MARY JOY C.

OREDITO
CLASSROOM RULES
• BE ON TIME.
• DEPOSIT YOUR PHONE ON TRAY BEFORE THE
BEGINNING OF CLASS, FAILURE TO DO WILL BE
MARKED AS ABSENT.
• NO EATING OR DRINKING DURING CLASS HOUR.
EATING WILL ONLY BE ALLOWED DURING BREAK TIME.
• SUBMIT THE ACTIVITIES ON TIME.
• IF ABSENT, SHOW MEDICAL CERTIFICATE, YOU WILL
BE EXCUSE ON ATTENDANCE BUT NOT IN QUIZZES.
• FAILURE TO TAKE THE QUIZ ON THE DAY WILL NOT BE
GIVEN A SECOND CHANCE.
CREATIVE NON-FICTION
 TOPICS FOR QUARTER 1
• Understanding Conventions of Traditional
Genres (FICTION, POETRY, DRAMA, ETC.)
• Using Elements as Techniques to Develop
Themes (Symbolism)
• Analyze and interpret the theme and
techniques used in a particular text (Part I)
• Analyze and interpret the theme and
techniques used in a particular text (Part II)
• Using Elements as Techniques to Develop
Themes (Atmosphere)
• DISRESPECTFUL STUDENTS TOWARDS
THEIR TEACHERS AND THEIR
CLASSMATES WILL BE REPREMAND
THRU THE GUIDANCE COUNSELOR.
• CHEATING IS NOT ALLOWED.
• PLAGIARISM WILL NOT BE TOLERATED.
• PRAYER LEADER WILL BE
ALPHABETICALLY ARRANGED
(ADDITIONAL POINTS WILL BE GIVEN).
 WRITTEN TASK 1 (1/2)
1. WHAT IS FICTION?
•CITE EXAMPLE
2. WHAT IS NON-
FICTION?
•CITE EXAMPLE
THINGS TO BRING
•1 LONG ORDINARY
FOLDER (WHITE)
•10 PCS. A4
BONDPAPER
• 1PC. FASTENER
WHAT IS LITERARY
CONVENTIONS?
•Different styles, genres
and devices used in
writing.
 THREE BROAD LITERARY
GENRES OF LITERATURE
1.Poetry (uses forms and
figurative languages)
2.Fiction
3.Nonfiction
POETRY
 FICTION
• any work that is not real, can also use
elaborate figurative language.
• fiction is much more structured than
poetry.
• It must be written in sentences and
paragraphs with all the proper punctuation
and grammar, which makes it prose.
• Usually fiction is broken up into chapters as
well.
• Subject matter: anything
• Fiction can take place in the present
day, the future, or the past.
• It can incorporate the most
fantastical ideas or follow an
everyday life.
Examples: legends, folk tales, short
stories, and any novel. (Hunger
games, Divergent and Squid Game
which occur in timeless and
 NONFICTION
• It comes from real life.
• Works of nonfiction are all based in real-
world experiences.
• When you read the newspaper you are
reading nonfiction. Other examples
include journals, diaries, biographies,
autobiographies and essays.
• When you read the newspaper you are
reading nonfiction. Other examples include
journals, diaries, biographies,
autobiographies and essays.
• "Nonfiction" refers to literature based in
fact.
• Categories: biography, business, cooking,
health and fitness, pets, crafts, home
decorating, languages, travel, home
improvement, religion, art and music,
history, self-help, true crime, science and
humor.
• Figurative language in this genre
generally comes through common
phrases which well-known and used
on a daily basis by many. These
pieces are written in prose, like
fiction, and sometimes even in
chapters.
•Example: Book “Anne Frank:
Diary of a Young Girl” is
broken up into her specific
diary entries.
Written Task No. 2 07/30/2024

