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Creative Non-Fiction
Guided Learning Activity Kit
Evaluating One’s Draft
Quarter 3- Week 6

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English – Grade 12
Guided Learning Activity Kit
Evaluating One’s Draft
Quarter 3- Week 6

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Development Team of the Activity Sheet

Writer: Rhomel M. Corpuz
Editors: Tzaddi R. Tabigne
Reviewers: Paul R. Almare III
Marvin Taberna
Marilou M. Nicart
Layout Artist: Jimmuel R. Pagar
Management Team: Leonardo D. Zapanta EdD, CESO V
Michelle A. Mejica EdD
Manolito B. Basilio EdD
Grace G. Abad
Garry M. Achacoso
Rachelle C. Diviva
Gina R. Borje

Printed in the Philippines by Department of Education

Region III
Schools Division of Zambales
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
Website: www.depedzambales.ph
 Evaluating One’s Draft

Introduction

The word “creative” refers to the use of literary craft, the techniques
fiction writers, playwrights, and poets employ to present nonfiction—
factually accurate prose about real people and events—in a compelling,
vivid, dramatic manner. The goal is to make nonfiction stories read like
fiction so that readers are as fascinated by fact as they are by fantasy.

Thus, in this self-learning kit, evaluating one’s draft or work requires

an immense background knowledge to be able to achieve what is expected.

Learning Competency

Evaluate other’s draft based on:

1. Clarity of idea
2. Appropriate choice of literary element

Objectives

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

a. Identify the literary elements used in one’s draft;
b. appreciate one’s effort in writing a draft through the findings of
evaluators; and
c. evaluate other’s draft based on the clarity of ideas.

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 Review

True or False: Determine whether each statement is correct or incorrect by

writing the words TRUE or FALSE. Write your answers in a separate sheet of
paper.

1. Creative nonfiction is a subject purely focused on what is being imagined.

2. The focus of creative nonfiction is only on the usage of imagination.
3. In writing creative nonfiction, there must be a well-balanced mixture of
evidence-based topics and creativity.
4. Clarity of ideas must be well shown in order to convey effective message to
the readers.
5. Evaluating one’s work must only be dedicated on the errors of the given
work.
6. Rubrics must be properly determined in working on an evaluation.
7. Evaluation is the determination of the value, nature, character, or quality
of something or someone.
8. In working on a specific evaluation of a work there must be a focus in
order to come up with accurate results.
9. Evaluating can be done through numeric results.
10. Literary elements can be used in evaluating one’s work.

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 Discussion

The term “creative writing” is naturally unclear. Google defines it as “writing,

typically fiction or poetry, which displays imagination or invention (often contrasted
with academic or journalistic writing),” but almost all writing displays creativity in
some way. Essay writers must imagine a new and interesting thesis, then
determine how their evidence can be used to support their claims. Journalists
must think of ways to describe the various stories and events they cover in a way
that will immediately grab their readers, attention, directly from the headline.

Evaluation on the other hand as defined by Merriam-Webster online

dictionary, is the determination of the value, nature, character, or quality of
something or someone.

The following are the literary devices which can be used in evaluating
one’s work. Together with the given literary devices are examples taken from the
Internet.

1: Language

The most important literary element is language. Language is defined as a system

of communicating ideas and feelings through signs, sounds, gestures, and/or
marks. Language is the way we share ideas with one another, whether it's through
speech, text, or even performance.

2: Plot

The plot is simply the sequence of events in a story. In other words, the plot is what
happens in a story.

3: Mood

The mood of a piece of literature is defined as the emotion or feeling that readers
get from reading the words on a page.

While a story can have an overarching mood, it is more likely that the mood
changes from scene to scene depending on what the writer is trying to convey.

Thinking about mood when you read literature is a great way to figure out how an
author wants readers to feel about certain ideas, messages, and themes. These
lines from "Still I Rise" by Maya Angelou are a good example of how mood impacts
an idea:

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You may shoot me with your words,

You may cut me with your eyes,

You may kill me with your hatefulness,
But still, like air, I'll rise.

What are the emotions present in this passage? The first three lines are full of
anger, bitterness, and violence, which helps readers understand that the speaker of
the poem has been terribly mistreated. But despite that, the last line is full of hope.
This helps Angelou show readers how she will not let others' actions—even terrible
ones—hold her back.

4: Setting

Setting is defined simply as the time and location in which the story takes
place. The setting is also the background against which the action happens.

The setting of a work is important because it helps convey important information

about the world that impact other literary elements, like plot and theme.

5: Theme

All literary works have themes, or central messages, that authors are trying to
convey. Sometimes theme is described as the main idea of a work.

6: Point of View

Point of view is the position of the

narrator in relationship to the plot of a
piece of literature. In other words, point
of view is the perspective from which the
story is told.

7: Narrator

Like what was just mentioned, the

narrator is the person who's telling the
story. All literature has a narrator, even
if that narrator isn't named or an active
part of the plot.

http://www.incidentalcomics.com/

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8: Conflict

A conflict is the central struggle that motivates the characters and leads to a work's
climax. Generally, conflict occurs between the protagonist, or hero, and
the antagonist, or villain. But it can also exist between secondary characters, man
and nature, social structures, or even between the hero and his own mind.

