distant/close type of
voice?
3. Do you have an author in mind that you think has a distinct type of voice? What
makes his/her voice distinct?
You can write your stories in the box provided below:

Distant Voice
Closed Voice
For Research:
Read Dan Brown’s “The Lost Symbol” and make an analysis of the voice used in the story.
Write your analysis in the box below.
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LESSON XVI: Developing Style in the World of Fiction
Style can be summed up to how you dress-up, or dress-down for that matter, your writing to
establish a certain context, send a certain message or create a certain mood for the audience.
Whatever your purpose, style can reinforce this through your choice of words and sentence
structure.

1. Define style as used by various authors in writing fiction;
2. Explain the elements involved in creating your style; and
3. Analyze different fictional materials that used different types of style.
Style is how you say what you say. Style is the way words take on an identity on the page.
identity to an arrangement of words turned into self-revealing lines, turned into a work of "a
kind of ownership agreement in which any given writer lays claim, with his/her ion,
nonfiction, poetry, Karen Salyer McElmurray (1999). In particular, the writer's style focuses
on the following:
1. Writer's Choice of Diction - is the style of speaking or writing as dependent upon

choice of words (dictionary.com). Here are some types of diction that writers
commonly use:
 Mono vs. Poly  Slang
 Euphonious vs. Cacophonous  Colloquial
 Literal vs. Figurative  Cliché
 Denotative vs. Connotative  Informal/Standard Diction
 Objective vs. Subjective  Formal/Literate Diction
 Active vs. Passive  Assonance
 Concrete vs. Abstract  Consonance
 Hyperbole vs. Understated  Alliteration
 Pedestrian vs. Pedantic  Onomatopoeia
 Vulgarity
2. Writer's Sentence Style-good writers use different lengths and types of sentences.
Some examples are as follows:
 Sentence Fragment  Periodic Sentence
 Simple Sentence  Cumulative or Loose Sentence
 Compound Sentence  Items in a Series
 Complex Sentence
3. Writer's Paragraph Style - there are no rules as to the length of paragraphs in a story,
but good writers mix them to add style to the material. Often writers create new
paragraphs for any of the following:
 When a different character  Change of Action
speaks  New Scene
 Shift in Time  Writing a Summary
 Shift in Place
In general terms, style can be developed depending on the author's distinctive use of words.
When an author chooses what type of figurative language to use, what diction to pick and
what sentence structure to apply, the product becomes the writer's style, and this should be
consistent throughout the story. When consistency is not observed all throughout, it means
that the writer lacks control of his/her style.
Think about your writing style and answer the following questions below. Pick one from the
two words.
1. Contented or Curious 6. Conforming or Deviant
2. Loving or Hateful 7. Active or Passive
3. Playful or Stiff 8. Objective or Subjective
4. Direct or Swerving 9. Literal or Figurative
5. Cautious or Bold 10. Concrete or Abstract
List your answers in the given table and relate your choices to your desired writing style.
1 6
2 7
3 8
4 9
5 10
Now that you have identified your writing style gather all these in your mind and think of a
symbol that would best represent how your style will be as a writer. This symbol can be an
actual thing, animal, structure or form of your choice. Once done, draw the symbol ta the box
provided below and share it with the class. You sharing will start with the statement, "If I'm
going to be a writer, my writing style would be something like...
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For Research:
Identify two (2) authors from the list below. Pick one (1) book from each chosen author and
provide a comparison as to how the authors use the style in their works. What do you like
most or least about their styles and write it in the box provided below:
1. J. K. Rowling
2. Mark Twain
3. Virginia Wolf
4. Jane Austen
5. J.R.R. Tolkien
Author No. 1: ____________________ Author No. 2: ____________________
Title of Book:____________________ Title of Book: ____________________
LESSON XVII: Materializing Themes in Fictional Works
If all the elements of a fiction story are in accordance to the theme, the impact will be
astounding. Themes are there to guide the author of the entirety of the story. The plot and
setting may change, there may be additional characters, the point of view may slightly be
tweaked, but all elements will still adhere to the guidance of the theme. It is the one element
that provides sense to all interaction of all the other elements.
1. Define theme as the main player in the development of a story;
2. Explain crucial role of theme in a story; and
3. Enumerate the different types of themes that can be used in developing a story.
The theme is a statement, or series of related observations, about some aspect of the human
condition, interpreted from the unique viewpoint of the author (Dean Koontz). It usually
depicts and unifies the central topic of the story. These can be anything that one may imagine
from social issues to science to nature and the like. Themes can be summed-up in a single
word (e.g. love, death, hope) or a statement (e.g. unrequited love, blind faith, honor in the
battlefield). As one important element of fiction, the theme gives the reader a deeper
significance of the novel to people’s day to day lives. It influences the reader's behavior more
than the entertainment it brings.
In the book of Colin Bulman, Creative Writing: A Guide and Glossary to Fiction Writing, he
identified the most common themes that can be found in fiction stories. This include:
 Love will conquer all.
 Marriage is a natural and desirable institution.
 The man is alienated from society.
 The family is often dysfunctional.
 Men and women cannot get along.
Other common themes include:

 Life is not always as it seems.
 Believe in yourself.
 People are risk adverse.
 The first impression is often wrong
 War is hell.
 Society socializes humankind to behave in a just and righteous manner.
The theme is an essential element in fiction that binds all other elements to bring sense into
the story. It is a truth that manifests universality among cultures and norms in societies of the
world. Through theme, readers can understand the conflicts, experiences, discoveries and
emotions of the characters. Through theme, the writer can tell readers of his/her insight into
the world or how he/she views human life.
Watch a telenovela/drama series into your respective local/cable TV providers. Observe the
theme of the story and write your analysis in the box provided below.
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In the list provided below, look for a fiction story that depicts its theme. Pick one fiction
story and share with the class your thoughts on how you identified the theme to the material.
1. Romeo and Juliet
2. The Fault In Our Stars
3. Harry Potter
4. The Hunger Games
5. Huckleberry Finn
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For Research:
If you were to write a fictional theme about your life, what would it be and why? Write
your answer in the box provided below.
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Part 4
Depicting Life’s Glories and Miseries through Writing Diplomatic
Plays
LESSON XVIII: Definition and Nature of Drama
Drama is a literary work that's intended to be presented on a stage in front of an audience or a

group of audience. This usually involves a conflict between the main character who is the
protagonist, the antagonist, and the supporting characters. Drama comes in different types or
genres, the popular ones during the ancient times in Greece were comedy and tragedy. In this
lesson, we will get to know drama and its nature.
At the end of the lesson, the students will be able to:

1. Describe the nature of drama and its origins;
2. Define drama and its importance in the olden times; and
3. Apply learning’s about drama through actual writing.
Drama is considered the type of literature that takes advantage of people's visual and auditory
senses. It is not limited to what you read and imagine like in poetry and fiction, but it brings
your imagination to life. You see and hear everything right before your very eyes. This is the
reason drama is entertaining to most visual learners. According to scholars, the first forms of
drama originated in Greece at about 2500 years ago, and it evolved from being simple choral
readings in humble platforms to complete theatrical productions that involve elaborate sets
and dozens of fully made-up actors with fantastic costumes.
In writing drama, one needs to understand its difference from the theater. Drama, on one
hand, is the actual written material or the script. It's derived from the Greek word 'draw
which means to do or to act. It contains elements such as the characters, plot, dialogue, and is
usually the first material to be developed for doing theater. On the other hand, the theater is
from the Greek word 'draw' which means to behold. It is the actual production and is the
enactment and interpretation of the written material.
In the olden days, drama was written in a fixed formula. Exposition is usually showed during
the first act, the second depicts advanced complication, the third brought crisis and the last
part showcased resolution. Nowadays, writers usually go outside of the box and no longer
adhere to this formula. They are now more focused on the readers and audience in mind. In a
way, the reader becomes the director of the drama.
Pick a picture from the five pictures shown above. From that chosen picture, make a short
script based on your personal interpretation. Write it on a separate sheet of paper. The run for
about 5 minutes. After doing the script, answer the questions below.
1. What elements in the picture served as the basis of your interpretation?
2. What were the things that you first considered when you wrote your script?
3. What were the learning and difficulties that you encountered in the course of writing your
script?
For Research:
From the list, select one stage play and explain its story briefly.
1. Cats
2. Les Miserables
3. Wicked
4. Romeo and Juliet
5. Ms. Saigon
LESSON XIX: Elements of Drama
A masterpiece can only be achieved through the synchronization of its elements. Failure to
make sense of the harmony of the elements means failure in creating an impact to your
audience. This is the crucial consideration that a playwright should always bear in mind. In
understanding how these elements interact with each other, you will have the power to
project the story that you want effectively.
1. Enumerate the basic elements of drama;
2. Explain the relationship of the elements to each other; and
3. Define the most advanced elements of drama.
The elements of drama can be categorized into three major areas namely; literary elements,
technical elements, and the performance elements. It was Aristotle, a Greek philosopher, who
first wrote about the essential elements of drama around 2000 years ago. This became the
standard elements used in modern time. Below is his version of the six (6) literary elements:
1. Plot - is everything that is happening on the play. It is the action and the basic story
line of the story. The plot serves as the skeleton of the story that brings the actions
into a cohesive and more organized form.
2. Theme - refers to the main idea of the play. It is the lesson that the audience will
eventually learn after seeing the play. It is called the soul of the story and mostly
involves conflict between individuals, man and society, man and a superior force, and
man and himself.
3. Characters - these are people, and can sometimes be animals or ideas, that are
portrayed by actors in the play.
4. Dialogue - these are storylines that are spoken by the characters in the play.
5. Music/Rhythm - this refers to the sound of the dialogue, musicality, pace, etc. Music
and rhythm help in establishing the mood of the play and builds the impelling force
that may lead to a climax.
6. Spectacle - is the visual elements of the play that may come as costumes, stage dis-
play, special effects, etc. It is everything that you see while watching the performance.
In modern theater; convention, genre and audience were added to the list. This acknowledges
the fact that these elements greatly affect the play when not given due attention.
1. Convention - are the different types of methods and techniques used by the director to
create a specific style or effect.
2. Genre - plays can be categorized into different genres such as tragedy, comedy,
mystery and historical type of play.
3. Audience - the most crucial part is keeping in mind your target audience. They are the
reason for the creation of such play.
Technical elements are the scenery or set, costumes, props, lights, sound, and makeup. Below
are examples and description of each element.
1. Set/Scenery - technical equipment such as curtains, flats, backdrops, etc.
2. Costumes - clothing and accessories
3. Props - any movable objects that appear on stage, (i.e., telephone, tables, etc.)
4. Lights - choice of light colors, intensity, and placement of lights
5. Sound - the effects that audience hears which provide context, communicate
character, and establish the environment.
6. Makeup - cosmetics and prosthetics used to enhance/change a person's image
Performance elements can be summed up into four (4) types. These are:
1. Acting - the use of body, face, and voice to portray a certain role or character
2. Character motivation - the force that influences the behavior of the character
3. Character analysis - the process used in evaluating how the elements in drama/play
are used to create impact to the audience
4. Empathy - is how you relate to the experiences of other people.
Look for a famous play. It can be a material made by a local writer or from a famous foreign
playwright. Discuss the element by accomplishing the form below:
Title of Play Elements of Drama
1 Plot
2 Theme
3 Characters
4 Dialogue
5 Music/Rhythm
6 Spectacle
Imagine drama as a house. A house commonly has different parts. In the figure provided
below, assign the elements to a particular part of the house and explain on a separate sheet of
paper why you choose that element to that part.
Element Part of the House

Plot
Theme
Characters
Dialogue
Music/Rhythm
Spectacle
For Research:
Now that you already learned the different elements of drama, research on six different
famous stage plays. Each play should represent strength in one element. Romeo and Juliet
one play and explain your choice in a separate sheet of paper were not only famous because
of its characters but also its theme. Once complete, choose one play and explain your choice
in a separate sheet of paper.
LESSON XX: Types of Drama
You have studied the elements that make up drama and how they interact with one another.
Now you need to learn the types of genre that you can choose to express your story. By
steering the elements to a certain direction, you are shaping the genre of your drama. Your
chosen genre typically varies depending on what emotion you want your audience to feel.

