CREATIVE WRITING

PRELIM – MODULE 1: Creative Writing

Imaginative Writing vs. HUMMS_CW/MPAA/12-Ia-
Technical/ Academic/ Other b-1
forms of Writing

VISION STATEMENT:

Liceo de Luisiana is a Catholic institution of learning which commits herself to prepare the Liceans as agents of evangelization
and social transformation through holistic Christian formation in the promotion of quality of life.

MISSION STATEMENT:

We the Liceans commit ourselves to the attainment of academic excellence, promotion of Christian values, and improvement
of quality of life for social transformation through quality Catholic education and by being MakaDiyos, Makatao, and Makakalikasan.

PROGRAM GOAL:

This Learning Module is new tool created by the teachers of San Pablo Diocesan Catholic Schools System, to provide the K to
12 Curriculum for our teachers and students to be used in this New Normal.

Subject Title: Prepared by: Checked by: Approved by:

CW12 Mr. Bernardo R. Sitoy Mrs. Dolores C. Esperanza Ms. Mimosa L. Rondilla

SUBJECT SYLLABUS:
Prelims TOPICS
Week 1 1. Creative Writing
Creative writing as Imaginative writing vs. technical / academic / other forms of writing
Week 2 2. Sensory experience
3. Language
a. Imagery
b. Figures of speech
c. Diction
4. Sample works of well-known local and/or foreign writers
Midterms TOPICS
Week 1 1. Introduction to Poetry
2. Elements of the Poetry
a. Essential elements
Week 2 b. Three main poetic forms
c. Fixed form and Free form
d. Elements for specific forms
Week 3 3. Spoken Word Poetry (Filipino and English)
Semi-Finals TOPICS
Week 1 & 2 1. Introduction to Fiction
Elements of Fiction
Week 3 & 4 2. Flash Fiction
Finals TOPICS
Week 1 & 2 Introduction to Drama
Elements of Drama

1
REFERENCES:
Cayanan, M. A. R., Fine Lines: Writing Poetry, Fiction, and Drama. Quezon City: Sibs Publishing House. 2016.
Genyo LMS
Online Resources
SUBJECT REQUIREMENTS:

1. Read with understanding the modules to make sure that you follow the instructions faithfully.
2. Notebook for Vocabulary words/ Assignment / Written Reports.
3. Final Output: Genyo Shared Blog (for online Learners); Notebook (for offline Learners) to be submitted on or before the
deadline.
4. Quizzes / Examination
5. Active Participation in our online discussion.

Creative Writing – Grade 12

Self-Learning Module
Quarter 1 – Module 1
Date: _____________

Name of Students :_______________________________________________________________________

Grade and Section :_______________________________________________________________________

What to know :
▪ Differentiate imaginative writing from among other forms of writing.
Objectives of the lesson
a. Define creative writing as imaginative writing.
b. Compare and contrast the different kinds of writing.
c. Create a six word story about creative writing.

What do I know: SAY SOMETHING

Before we proceed on our lesson proper, kindly define the following terms based on your prior knowledge by
completing the sentences. Please write your answers on the space provided.

1. Creative Writing is _____________________________________________________________________________________

_______________________________________________________________________________________________________
2. Imaginative Writing is___________________________________________________________________________________
_______________________________________________________________________________________________________
3. Technical Writing is ____________________________________________________________________________________
______________________________________________________________________________________________________
4. Academic Writing is ____________________________________________________________________________________
______________________________________________________________________________________________________

What’s in it?
Motivation

Watch the short videos about creative writing, technical writing, and academic writing.

(refer to your USB - “CW1_TW” and “CW2_AW”)

2
What is it?

main lesson/topics (Read the lesson carefully.)

What is Creative Writing?

Creative writing is a form of expression where creativity is at the

lead of its purpose with the use of one’s imagination, creativity, and
innovation to tell a story represented by the strong written symbols such as
words or letters. It is also known as 'the art of making things up,' hence,
creative writing is a vital part of modern society. Creative writing or
imaginative writing1 is an art done in a way that is not academic or technical
but still attracts an audience. In other words, creative writing can be
considered as any writing that is original and self-expressive.
The purpose of creative writing is to both entertain and share human experience, like love or loss. Writers attempt
to get at a truth about humanity through poetics and storytelling. If you'd like to try your hand at creative writing, just
keep in mind that whether you are trying to express a feeling or a thought, the first step is to use your imagination.
Creative writing is an art. Just as art is subjective and hard to define, so is creative writing.

Creative Writing vs. Technical Writing

Creative Writing Technical Writing

Most of the part is self-created using the imaginative Facts are to be obliged and the note is delivered from
mind, although the idea might be inspired. leading on what previously other greats have concluded.
Creative writing is for general audiences or for the masses. Technical writing is for specific audience.
The creative writing entertains people as it has poetry or Technical writing causes boredom as it follows the strong
some illustrations or another idea. pattern based on facts and is just to transfer the
information to the audience.
in creative writing, one can go with slang or evocative In technical writing the specialized vocabulary, such like
phrases or even something which can be perceived well by scientific terms and other are used.
the audience.
Humor or satire2 might be the useful essences in creative Humor or satire have no link with the technical writing.
writing.

Creative Writing vs. Academic Writing

1. Creative writing is different to academic writing. Writing for websites is different to writing for newspaper columns.

2. Journal entries are different to writing press releases on behalf of a brand. Writing purposes do vary. It’s important
that when undertaking any writing you have a firm grasp on this concept.

3. The Principal Difference

a. Style is the chief difference between academic and creative writing.

b. Creative writing need not adhere to any specific style parameters. Academic writing is different.
c. Academic writing needs to be structured and executed adhering to a series of guidelines.
d. Indeed, so stringent are these guidelines that academic institutions include these guidelines as part of their
curriculum.

4. Academic writing requires more factual evidence for support, and presents challenges such as the pressure of time.

Creative Writing Academic Writing

Creative writing – is inspired, artistic and entertains with Academic writing is rigid, procedural, purposed purely to
word pictures, concepts and deep meaning. It is enjoyable convey knowledge, data and information. It’s orderly,
to read. It touches us while teaching us. It’s an art form. It’s organized and follows a formula. It is necessary. It can be
not necessary to learn, but a joy to those who do. dull. Anyone can master it. Everyone should master it.
Creative writing is can be taught, but is almost always the Academic writing must be taught.
focus of writing curricula.
Creative writing may get you published. Academic writing will earn you A’s.
Creative writing allows for more personal expression. Academic/scholarly writing aims to explore an idea,
argument, or concept.

3
What’s more?
In Your Own Words
Activity 1 – Creative Writing vs. Other forms of Writing

List at least five (5) some notable words that best describe Creative Writing, Technical Writing, and Academic Writing. Write your
answer on the space provided.

CREATIVE WRITING TECHNICAL WRITING ACADEMIC WRITING

Make an essay using the words you have put in the boxes to compare creative writing, technical writing, and
academic writing; then underline the fifteen (15) words that you have chosen earlier. Write your answer on the
space provided.

4
Activity 2 – Utilize your intelligence (Weekly)
Make a Six Word Story

A six-word story is an entire story told in six words. It is a short narrative that can have all of the emotional
themes of longer stories—from funny to dramatic, sad to scary.

Examples:

Since I write, therefore I exist.

Write your own Six Word Story on the Space provided. For online learners, you are to publish it on your
Genyo shared blog using the hashtag #SixWordStory. For offline learners, you are to rewrite it on your notebook.

_______________________________________________________________________________

Activity 3 – Building Vocabulary Words (Weekly)

Step 1

Read a novel, for example Count of Monte Cristo (available on Genyo: Subject
> Classics for Young Learners > CMC Count of Monte Cristo) or any good book.

Step 2

List at least two (2) unfamiliar words together with their meaning based on their
usage. Use Webster’s Dictionary (preferably Merriam-Webster Dictionary) with
the format: no. word – (part of speech) meaning

Example:

1. mulatto – (noun) a person of mixed white and black ancestry

2. frail – (adjective) physically weak

Write your Vocabulary Words on your notebook/Compilation File.

DON’T WRITE YOUR VOCABULARY WORDS HERE.

_______________________
1
A mode of writing characterized by inventiveness of situation, perspective, or story, and distinguished from other modes
such as expository and persuasive writing. The term is often used synonymously with “creative writing.”
2
The use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the
context of contemporary politics and other topical issues.

5
Creative Writing – Grade 12
Self-Learning Module
Quarter 1 – Module 2
Date: _____________

Name of Students :_______________________________________________________________________

Grade and Section :_______________________________________________________________________

In Module 1, you have learned about creative writing and its difference from technical or academic writing. At
this point, you will take one step farther from the point that you have taken in the previous lesson. With this,
keeping in mind the things that you have learned in lesson one will help you to jump-start.

What to know :
▪ Collect creative ideas from experiences

Objectives of the lesson

At the end of the lesson, the students are expected to:

a. Discuss the sensory experience

b. Discuss the imagery and figures of speech contained in a poem
c. Give examples of creative ideas
d. Expound on the dramatic situations in a poem.
e. Create a six word story that can be sensed.