More importantly, conflict gives a story purpose and motivates a story's plot. Put
another way, conflict causes the protagonist to act. Sometimes these conflicts are
large in scale, like a war.

9: Characters

A piece of literature has to have at least one character, which can be a person, an
object, or an animal.

The protagonist of a work is its main character.

Antagonists, on the other hand, are the characters that oppose the protagonist in
some way.

https://explosm.net/

Clarity of Ideas

Clarity means making an idea clear and easier to understand. Though

conveying a clear idea is not an easy task, still one can make it more manageable
for the others to cope up simply by taking some considerations. Evaluating other’s
work needs not only experience, but also familiarity on the criteria needed in
evaluating, its focus and standards.

From blog.hostpot.com, here are some of the ways on which one can
evaluate the clarity of an idea in a written text.

1) Know what you want to say.

2) Know who you are talking to.

3) Define unfamiliar words.

4) Create a sentence outline.

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5) Write one-sentence paragraphs.

6) Make your sentences short.

7) Do not use long words.

8) Control writing tools.

9) Be consistent.

Activities

Guided Practice 1

Directions: Identify the word or group of words described based on the given
definition. Choose your answer from the box below and write your answers in a
separate sheet of paper.

1. The central struggle that motivates the characters and leads to a work's climax.
2. Which can be a person, an object, or an animal.

3. The position of the narrator in relationship to the plot of a piece of literature. In

other words, point of view is the perspective from which the story is told.

4. The person who's telling the story.

5. The time and location in which the story takes place.

6. The central message of the literary work.

7. The sequence of events that occurs from the first line to the last.

8. The emotion or feeling that readers get from reading the words on a page.

9. The way we share ideas with one another, whether it's through speech, text, or
even performance!

10. A kind of character who always makes it a point that the protagonist will
suffer in the story.

Antagonist theme

Point of View narrator

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 Setting mood

Plot conflict

Characters language

Guided Practice 2
Directions: Answer the following questions in not more than five (5) sentences.
Write your answers in a separate sheet of paper.

1. Why is there a need for a learner like you to have a good idea about evaluating
one’s work?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. How important is the clarity of idea in conveying a message to the readers?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. What is your realization while using or determining literary devices used in any
of the given texts?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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Independent Practice

Directions: Read the given Testimonio and determine some of the literary devices
used. Give at least 5 literary devices used and cite the line where the literary
devices are used in the given text. Use the table given after the text as format of
your answers, then write your answers in a separate sheet of paper.

From Comfort Woman:

“We began the day with breakfast, after which we swept and cleaned our
rooms. Then we went to the bathroom downstairs to wash the only dress we
had and to bathe. The bathroom did not even have a door, so the soldiers
watched us. We were all naked, and they laughed at us, especially me and the
other young girl who did not have any pubic hair.

“At two, the soldiers came. My work began, and I lay down as one by one the
soldiers raped me. Every day, anywhere from twelve to over twenty soldiers
assaulted me. There were times when there were as many as thirty; they came
to the garrison in truckloads.”

“I lay on the bed with my knees up and my feet on the mat, as if I were giving
birth. Whenever the soldiers did not feel satisfied, they vented their anger on
me. Every day, there were incidents of violence and humiliation. When the
soldiers raped me, I felt like a pig. Sometimes they tied up my right leg with a
waist band or a belt and hung it on a nail in the wall as they violated me.

“I shook all over. I felt my blood turn white. I heard that there was a group
called the Task Force on Filipino Comfort Women looking for women like me. I
could not forget the words that blared out of the radio that day: 'Don't be
ashamed, being a sex slave is not your fault. It is the responsibility of the
Japanese Imperial Army. Stand up and fight for your rights.'”

In April 1943, fifteen-year-old Maria Rosa Henson was taken by Japanese

soldiers occupying the Philippines and forced into prostitution as a “comfort
woman.” In this simply told yet powerfully moving autobiography, Rosa recalls
her childhood as the illegitimate daughter of a wealthy landowner, her work
for Huk guerrillas, her wartime ordeal, and her marriage to a rebel leader who
left her to raise their children alone. Her triumph against all odds is embodied
by her decision to go public with the secret she had held close for fifty
years. Now in a second edition with a new introduction and foreword that
bring the ongoing controversy over the comfort women to the present, this
powerful memoir will be essential reading for all those concerned with violence
against women.

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 Literary Device Used Complete line from the text

Assessment

Directions:
Below is an example of a Food Blog from http://www.dinneralovestory.com.
Discuss in a short paragraph about the clarity of the blog. You may use the given
rubric as your guide in your discussion and write your answer in a separate sheet
of paper.