1. Identify the different genres used in drama;
2. Compare the different unique emotions that each genre suggests; and
3. Apply learning to various written activities.
Drama can be expressed in different types of genres. The type of chosen genre varies
depending on the intent of the author. There are six (6) types of drama, below are the
following:
1. Comedy - as a literary genre is dramatic and amusing at the same time. In most
comedy drama, the ending results in a happy and successful conclusion.
2. Tragedy - this is a type of drama that depicts sadness, a human suffering, and
misfortunes. In literature, the most common plot for tragedy is when a protagonist
dies. This makes Shakespeare's Romeo and Juliet a tragedy.
3. Melodrama – is an exaggerated genre of drama. It utilizes music to draw emotion and
appeal to the feelings of the audience.
4. Musical drama - this type of drama takes advantage of the music. Instead of pure
dialogue and acting, musical drama makes use of dancing and singing to tell a story.
5. Historical drama - is a type of drama that attempts to relive famous historical events
that made a mark in the world. It can also be based on stories of famous people in
history.
6. Fantasy - is a type of drama that showcases magic, pseudo-science, horror, and other
themes that only exist in the human mind. This particular type is famous among
children and individuals who are young at heart. In most cases, it utilizes a lot of
special effects.
From the six genres of drama, what type do you find more interesting? Choose one and
answer the following questions on a separate sheet of paper:
1. What was your basis for choosing your genre?

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2. What made your genre more entertaining?

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3. What do you think are the unique features of your genre that made you prefer it as an
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Find something inside your bag. It can be a pencil, a notebook or paper. Once you get hold of
the item, pick a genre from the list above. The item will be your inspiration in writing a short
play. Remember, your genre should depict the emotion it wants to project. Write your short
play in the box provided below:
For Research:
Find one stage play that you are interested. And tell something about it.
LESSON XXI: Script Writing
Writing your first script is the real thing, and it can be very challenging. From understanding
the elements and genres of drama, you also need to learn the technicalities itself. In this
lesson, you will be introduced to the basics in scriptwriting, the things that you need from
brainstorming to preparing the structure and finally the writing proper.

1. Explain the basic steps in script writing;
2. Analyze the essential contents of each step in writing the script; and
3. Demonstrate learning through script writing activities.
In writing scripts, there are no strict rules as to how and where to start. In this lesson, we will
guide you through a process that can help you in script writing.
1. Brainstorming Your Narrative

 Deciding what type of story to tell can be a start.
 Start with thinking about what genre or type of drama you want to explore. Will it be
about love, adventure, revenge, or success?
 Divide your story into three parts: the beginning/exposition, middle/rising action, and
finally the end/resolution.
 In exposition, you provide the readers/viewers a background of the people, place, era,
etc. It answers the basic questions of who, what, where and when. The exposition also
should already establish the mood and the central conflict of the story.
 In rising action, the story begins to unfold the challenges that the characters will have
to face. It raises the tension of the audience and culminates in the highest peak also
known as the climax.
 When you present the resolution, it releases the tension from the climax. You have the
freedom to choose how to end your story. It could be a happy or tragic ending.
 Know that plot and story are not the same. The story is what happens in the play
while the plot is the linking of events and appeals more to the emotion of the viewer.
 Develop and deepen your story. In doing that, brainstorm on the following things:
 Where does the story take place?
 Who is your main character/protagonist and who are the secondary characters that
support the protagonist?
 What's the conflict that these characters will have to face?
 What is the incident that sets off the main action of the story and leads up to the
climax?
 What journey will they have to take as they deal with this conflict?
 How will the story end? How will the conflict be resolved? How will this impact the
characters of the story?
 Develop your plot to deepen your story. Always go back to the principle that plot
develops the relationship between the elements. Consider these questions in mind:
o What are the character's relationships to each other?
o In the central conflict, how do the characters interact and how does this affect
them?
o How will the progression of the events take place? How will you build a
continuous flow towards arriving at the climax and finally resolution?
2. Decide the Structure of Your Play

 Start trying One-Act plays. This type of structure still has an exposition, rising
tension, and resolution but it's a simpler type. In most cases, it only requires simpler
sets and costumes. Some examples of One-Act play include The Pretentious Young
Ladies by Molière.
 Try the most common structure in contemporary theater, the Two-Act play. There is
no exact rule as to the length of this type, but it runs for half an hour, Added to that
are intermissions that may take about 15 minutes. During this time, the crew has the
time to change the set, costume, and makeup of the characters. The Homecoming by
Harold Pinter is an example of a Two-Act Play.
 A Three-Act play is a more complex type. This can run from 1-2 hours. For that span
of time, it is very challenging to keep the attention and interest of your audience.
However, if you think that your story is complex enough for a three-act play, then this
type is for you. The three acts are commonly divided as the exposition, rising tension
and resolution. Each is long enough to fit into a one act.
3. Writing the Play