•Think of one significant

event in your life and
write your story using
both fiction and
nonfiction.
Written Task No. 2 08/01/2024
Nonfiction: (Title of your story)
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 Written Task No. 3 07/30/2024
Fiction: (Title of your story)
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 TOPIC 2: Using
Elements as
Techniques to
Develop Themes
(Symbolism)
What is
your
symbol
today?
WHAT IS SYMBOLISM?
• Symbolism is a literary device in which a writer
uses one thing-usually a physical object or
phenomenon-to represent something more
abstract.
• A strong usually shares a set of key
characteristics with whatever it is meant to
symbolized or is related to it in some other
way.
• Characters and events can also be symbolic.
• Symbols are used in order to represent anything.
• It may be used conventionally such as letters and logo.
• In poetry symbolism is used in order to enrich the
meaning as well as poetic play.
• Creative nonfiction can not be totally delineated from
poetry. Often times in symbolism poetry and nonfiction
genres are combined. There are real concept which
may appear to be abstract which can be understood
through the use of symbolism. A red heart shape figure
can represent love effectively.
BRING:
1. 1/8 SIZE ILLUSTRATION BOARD
2. SCISSORS
3. COLORING PEN
4. PENCIL
5. PENTELPEN
Types of symbolism
1.Symbolism through physical objects: Most often, physical
objects are used to symbolize an idea or concept as a way of 3
pointing the reader towards some of the basic themes that a work is
dealing with.
e.g. flower dancing in the wind.
2.Symbolism through characters: Sometimes, characters
themselves can serve as symbols. Of a particular virtue or vice or
political ideology.
e.g. heartrob can be distinct only to a particular person
3.Symbolism through event: When an action or event represents
another separate idea.
e.g. the cloudy day represents sadness an act of cutting hair.
Symbolism through characters
Symbolism through event
 In using symbolism, It would be best if
you’ll bear in mind that is not just a
symbol. It must present a good attribute
and a strong connection of it to what it
represents.
1. It has a strong characteristics with
What are what it represents
good 2. It may be exaggerated or overstated
symbols? 3. Pick only the distinction and drop the
unnecessary.
4. Anything can be a symbol of anything
5. The more popular the more it is
effective
6. Be unique and interesting.
THINK
Make what the following things may
symbolize?
• Tree __________________________
• Guitar __________________________
• Storm__________________________
• Burning a piece of paper
__________________________
• Etc.
Activity #3 MY symbols
Let us start with yourself. You may think of any
symbols of the following about yourself such as
animal, plant or any inanimate objects.
The symbol of myself- Where would I compare yourself?
• Self: _______________
• Explanation:_______________________________________________
__

The symbol of my Strength . What are my asset, talents

or strength?
• Strength: _______________
The symbol of my Philosophy, motto, belief or
principle?
• Philosophy: _______________
• Explanation:____________________________________

The symbol of my fear. What I am afraid of? To what

can I compare it?
• Fear: _______________
• Explanation:_________________________________________

The symbol of my dreams and aspiration. What do I

want to achieve in my life?
• Dream: _______________
• Explanation:___________________________________
Activity 4: I Am a writer
Write a short poem or essay about yourself using
a symbol you’ve created.
• e.g. “I am a Tiger”
Activity # 5 COAT Of ARMS
• Make your own coat of arms
• Draw your own coat of arms using the symbol
you have written in activity #3.
• Use the layout below, do not interchange layout.
• You can add decorations in edges and margins.
• Place your work in 1/8 size illustration board
• Paste a piece of paper with your name and
section at the back of your work.
• Cut the board in shape or the coat of arms.
 Analyze and
TOPIC 3:
interpret the theme
and techniques used
in a particular text
(Part 1)
What is Literary Criticism?
• It is a reader’s perception and approach about mindset
of the author while writing the particular piece of
literature.
• This is also the approach to use in interpreting and give
additional meaning to the text itself.
• After analyzing the piece based on the existence of the
elements which are discussed and done in creative
writing and literature subjects you are now ready to give
meaning to the text itself based on present era when
the text is actually being read.
Activity # 6: Differentiatation

• Get your phone or dictionary!

• Differentiate critic and critique (use
dictionary or reference and give
example of a sentence)
 Literary Approaches to
Criticism
1. Feminist approach
• tries to correct predominantly male-dominated critical
perspective with a feminist consciousness.
• This form of criticism places literature in a social context
and employs a broad range of disciplines, such as history,
psychology, sociology, and linguistics, to create a
perspective that considers feminist issues.
• Feminist theories also attempt to understand
representation from a woman’s point of view and analyze
women’s writing strategies in the context of their social
conditions.
DATE: 08/14/2024

ACTIVITY NO. 6 : USING FEMINIST

APPROACH IN STORY
Title of Story: __________________________________________
Background of the Story: _________________________________

“My Opinion”
_____________________________________________
_____________________________________________
_____________________________________________
2. Marxist approach
• is a strongly politically-oriented criticism, deriving
from the theories of the social philosopher Karl
Marx.
• Marxist critics insist that all use of language is
influenced by social class and economics.
• It directs attention to the idea that all language
makes ideological statements about things like
class, economics, race, and power, and the function
of literary output is to either support or criticize the
political and economic structures in place.
• Some Marxist critics use literature to describe the
competing socioeconomic interests that advance
capitalistic interests such as money and power
over socialist interests such as morality and
justice.
• Because of this focus, Marxist criticism focuses
on content and theme rather than form.
Key aspects of the Marxist
approach to literary criticism:
1.Class Struggle and Social Conflict: Marxist literary critics focus on how class
struggle and social conflict are represented in literature. They analyze how
characters and plots reflect the tensions between different social classes and
how these conflicts are resolved or unresolved in the narrative.
2.Ideology and Power Structures: This approach explores how literature conveys
or critiques the dominant ideologies of a particular time period. It looks at how
literary texts support or question the power structures and economic systems
of their time, often reflecting the interests of the ruling class or challenging
them.
3.Economic Determinism: Marxist criticism often examines how economic
conditions and class relations influence literary production and content. It
considers how the material conditions of the author's life and the socio-
economic context shape the themes, characters, and narratives in their work.
4. Representation of Class: Critics analyze how different social classes are
depicted in literature, focusing on the representation of the working class,
bourgeoisie, and other social groups. They assess whether these
representations reinforce stereotypes or offer nuanced portrayals of class
experiences.
5. Literary Production and Consumption: The Marxist approach also examines
the conditions under which literature is produced and consumed. This includes
exploring how literature is marketed, published, and received by different
social classes, and how these factors impact its content and significance.
6. Ideological Critique: Marxist critics are interested in uncovering the ideological
messages embedded in literary texts. They look for ways in which literature
perpetuates or critiques prevailing ideologies, and how it either supports or
subverts the status quo.
7. Historical Context: Marxist criticism often involves situating a literary work
within its historical and economic context. By understanding the socio-
economic conditions of the time when a work was written, critics can better
interpret its themes, character dynamics, and narrative techniques.
DATE: 08/14/2024