Burritos, Energy Balls, Tomato Garden

Posted May 18, 2020 by Jenny

Good morning, and welcome to Week 10 of Your Quarantine PPP. It was gorgeous
in New York all weekend and we tried to make the most of it by hiking
at Rockefeller State Park again (we spotted two Baltimore Orioles,
a prime sighting in our neck of the woods); lounging and reading on the patio with
the dogs; and planting a few more things in the garden. We’ve mostly been
supporting local places for our Friday night takeout ritual, but this time we picked
up Shake Shack burgers and fries and I have to say: It was pretty damn awesome.
On Saturday night, at the girls’ request, we made burritos and watched Obama’s
commencement special…

PANTRY: BURRITOS
…It felt a little sacrilegious not to be grilling on a warm Saturday night, but
burritos are the perfect eat-in-front-of-the-TV food and this batch was particularly
delicious because we had a batch of Rancho Gordo pinto beans. We rolled them up
with guacamole, storebought salsa, brown rice, and shredded cheddar, and served
it with sour cream, and a really simple red cabbage slaw (tossed with cilantro,
scallions and this dressing). You can use this old burrito bowl post as a guide for
what and how to prepare your fillings. We almost always stuff up our burritos with
a combination of store-bought and homemade goodies.

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PROJECT: PHOEBE’S ENERGY BALLS
Phoebe, my cross-country runner, was recently cleared to exercise again after an
injury sidelined her for a few months, and maybe that’s why she felt compelled to
make three batches of energy balls in as many days last week. Each batch was
different but they were all some version of these chocolate chip trail mix balls, from
a Runner’s World book called Meals on the Run, and she wants you to know that
she likes the recipe because it’s flexible. She halves the honey. She sometimes uses
peanut butter instead of almond butter; if you don’t have wheat germ, just
substitute with more oats. We’ve all been into them as mid-morning and mid-
afternoon snacks.

PURPOSE: BIRTHDAY PLANTING

We planted the second bed of our garden over the weekend — all tomatoes. It took
all of 10 minutes because we are still waiting for some tomato seedlings to arrive. I
planted a little Mikado sprig in honor of my friend Jenn who celebrated a birthday
last week. That was her quarantine birthday gift from across the country.

Stay safe.

https://www.slideshare.net/MagdaBeitler/creative-writing-rubric2

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 Reflection

Direction: Complete the sentence. Write your answers in a separate sheet of

paper.

1. I learned about…
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. The topic helped me…

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. The topic remind me…

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. I would like to know more about…

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 References

“What Is Creative Nonfiction?” Accessed January 14, 2021.

https://www.creativenonfiction.org/online-reading/what-creative-nonfiction.

“Cyanide & Happiness (Explosm.Net).” Accessed January 14, 2021.

https://explosm.net/.

“INCIDENTAL COMICS.” Accessed January 14, 2021.

http://www.incidentalcomics.com/.

Calvert Education. “The Writing Process- Drafting and Editing - Calvert Education,”
January 10, 2010. https://www.calverteducation.com/learning-motivation/the-
writing-process-drafting-and-editing.

ROWAN WRITING ARTS. “How Can We Evaluate Creative Writing?” Accessed

January 14, 2021. http://www.rowanwritingarts.org/how-can-we-evaluate-
creative-writing.html.

Rowman & Littlefield. “Comfort Woman: A Filipina’s Story of Prostitution and

Slavery under the Japanese Military, Second Edition.” Accessed January 14, 2021.
https://rowman.com/ISBN/9781442273559/Comfort-Woman-A-Filipinas-Story-
of-Prostitution-and-Slavery-under-the-Japanese-Military-Second-Edition.

Dinner: A Love Story. “Dinner: A Love Story - It All Begins At the Family Table.”
Accessed January 14, 2021. http://www.dinneralovestory.com/.

“Creative Writing Rubric - Google Search.” Accessed January 14, 2021.

https://www.google.com.ph/search?q=creative+writing+rubric.

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Assessment Review – TRUE OR FALSE
1. Conflict
2. Characters 1. False
3. Point of view 2. False
4. Narrator 3. True
5. Setting 4. True
6. Theme 5. False
7. Plot 6. True
8. Mood 7. True
9. Language 8. True
10. Antagonist 9. False
10. True
Independent Practice 1 (answers may
Reflection – (answers may vary) vary)
Independent Practice 2 (answers may
vary)
Key to Corrections
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt

gratitude to the following, who in one way or the other, have contributed to the
successful preparation, development, quality assurance, printing, and distribution
of the Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across
grade levels as a response to providing the learners with developmentally-
appropriate, contextualized and simplified learning resources with most essential
learning competencies (MELCs)-based activities anchored on the principles of
guided learning and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the

writers and graphic artists for devoting much of their time and exhausting their
best efforts to produce these indispensable learning kits used for the
implementation of learning delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the
learners the needed guidance and support for them to possibly accomplish the
tasks and for gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

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SENIOR HIGH SCHOOL TRACKS

ACADEMIC TRACK

TECHNICAL-VOCATIONAL-
LIVELIHOOD (TVL) TRACK

SPORTS TRACK

ARTS AND DESIGN TRACK