 Create an outline of your acts and scenes. You need to see everything in one picture.
What you brainstormed during the 1" and 2nd steps should be neatly laid out on a
sheet of paper. Arrange the sequence of events and do not forget to take into account
the scenes where you need to change the set or the costume. These are essential
elements when outlining your story.
 Once the outline is finished, you can now write the actual play. Start with the
dialogues first.
 After you finished creating the dialogues, evaluate the material if the dialogue sound
natural, robotic or scripted. You can do this by recording your voice while reading the
lines. Check on every sentence, every phrase, and every word and work on using
more natural sentence construction. Always be mindful of the transitions/tangents of
the conversation. During actual dialogues, people can just jump from topic to the
other. In writing a play, your conversations should always have a smooth diversion to
make it feel more realistic.
 Interruptions in your dialogue can be helpful too. Don't be afraid to use them. They
add to the elements of giving a natural touch to the conversation. Some examples are,
"I totally get you, man" or "Yes. I totally understand". Fragments can also be used
such as, "I mean-listen, it’s fine if you can't come to the party" or "Look man-just-just
go." We were trained never to use fragments in writing, but there's an exemption
when it comes to script writing.
 You can add stage directions. These can be italicized words or words inside
brackets. Some instructions include:
o Conversation cues: [long and awkward pause]
o Physical actions: [Marly hangs up the phone];[Dino draws the sword hands]
o Emotional states: [She picks up the towel with disgust); [with intense fear]
 Rewrite your draft as much as you want, If it's your first time to write a script, never
be afraid to write it when needed. Go ahead and add more detail to some parts or
delete the things that you think are unnecessary. As the novelist Lennardo Elmore's
words, "Try to leave out the part where readers tend to skip."
Activity 1: The Story I Want to Tell

You're already done writing simple drama scripts in the previous lessons now we will focus
on the three main steps starting off with step 1 which is Brainstorming Your Narrative. From
what you have learned from the previous discussion, brainstorm on what story you want to
tell your audience. Prepare the basic information and deepen on how the elements will
interact with each other. Write the results of your brainstorming in a separate sheet of paper.
Activity 2: The Structure of my Story
After brainstorming on your story, develop the structure of your drama. Decide on what level
of difficulty, regarding structure; your story will be. It can be a simple One-Act play or a
more complex Three-Act play. Answer the following questions in the box provided below:
1. What type of structure did you choose for your play?
2. What influenced you to choose that particular type of structure?
3. In what way is the structure ideal for your story?
This activity will focus on the actual writing of your play. Since you have already gone
through the two essential processes in preparation for writing your play, you are now ready to
start writing. Use a separate sheet of paper for this activity. In writing your play, these are
some tips you might need to bear in mind:
 Prepare your outline
 Start with your dialogues
 Be mindful of the transitions
 Don't be afraid to use interruptions and fragments occasionally Include stage
directions in the script
 Rewrite if you need to
For Research:
Evaluate the story that you wrote. Research on a stage play that has similarity to the material
you wrote. Both materials can be similar regarding genre, theme, etc. Provide a comparison
and answer the following questions:
1. How did you find a similar material to the one you wrote?
2. How are these two materials similar?
3. What makes both materials effective regarding how the elements interact?
4. What are the things that your story needs to improve upon?
Write your answers on a separate sheet of paper.
LESSON XXII: How to Analyze Drama
In analyzing drama, you need to start with the basic elements and understand how it stands
alone regarding its function in the story. Once you understand the individual characteristics
of the elements, ask yourself how these elements create an impact to each other and how they
influenced the entirety of the story.