What do I know: THINK OUTSIDE THE BOX

Before we proceed on our lesson proper, kindly encircle the sense/s that you usually use when you are reading a
printed book. On the other hand, box the sense/s that fascinates your senses by creating mental images while
reading descriptive language or literary text.

What’s in it?

You have learned that the language used in creative writing is figurative and its content is mostly
imaginative, symbolical, and metaphorical. With this, recall the discussion of your English or Literature teacher
in previous years on the use of sensory images (through sensory experience) and figurative language in creating
a literary text.

Motivation

Watch the short video about sensory.

(refer to your USB - “CW3_Sensory”)

What is it?

Main lesson/topics (Read the lesson carefully.)

Sensory Experience (Sensory Imagery)

6
 Creative writers used lines with non-literal meaning to artistically convey their message to the readers. In
terms of language of creative writing, it is important to remember that it is figurative and imaginative. In
connection to this, imagery is produced when figurative language is in use. Imagery is something that appeals to
your senses when you read a literary text which is also known as sensory imagery.

Sensory imagery involves the use of descriptive language to create mental images. In literary terms,
sensory imagery is a type of imagery; the difference is that sensory imagery works by engaging a reader’s five
senses. Any description of sensory experience in writing can be considered sensory imagery.

Describing how something smells, looks, moves, feels, sounds, and tastes through the use of figurative
language that produces imagery gives flesh and blood to words and to the text as whole. In literary terms, sensory
imagery is a type of imagery; the difference is that sensory imagery works by engaging a reader’s five senses.

Imagery
Imagery is a technique used by poets to re-create sensory experiences. Through the use of sensory
language, the writer is able to evoke images that help readers imagine and interpret lines in the poem. Sensory
language refers to words and phrases that appeal to the sense of sight, touch, smell, taste, and hearing.

Although the word “imagery” most often brings to mind mental images, imagery is not always visual; it
can appeal to any of the five senses. Here is a list of some types of imagery that appeal to different senses:

Types of Sensory Imagery

Visual Imagery This kind of imagery appeals to the sense of sight like shape, color, appearance,
shades and others.

Auditory Imagery This pertains to the sense of hearing. In terms of figurative language, assonance,
onomatopoeia, and alliteration aid the writers to create sounds in the text.

Olfactory Imagery It appeals to the sense of smell. Simile and metaphor are oftentimes used to create this
kind of imagery.

Gustatory Imagery It appeals to the sense of taste.

Tactile Imagery It engages the sense of touch. This is what you can feel, and includes textures and the
many sensations a human being experiences when touching something.

Kinesthetic Imagery It pertains to the feeling of movement. This means that subject is seen from one point
going to other point (i.e. a bride walking down the aisle).

Symbolism
Writers often create images through the use of symbolism. Carl Jung defined a symbol as “a term, a
name, or even a picture that may be familiar in daily life, yet that possesses specific connotations in addition to
its conventional an obvious meaning.” Symbols can be based on culture, such as a country’s flag (three stars
and a sun=Philippines) , or religion (the cross=Christianity), or other things. Cultural symbols can vary from
one culture to another. For instance, to most people in our culture, white is a symbol of innocence and purity,
but this is not so in all cultures. Other symbols seem to be almost universal across cultures. For instance, in the
literature of many lands, light is a symbol for knowledge, and darkness is associated with the unknown.
Likewise, snakes often represent temptation, curiosity, and the pitfalls that we as human beings must face in
order to learn, grow, and change.

7
Figurative Language
A figure of speech is a poetic device which consists in the use of words and phrases in such a manner
as to make the meaning more pointed and clear and the language more graphic and vivid. Figures are also
called images for in them one thing is represented in the image of another. But it is a mistake to think of figures
of speech as simply ornaments of language. They are part and parcel of the human language in moments of
emotional excitement. When his emotions are stirred, man instinctively tends to express himself through the
use of figurative language. That figures are used naturally and instinctively to express powerful feeling is seen
in the fact that children and primitive, uncultured people habitually use figures of speech.

The world of nature is an inexhaustible storehouse of figures of speech (or images as they are also
called), and poets and writers have always drawn freely from this storehouse. Figures have been used by poets
to decorate their language and to make it more vivid and pictorial, to increase its force and effectiveness, and
to communicate their meaning more lucidly and clearly. By increasing the beauty of language, the use of figures
provides great aesthetic satisfaction to the readers.

1. Simile

The word “Simile” comes from the Latin ‘similis’ – ‘like’ and means‘likeness’. A simile is an expression of likeness between
different objects or events. It consists in placing two different things side by side and comparing them with regard to some
quality common to them. In other words there are two essential elements in a simile. First, the two objects or events
compared must be different in kind. Secondly, the point of resemblance between the two different objects or events compared
must be clearly brought out. Such words of comparison as, like, as, so, etc., are always used. For example:

a. Errors like straws upon the surface flow.

b. The younger brother is as good as gold.
2. Metaphor
A metaphor is implied simile. The word “metaphor” comes from the Greek, ‘meta – over; ‘phero’ – carry. It means, literally,
“a carrying over”; and by this figure of speech a word is transferred, or carried over, from the object to which it belongs to
another in such a manner that a comparison is implied, though not clearly stated. Thus a metaphor is a compressed or implied
simile – simile with the word ‘like’, ‘as’ etc., omitted. For example:

a. The camel is the ship of the desert.

b. He is the pillar of the state.
3. Personification

Personification is really a special kind of metaphor. It is a figure of speech in which inanimate objects and abstract ideas or
qualities are spoken of, as if they were persons or human beings. Examples of personification are:
a. Opportunity knocks at the door but once.
b. Death lays his Icy hands on kings.
c. “Peace hath her victories.
No less renowned than war”.

In all these instances, life and intelligence have been imparted to lifeless objects or abstract ideas.
4. Apostrophe

It is a figure of speech in which abstract ideas or inanimate objects are addressed as if they were alive. The word literally
means a ‘turning aside’, for in this figure a writer ‘turns aside’ to address a person absent or dead, or an inanimate object, or
an abstract idea, For example:
a. “O wild west wind, thou breath of Autumn’s being.”
b. “O Solitude, where are the charms
That sages have seen in they face?”
5. Hyperbole

The word “hyperbole” (“Hyper” – beyond; “ballo” – throw) literally, “a throwing beyond”, means exaggeration. This figure
of speech consists in representing things as much greater or smaller than they really are, with the intention of producing a
more striking effect than a plain statement can. For example:
“Here is the smell of blood still; all perfumes of Arabia will not sweeten this little hand?”
6. Metonymy

8
The word “metonymy”, Greek, ‘meta’ – after; ‘onoma’ – a name, means literally, “substitution of name”, and the figure
consists in “substituting the thing named for the thing meant”; for example, grey hair may be used for old age, throne for
monarchy. Some other examples are:
a. The pen (author) is mightier than the sword (the soldier).
b. “Sceptre and crown.
Must tumble down,
And in the dust be equal made
With the poor crooked scythe and spade.”
7. Synecdoche

This figures of speech is really a special form of metonymy. Its name ‘syn’ – with, ‘ekdoche’ – succession, means literally,
“the understanding of one thing by another”. In the figure there is the substitution of a part for the whole or vice versa, or of
an abstract noun for a concrete one or vice versa, of an individual for a class, or vice versa, or of the name of the material of
which a thing is made for the name of the thing itself. For example:

a. The rank and file streamed out of the city to see the sight.
b. There is a mixture of the tiger and the ape in his character.
c. Kalidasa is the Shakespeare of India.
d. He gave the beggar a few coppers.
8. Oxymoron
An oxymoron is the association or bringing together of two words or phrases having opposite meanings. For example:

a. “James I was the wisest fool in Christendom.”

b. “That time is past
And all its aching joys are now no more,
And all its dizzy raptures.”
9. Antithesis
An antithesis, ‘anti’ – against; ‘thesis’ – placing, is a figure of speech in which one word or idea is set against another with
the object of heightening the effect of what is said by contrast. For example:

a. “God made the country but man made the town.”

b. “United we stand divided we fall.”
c. “Speech is silvery, silence is golden.”
10. Onomatopoeia

Onomatopaeia, ‘onoma’ – name; ‘poiea’ – make, is the use of a word or words whose sound itself conveys the sense of the
author. Examples of onomatopaeia are:
a. “It cracked and growled and roared and howled like noises in a swound.”
b. “The murmurous haunt of flies on summer eves.”
11. Epigram
A brief pointed saying expressing antithetical idea, or exciting surprise, is called Epigram. For example:

a. The child is father of the man,

b. Art lies on concealing art.
12. Irony

It is the figure of speech in which the real meaning is just the opposite of that which is literally conveyed by the language
used. For example:
Here, under leave of Brutus, and the rest,
(For Brutus is an honourable man)
I come to speak in Caesar’s funeral.
Here the use of the word, “honourable” is ironical.

13. Pun

When we use the same word in two or more senses in order to make the people laugh, we employ the Figure of Speech called
Pun.
An ambassador is a gentleman who lies abroad for the good of his country.

Here there is a pun on the word ‘lies’.

14. Alliteration

Alliteration consists in the repetition of the letters or syllable, or the same sound at the beginning of two or more words in a
line. In this way language becomes musical. For example:
a. How high His Honour holds his haughty head.

9
 b. “The fair breeze blew, the white foam flew, the furrow followed free.”

15. Transferred Epithet

In this figure of speech an epithet or qualifying adjective is sometimes transferred from a person to an object or from one
word to another. For example:
a. “The ploughman homeward plods his weary way.”
b. “He tossed from side to side on his sleepless bed.”

In the first case ‘weary’ has been transferred from ‘the ploughman’ to the ‘way’; in the second case ‘sleepless’ has been
transferred from ‘He’ to ‘bed’.

Diction
Diction, like sensory imagery and figurative language, is a vital element or aspect of the language of
creative writing. Likewise, diction refers to the linguistic choices a writer makes to effectively convey an idea,
a point of view, or tell a story. In literature, the words used by an author can help establish a distinct voice and
style. For example, flowy, figurative language creates colorful prose, while a more formal vocabulary with
concise and direct language can help drive home a point.
Different Kinds of Diction
1. Formal diction. Formal diction is the use of sophisticated language, without slang or colloquialisms.
Formal diction sticks to grammatical rules and uses complicated syntax (the structure of sentences). This
elevated type of language is often found in professional texts, business documents, and legal papers.

2. Informal diction. Informal diction is more conversational and often used in narrative literature. This casual vernacular is
representative of how people communicate in real life, which gives an author freedom to depict more realistic characters. Most
short stories and novels use informal diction.

3. Pedantic diction. This is when a writer is highly detailed or academic in their

writing. Words are chosen specifically to convey only one meaning. It is sometimes
used in literature when characters speak in a highly educated manner, as in F. Scott
Fitzgerald’s The Great Gatsby.

4. Colloquial diction. Colloquial words or expressions are informal in nature and

generally represent a certain region or time. ―Ain’t‖ and ―y’all‖ are examples of
colloquial expressions, born in rural areas of the United States. Colloquialisms add color and realism to writing.

5. Slang diction. These are words that originated within a specific culture or subgroup but gained traction. Slang can be a new
word, a shortened or modified word, or words that take on a new meaning. Examples of common contemporary slang words
are ―aggro‖ instead of ―aggravated‖; ―hip,‖ which means trendy; and ―throw shade,‖ which is to lob an insult at someone.

6. Abstract diction. This is when a writer uses words to express something

intangible, like an idea or an emotion. Abstract phrases often lack physical
detail and specificity because they are things the reader cannot experience
through their five senses.

7. Concrete diction. Concrete diction is the use of words for their literal
meanings and often refer to things that appeal to the senses. The meaning
is not open to interpretation because the writer is specific and detailed in
their phrasing. For example, the sentence: ―I ate an apple.

8. Poetic diction. Poetic diction is driven by lyrical words that relate to a

specific theme reflected in a poem, and create a euphonious, or
harmonious, sound. Poetic diction usually involves the use of descriptive
language, sometimes set to a beat or rhyme.

10
What’s more? Do these!

Activity 1 – You have learned that the language of creative texts can be figurative, and imaginative. With this, try to
analyze the poem below. Write your answers on the space provided.

The Sampaguita3
by Natividad Marquez

Little sampaguita
With the wondering eye
Did a tiny fair
Drop you where you lie?

In the witching hour

Of the tropic night
Did the careless moonbeam
Leave you in its fight?

What do you think are the sensory experiences of the author in the poem? (e.g. seeing sampaguita)
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

Based on the sensory experiences, what images did you find in the poem? (e.g. sampaguita)
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

Would you name at least two figurative language used in the poem?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

Activity 2 – Utilize your intelligence (Weekly)

Write your own Six Word Story on the Space provided. For online learners, you are to publish it on your
Genyo shared blog using the hashtag #SixWordStory. For offline learners, you are to rewrite it on your notebook.

_______________________________________________________________________________

Activity 3 – Building Vocabulary Words (Weekly)

Write your 2 Vocabulary Words on your notebook/Compilation File.

What I Have Learned

1. Imagery is something that appeals to your senses when you read a literary text which is also known as sensory imagery.
2. Sensory imagery is the product of a particular sensory experience of a writer. Moreover, writer produces sensory imageries
in writing through the use of figurative language.
3. There are six types of sensory imagery such as visual, olfactory, auditory, gustatory, tactile, and kinesthetic imagery.
4. Assonance, onomatopoeia, and alliteration are the figurative language that are usually used to describe auditory imageries.
5. Figurative language is the tool while imagery is its product.
6. Figurative language is phrasing that goes beyond the literal meaning of words to get a message or point across.
7. Both figures of speech and literary devices are considered as figurative language.
8. There are different types of figurative language like simile, metaphor, personification, assonance, pun, idiom, and others.
9. Diction refers to the linguistic choices a writer makes to effectively convey an idea, a point of view, or tell a story.
10.There are eight kinds of diction such as formal, informal, pedantic, colloquial, slang, abstract, concrete, and poetic diction.
________________________
3 Philippine Literatures Poems‖, Literica, updated January 13, 2018, https://literica.blogspot.com/ 2018/01/the-sampaguita-natividad-marquez.html

11
Creative Writing – Grade 12
Self-Learning Module
Midterms – Module 1
Date: _____________

Name of Students :_______________________________________________________________________

Grade and Section :_______________________________________________________________________

What to know :
▪ Identify the various elements, techniques, and literary devices in poetry
Objectives of the lesson
Define and Discuss Poetry
Analyze the elements, technique, and literary devices in poetry
Create a six word story about POETRY

What do I know: SAY SOMETHING

Before we proceed on our lesson proper, kindly define Poetry and why has it been around so long?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

What’s in it! MOTIVATION

Watch the short videos about poetry and elements of poetry. Please refer to your OTG or Watch it on our Facebook
Page.
#PoetryDefined
Elements of Poetry

What is it?

Main lesson/topics (Read the lesson carefully.)

Poetry is from the ancient Greek word “POIESIS” which  It uses imagery - if the poet is worth his or her salt, they’ll
means “to make”. Poetry is the creation of imagination, endeavor to create images in the reader’s mind using lots
experience, and life. It is a written and oral tradition composed of sensory details and figurative language.
of rhythmical words describing an experience or something of
 It has a certain musicality - we could be forgiven for
one’s imagination in a way deemed beautiful and more
concentrated than ordinary speech. thinking that poetry’s natural incarnation is the written
word and its habitat the page, but the printed word is not
Poetry is arguably the purest form of writing. Poetry is a sense where poetry’s origins lie.
of the beautiful. It is art. Like art it is very difficult to define  The earliest poems were composed orally and committed
because it is an expression of what the poet thinks and feels to memory. We can still see the importance the sound of
and may take any form the poet chooses for this expression. language plays when we read poems out loud. We can see
it too in the attention paid to musical devices that are
Poetry is not easily defined. Often it takes the form of verse, incorporated into the poem. Devices such as alliteration,
but not all poetry has this structure. Poetry is a creative use of assonance, and rhyme, for example. We will look at many
words which, like all art, is intended to stir an emotion in the of these later in this article.
audience. Poetry generally has some structure that separates it
from prose. The subject matter can vary dramatically! THE PURPOSE OF POETRY: WHAT IS POETRY FOR?
COMMON FEATURES OF POETRY Of all the forms professional writers can take, it is the
 It looks like a poem - if it looks like a poem and it reads professional poet who most often finds themself struggling to
like a poem, then the chances are pretty good that it is, make ends meet financially. Poetry can be difficult to
indeed, a poem. Poetry comes in lines, some of which are understand and require a lot of effort on the part of the reader.
full sentences, but many of which are not. Also, usually Students can be forgiven for wondering what exactly is the
these lines don’t run out to the margins consistently, like point of this difficult to write and difficult to read genre that is
in, say, a novel. All this gives poetry a distinctive and apparently used to torture the less literary minded during their
recognizable look on the page. school years.
 It often has some underlying form holding things together It may be a hard sell to some of our more reluctant students,
- while this isn’ t always true (in some free verse, for but there is a point behind all this word-smithery.
example) a lot of poetry conforms to a prescribed structure
such as in a sonnet, a haiku etc.
12
Poetry’s purpose is essentially to help us understand the world THE RHYME
around us. It endeavors to show us things anew that we may Rhyme is the repetition of identical or similar concluding
have previously taken for granted. It offers us new perspectives syllables in different words, most often at the ends of lines.
on the familiar. Rhyme is predominantly a function of sound rather than
spelling; thus, words that end with the same vowel sounds
Poetry’s purpose is to enable us to see the world with fresh rhyme, for instance, day, prey, bouquet, weigh, and words with
eyes again, like those of a child. In doing this, it helps us the same consonant ending rhyme, for instance vain, rein, lane.
understand our world in a deeper way. The rhyme scheme of a poem, describes the pattern of end
rhymes. Rhyme schemes are mapped out by noting patterns of
THE STRUCTURE OF POETRY rhyme with small letters: the first rhyme sound is designated a,
We’ve mentioned already that though poetry’s origins lie in the second becomes b, the third c, and so on.
the spoken word, it does take a very recognizable shape when
put down on the page. This is largely due to the overall THE RHYTHM
organization of the lines on the page, often in the form of Rhythm is the term used to refer to the recurrence of stressed
stanzas. and unstressed sounds in poetry. Poets rely heavily on rhythm
to express meaning and convey feeling. Caesura is a strong
ELEMENTS OF POETRY pause within a line of poetry that contributes to the rhythm of
the line. When a line has a pause at its end, it is called an end-
THE STANZA stopped line. Such pauses reflect normal speech patterns and
Though some modern forms of poetry eschew traditional are often marked by punctuation. A line that ends without a
poetic conventions such as rhyme schemes and meter etc, the pause and continues into the next line for its meaning is called
stanza still plays an important role in the overall look of printed a run-on line or enjambment.
poetry. But, just what exactly is a stanza? - your students may
well ask. Stanzas are basically the poetic equivalent of a prose THE TONE
paragraph. They are a series of lines that are grouped together Tone conveys the speaker’s implied attitude toward the poem’s
and separated from other groups of lines or stanzas by a subject. Tone is an abstraction we make from the details of a
skipped line. Stanzas come in a variety of lengths, dependent poem’s language: the use of meter and rhyme (or lack of them);
either on the whim of the poet or the conventions of a particular the inclusion of certain kinds of details and exclusion of other
poetic form. There is a variety of technical vocabulary often kinds; particular choices of words and sentence pattern, or
used to refer to stanzas of specific lengths. Here are the most imagery and figurative language (diction). Another important
common of these, element of tone is the order of words in sentences, phrases, or
2 lines are called a couplet
3 lines are called a tercet
clauses (syntax).
Stanzas of: 4 lines are called a quatrain
5 lines are called a cinquain
6 lines are called a sestet, or occasionally a sexain
7 lines are called a septet
8 lines are called an octave

What’s more? Do these!

Activity 1 – Make a couplet about your favorite color, hide the Color and
let your words explain for in behalf of it. For online learners, you are to
publish it on your Genyo shared blog using the hashtag #MyColor. For
offline learners, you are to rewrite it on your notebook.
EXAMPLE (Color: BLACK)
____________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

← example Activity 2 – Make a Six Word Story poster about POETRY

Write your own Six Word Story on the Space provided. For online learners, you are to publish it
on your Genyo Shared Blog using the hashtag #Poetry. For offline learners, you are to rewrite it
on your notebook.

_______________________________________________________________________________

Activity 3 – Building Vocabulary Words (Weekly)

Write your 2 Vocabulary Words on your notebook/Compilation File.

What I have learned?

1. Poetry- has an overall central theme or idea within each poem
2. Cadence - A rhythmic change in the inflection of sounds from words being spoken. Sometimes referred to the flow of words.
3. Couplet - two lines of verse that rhyme at the end and are thought as one unit
4. Meter - A rhythm that continuously repeats a single basic pattern.
5. Rhyme - Words that end with similar sounds. Usually at the end of a line of the poem.
6. Rhyming - Two lines of a poem together with the same rhythm
7. Rhythm - A pattern created with sounds: hard - soft, long - short, bouncy, quiet - loud, weak - strong.
8. Stanza - A part of a poem with similar rhythm and rhyme that will usually repeat later in the poem.
9. Verse - A line of a poem, or a group of lines within a long poem.

13
Creative Writing – Grade 12
Self-Learning Module
Midterms – Module 2
Date: _____________

Name of Students :_______________________________________________________________________

Grade and Section :_______________________________________________________________________

What to know?
❖ Determine specific forms and conventions of poetry

Learning Objective/s

At the end of the lesson, the students are expected to:

1. Discuss the three main poetic forms, the fixed form and free form
2. Appreciation of poetry
3. Create a poem in their own choice of form and topic.
What do I know: SAY SOMETHING
Based on your past Lessons about Poetry…
List 2 things that you like about poetry; and
__________________________________________________________________________________________
__________________________________________________________________________________________
List 2 things that you do not like about poetry.
__________________________________________________________________________________________
__________________________________________________________________________________________
What’s in it? Motivation
Watch the short videos about poetic forms and elements for specific form.
(refer to your OTG or on our Facebook Page - “POETIC FORMS”)

THREE MAIN POETIC FORMS o Free Form is a poem that has neither regular rhyme nor
❖ Lyric regular meter. Free verse often uses cadences rather
❖ Narrative than uniform metrical feet.
❖ Dramatic ▪ Free verse is just what it says it is - poetry that is
written without proper rules about form, rhyme,
▪ Lyric poetry deals with emotions and is written in rhythm, and meter. In free verse the writer makes
a song-like way. Two types of lyric poetry are odes his/her own rules. The writer decides how the poem
and sonnets. Well-known authors of lyric poetry should look, feel, and sound.
include:
o Teresa of Ávila ELEMENTS FOR SPECIFIC FORM
o Shakespeare
SONNET
▪ Narrative poetry is a story told about societies,
cultures, and heroes. Epic poems are very long, The word sonnet is derived from the Italian word “sonetto,”
many times covering years of events; and ballads which means a “little song” or small lyric. In poetry, a sonnet
are another type of narrative poem. Authors of note has 14 lines, and is written in iambic pentameter. Each line
include: has 10 syllables. It has a specific rhyme scheme, and a volta,
o Edgar Allan Poe or a specific turn.
o Dante (Divine Comedy) Sonnets fall into two types; the Italian sonnet and the English,
or Shakespearian sonnet. Poets of the lyric style use words
▪ Dramatic poetry is written in verse and is usually that express their feelings, perceptions, and moods.
meant to be recited. It tells a story or describes an
event in a dramatic and interesting way. One of the a. Petrarchan
well-known Poets include:
o Shakespeare Comprises 2 stanzas: the first 8 lines pose a question and the
second stanza answers the question posed.
Examples of free verse poems and fixed form poems could Rhyme scheme is: ABBA, ABBA, CDECDE
be any of these types or even a combination of any of them.

o Fixed form is a poem that may be categorized by the b. Shakespearean

pattern of its lines, meter, rhythm, or stanzas; a style of
poetry that has set rules. Ex: sonnet, villanelle, limerick Comprises 3 quatrains of 4 lines each and ends with a
rhyming couplet which forms a conclusion.
Rhyme scheme is: ABAB, CDCD, EFEF, GG

14
Haiku constrictions like some other forms of poetry, there are
enough in the way of distinguishable features to identify it
The Haiku is a disciplined form of poetry that has its origins as a form.
in 17th century Japanese poetry. Usually it is concerned with o Tells a story, often using simple language
nature and natural phenomenon such as the seasons, weather o Often romantic, adventurous, or humorous
etc. They are often quite meditative in tone. o Arranged in groups of 4 lines or quatrains
o Often uses alternating 4 and 3 beat lines
However, there are no real rules regarding themes, the only o Rhyme scheme is usually ABAB or ABCB
real demands here relate to structure:
Ode
They are written in three line stanzas
1st line contains 5 syllables Another poetry form that traces its origins to Ancient Greece,
2nd line contains 7 syllables odes were originally intended to be sung. Nowadays, though
3rd line contains 5 syllables no longer sung, the term ode still refers to a type of lyrical
poem that addresses and often praises a certain person, thing,
Due to their short length and limited requirements, these are or event.
usually a lot of fun for students to write. They can serve as a o The author addresses a person, thing, or event
great introduction for students to attempt to write poetry o Usually has a solemn, serious tone
according to specific technical requirements of a form. o Explores universal elements of the theme
o Powerful emotional element, often involving
Elegy catharsis

Elegies are a type of poem that don’t really come with Odes written in the classical vein can follow very strict
specific structural requirements, but still constitute a metrical patterns and rhyme schemes, however, many
recognizable form of poetry. What makes an elegy an elegy modern odes are written in free verse involving irregular
is its subject, that is, death. Elegies are poems of lamentation rhythm and without adherence to a rhyme scheme.
- the word elegy itself comes from the Greek word “elegeia”
which means to ‘lament’. Epic

o A poem of reflection on death, or on someone who These are long narrative poems that recount heroic tales,
has died. usually focused on a legendary or mythical figure. Think of
o Usually comes in three parts expressing loss: grief; works of literature on a grand scale such as The Odyssey,
praise for the deceased; and consolation. The Cattle Raid of Cooley, or Beowulf.

Ballad Employs an objective and omniscient narrator

Written in an elevated style
Ballads are a type of narrative poetry that has close ties to Recounts heroic events
musical forms. Ballads written as poetry can often easily be Grand in scale
adapted as song lyrics. While ballads don’t have tight formal

What’s more? Do these!

Activity 1 – Use your knowledge. Make a poem about anything you want. Write it on another sheet of paper and attach here.
_______D O N ‘ T___ F O R G E T___T H E___T I T L E_______

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

← example Activity 2 – Make a Six Word Story poster about your special someone.
Write your own Six Word Story on the Space provided. For online learners, you are to publish it
on your Genyo Shared Blog using the hashtag #YouAre. For offline learners, you are to rewrite
it on your notebook.

_____________________________________________________________________________

Activity 3 – Building Vocabulary Words (Weekly)

Write your 2 Vocabulary Words on your notebook/Compilation File.

What I have learned?

The three main poetic forms are lyric, narrative, dramatic.
Free verse poems and fixed form poems could be any of these types or even a combination of any of them.
A sonnet has 14 lines, and is written in iambic pentameter. Each line has 10 syllables.
The only real demands of Haiku is its 5-7-5 structure.
What makes an elegy an elegy is its subject, that is, death.
A Ballad tells a story using simple language.
The term ode refers to a type of lyrical poem that addresses and often praises a certain person, thing, or event.
Epics are long narrative poems that recount heroic tales, usually focused on a legendary or mythical figure.

15
Creative Writing – Grade 12
Self-Learning Module
Semi-Finals – Module 1
Date: _____________
Name of Students :_______________________________________________________________________

Grade and Section :_______________________________________________________________________

Learning Objectives:

At the end of the lesson, learners will be able to:

1. Distinguish the characteristics of spoken word poetry

2. Interpret the message of the spoken word poetry.
3. Write and perform a spoken word poetry about jubilant or miserable experiences.

What do I know: SAY SOMETHING

Since Poetry are meant to be read, have you watch somebody delivering poem? If yes, what emotion/s that s/he was able to
convey? If not, watch the video: Juan Miguel Severo - Sampung Bagay Na Natutunan Ko Mula Sa Mga Umiibig (Please refer
to your OTG or on our Facebook Page) and share your thoughts, feelings, and comments about the emotions conveyed.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What’s in it! Be motivated by watching:

To The Love of My Life│Spoken Word Poetry

Please refer to your OTG or on our Facebook Page.

Key Concepts

Spoken Word - is a broad designation for poetry intended for onstage performance rather than exclusively designed
for the page. Though some spoken word poetry may also be published on the page. The genre has its roots in oral
traditions and performance. Spoken word can encompass or contain elements of rap, hip-hop, storytelling, modern
poetry, post-modern performance, and monologue theater, and jazz, rock, blues, and folk music.

Due to its immediacy and direct rapport with its audience, this type of poetry often contains references to current
events: social justice, politics, race, and community. and issues relevant to a contemporary audience characterized by
rhyme, repetition, improvisation, and word play.

Related to slam poetry, spoken word may draw on music, sound, dance, or other kinds of performance to connect
with audiences.

At its best, spoken word is a powerful, high-energy form of expression that attracts artists and audiences of all ages
from a wide range of disciplines and socio-cultural backgrounds.

Local Example: Juan Miguel Severo Juan Miguel Severo is from Malabon, Philippines. When he was 6 years old, he rode a
huge basin wielding a spatula for a paddle, and sailed on the flooded wonderland that
was his hometown in search for the adventure of a lifetime.

Ten minutes later, he lost balance while trying to reach for a toy floating in the flood,
causing the basin to capsize. Fish, plastic wrappers, among other unpleasant things,
surrounded him while he sank. He was scared. He looked up the surface as he sank,
longing for that light above that was quickly made fainter by the murky water. But it
was not his time to die, he decided. He reached for the ground and pushed himself
upward. He stood up, raising the wooden spatula fiercely like Poseidon does with his
trident.

The flood was not even as high as his chest, really, but he had to pretend it was. Because
almost drowning in a tummy-deep flood is not as good a story.

16
Let’s Reflect!

Have you experienced being in love? Do you have a beloved? What have you learned from your experiences?

Discussion

Sampung Bagay Na Natutunan Ko Mula Sa Mga Umiibig

by Juan Miguel Severo

Una

Napakatamis ng mga simula. Ng mga umaga na ang bumubungad sa 'yo ay ang kanyang mukha. Nag-aalmusal ka ng kilig.
At pagdating sa gabi ay baon mo siya hanggang sa paghimbing. Dito. Dito mo matutunan ang tunay na kapangyarihan ng
isang ngiti. Ng ibang kamay na humahawi sa 'yong buhok. Ng mga mata na sumisisid sa 'yong kaluluwa.

Pangalawa

Napakadaling maging kampante at masanay sa pagmamahal. Ang malunod sa kapangyarihan ng kami, ng tayo, ng ikaw
at ako. Ang malimutan ang pangangailangan ng kanya. Paano naman ang kanya lang? Paano naman ang ako?
Napakadaling malunod sa akala na ang iyo ay mananatiling iyo...

Pangatlo

Mapapagod ka. Pero-

Pang-apat

ang tunay na pag-ibig hindi naman dapat sinusukuan, 'di ba? Pero-

Panglima

Ang tunay na pag-ibig ay hindi parating sapat. Kapag ang mga pakpak na binigay nito sa 'yo ay bumigat at naging
kadenang ni ayaw kang patayuin, kapag ang langit sa puso mo na minsan mong nilipad ay naging kulungang na nasa 'yo
naman ang susi at kandado pero ayaw mong lisanin...

Pang-anim

Ang pinakamanagsik mang apoy ay mamamatay. Maghanda ka sa sakit. Pero 'wag kang mag-aalaga ng galit,

ito ang Pangpito. Iiwanan kang puno ng sugat at pilat at paltos nito. Iiwanan ka nitong abo.

Pang-walo

Maghanda ka sa wakas

Pang-siyam

Alam ko, parang hindi ka pa handa sa wakas, pero wala naman kasi yata talagang nagiging handa sa wakas pero nandiyan
na si'ya. Ang wakas at sa wakas-

Pang-sampu

Mahalin mo pa siya. Sa tingin, sa tanaw, mula sa abo na iniwan ng dati ninyong apoy, mahalin mo pa siya. Pero kapag ang
pakpak ng dati ninyong pag-ibig ay nagging gapos na, kapag ang langit sa puso mo ay binilanggo ka, mahalin mo siya sa
huling pagkakataon - pagkatapos, bitaw na.

What’s more? Do these!

Activity 1 – Make and Perform your own ENGLISH Spoken Word Poetry
Think one of either extremely jubilant or extremely miserable experience or have the combination of both that you’ve
undergone. Make it your inspiration in order to write your own piece of Spoken Word Poetry. Pass your video together
with your script thru our Facebook Page.

Activity 2 – Building Vocabulary Words (Weekly)

Write your 2 Vocabulary Words on your notebook/Compilation File.

Bright Ideas!
The spoken word poetry has its roots in oral traditions and performance.

“Sampung Bagay Na Natutunan Ko Mula Sa Mga Umiibig” of Juan Miguel Severo tackles about the lessons from the
experiences of those who fall in love. Ten ultimate lessons from the sweet beginning up to the sorrowful ending of love and
romance.

17
Creative Writing – Grade 12
Self-Learning Module
Semi-Finals – Module 2
Date: _____________
Name of Students :_______________________________________________________________________

Grade and Section :_______________________________________________________________________

Learning Objectives: What do I know: GIVE SOMETHING

At the end of the lesson, learners will be able to: Give five (5) examples of Fictional Stories that you have read
or you are familiar with.
1. Understand the elements of Fiction
2. Identify key terms used in Fiction __________________________________________________
3. Make inferences and predictions about fiction __________________________________________________
__________________________________________________
4. Identify Character traits
__________________________________________________
__________________________________________________

Where does the word Fiction come from?

When we look at the genesis of the word fiction it becomes clear In the 1590s it began to mean a “prose works (not dramatic) of the
that this class of literature is meant to describe stories of imagination” that often included plays and poems.
imagination and not those routed completely in fact. A narrower sense of definition began in the early 19 Century,
The root of the word fiction can be traced back to 13 century Latin. referring to “the part of literature comprising novels and short
The Latin word fictionem (nominative fictio) which meant “a stories based on imagined scenes or characters”
fashioning or feigning,” noun of action from the past participle Fiction is make-believe, invented stories. They may be short stories,
stem of fingere. Fingere meant “to shape, form, devise, or feign.” fables, vignettes, plays, novellas, or novels. Although writers may
Originally used when referring to kneading a form out of clay. base a character on people they have met in real life, the characters
This led the way to the 15 century., ficcioun, “that which is and the experiences that the character faces in the story are not real.
invented or imagined in the mind,” from Old French ficcion
a“dissimulation, ruse; invention, fabrication.”

The Different Formats of Fiction

Fiction can come in many different formats, these include:

• novels • myths • plays (including • comic books • films

• Novellas • fairy tales operas, musicals, • animated cartoons • video games
• short stories • epic poetry dramas, puppet • stop motions • radio programs
• fables • narrative poetry plays, and various • anime • television shows
• legends kinds of theatrical • manga
dances)

Let’s define the most common written forms of fiction on the list so we are all on the same page with what these different literature
fiction formats are:

Novels: A fictitious prose narrative of book length, usually defined at 50,000 words or more.
Short Stories: A work that is at least 2,000 words and usually under 7,500 words, however, there is no hard line between short story
and novella length.
Novella: A fiction Novella is thought to be between 7,500 and 50,000 words.

What are the Elements of Fiction?

There are basic elements of fiction that you have at your disposal when writing your story. These elements are all essential in creating
your story.

The main elements of Fiction

Character Character is the most important element of fiction in any story. Every other element revolves around the character.
The Characters are your reader’s conduit into the story they are about to embark on. As events in the plot happen,
they take on meaning by how they affect your characters.
The point of view by which the story or events are seen is a direct reflection of your character. In order to make
your story compelling, you need to have realistic characters. I know this may seem odd since we are talking about
fiction, however, it is really important that you remember, while the events of the story are fictitious, the way
your character reacts to these events must feel real and believable to have an impact.
Your characters should also have a character arc within your story, meaning they should change and grow
throughout the book. Flat characters that are the same at the beginning as they are at the end of the story, will
leave your readers feeling empty and unsatisfied.
Make sure you know your characters, their motivations, psychology, desires, and fears. This is crucial to creating
entertaining and engaging characters.

18
 Plot Plot refers to the serious of events that occur in your story. This is usually what creates the initial hook for your
readers. The plot is essential to any work of fiction. It can usually be broken up into 5 basic sections of your
story.
Exposition / introduction – establishes your character and setting. This can also be thought of as the status quo
of the world as your reader is entering it.
Rising Action – This is where the conflict of the plot is revealed and the stakes are raised for your character.
Climax – This is the make-or-break moment in your story, where the tension is at it’s highest point along with
the stakes for your character. This is also known as the turning point.
Falling Action – Where your story is starting to wind down and active resolution is taking place.
Resolution/ Denouement – During the resolution, every loose end has been tied up and the reader feels fulfilled
that their questions have been answered.
Point of View Stories are generally told in one of two points of views:
First-person point of view
Third-person point of view
1. First-person point of view means that one of the characters in the story will narrate–give an account–of the
story. The narrator may be the protagonist, the main character. Writing in first-person point of view brings
the readers closer to the story. They can read it as if they are the character because personal pronouns like I,
me, my, we, us, and our are used.

2. Third-person point of view means that the narrator is not in the story. The third-person narrator is not a
character. Third-person point of view can be done two ways:
a) Third-person limited means that the narrator limits him/herself by being able to be in one character’s
thoughts.
b) Third-person omniscient means the narrator has unlimited ability to be in various character’s thoughts.
Writing in third-person point of view removes readers from the story because of the pronouns he, she,
it, him, her, his, hers, they, them, and theirs.
Setting The setting is the physical location where the story occurs. It can be real or made up. The setting is important
because it can become as important or apparent as a character. It is the world in which your characters live will
greatly affect how they act what they do.
Conflict Conflict is the struggle between two entities. In story writing the main character, also known as the protagonist,
encounters a conflict with the antagonist, which is an adversary. The conflict may be one of six kinds:
 Character vs. character
 Character vs. nature or natural forces
 Character vs. society or culture
 Character vs. machine or technology
 Character vs. God
 Character vs himself or herself
Theme A theme is not the plot of the story. It is the underlying truth that is being conveyed in the story. Themes can be
universal, meaning they are understood by readers no matter what culture or country the readers are in. Common
themes include coming of age, circle of life, prejudice, greed, good vs. evil, beating the odds, etc.
Style You can think of style as your voice. It is made up of your tone, syntax, and word choice. Your style can be
powerful and a drawing factor for your readers. There are no shortcuts for style, it will develop and change as
you continue to write.
Considering the style of your fiction before your write is a great first step in improving it and helping it take
shape throughout.

Top Selling Fiction Books with over 100 Million Copies Sold
✓ Lord of the Rings by J . R. R. Tolkien – 150 Million
✓ Le Petit Prince (The Little Prince) by Antoine de Saint-Exupéry- 140 Million
✓ Harry Potter and the Philosopher’s Stone by J.K. Rowling- 120 Million
✓ The Hobbit by J.R.R. Tolkien – 100 Million
✓ Alice’s Adventures in Wonderland- Lewis Carroll – 100 million

What’s more? Do these!

Activity 1 – Make a Six Word Story poster about your favorite fictional character.
Write your own Six Word Story on the Space provided. For online learners, you are to publish it
on your Genyo Shared Blog using the hashtag #MyCharacter. For offline learners, you are to
rewrite it on your notebook.
_____________________________________________________________________________

Activity 2 – Building Vocabulary Words (2 weeks)

Write your 4 Vocabulary Words on your notebook or compile them in MS Word using out format.

Just write the Four (4) vocabulary words on the space provided.

______________________________________ ______________________________________

______________________________________ ______________________________________
Week 1 Week 2

19
Activity 3 – Date: _____________ – Make your own Brief Fictional Story by filling in the Table.
TITLE:

CHARACTERS

PLOT

Exposition/
introduction

Rising Action

Climax

Falling Action

Resolution/
Denouement

POINT OF
VIEW

SETTING/S

CONFLICT/S

THEME/S

STYLE

20
Creative Writing – Grade 12
Self-Learning Module
Semi-Finals – Module 3
Date: _____________

Learning Objectives:

At the end of the lesson, learners will be able to:

1. Understand Flash Fiction

2. Identify key terms used in Flash Fiction
3. Make inferences and predictions about Flash Fiction
4. Responsible Parenthood Awareness

What do I know: SAY SOMETHING

What have you learn about Fiction?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

What do you know about Flash Fiction?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

What Is Flash Fiction?

Flash fiction is a favored genre among the English-
speaking world’s most celebrated writers for its ability to “For sale: baby shoes, never worn.”
convey deep truths and universal human emotions in just
The amount of emotion packed into these words inspired
a few short paragraphs. When done well, flash fiction can many writers to try their hand at the genre. In the 1980s,
convey deep truths and resonate with readers from all Robert Shepard and James Thomas published a set of
walks of life. anthologies of flash fiction called Sudden Fiction, which
spurred another resurgence of the form. Another highly
Flash fiction is a genre of fiction, defined as a very short influential anthology was Flash Fiction, published in 1992
story. While there is no set word count that separates flash by W. W. Norton. It features 72 flash fiction stories and was
fiction from more traditional short stories, flash fiction edited by Tom Hazuka, Denise Thomas, and James
Thomas.
stories can be as short as a few words (while short stories Well known contemporary flash fiction writers include Lydia
typically run for several pages). Flash fiction is also known Davis, George Saunders, Jamaica Kincaid, Joy Williams,
as sudden fiction, short-short stories, microfiction, or and Stuart Dybek. The literary magazine SmokeLong
microstories. Quarterly, founded in 2003, is a dedicated flash fiction
magazine, publishing stories of 1,000 words or less.
3 Characteristics of Flash Fiction
Flash fiction stories share a number of common Learn How To Write Flash Fiction in 6 Steps
characteristics. Writing flash fiction can be an exercise in creative restraint,
whether you intend your work for publication or just as an
• Brevity. Flash fiction compresses an entire story into the exercise. Here’s a quick guide on how to get started.
space of a few paragraphs. There is no defined word
count for flash fiction, but some commonly used word 1. Use strong imagery. Make every single word count.
limits in flash fiction range from just six words on the Help your readers visualize as much as possible.
short end to around 1,000 words on the longer end. 2. Stick to one moment. Focus on one particular moment
• A complete plot. A flash fiction story is indeed a story, in time. Don’t try to cram in more than one scene into
with a beginning, middle, and end. This sets it apart from a piece of flash fiction.
a prose poem or vignette, which can explore an emotion, 3. Work with just one or two characters. Don’t spread
memory, or thought without a plot. your story too thin. If you find yourself needing more
• Surprise. Great flash fiction often incorporates surprise, than two characters or two scenes, your story may be
usually in the form of a twist ending or an unexpected better suited to the short story format.
last line. This is not a gimmick: the aim is to prompt the 4. Try first person point of view. This will create an
reader to think deeply about the true meaning of the instant connection to the reader and allow you to
story. express more in fewer words.
5. Surprise your reader. Make sure to end your story on
What Are the Origins of Flash Fiction? a different emotional note than the one you started on.
Flash fiction dates back to the time of fables and parables. Creating surprise is what flash fiction is all about; take
The form was popularized in the nineteenth century by the reader on a journey, no matter how short.
writers like Walt Whitman, Kate Chopin, and Ambrose 6. Make good use of your title. When you have so few
Bierce. Perhaps the best-known flash fiction story is from words to work with, your title can pack a punch. Take
this time (although frequently misattributed to Ernest Joyce Carol Oates’s flash fiction story Widow’s First
Hemingway). The entire story is six words long: Year. The story reads, simply: “I kept myself alive.”

21
Key Concepts
Dagli – is a form of literature that is considered as a short story that was brought to the Philippines during the first decade of the
American occupation. It is a kind of short story that is shorter than the usual – hence the name ‘dagli’ in tagalog, meaning fast. It is
commonly mistaken as ‘flash fiction’ or ‘sudden fiction’ in English. But according to Dr. Reuel Molina Aguila – a professor of the
Department of Filipino and Philippine Literature of the University of the Philippines, Diliman – it was first discovered during the early
1900’s before flash fiction became a thing in the 1990’s. It is said to have started from simple conversations and stories shared by
friends, that’s why most of those who reside in provinces are very familiar with this form of storytelling without actually being aware
of it. In modern times of Philippine literature, we can find this form in the works of Abdon M. Balde Jr. (Mga Kwentong Paspasan
[2007], 100 Kislap [2011]), the author of the popular novel Ligo na U, Lapit na me, Eros S. Atalia (Wag Lang Di Makaraos: 100
Dagli [Mga Kwentong Pasaway, Paaway at Pamatay), 2011) and Jack Alvarez (Autobiografia ng Ibang Lady Gaga, 2012).
The Local Literature of Quezon Province
Quezon Province houses a very rich culture filled with grandiose festivities like the Pahiyas in Lucban, Pasayahan in Lucena and the
Mayohan in Tayabas and important personalities and events in history. But aside from the culture and history, it is also home to a wide
collection of literature from famous writers like Dr. Vim Nadera (Tayabas), Paz Marquez-Benitez (Lucena), Claro M. Recto (Tiaong)
and Dr. Reuel Molina Aguila, a Palanca Hall of Famer since 2009 (Siain – now known as Plaridel). There are also those who are on
the rise like Vijae Alquisola (3-time Palanca Award Winner from Sampaloc), as well as Alvin Ursua (Makata ng Taon 2012 and also
a winner of a Palanca Award from Candelaria) and some unrecognized ones finding their path to literary greatness and recognition.
People from Quezon have a so-called natural “music” that flows with how natives of the province speak and write, especially in poetry,
where you can clearly distinguish that ‘music’ with the use of words and the rhythm of how it is arranged (as if the poem is singing).
The literature of Quezon showcases the writer’s native tongue shining light on the vast array of colloquial language and dialect, culture
and experiences that is unique in the locality. The local literature not only talks about culture, exciting vacation spots and food but also
the writer’s perspective of life from how he/she experienced it.
About the Author
Marco Antonio Rodas is born in Atimonan, Quezon, a professor in Psychology in Manuel S. Enverga
University Foundation and is a well-known personality when it comes to the culture and arts of Lucena
City especially in the local theatre and music. He was the president of Kuta ng Sining, supervises
AMPLI (Asosasyon ng mga Musikerong Propesyonal ng Lucena Inc.) and still holds advisory over
Pizon (Pintor mula sa Quezon). One of his famous plays entitled “Dolores” has already been awarded
with a production grant from the National Commision for Culture and the arts during the golden years
of the local theatre group Ang Sining Pleyhaws. As a writer who is culturally predisposed, he attended
two national workshops 9th Ateneo National Writer’s Workshop and 2nd Palihang Rogelio Sicat
(Department of Filipino and Philippine Literature of the University of the Philippines). Undoubtedly, a
glimpse of truth gave him the signal to publish a book entitled Na’ay Po! Mga Akdang Quezon. In 2015, his
manuscript Igba won 3rd place under one-act play category in Carlos Palanca Memorial Awards for Literature. He is now working on
his second book. Currently, he is an active member of Kataga (Samahan ng mga manunulat sa Pilipinas) and the creative director of
Kataga Lucena-Tanghal (Sangay ng Pagtatanghal ng Kataga).
Let’s Reflect!

What is your idea of a perfect father? If so, does your father match
your ideals? If not, what brings the good and the bad out of a
father? As the popular song, “Father and Son” of Cat Stevens goes:

“I was once like you are now, and I know that it's not easy,
To be calm when you've found something going on
But take your time, think a lot,
Why, think of everything you've got
For you will still be here tomorrow, but your dreams may not…”

Let us get to know the story of a father’s love in the ‘dagli’ entitled
“Ang Pagiging Ama” written by Marco Antonio Rodas

Discussion

Ang Pagiging Ama

ni Marco Antonio Rodas

Hindi ko alam kung paano maging isang ama.

Hindi ako nakakapagpuyat para makapagpatulog ng anak ko noong sanggol pa lang, Ni hindi ako nakakapaglaba ng lampin at
damit-bata – nadidiri sa tae at amoy ng lungad. Ni hindi nga nakapag-iwang man lang ng puwit ng dumuming anak.

Marami akong hindi kaya.

Nang masira ang bisikleta ng aking panganay, lumapit s’ya sa akin at umungot na ayusin ang nasira n’yang sasakyan. Tinawag
ko ang aking kasambahay upang tumawag ng isang babayarang tagakumpuni.

Nadismaya ang aking anak – dapat marunong magkumpuni ng bisikleta ang tatay.

At malalaman pa n’ya sa mga darating mga araw na marami akong hindi kayang gawin: Ang gumawa ng ring ng basketbol;
ang mag-jolens, ang tumulong sa jigsaw puzzle; ang magturo kung paano magturumpo; ang maglagari ng kahoy para sa kanyang
proyekto sa paaralan.

22
 Sa murang edad ay hindi na n’y kinailangan ang paaralan upang kilalanin ang tubero, karpintero, at electrician.

Minsa’y bumuhos ang malakas na ulan. Kami lang ang naiwan sa bahay. May butas ang aming bubong. Wala ang kasambahay
na tatawag ng tagakumpuni.

Nauwi lang ang lahat sa isang pagtatangka. Nadulas ako sa akyating nilulumot na. Gamit ang timba, nagtiyaga na lang ako sa
pagsahod ng ampiyas – nag-agwanta sa paghihintay ng pagtila ng ulan.

Hindi nagsalita ang aking panganay. Ni hindi ako pinag-ukulang tingnan.

Tumila ang ulan, ngunit lurok pa rin ang hiya sa aking isip – na hindi pala kinakailangan maging isang masamang ama para
lang maging malayo sa anak.

Bigla-bigla and pitlag ng aking himasmas nang marinig ang sigaw ng panganay – isang, malaking ahas ang nakapasok sa loob
ng aming bahay. Nakatungtong sa sandalan ng sofa, takot na takot ang aking anak.

Bigla ang sulak ng dugo at ang tanging nahagilap ay tangkay na yantok ng walis-tambo. Umasta ng tulaw ang ahas at paghaginit
nito, sinabayan ko ng hapas paiwa…palayo sa aking anak.

Napuruhan sa ulo.

Walang puwang maging ang pamimilipit, hanggang sa magkalasug-lasog, hanggang kumatas ang dugo…tumalsik – bumahid
sa pader, sa sahig, sa kisame. Hanggang ang paggalaw ay nagging bunga na lang ng walang tigil na paghampas. Ayaw kong tantanan.

Talsik ng dugo sa aking damit, braso at mukha. ‘pagkuwa’y isang tinig mula sa aking likuran.

“Tama na po, Tatay.”

Niyakap ako ng aking panganay. Mahigpit.

Comprehension Check

1. Why is the father having a hard time being close to his eldest child?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

2. How did the father overcome the obstacles of his responsibility as a parent?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

3. What did you get from the flash fiction / dagli?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Assessment

Responsible Parenthood Campaign

1. Do a research about responsible parenthood and factors that affect the well-being of children.

2. From the research, create a campaign poster, that has a ‘dagli’ about Responsible Parenthood. Students may utilize different
platforms such as Photoshop, Illustrator, Canva, Corel Draw and other applications available online.

3. Once done, you are going post your campaign posters on social media and solicit comments from the online community regarding
the content of your posters.

4. Accumulate the comments and criticism gathered from the social media. (Pick at least 5 positive and 5 Negative)

Bright Ideas

The ‘dagli’ tells us the dilemmas of a father who is unfamiliar with the nature of parenthood. Despite the capability to provide
the needs of the family, he lacks the connection, the bond between father and son. In the last part of the story, the father was able to
defend his son from the snake that has invaded their home. He lashed out all of his frustration about fatherhood on the helpless predator,
and the son was able to see through his father. That the care he is looking for comes in many forms. But just like the rest out there, there
is no perfect, ideal family. The ideals that we seek have always been right in front of us through the imperfections we see within each
family member. It just takes a matter of acceptance and contentment. As the famous Japanese writer Haruki Murakami said in one of
his novels “Sputnik Sweetheart”: “Don't pointless things have a place, too, in this far-from-perfect world? Remove everything pointless
from an imperfect life, and it'd lose even its imperfection.” Life wouldn’t be worth living if it was perfect in the first place, wouldn’t it?

23
Creative Writing – Grade 12
Self-Learning Module
Finals – Module 1
Date: _____________

Learning Objectives:

At the end of the lesson, learners will be able to:

1. Identifies common questions about Drama

2. Describes the Elements of Drama
3. Make inferences and predictions about Drama
4. Identifies various resources for research in Theater History and Dramatic Criticism

What do I know: SAY SOMETHING

What is drama? And how do you write about it?

________________________________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________

DRAMA

When we describe a situation or a person’s behavior as “dramatic,” we usually mean that it is intense, exciting (or excited), striking, or vivid. The works of drama that we
study in a classroom share those elements. For example, if you are watching a play in a theatre, feelings of tension and anticipation often arise because you are wondering
what will happen between the characters on stage. Will they shoot each other? Will they finally confess their undying love for one another? When you are reading a play,
you may have similar questions. Will Oedipus figure out that he was the one who caused the plague by killing his father and sleeping with his mother? Will Hamlet
successfully avenge his father’s murder?

For instructors in academic departments—whether their classes are about theatrical literature, theater history, performance studies, acting, or the technical aspects of a
production—writing about drama often means explaining what makes the plays we watch or read so exciting. Of course, one particular production of a play may not be
as exciting as it’s supposed to be. In fact, it may not be exciting at all. Writing about drama can also involve figuring out why and how a production went wrong.

What’s the difference between plays, productions, and performances?

Talking about plays, productions, and performances can be difficult, especially since there’s so much overlap in the uses of these terms. Although there are some exceptions,
usually plays are what’s on the written page. A production of a play is a series of performances, each of which may have its own idiosyncratic features. For example, one
production of Shakespeare’s Twelfth Night might set the play in 1940’s Manhattan, and another might set the play on an Alpaca farm in New Zealand. Furthermore, in a
particular performance (say, Tuesday night) of that production, the actor playing Malvolio might get fed up with playing the role as an Alpaca herder, shout about the
indignity of the whole thing, curse Shakespeare forever writing the play, and stomp off the stage. See how that works?

Be aware that the above terms are sometimes used interchangeably—but the overlapping elements of each are often the most exciting things to talk about. For example,
a series of particularly bad performances might distract from excellent production values: If the actor playing Falstaff repeatedly trips over a lance and falls off the stage,
the audience may not notice the spectacular set design behind him. In the same way, a particularly dynamic and inventive script (play) may so bedazzle an audience that
they never notice the inept lighting scheme.

A few analyzable Elements of Plays

Plays have many different elements or aspects, which means that you should have lots of different options for focusing your analysis. Playwrights—writers of plays—are
called “wrights” because this word means “builder.” Just as shipwrights build ships, playwrights build plays. A playwright’s raw materials are words, but to create a
successful play, he or she must also think about the performance—about what will be happening on stage with sets, sounds, actors, etc. To put it another way: the words
of a play have their meanings within a larger context—the context of the production. When you watch or read a play, think about how all of the parts work (or could
work) together.

For the play itself, some important contexts to consider are:

✓ The time period in which the play was written

✓ The playwright’s biography and his/her other writing
✓ Contemporaneous works of theater (plays written or produced by other artists at roughly the same time)
✓ The language of the play
✓ Setting
✓ Plot
✓ Themes
✓ Characters

Since a number of academic assignments ask you to pay attention to the language of the play and since it might be the most complicated thing to work with, it’s worth
looking at a few of the ways you might be asked to deal with it in more detail.

Language

There are countless ways that you can talk about how language works in a play, a production, or a particular performance. Given a choice, you should probably focus on
words, phrases, lines, or scenes that really struck you, things that you still remember weeks after reading the play or seeing the performance. You’ll have a much easier
time writing about a bit of language that you feel strongly about (love it or hate it).

That said, here are two common ways to talk about how language works in a play:

How characters are constructed by their language

24
If you have a strong impression of a character, especially if you haven’t seen that character depicted on stage, you probably remember one line or bit of dialogue that
really captures who that character is. Playwrights often distinguish their characters with idiosyncratic or at least individualized manners of speaking. Take this example
from Oscar Wilde’s The Importance of Being Earnest:

ALGERNON: Did you hear what I was playing, Lane?

LANE: I didn’t think it polite to listen, sir.

ALGERNON: I’m sorry for that, for your sake. I don’t play accurately—anyone can play accurately—but I play with wonderful expression. As far
as the piano is concerned, sentiment is my forte. I keep science for Life.

LANE: Yes, sir.

ALGERNON: And, speaking of the science of Life, have you got the cucumber sandwiches cut for Lady Bracknell?

This early moment in the play contributes enormously to what the audience thinks about the aristocratic Algernon and his servant, Lane. If you were to talk about language
in this scene, you could discuss Lane’s reserved replies: Are they funny? Do they indicate familiarity or sarcasm? How do you react to a servant who replies in that way?
Or you could focus on Algernon’s witty responses. Does Algernon really care what Lane thinks? Is he talking more to hear himself? What does that say about how the
audience is supposed to see Algernon? Algernon’s manner of speech is part of who his character is. If you are analyzing a particular performance, you might want to
comment on the actor’s delivery of these lines: Was his vocal inflection appropriate? Did it show something about the character?

How language contributes to scene and mood

Ancient, medieval, and Renaissance plays often use verbal tricks and nuances to convey the setting and time of the play because performers during these periods didn’t
have elaborate special-effects technology to create theatrical illusions. For example, most scenes from Shakespeare’s Macbeth take place at night. The play was originally
performed in an open-air theatre in the bright and sunny afternoon. How did Shakespeare communicate the fact that it was night-time in the play? Mainly by starting
scenes like this:

BANQUO: How goes the night, boy?

FLEANCE: The moon is down; I have not heard the clock.

BANQUO: And she goes down at twelve.

FLEANCE: I take’t, ’tis later, sir.

BANQUO: Hold, take my sword. There’s husbandry in heaven; Their candles are all out. Take thee that too. A heavy summons lies like lead upon
me, And yet I would not sleep: merciful powers, Restrain in me the cursed thoughts that nature Gives way to in repose!

Enter MACBETH, and a Servant with a torch

Give me my sword.
Who’s there?

Characters entering with torches is a pretty big clue, as is having a character say, “It’s night.” Later in the play, the question, “Who’s there?” recurs a number of times,
establishing the illusion that the characters can’t see each other. The sense of encroaching darkness and the general mysteriousness of night contributes to a number of
other themes and motifs in the play.

Productions and Performances

Productions

For productions as a whole, some important elements to consider are:

Venue: How big is the theatre? Is this a professional or amateur acting company? What kind of resources do they have? How does this affect the show?

Costumes: What is everyone wearing? Is it appropriate to the historical period? Modern? Trendy? Old-fashioned? Does it fit the character? What does his/her costume
make you think about each character? How does this affect the show?

Set design: What does the set look like? Does it try to create a sense of “realism”? Does it set the play in a particular historical period? What impressions does the set
create? Does the set change, and if so, when and why? How does this affect the show?

Lighting design: Are characters ever in the dark? Are there spotlights? Does light come through windows? From above? From below? Is any tinted or colored light
projected? How does this affect the show?

“Idea” or “concept”: Do the set and lighting designs seem to work together to produce a certain interpretation? Do costumes and other elements seem coordinated? How
does this affect the show?

You’ve probably noticed that each of these ends with the question, “How does this affect the show?” That’s because you should be connecting every detail that you
analyze back to this question. If a particularly weird costume (like King Henry in scuba gear) suggests something about the character (King Henry has gone off the deep
end, literally and figuratively), then you can ask yourself, “Does this add or detract from the show?” (King Henry having an interest in aquatic mammals may not have
been what Shakespeare had in mind.)

Performances

For individual performances, you can analyze all the items considered above in light of how they might have been different the night before. For example, some important
elements to consider are:

Individual acting performances: What did the actor playing the part bring to the performance? Was there anything particularly moving about the performance that night
that surprised you, that you didn’t imagine from reading the play beforehand (if you did so)?

Mishaps, flubs, and fire alarms: Did the actors mess up? Did the performance grind to a halt or did it continue?

Audience reactions: Was there applause? At inappropriate points? Did someone fall asleep and snore loudly in the second act? Did anyone cry? Did anyone walk out in
utter outrage?

25
Response papers

Instructors in drama classes often want to know what you really think. Sometimes they’ll give you very open-ended assignments, allowing you to choose your own topic;
this freedom can have its advantages and disadvantages. On the one hand, you may find it easier to express yourself without the pressure of specific guidelines or
restrictions. On the other hand, it can be challenging to decide what to write about. The elements and topics listed above may provide you with a jumping-off point for
more open-ended assignments. Once you’ve identified a possible area of interest, you can ask yourself questions to further develop your ideas about it and decide whether
it might make for a good paper topic. For example, if you were especially interested in the lighting, how did the lighting make you feel? Nervous? Bored? Distracted? It’s
usually a good idea to be as specific as possible. You’ll have a much more difficult time if you start out writing about “imagery” or “language” in a play than if you start
by writing about that ridiculous face Helena made when she found out Lysander didn’t love her anymore.

ACTIVITY 1

If you’re really having trouble getting started, here’s a three point plan for responding to a piece of theater—say, a performance you recently observed:

1. Make a list of five or six specific words, images, or moments that caught your attention while you were sitting in your seat.

1.______________________________________________________________________________________________________________

2.______________________________________________________________________________________________________________

3.______________________________________________________________________________________________________________

4.______________________________________________________________________________________________________________

5.______________________________________________________________________________________________________________

2. Answer one of the following questions: Did any of the words, images, or moments you listed contribute to your enjoyment or loathing of the
play? Did any of them seem to add to or detract from any overall theme that the play may have had? Did any of them make you think of
something completely different and wholly irrelevant to the play? If so, what connection might there be?

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

3. Write a few sentences about how each of the items you picked out for the second question affected you and/or the play.

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

Enrichment Activity – Think-Talk: A Monologue

Write all your #Hanash or Ideas about your current situation brought about by this Pandemic it may also include our Distance Learning
(like the famous meme: “Nag-aaral pa ba ko o nagpapasa na lang?”); it can also be about positive point of view or things realized at the
present; and perform it as a Monologue. Pass your video together with your script thru private message on FB Messenger.

Instructions:
1. Make a 2-3 minutes Monologue. Grading System
2. Your video must present your Hanash or Ideas about your current situation brought
about by the Pandemic. Choice of Words 30%
3. Be Creative. Content 30%
4. You may use a background music, but should not over power your voice. Creativity including Costume and Set 30%
5. Deadline is on or before ____________________________ – 8pm. Punctuality 10%
6. Late submission will get 90% below. Total 100%
7. This is an individual performance task because it is a MONOlogue.

26