ACTIVITY NO. 7 : USING MARXIST

APPROACH IN STORY
Title of Story: __________________________________________

“My Opinion”
_____________________________________________
_____________________________________________
_____________________________________________
3. New criticism approach
• evolved out of the same root theoretical system
as deconstructionism, called formalist criticism.
• It was popular between the 1940’s and the
1960’s, but can still be found in some mutated
forms today.
• New criticism suggests that the text is a self-
contained entity, and that everything that the
reader needs to know to understand it is already
in the text.
You must:
• Judge the book its
own way.
• Evaluate based on
the text itself not
base on author’s
background or
personal opinion.
Close •Taking a part a
Reading text and
looking at its
individual
elements such
as theme,
setting, plot,
and structure.
• New critics totally discount the importance of
historical context, authorial intent, effects on the
reader, and social contexts, choosing to focus
instead on the layers in the next. This school of
criticism works with the elements of a text only –
irony, paradox, metaphor, symbol, plot, and so on
– by engaging in extremely close textual analysis.
4. New historicism approach
• focuses on the literary text as part of a larger
social and historical context, and the modern
reader’s interaction with that work.
• New historicists attempt to describe the culture of
a period by reading many different types of texts
and paying attention to many different dimensions
of a culture, including political, social, economic,
and aesthetic concerns.
✔ History is central: New Historicism views history as having a
direct and undeniable impact on any literary text produced.
✔ All historical factors must be considered: When analysing a
text using New Historicism, social, economic, and political factors
must all be analysed. These all contribute to the historical background
of a text.
✔ The critic's historical conditions are relevant too: Just as an
author is shaped by their time period, so is any critic analysing a text.
We must consider our own society, and how this may inform the
biases we bring to a text when reading it.
✔ Power is a key consideration: New Historicism frequently looks
at how power manifests itself in an author's writing. Societal
hierarchies vary depending on time period. An author's work may
either critique or confirm structures of power in their given society.
This can provide insight into a text's historical context. This aspect of
New Historicism is primarily influenced by the theorist Michel
Foucault (1926-1984).
 Apply New Historicism To Your
Reading
• When reading a work through a New Historicism reading,
apply the following steps:
1.Determine the time and place, or historical context of the
literature.
2.Choose a specific aspect of the text you feel would be
illuminated by learning more about the history of the text.
3.Research the history.
4.Analyze the ways in which the text may be influenced by
its history or the text may have influenced the culture of
the time.
• They regard texts as not simply a reflection of the
culture that produced them but also as productive
of that culture by playing an active role in the social
and political conflicts of an age.
• New historicism acknowledges and then explores
various versions of “history,” sensitizing us to the
fact that the history on which we choose to focus is
colored by being reconstructed by our present
perspective.
“Lament for Dark Peoples”
BY LANGSTON HUGHES (1926) Now they’ve caged me
I was a red man one time, In the circus of civilization.
But the white men came. Now I herd with the many—
I was a black man, too, Caged in the circus of civilization.
But the white men came.

They drove me out of the forest.

They took me away from the
jungles.
I lost my trees.
I lost my silver moons.
INTERPRET: “THE WEDDING
DANCE”
BY PAIR

ACTIVITY NO. 8 : USING NEW CRITICISM APPROACH

IN STORY

Title of Story: The Wedding Dance

“My Criticism”
_____________________________________________
_____________________________________________
_____________________________________________
BY PAIR

ACTIVITY NO. 9 : New Historicism APPROACH IN

STORY

Title of Movie: The Wedding Dance

“My Criticism”
_____________________________________________
_____________________________________________
_____________________________________________
5. Psychological approach
• uses psychoanalytic theories, especially those of
Freud and Jacques Lacan, to understand more
fully the text, the reader, and the writer.
• The basis of this approach is the idea of the
existence of a human consciousness – those
impulses, desires, and feelings about which a
person is unaware but which influence emotions
or behavior.
• Critics use psychological approaches to
explore the motivations of characters and
the symbolic meanings of events, while
biographers speculate about a writer’s own
motivations – conscious or unconscious – in
a literary work.
Foundational Questions of
Psychological Criticism
• What motivates the speaker or protagonist? Does the
speaker or protagonist appear to be consciously or
unconsciously motivated?
• How do desires and wishes manifest in the text? Do they
remain largely fulfilled or unfilled? How does their fulfillment,
or lack thereof, affect the character’s development?
• Does the text chart the emotional development of a
character? How?
• How do the characters in the text evoke archetypal figures
such as the Great or Nurturing Mother, the Wounded Child,
the Whore, the Crone, the Lover, or the Destroying Angel)?
• Psychological criticism in literature refers to the
way in which the work of a particular writer is
analyzed through a psychological lens. This
approach psychologically analyses the author of
the work or a character in his work. It helps the
readers understand the motivations of the writer
as well as the characters. In other words, this
criticism helps us to understand why the writer
writes the way he does, how have his
biographical circumstances affect his writing
and why do characters in the story behave in a
particular way.
• This psychological approach, which reflects the effect of
psychology on both literature and literary criticism, was
mainly influenced by the work of Sigmund Freud and
Carl Jung. Sigmund Freud put forward the theory that
literary texts are a manifestation of the secret
unconscious desires and anxieties of the author. Thus,
evaluating the behavior of a character will help the
reader to trace the childhood, family life, fixations,
traumas, conflicts. However, these facts are not directly
expressed in the work; they are often expressed
indirectly in the form of dreams, symbols, and images.
Therefore, this criticism may sometimes provide the
readers clues to understand the symbols, actions, and
settings that are otherwise difficult to understand.
• The psychological criticism is
not concerned with the
intentions of the author. Instead,
it is more concerned with what
writer never intended, i.e., what
the writer has unconsciously
included in the work.
For example
• Suppose the protagonist in the story is a
murderer; evaluating the psychological state, the
past of the character might help the reader to
understand why he became a murderer. This
criticism approach can explore the writer’s
motivations in selecting this subject and how his
past has influenced his choice. For instance,
being aware that the writer was a victim of a
violent crime may cause the reader to interpret
the story very differently.
6. Queer theory, or gender studies

• is a relatively recent and evolving school of

criticism, which questions and problematizes the
issues of gender identity and sexual orientation
in literary texts.
• Queer theory overlaps in many respects with
feminist theory in its aims and goals, being at
once political and practical.
• To many queer theorists, gender is not a fixed
identity that shapes actions and thoughts, but
rather a “role” that is “performed.”
• It also challenges the notion that there is such a
thing as “normal,” because that assumes the
existence of a category for “deviant.” Queer
theorists study and challenge the idea that
these categories exist at all, but particularly in
terms of sexual activities and identities
7. Reader-response approach
• removes the focus from the text and places it on
the reader instead, by attempting to describe
what goes on in the reader’s mind during the
reading of a text.
• Reader-response critics are not interested in a
“correct” interpretation of a text or what the author
intended. They are interested in the reader’s
individual experience with a text.
• Thus, there is no single definitive reading of a
text, because the reader is creating, as opposed
to discovering, absolute meanings in texts.
• This approach is not a rationale for bizarre
meanings or mistaken ones, but an exploration of
the plurality of texts.
• This kind of strategy calls attention to how we
read and what influences our readings, and what
that reveals about ourselves.
8. Formalist criticism

1.Literature is a form of knowledge with intrinsic

elements--style, structure, imagery, tone, genre.
2.What gives a literary work status as art, or as a
great work of art, is how all of its elements work
together to create the reader's total experience
(thought, feeling, gut reactions, etc.)
3. The appreciation of literature as an art requires close
reading--a careful, step-by-step analysis and explication
of the text (the language of the work). An analysis may
follow from questions like, how do various elements work
together to shape the effect on the reader?
4. Style and theme influence each other and can't be
separated if meaning is to be retained. It's this
interdependence in form and content that makes a text
"literary." "Extracting" elements in isolation (theme,
character, ploy, setting, etc.) may destroy a reader's
aesthetic experience of the whole.
5. Formalist critics don't deny the historical, political situation
of a work, they just believe works of art have the power to
transcend by being "organic wholes"--akin to a being with
a life of its own.
6. Formalist criticism is evaluative in that it differentiates great
works of art from poor works of art. Other kinds of criticism
don't necessarily concern themselves with this distinction.
7. Formalist criticism is decidedly a "scientific" approach to
literary analysis, focusing on "facts amenable to
"verification" (evidence in the text).
9. Biographical approach

1.Real life experience can help shape (either

directly or indirectly) an author's work.
2.Understanding an author's life can help us better
understand the work.
3.Facts from the author's life are used to help the
reader better understand the work; the focus is
always on the literary work under investigation.
10. Mythological approach
1. Mythological criticism studies recurrent universal patterns
underlying most literary works (for example, "the hero's journey").
2. It combines insights from a variety of academic disciplines--
anthropology, psychology, history, comparative religion...it
concerns itself with demonstrating how the individual imagination
shares a common humanity by identifying common symbols,
images, plots, etc.
3. Mythological critics identify "archetypes" (symbols, characters,
situations, or images evoking a universal response).
 Using Elements as
Techniques to Develop
Themes (Atmosphere)
In science…
• Human body has five basic senses. These
senses are receptors of information form the
environment and things which are transmitted to
the mind. In literature, the information received by
brain is called atmosphere or ambience.
Atmosphere or ambience is important in
sensationalizing the set up or setting.
Trivia: What do you call the senses as
indicated?
• Sense of Sight Visual ___________
• Sense of Hearing ____________
• Sense of Smell ____________
• Sense of Taste ____________
• Sense of Touch ____________
• There is a creative way of
presenting a setting trough the
senses such as sensationalizing the
aroma of the food being prepared in
the kitchen, visualizing the blue sky
with bright sun to gloomy sky, dark
clouds and cold day; and the like.
I Miss You Friend
Raniel Erwin C. Pizaña
Many people use these words
From this place and all the worlds
I’m not supposed to use this through
But why should not when it is true
I miss you friend! I miss you friend.
Deep in my heart I miss you friend.
I write these words only to say
I miss you friend I wish you stay
I miss the place we used to go
Even the things we used to do
Tasteless the food we used to eat
Beside me is a vacant seat
 I miss the tap, your caring hand
A little help so I can stand
Bits of though you willing shared
In heavy hour you really cared
Oh where, Oh where, your tender smiles
How far away across the miles
Oh where, Oh where, mild and sweet voice
I want to hear, do I have choice?
How I desire for your presence
I wish you know how it makes sense
My soul rejoices when I’m with you
But when you’re gone it’s all in blue
I write these words to you I send
For you to know, I miss you friend
I miss you friend! I miss you friend!
Deep in my heart I miss you friend!
Unlocking of the Text
House Tour
Tips to use your five
senses when writing.

• Sight
The most often used sense when writing
is sight. It’s what we use most and what
comes naturally to us-write about what
you see. But here’s a tip: Look beyond
what others see-blue sky, green grass-to
the details of color, shape, size, to
indicate something new. For example,
“The shamrock green of the open
expanse curved around a small grove of
trees then down toward the river.”
Hearing
• Loud, soft, yell, whisper, angry, and all kinds
of other adjectives are used for sound. But
have you thought about using something
more personal? “She spoke with a lover’s
voice, not a cat’s, making me want to listen
closely to every syllable.” Or, “He sounded
like freedom. Not just his words, but the way
they tumbled gently from his lips.” Or use a
little synesthesia: “It was a bright red noise,
repeating stop, stop, stop continually, until I
couldn’t go on any longer.”
Smell
• Smell is another one of those senses
that’s different for each of us. What I think
is a bad smell, someone else might not
be bothered by it. So, works like stink and
pungent are great to use, but you can
easily go deeper into explanation. For
example, “The alley smelled of urine and
Cracker-Jacks, an assault to the nose
and eyes alike.” Or how about this: “The
wind changed to something foul, dead,
wafting up from the darkened pit.”
Touch
• The way things feel is more than just
texture and temperature. Like the
other senses, it can be personal: “His
handshake was my father’s
handshake, not to meet you, but the
rough callousness of someone
showing you who’s boss.” Or try
something like this: “It felt like the
memory of something long forgotten,
thin, almost invisible.”
Taste
• Taste is something that is different to each of us and
is difficult to get across in a book. Yes, we all know
what bacon tastes like if we just say it tastes like
bacon, but what about doing something unique with
that idea? If you think about it, taste is more than just
something your brain interprets from your taste-buds.
It’s texture and smell and sight and even process, all
mixed together. Try this: “The undercooked bacon felt
like a wet sponge placed on my tongue, only grease
leaked into my mouth instead of water.” Or this: “I
could smell the mold even before I put the cheese
into my mouth.” Of course, you can always use a
metaphor or simile, like, “Like hot cocoa on a winter
morning, the dinner calmed and relaxed me.”
Activity No. 13 (Last Activity)
I’m the writer. Create a short poem,
essay or story using the descriptions
or observations you have written.
Forms and Types of
Creative Nonfiction
NARRATIVE ESSAY
ACTIVITY NUMBER 1 Counting
Scars
Take a closer look with your body. How many scars can
you count?
List at least 10 scars in the part of your body and what
caused those scars.
1. ____________________________ 6. ___________________________
2. ____________________________ 7. ___________________________
3. ____________________________ 8. ___________________________
4. ____________________________ 9. ___________________________
5. ____________________________ 10. _________________________
QUESTIONS
What is the most remarkable or
memorable? What are funny and
sad stories about them?
ACTIVITY NUMBER 2 The story of
my Scar
Direction: Choose at least two remarkable scars that
you can share and create a narrative essay of each.
This will be your guide:
1. Tell something about the background of the scar
(event, place, with whom, etc. )
2. Tell how did you acquire the wound
3. Tell the feeling
4. Tell how did you treat it
5. Tell how did you feel when it was already healed? and
6. Tell your thoughts and precious lesson every time you
look or remember that scar you’ve got?
 BIOGRAPHY &
AUTOBIOGRAPHY
 What is Biography?
• An account of or detailed description about the life
of a person. It entails basic facts such as childhood,
education, career, relationships, family, and death.
• A Literary genre that portrays the experiences of all
these events occurring in the life of a person,
mostly in a chronological order.
• Unlike a resume or profile, it provides a life story of
a subject, highlighting different aspects of his or her
life.
• Biographer- A person who writes biographies.
 3 Types of Biography?
1. Autobiography – tells the story of a person’s own life. While that person writes his
own account, he or she may take guidance from a ghostwriter or collaborator.
Example:
• The Story of My Life by Helen Keller
• The Diary of a Young Girl by Anne Frank
• Losing My Virginity by Richard Branson

2. Biography – narrates the life story of a person, as written by another person or

writer.
Example:
• His Excellency: George Washington by Joseph J. Ellis
• Einstein: The Life and Times by Ronald William Clark
• Princess Diana – A Biography of The Princess of Wales by Drew L. Crichton

5 CATEGORIES OF BIOGRAPHY
1. Popular 2. Historical 3. Literary 4. Reference
5. Fictional
 Activity 4: Crafting
Autobiography
Direction: Research about your adult guardians.
Describe your childhood in paragraph form. You
may use the following questions as your guide.
1. What are the events when you were born?
2. What are the significant things you and your
parents/relatives remember with you when you
were still young?
3. What are the significant events in your life?
4. Who are your childhood close colleagues?
Friends, classmates and playmates, etc.
 Activity 5: Crafting Biography

Direction: Choose your partner and

ask his or her permission to share to
you his/her autobiography. After,
draft a biography telling your
partner’s story. The information
must be from his/her autobiography.
 What is Memoir
This is a more focused writing than an
autobiography or a biography. In here, a writer
narrates the detailes of particular event or
situation that occurred in his or her lifetime.
Example:
• Angela’s Ashes by Frank McCourt
• I Know Why the Caged Bird Sings by Maya Angelou
• Personal Memoirs of Ulysses S. Grant by Ulysses S. Grant
Activity 6: Memoir Making
Direction: Choose from your
autobiography one significant event
and draft a detailed story from it.
Make sure to put title of your
memoir.
Example: One Summer, etc.
COMPARISON
Descriptive Essa
- Community
 ACTIVITY 7a
Tell something about the
favorite place with in your
community and how it
became your favorite?
 ACTIVITY 7b
If you have a visitor from
other places where would
you tour him around your
place? Why?
 What is Community?
All the people living in an
area or a group or groups of
people who share common
interests
 What to look for in Describing
Community?
• General Description of Community
• What are their routines and activities (daily, weekly, regularly,
events they celebrate or commemorate)
• How do they survive life?
• What are their unique Characteristics?
• How do other people view or look at them?
• The strengths and the opportunities in the community
• The major problems they encounter
• Significant places and landmarks
• How do you recommend to them and the community around it?
• Other features in a place
ACTIVITY 8: ESSAY
Direction: Make an essay
about your community
using the guide above.
Make it informative.
 21ST ACTIVITY
Direction: Make an adaptation of a poem using
multi-media and ICT skills. Assess your own work
using the given criteria below. After the self-
assessment, you will also ask a classmate to assess
the same video using the same criteria.
Follow the guidelines below:
1. Produce a 3-minute or 180-seconds spoken word
poetry video by interpreting the poem,
2. Rise, by Sagar Yasav.
3. Share your video to your subject teacher. Use
shareit.
 ACTIVITY 9:
COMMUNITY VIDEO
GUIDELINES
1. Make a short community video
describing the place and people
where you live. It can be a blog form
but not a single feature only. It must
feature your whole community.
 ACTIVITY 9:
COMMUNITY VIDEO
GUIDELINES
2. Use the essay you’ve created as
script of your video.
3. You can include real activities and
talks or interview of the members
of the community.
 ACTIVITY 9:
COMMUNITY VIDEO
GUIDELINES
4. Your video must only be 2-21/2
minutes as maximum. You must have
at least 10 seconds appearance in
your video. Suggestively at the
beginning to serve as an introduction.
 ACTIVITY 9:
COMMUNITY VIDEO
GUIDELINES
5. You can ask a classmate to help you
and help them in return.
6. Submit your video through flash drive
or through shareit with the following
file name
(surename_initial_section_CNF2023)
Second Quarter
 Example:
• Birthdate: Introduction to their story.
• First Day of School: Highlighting early
education experiences.
ACTIVITY 1: • Moving to a New City: Discussing
challenges and adjustments.
TIMELINE • First Job: Reflecting on work
CREATION experiences and responsibilities.
• Major Achievements: Awards,
recognitions, or personal milestones.
• Current Goals: Where they see
themselves in the future.
 FORMAT (MINIMUM OF 5)

Life Event Date or Time About

 Direction: Create a
Activity 2: visual timeline of
Visual their life, highlighting
Timeline significant events.
Refer to Activity no. 1
EXAMPLE
LESSON 1

Creative Nonfiction
Forms and Types
1. Autobiography/Biography
• An autobiography is a self-authored story of a
person’s life. It is an account of one’s life written or
recorded in some way by that person.
• Since A.D 400, people have been writing
autobiographies. In the early days, memoirs were
often confused with autobiographies, but today that
dichotomy is much clearer: a memoir typically
records one area of the author’s life – such as his or
her career – and usually only describes events that
the author has directly witnessed.
• The best way to write an autobiography is to treat your
life as an interesting story. Starting from birth,
enhance the story’s appeal as you take the
reader or listener through the different stages of your
life.
• Both biography and autobiography tell the story
of an individual person’s life.
• The difference is that an autobiography is written by
the subject of the story while a biography is written by
a third person. A biography is generally preferred over
an autobiography to be published as a book or
produced as a movie.
• Autobiographies are often confused with
memoirs. An autobiography is the inspiring
story of a person’s entire life and the
societal setting thereof, while memoirs
have a narrower focus on the narration of a
particular span of time within the subject’s
lifetime. It mostly deals with individual’s
memories, feelings and emotions. Memoirs
are generally much shorter in length because
they tend to concentrate on a particular theme
rather than the entire life of the person.
• Memoirs are factual stories about
someone's life. 'Memoir' is from the French
word mémoire, which means 'reminiscence'
or 'memory. ' They are a part of the
nonfiction literary genre and are usually told
in the first person.
 CONTENT OF AUTOBIOGRAPHY
• Introduction: A brief overview of who the author is and the
purpose of the autobiography.
• Early Life: Information about the author's childhood, family
background, and formative experiences.
• Significant Events: Key milestones, such as education,
travel, relationships, and career choices that shaped their
life.
• Challenges and Growth: Personal struggles, obstacles
faced, and how these experiences contributed to personal
development.
• Achievements: Accomplishments, awards, or
moments of pride that highlight successes.
• Reflection: Insights gained from life experiences,
lessons learned, and how they shaped the
author's values and beliefs.
• Future Aspirations: Goals and dreams for the
future, giving readers a sense of the author’s
direction.
• Conclusion: A summary of key themes or
messages the author wants to convey.
Examples
Activity No. 3 Autobiography

Use activity number 1 for your

autobiography. Add only from
discussed content of
autobiography.
B. Literary Journalism/Reportage

• Literary journalism is the creative nonfiction form that comes

closest to newspaper and magazine writing. It is fact-driven
and requires research and, often, interviews.
• Literary journalism is sometimes called “immersion
journalism” because it requires a closer, more active
relationship to the subject and to the people the literary
journalist is exploring. Like journalistic writing, the literary
journalism piece should be well-researched, focus on a brief
period of time, and concentrate on what is happening
outside of the writer’s small circle of personal
experience and feelings.
• Literary Journalism is also known as docufiction, immersion
journalism, new journalism, narrative journalism or creative
non-fiction.
• Literary Journalists immerse themselves in a subject’s
world and write information that take the form of reports
but shape them in such a way that the report reads like fiction.
• Some of the writings that fall within the genre of Literary
Journalism include biography, memoirs, personal essay,
travel writing, hybridized essays, and food writing among
others.
C. Personal narratives

• Writing a personal narrative essay is sometimes confused with writing some

things in your diary. But it’s not merely just that. Although narrative essays
tell instances in your life, these instances are meant to deliver an impactful
point or two to your audience. The instances that can be cited in this type of
essays don’t really have to be extremely rare and anything mundane can also
be written on it. Personal narrative essays can be written as a means to point
out the activities in our mundane life and painting them in another light.
From sharp observations, significant questions which should not be ignored
can then be formulated.
• Subsequently, a growing curiosity transforms into an individual need that
compels the individual to learn and familiarize the principles on a certain
matter.
a. Travelogue
• A travelogue is a person’s account of a journey to another
country or place. It can either be a written report with many
factual details or a narrative story about personal impressions
and experiences supported by images.
• Travel writing is quite a popular genre. People take the help of
the travelogues to know about a particular place before deciding
to visit it. Travel writing generally gives detailed information about
the attractions of a place so that people get tempted to go there
on their vacations. Hence, writers involved in travel writing should
follow some specific rules to make their travelogues more
appealing and interesting to the readers.
Exampl •Travelogue
es
b. Reflection essay
• Reflective writing helps us to think more about ourselves, who we
are, and how we have changed. A reflective essay is an essay in
which the writer examines his or her experiences in life. The writer
then writes about those experiences, exploring how he or she has
changed, developed or grown from those experiences.
• The format of a reflective essay may change slightly depending on
who the audience is. For example, writing a reflective essay for a
college course and an academic audience will have slight
changes in how the essay is organized from writing a reflective
essay for a magazine or a collection of essays, which has a
broader audience, without people who have necessarily gone to
college.
• However, some major elements go into a typical reflective essay:
c. True narratives
• In a narrative essay, the writer tells a story about a real-
life experience. Everyone enjoys a good story—
especially one that captures the imagination.
• However, the narrative essay goes further. In it, the
writer places a personal experience within the context of
a larger theme, such as a lesson learned.
• When writing a narrative essay, the writer wants not
only to tell a good story, but also convey why the story
has meaning.
d. Vlogs
• A typical vlog combines text, images, videos
and links to relevant pages and media on
the Web. Blog readers can leave comments
and communicate with the author. In fact,
dialogue and interaction are a popular
part of a blog’s success.
e. Blogs
• A blog (shortened from the phrase “weblog”) is known as many things—a
digital magazine, diary, newscast, collector’s meeting place, a showcase for
your art, information sharing, teaching hub, place to learn and... well, almost anything
you want it to be. A typical blog combines text, images, and links to relevant pages
and media on the Web. Blog readers can leave comments and communicate with the
author. In fact, dialogue and interaction are a popular part of a blog’s success.
• In the blogging world, you have the word “blog” (an online journal), “blogger”
(the person who owns and contributes to a blog) and “blogging” (the act
of creating content for the blog). You can be a “blogger blogging on a
blog,” a “blog about a blogger blogging” or a “blogging blog about a
blogger.”
• One of the great things about blogging is the impact it has made on communication
throughout the world. Blogs can report news as it happens, hold mainstream media
to higher standards and provide specific news and information to meet niche
interests.
Here are the most popular styles and types of blogs:

1. Personal blogs
• share thoughts, original art, poems, writing or photography.
• Some sell custom crafts, art or products. If you just want to make a
statement, show your DIY (do it yourself) skills, have fun or blog for
therapy, a personal blog is perfect for your needs.
2. Business blogs
• are created in the voice of the company, as a crucial component of
marketing. They can function as a direct-sales tool and are outstanding
for both messaging and two-way communication as part of a
company’s public relations efforts. Blogs are effective and
cost-efficient vehicles for small organizations that need to publish
information for their customers or members.
EXAMP •PERSONAL
LES BLOGS
EXAMP •BUSINESS
LES BLOGS
3. Niche/topical blogs
• focus on a particular interest. They can be about health, gardening,
education, sports, fashion or lifestyle. Name your special interest and you
can blog about it. If you’re a collector of antiques, a true-mystery
fan, a travel addict or just love cooking, there may be a blog in your future.
Niche blogs easily attract loyal followers, which contributes to the fun of
blogging.
4. Media-type blogs
• are defined by their content. If you enjoy video blogging, then you’re a
vlogger. If you curate content from other websites, you have a
linklog. If you post photos or art sketches on your blog, you’re
hosting a photoblog or artblog.
5. Reverse blogs
• are a unique but popular type of blog. Instead of the owner creating
content, the content is supplied by the public. A reverse blog has a team
who moderate posts, prevent unpleasant interactions and promote slow
topics for greater interactivity.
EXAM •Niche/topical
PLES blogs
EXAMP •Media-type
LES blogs
EXAMPL •Reverse
ES blogs
f. Testimonio
• In the recent decades there has been a new immergence in Latin
American literature, testimonial literature, or the testimonio.
• Testimonial literature is “an authentic narrative, told by a
witness who is moved to narrate by the urgency of a situation
(e.g., war, oppression, revolution, etc.).
• Emphasizing popular oral discourse, the witness portrays his or her
own experience as a representative of a collective memory and
identity.
• This literature emerged as a backlash to the mainstream Latin
American literature, it was a way to write back and correct the
mainstream literature. These narratives differ from a biography or
autobiography, because in most cases the author interviews an
individual from a subaltern group,
Cont…
transcribing it to tell the accounts in a first person format, giving the reader
the sense the individual is recounting the story orally. In some ways this form
of narrative is similar to an ethnographic work, but it emerges from a need to
create social awareness and consciousness to marginalized groups and the
exploitations they face.
• According to Gugelberger & Kearney (1991) this narrative is an attempt to
create a “global reordering of a social and economic context of
power/differences within which “literature” is produced and
consumed.” It is an attempt to restructure and challenge mainstream
literature, and adding the real perspective and discourse of the
“other”, marginalized groups, and create a consciousness of their
existence and importance in the greater society. By challenging the
mainstream canon it affected the concept of “natural” and
accepted status quo, not only in the country produced but in gather global
attention allowing the question of the exploitation and marginalization of
subaltern groups.
EXAMPLES •Testimonio
Research the content of the following
nonfiction material:

1.The Diary of Ann Frank by Ann Frank

2.Drawing Blood by Molly Crabapple
3.Cork Dork by Bianca Bosker
4.Tikim: Essays on Philippine
5.Food and Culture Twisted by Jessica Zafra
LESSON 2

Analyze and Present a

Creative Nonfiction
ACTIVITY NO. 4
IDENTIFYING KINDS OF
CREATIVE NONFICTION
•Identify what kind of creative
nonfiction is the selection.
Activity no. 5: MAKING
_________
Directions: Make a reflection essay about you and
birthplace, or a travelogue that shares the fun of
exploring exciting places of your town or city, or a blog
that showcases the beauty of place. Choose only one
creative nonfiction work. See to it that you depend on the
truth as the main substance of your work, then add a
dash and sprinkling of artful storytelling here and there to
craft a written work worthy of the label “literature.” Write
your composition in your A4 bond paper.