1. Explain the individual importance of the basic elements in analyzing drama;
2. Evaluate the three basic elements of drama as to how they influence the story; and
3. Write an analysis of the play they wrote.
In analyzing a drama, it is essential to focus on the major elements, character, plot, and
theme. By answering key questions within these elements, you will be able to understand
better the material you are tasked to analyze.
Character:
 Who is the protagonist and what are his/her traits, weaknesses and virtues? How do the
other supporting characters function about their relationship to the main character? Do
they play particular roles to bring out certain aspects of the main character?
 Who is the antagonist and what are his/her traits, weaknesses and virtues? Is s/he a
character with a mixture of good and bad traits?
 How did the playwright develop the main character? Was it through self-revelation or
his/her actions? Was it revealed through comments from other characters?
Plot:
 What are the main elements of the plot? How many chapters of action is the play divided
into? After reading the material, can you summarize each chapter of action? Do the
actions progress clearly?
 How relevant is the plot to me as an audience? How did it engage me and maintain my
interest?
 What sets the dramatic conflict and where does it begin?
 How connected are the events in the play?
 Was the resolution unavoidable or was brought about by the circumstances?
Theme:
 What does the play present regarding morals and human significance? How do the
elements (character and plot) interact in support to the universal significance?
 Does it highlight issues in real life situations? How?
 Does the play clearly show the views of the dramatist? How?
 Is this view in a way romantic, faith-based, sentimental, etc.?
 Does the dramatist explicitly reveals the conclusions or left it to the minds of the
audience?
 To determine how the different elements work together to create the overall effect
 Identify the type of play-knowing this will give you the idea of what to expect with all
the elements
 Determine the theme
 What is the theme? - can be a moral or lesson the characters learn
 How does the playwright implement the theme? - characters and dialogue
 Analyze for dramatic techniques - characters, plot and stage direction are all intertwine in
the play
 Put it all together
Go back to the play that you wrote in Lesson IV. Make an analysis of your play based on the
three basic elements discussed earlier. Write your analysis in the box provided below:
After all, that you have studied in writing drama draw a representation or a symbol of all
your learnings. Draw it in the box provided below and shared your thoughts. Here are guide
questions that may help you:
1. What motivated you to choose your symbol and what does it represent?
2. What were your difficulties in writing drama?
3. What was your greatest learning that you want to share?
For Research:
Research on what are the other approaches that can be used in analyzing drama. These are
not limited to the elements alone. Write it in the box provided below. Here are some guide
questions:
1. How does this particular type of assessment work in analyzing drama?
2. What are its similarities and differences in comparison to the type of assessment used
in the previous discussion?
3. What are its unique features?

Creative Writing Final

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Part 1 Expressing Creative Thoughts through Imaginative Writing

Part 2 Sharing Inner Self Through Poetry

Part 3 Reading and Writing Fiction

Part 4 Depicting Life’s Glories and Miseries through Writing

LESSON I: Creative Writing vs. Other Forms of Writing

At the end of the lesson, you should be able to:

Technical Writing Creative Writing

Sample Creative Works

Rubric in grading the essay.

At the end of the lesson, you should be able to:

Sensory Details and Its Usage

A. Her perfume smells like chocolate but sweeter.

Sample Texts with Sensory Detail

Rubric in grading the essay.

At the end of the lesson, you should be able to:

Read and evaluate your work based on the criteria below.

LESSON IV: Introduction to Poetry

At the end of the lesson, the students should be able to:

Stopping by Woods on a Snowy Evening

 What can you say about the sample poems above?

Evaluate your poem based on the criteria below:

At the end of the lesson, the students should be able to:

 What is the message the poem tries to express?

I Do Not Love You Except Because I Love You'

I love you only because it's you the one I love;

Maybe January light will consume

 What is the tone of Pablo Neruda's poem?

Types Characteristics Sample

Line and Meter

Forms Number of Lines

Metrical Patterns Characteristics

Туре Characteristics Sample Forms

List down all the rhymes in the poem.

What lines and meters were employed?

What is the genre of the poem?

Rate the poem based on the following criteria:

The poem is creatively written.

LESSON VI: Different Forms of Poetry

At the end of the lesson, the students should be able to:

Poetry Forms and Their Characteristics

Rubrics for grading class presentation:

Rubric in grading the poem:

This will also showcase poems writer by poets.

At the end of the lesson, the students should be able to:

Performance Poetry/ Spoken-Word Poetry

If I Should Have a Daughter

And I'm going to paint solar systems on the backs of her

There is hurt, fear that cannot be fixed by band aids or poetry

Believe me, I’ve tried

Because there is no heartbreak that chocolate can’t fix.

That there’ll be days like this

You will put the win in winsome … lose some

And no matter how many landmines erupt in a minute

And when they finally hand you heartache,

Rubric in grading the poems:

At the end of this lesson, the students will be able to:

All About Fiction

All About Life

"Life is not about finding yourself.

At the end of this lesson, the students will be able to:

1. ASCATRHCER A. Renaissance, WWII, Mt. Olympus

At the end of this lesson, the students will be able to: