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English
Quarter 1 – Module 3:
Literary Elements, Devices and
Techniques of Fiction
English : Creative Writing- Grade – 11/Humanities and Social Sciences
Quarter 1 – Module 1: Literary Elements, Devices and Techniques of Fiction
First Edition, 2020

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ENGLISH
Quarter 1-Module 3:
Literary Elements, Devices and
Techniques of Fiction
Introductory Message
For the facilitator:
Welcome to Creative Writing, a specialized subject in Humanities and Social Sciences
(HUMSS). This module is designed to provide learners with a self-learning tool in exploring the
beauty and nature of creative writing.
As the facilitator, you are tasked to guide the learners in navigating the various
activities crafted in this module in the pursuit of holistic learning. In addition, please be
reminded that the activities of this module shall be answered in a separate sheet.
Let us continuously work together in providing life-long learning to the future of our
nation-the learners of today and that no pandemic can hinder us in our quest towards
education.
For the learner:
Kudos to your hard work! Congratulations in keeping up with the challenges in
today’s new normal classroom. This self-learning module in Creative Writing is designed
especially for you. The content of this module is anchored from the Most Essential Leaning
Competencies (MELC) of this subject in lined with the K to 12 Curriculum.
In this module, you will deal with different discussions and activities that will help
you deepen your understanding about creative writing. You are expected to hone your
creative writing skills as you explore the developed multifaceted tasks included in this
learning material.
Above everything else, always have A HAPPY LEARNI

PARTS OF THE MODULE

 Let Us Learn- This contains the objective set to be accomplished in the lesson.
 Let Us Try- This serves as a pre-test to assess how much you know about the
lesson.
 Let Us Study- The new lesson is introduced in this part through various modalities.
 Let Us Practice- This part contains activities that will help you discover and
understand concepts.
 Let Us Practice More- This contains activities that will further deepen your
understanding about the topic.
 Let Us Remember- This is the generalization/summary of the lesson.
 Let Us Assess- This part contains activities that serves as evaluation of the lesson
learned.
 Let Us Enhance- This section contains enrichment activities which aims to increase
the strength of your responses towards the lesson.
 Let Us Reflect- This part serves as your reflection about everything that has
transpired in the module.

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 Let Us Learn!

Most Essential Learning Competency (MELC)

 Identify the various elements, techniques, and literary devices in specific
forms of poetry. (HUMSS_CW/MP11/12c-f-6)

In this lesson, you are expected to:

 Read and analyze a variety of fiction
 Identify the various elements, techniques, and literary devices
 Write a fiction
 Analyze how these elements and techniques were used in the stories.

Let Us Try!

Task 1 A Matching questions: Write your answer on the

space
provided for. Write only the letter.

1. ____ protagonist A. the person/thing that

opposes the protagonist

2. ____ exposition
B. the main character of
the story
3. ____ denouement
C. similar to an epilogue.
gives more information
after the conflict
has been resolved
4. ____ foreshadowing
D. when an author gives an
advance hint to what will
come later in the story

5. ____ antagonist
E. the part of the book
which introduces the
characters, setting, conflict

Task 1 B.. 5 Multiple choice questions: Encircle the letter.

1. A character with a complex personality (fully developed)

A. Flat character
B. Dynamic character
C. Static character

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 D. Rounded character
2. Word choice
A. Setting
B. Diction
C. Exposition
D. Protagonist

3. A character who changed throughout the book

A. Static character
B. Dynamic character
C. Flat character
D. Rounded character

4. Traditional plot diagram: exposition ------ rising action ----- climax

------ falling action ------ resolution
A. Freytag’s triangle
B. Rounded character
C. Dynamic character
D. Static character

5. A character usually defined by one dominant trait

A. Static character
B. Rounded character
C. Flat character
D. Dynamic character

Let Us Study

We have already learned that fiction is a literature created from

imagination. It is a story written with imaginary characters, and events and
does not describe real people nor deal with facts though it may be based on
a true story or situation.
Now, this moment of time, let us tackle the elements of fiction.
A fiction is defined as “a series of imagined facts which illustrates truths
about human life.” It is a story written about imaginary characters and
events and not based on real people and facts.

Lesson Elements of Fiction

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 ELEMENTS OF FICTION:

CHARACTERS

A character is a person, animal, or imaginary creature

2 Kinds of Characters:
Protagonist: main character or hero
Antagonist: another character which causes conflict for the
protagonist. The antagonist can be a character, society or object.

Characterization
 A description of individuals in a story

5 ways to develop a Character:

1. Physical Description of Character
2. Character’s Speech Thought, and Actions
3. The Speech Thoughts, and Actions of Other Characters
4. Eye-Awakening Situation

SETTING
 Where and When a story takes place
 Is the time and location that a story takes place
1. Place – What is the geographical location/
Mountains, forest, desert?
2. Time – what is the historical period, time of day, or
year?
3. Weather conditions – Is it rainy, sunny, stormy, etc?
4. Social conditions – What is the daily life of the
character’s like? Does the story contain local color
(writing that focuses on the speech, dress,
mannerisms, customs, etc. of a particular place)?
5. Mood or atmosphere – What feeling is created in the
story? Sad, happy, scary

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 POINT OF VIEW

 The angle or perspective from which the story is told (Who

tells the story)
 The point of view is divided into two main types:
- First person point of view
- Third person point of view

PLOT

Plot is the author’s arrangement of events in the

story. It has a beginning, middle and end. More
specifically, the plot follows the Freytag pyramid:
Climax

Raising Action Falling Action

Exposition Resolution

Plot – Exposition
- The beginning part of a story that:

 Sets the tone

 Establishes the setting
 Introduces the characters
 Gives the reader important background information

Plot – Rising Action

- Series of actions which lead the story to the climax

Plot – Climax
 “turning point” of the story”

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The climax is the point of maximum interest. It usually occurs toward the
end of the story, after the reader has understood the conflict and become
emotionally involved with the characters.
At the climax, the outcome of the plot becomes clear.

Plot – Falling Action

 Occurs after the climax

 Conflicts are beginning to be resolved-loose ends are tied up
Plot – Resolution/ Denouement
 Part of the story where the problem or conflict is solved
 Occurs after the climax and falling action “the end”

CONFLICT

 Struggle between a character and an opposing force

2 Kinds of Conflict:
Internal Conflict
External Conflict

External Conflict
 Struggle between a character and an opposing outside force such
as society, nature or another character
 Man vs. Man
 Man vs. Nature
 Man vs. Society
 Man vs. Animal
 Man vs. Machine

Internal Conflict
 Struggle within a character’s mind
 Usually occurs when a character has to make a decision or to deal
with feelings
 Man vs. Self

THEME

 The underlying message in a story that deals with life or

human nature
 When determining theme, think about:
 The title
 The way a character changes and what they learn
 Big ideas such as courage and freedom

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 Lesson Literary Technique and
2 Devices of Fiction

A literary device is any specific aspect of literature, or a particular

work, which we can recognize, identify, interpret and/or analyze. Both
literary elements and literary techniques can rightly be called literary
devices.
Literary techniques are specific, deliberate constructions of language
which an author uses to convey meaning. As author’s use of a literary
technique usually occurs with a single word or phrase, or a particular group
of words or phrases, at one single point in a text. Unlike literary elements,
literary techniques are not necessarily present in every text.

The Most Common Literary Devices Are:

Alliteration
Is when a multiple words in a row, or close to one another, begin with
the same consonant.
Example:
Bad babies bother my brother

Assonance
Repetition of vowel sounds to set the mood or add to the meaning of
the word.
Example:
“From the molten-golden notes”

Hyperbole
Is an expression which exaggerates an action so much that it cannot
possibly be true. It is often used to evoke strong feelings.
Example:
“I have been waiting here forever!”

Imagery/Sensory Language
Is the usage of words to create a mental image in a person, by
appealing to one of our senses. Imagery can be auditory or visual.
Example:
Phrases like ‘clanging bells’ or ‘sweet smelling roses’ immediately
evoke images of the objects along with the associated sense once we read
about them.

Irony
Is a contextual device that causes us to have expectations that are
different from the actual outcome. There are different types of irony;
situational, wherein something other than what we thought would happen
happens; dramatic irony, where a character does not know certain

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information which the audience already knows. There is also verbal irony, in
which a character says something but means something else.
Example:
If your doctor is smoking while talking to you about cancer, it would
be ironic.

Onomatopoeia
Is a technique of using words that are pronounced and sound just like
what they represent.
Example:
Words such as buzz or hiss when pronounced sound like the very
sound they represent.

Oxymoron
Is a term made of two words that are opposites of each other and
therefore imply each other’s opposite.
Example:
‘cruel love’ or ‘terrible beauty’, are oxymoronic terms.

Personification
Is a technique used to give living, human characteristics to non-living
objects.
Example:
‘chatter of the brook’ implies that a brook can perform a living action such
as chattering while it cannot, but conveys the sound.

Metaphor
Is also a comparison device, but without words such as like or as.
Example:
‘She is a real pitbull’

Simile
Is also a comparison device, using words such as like or as.
Example:
‘Her voice was like s fork against a plate’

Rhetorical questions
Are questions which are asked but seem to require no answer. They
are simply language tools to convey an idea, but not actual questions which
hrequire an answer.
Example:
‘If practice makes perfect, and no one’s perfect, then why practice?
This is a rhetorical question that is asked simply for its effect. The speaker
would not be looking for an answer.

Repetition
Is when an author repeats a word or line multiple times to reinforce
its importance to the audience.

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Example:
I do not like green eggs and ham is repeated in Dr. Suess’ famous
book to let the reader know the man is stubborn and set in his ways. It also
reinforces the central message when the repetition is broken, ‘I do so like
green eggs and ham. Thank you, thank you, Sam-I-Am’. Central message,
you should always try something before you say you dislike it.

Rhyme
Is when words end in a similar sound.
Example:
Mouse and house
__________________________________________________________________________

List of Literary Techniques

Technique Description
Allusion A reference to a recognized literary work, person,
historic event, artistic achievement, etc. that
enhances the meaning of a detail in a literary work
Climax The crisis or high point of tension that becomes the
story’s turning point-the point at which the outcome
of the conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony When the reader or audience knows more about the
action than the character involved.
Epiphany A profound and sudden personal discovery.
Exposition Setting and essential background information
presented at the beginning of a story or play.
Falling action A reduction in intensity following the climax in a story
or play, allowing the various complications to be
worked out.
Fate An outside source that determines human events.
Figurative Language used in a non-literal way to convey images
language and ideas.
Figures of The main tools of figurative language, include similes
speech and metaphors.
First-person Occurs when the narrator is a character in the story
point of view and tells the story from his or her perspective.
Flashback The description of an event that occurred prior to the
action in the story.
Foreshadowing A technique a writer uses to hint or suggest what the
outcome of an important conflict or situation in a
narrative will be.

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Imagery A distinct representation of something that can be
experienced and understood through the senses
(sight, hearing, touch, smell, and taste), or the
representation of an idea.

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Irony A contradiction in words or actions. There are three
types of irony: verbal, situational, and dramatic.
Limited Occurs when a narrator has access to the thoughts
omniscient point and feelings of only one character in a story.
of view
Metaphor A figure of speech in which an implied comparison is
made between one object and another that is different
from it.
Objective point of A detached point of view, evident when an external
vies narrator does not enter into the mind of any character
in a story but takes an objective stance, often to
create a dramatic effect.
Omniscient point An all-knowing point of view, evident when an
of view external narrator has access to the thoughts and
feelings of all the characters in a story.
Persona Literally, in Latin, “a mask.”
Plot A connecting element in fiction; a sequence of
interrelated, conflicting actions and events that
typically build to a climax and bring about a
resolution.
Point of view The perspective of the narrator who will present the
action to the reader.
Resolution The outcome of the action in a story or play.
Rising action Conflicts and circumstances that build to a high point
of tension in a story or play.
Situational irony When the outcome in a situation is the opposite of
what is expected.
Simile A figure of speech that compares two objects or ideas
that are not ordinarily considered to be similar, linked
by using like or as.
Song A lyrical musical expression, a source of emotional
outlet common in ancient communities and still
influential in contemporary culture.
Symbol An object, person, or action that conveys two
meanings: its literal meaning and something it stands
for.
Third-person point Occurs when the narrator tells the story using third-
of view person pronoun (he, she, they) to refer to the
characters.
Tone In a literary work, the speaker’s attitude toward the
reader or the subject.
Verbal irony When words are used to convey a meaning that is
opposite of their literal meaning.
Activity 1: Analyze and Classify
Directions: Read and analyze the literary terms below. Put them in the
appropriate column of the chart. Write your answers in your
Creative Writing Journal.

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 atmosphere omniscient
limited protagonist
conflict time and place
resolution innocent eye
protagonist weather condition
climax antagonist

Settin Plot Point of View Character

g

Activity 2: The Landlady

Now that you already have an idea about the elements of fiction, we
are going to read a fiction, The Landlady by Roald Dahl and find out what is
the story all about.
Take time to read, and reread if you don’t understand it in one
sitting. Take an extra effort to comprehend the story so you will enjoy it.

Moreover, after the reading the selection, answer the questions that
follow.

The Landlady
By: Roald Dahl

The story is set in Bath, England. It begins with 17-year-old Billy

Weaver arriving by train in Bath; he has come here from London, for a job
that he has never been to bath before and knows no one in the town, other
than a local ”Branch Manager” to whom he is expected to report. As Billy is
dressed in a suit and carrying a briefcase, we can infer, from Billy’s interior
monologue, that he is ambitious; “He was trying to do everything briskly
these days. Briskness, he had decided, was the one common characteristic
of all successful businessmen”.

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 Billy must find lodging for the night. He inquires at the train station,
and is told by a port that there is a pub called the Bell and Dragon not too
far from the station. While Billy prefers the idea of staying in a pub to a
boarding house, his eye is caught by a “bed-and-breakfast” sign in the
window of one of the run-down houses he passes. He is also transfixed by
the scene inside the house: he can see a parrot, and a dachshund resting in
front of a fireplace. He decides that he should look at the Bell and Dragon
before making up his mind; however, he finds himself strangely hypnotized
by the sign in the window; “Each word was li9ke a large black eye staring at
him through the glass, holding him, compelling him, forcing him to stay
where he was and not to walk away from that house.

Billy rings the doorbell and is met almost immediately by a pleasant-

looking middle-aged woman. While not introducing herself, she greets him
warmly and invites him in, telling him that she has not had a visitor in a
long time. She offers him a cheap rent for lodging, and Billy decides that
while she seems a little eccentric-she keeps forgetting his last name, and at
the same time seems oddly overjoyed to see him-he can bear her company
for the low rent.

The landlady shows Billy to his room, and asks him whether he would
like some dinner. He tells her that he would prefer to go to bed early, as he
has to start work early the next day; she asks him to please sign the
guestbook in the living room first. In the guestbook, he sees two other
names: Christopher Mulholland and Gregory W. Temple. He feels certain
that he has seen these two names before, and moreover that the names are
somehow connected; however, when he asks the landlady if her two previous
guests were somehow well-known, she demurs. She does, however, tell Billy
that the two “boys” were about the same age as him, and rhapsodizes over
their charm and handsomeness.

The landlady serves Billy tea, which has an odd, bitter taste,
reminiscent of almonds. He also notices a strange smell about the landlady
herself. “It was not in the least unpleasant, and it reminded him of. Pickled
walnuts? New leather? Or was it the corridors of a hospital?” As he sits with
the landlady, Billy grows gradually convinced that he has seen the other two
names in the guestbook from newspaper headlines. He also notices that the
parrot in the living room is, in fact, dead and stuffed. He compliments the
landlady on the lifelike aspect of the parrot, and she points out to him that
her dachshund, too, is stuffed. Billy’s reaction to this is not one of horror,
but rather” deep admiration”. The reader infers the connection between
these creature’s fates and his own, but Billy does not, and the story ends
with him declining more tea but remaining with the landlady in her parlor.

Source: www.teachingenglish.org.uk

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Answer the following questions. Choose the letter of the correct answer.
Write your answers in your Creative Writing Journal.

1. How is the setting best described in the story?

a. citing the historical period
b. creating the mood or atmosphere
c. describing the geographical location
d. describing the weather condition

2. What is the mood or atmosphere in the story?

a. nostalgic
b. melancholic
c. grieving
d. depressed

3. What point of view is used in the story?

a. omniscient
b. limited
c. innocent eye
d. first person

4. Which is the resolution?

a. The main character’s reaction was one of horror
b. The main character was surprised of what he saw
c. The main character’s reaction was not one of horror
d. The main character declined to read the story
5. Who is the main character in the story?
a. Landlady
b. Billy
c. Christopher
d. Gregory

6. Which characterization best describes the main character?

a. witty
b. innocent
c. persistent
d. keen observer

Let Us Practice

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Task 2. Now this time, we will read another story, The big Wave by Pearl S.
Buck. We will find out why the sky looked angry. This time, we will focus on
literary devices and techniques used.
Read the story carefully and answer the questions that follow.

The Big Wave

By Pearl S. Buck
(excerpt)

His father gazed anxiously at the sky, “It looks very angry, “he
said. “I shall not sleep tonight,” All night Kino’s father kept watch. When
it was dark, the sky was lit with red and the earth trembled under the
farmhouse. Down at the fishing village, lights in the little houses showed
that other fathers watched too.
When morning came, the sky was red, and even here upon the
farm. Cinders fell from the volcano.
In the house the mother took down everything from the waits that
could fall or be broken. Her few good dishes she packed into straw in a
basket and set them outside.
“Shall we have an earthquake, father?” Kino asked as they ate
breakfast. “I cannot tell my son.” His father replied “Earth and sea are
struggling together against the fires inside the earth.”
No fishing boats set sail that hot sunny morning. The sea lay dead
and calm, but when Kino looked at it he felt afraid.
No one stirred from home that day. Kino’s father sat at the door,
watching the sky and the oily sea, and Kino stayed near him. He did not
know what Jiya was doing, but he imagined that Jiya, too, stayed by his
father.
Early in the afternoon the sky begun to grow black. The air was as
hot though a forest fire were burning. The glow of the volcano glared over
the mountaintop, blood-red against the black. All at once a deep toned
bell tolled over the hills.
“What is that bell?’ Kino asked his father.
“It is the bell in the temple inside the walls of Old Gentleman’s
Castle,” his father replied. “Old Gentlemen is calling people to come up
out of the village and find shelter within his walls.”
“Will they come?” Kino asked.
“Not all of them,” his father replied, “Parents will try to make their
children go, but the children will not want to leave their parents. Mothers
will not want to leave fathers, and the fathers will stay by their boats.
But some will want to be sure of life.”
“earth trembled under the farmhouseI wish Jiya would come up to
our farm, “Kino said” Do you think

He will see me if I stand on the edge of the terrace and wave my girdle
cloth?”
“Try it,” his father said.
So Kino took off the strip of white cloth which he wore instead
of a belt and he waved it high above his head. Far down the hill, Jiya
saw the two figures and the waving14 strip of white. For Jiya was
already on his way up the mountain toward Old Gentleman’s Castle.
He was crying as he climbed, and trying not to cry. He had not
wanted to leave, but his father said, “If the ocean yields to the fires,
Can you identify the literary devices and techniques used by the author? To
know more about these, let us do the following activities below:

Task 2: Imagine It.

The following are phrases from The Big Wave. Write P if it is a

personification; H if it’s a hyperbole. Write your answers in your Creative
writing Journal.

1. “It looks very angry,”

2. “Earth and sea are struggling together
3. ocean yields to the fires
4. wave rushed toward the shore
5. It (earth) groaned and split open.
6. hurricane wind broke out of the ocean
7. The purple rim of the ocean seemed to lift and rise against the clouds.
8. earth trembled under the farmhouse
9. strip of white cloth
10. swirling wild water

Let Us Practice More

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Task 3. The Deep
Directions: Read the excerpt from the flash fiction, The Deep, by Adam
Smith, Flash fiction contains at least 1000 words and can be read in one
sitting.

The Deep (Excerpt)

By: Adam Smith

For months after, I dreamed images of our youth, night after night.
Hardscrabble winters and autumn sunsets. Quiet evenings of stewed
mussels and weaving. The days spent trimming and gathering palm
fronds for our hut. The time he’d struck me with the flat of his palm so
hard that the important of his hand lay like a shadow on my face for
weeks.

But most often I dreamed of nausea and sore breasts and bulging
bellies. Four times in four consecutive summers I had quickened, felt the
churning butterfly wings of movement, proudly watched the doughy rise
of my navel. Each time but the last it had ended in blood and sickness.
The one tiny scrap of humanity that had emerged stayed only a season,
leaving behind its fragile body like an empty coconut shell. The villagers
feared the tiny girl, Small and dark, the color mahogany, with four long
slits like gills behind each ear. I called her Eketi – “little fish”

For a thousand years, those born twisted and infirm, those with
split faces and too many limbs, had been given back to the sea. They
were the sea’s children. Hatchlings of the storm.

I held her to my breast, I did not relent. The village women avoided
me, making a sign over their mouths with closed fingers to prevent the
demon that had taken me from entering their body.

Shortly after came the night my husband struck me. The Old man
of the village had come and spoken to him. My husband lifted the baby
gently – he was always gentle with her, even then – and made for the
door, but I stood in his path like a windblown tree and would not move.
He did not meet my eyes. He spoke softly, insistently. Words as dull and
meaningless as surf-washed pebbles. I screamed. He slapped me across
the cheek with a sound like a tuna dropping on the empty hull of a boat.

But he did not go. The anger passed from his face. He helped
me back to my feet and wept like a child in my arms, stroking the
infant’s head with a hand grown rough and callused from hauling
lines and patching nets. I did not weep. I cradled Eketi in my lap,
cooing quietly.
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Her life had burned quickly, fiercely. Dry grass in a strong
wind. Her eyes were old, incredibly old, as if they had viewed the
rising of the islands like the tortoise shells from the depths. I had
How did you find the flash fiction? After reading the selection, let us do the
activity below.

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Directions; Revisit the flash fiction. Study and analyze the underlined
phrases. These are literary devices (figurative language and imageries0.
Identify these devices and put them in the appropriate Author’s tool Box.
The first one is done for you. Write your answers in your Creative Writing
Journal.

Tactile Auditory Visual

Hyperbole Personification Simile

Literary devices / Techniques used

Enumerate the figurative language / imageries found in the
fiction that you have read

A. Figurative Language

B. Imageries

Let Us Remember

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Task 4. Define Me!
Using your own point of views, explain briefly what you have understood
about the topic below: Write your answers in your Creative Writing Journal.

1. Fiction
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________

2. Literary device
________________________________________________________________
________________________________________________________________
_____________________________________________________

3. Literary Techniques
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________

Let Us Assess

Task 5. I FIGURE It Out!

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Directions: Choose the letter of the best answer. Write your answers in your
Creative Writing Journal.
1. As Macbeth speaks of wanting to kill King Duncan, King Duncan
waits outside Macbeth’s palace singing the praises of Macbeth. This is
an example of…
a. Personification
b. Irony
c. Simile
d. metaphor
2. “It is unbelievable to know how many parents leave their children for
their own selfish desires,’ The tone of this author towards parents can
be described as…
a. Excited
b. Disappointed
c. Glad
d. Joyful
3. Choose the statement below that best represents an examples of
imagery.
a. The dog ran down the road.
b. The dog ran down the dirt road.
c. The shaggy dog trotted briskly down the dirt covered road.
d. The dog ran down the road, and walked down the sidewalk.
4. I am as angry as bull at the rodeo. This sentence is an example of
__________.
a. Personification
b. Simile
c. Metaphor
d. heart warming answer
5. The wicked witch of the west lives in a castle. This is an example of
which literary device?
a. Simile
b. Metaphor
c. Alliteration
d. Personification
6. “That was the way all the Aubignys fell in love, as if struck by a pistol
shot.” – Kate Chopin, “Desiree’s Baby”
What figurative language is used?
a. Hyperbole
b. Metaphor
c. Personification
d. Synecdoche
7. And she will not stop eating another pot, another plate, another
mouthful of sadness, and she will grow bigger and bigger, and she will
burst. – The sadness Collector

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 How did the author start the story?
a. Describing the character
b. Creating the atmosphere
c. Illustrating the setting
d. Stating the message or lesson
8. He cracked his knuckles one by one, and the little sound it made
broke dully the night stillness. – Footnote to Youth
What type of imagery is the example above?
a. Auditory
b. Olfactory
c. tactile
d. visual
9. The beast turned its head to look at him with dumb faithful eyes. –
Footnote to Youth.
What figurative language is the line above?
a. Hyperbole
b. Metonymy
c. Personification
d. Synecdoche
10. Paranoid schizophrenics think they are also watched. It turns
out that they are also watched. You’re always being watched. The
punchline is that you make it possible for everyone to watch you –
Emotional Weather Report
What element of literature is the example above/
a. Characterization
b. Point of view
c. Setting
d. theme

Let Us Enhance

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Task 6. Outlining my Own Fictional Story

I. Theme
What message would you like to tell your readers?

II. Point of view

How will you tell the story, using first person (I) or using
third person?

III. Characters
Who is the main character? Describe her physically. What
are her / his traits /characterization?
Who is the protagonist/ Describe him / her? How will she
hinder / block the main character from her goals?

IV. Setting
What is the setting of the story, mood, atmosphere,
weather?

V. Plot

1. How will you start the story?

2. How will the problem begin?
3. What is the most interesting part of the story?
4. How will the problem be solved?
5. How will the story end?

Task 7. Writing My Own Fictional Story

It is now your time to write your fictional story using the outline that
you have drafted earlier. Write story in your Creative Writing Journal.

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 Let Us Reflect

You did well in completing our module! Let’s have a reflection in

journeying towards different techniques and devices in outlining and
writing your own fictional story.

I thought…..
 What are your realizations about the topic we discussed?

I learned that….
 What values and attitude have you learned after discussing
the lesson? What is being highlighted?

Answer key to Activities

Task 1 A. I Matching Type

Visual
1.b
* Small and dark, the color, the
2. e
color
3. c
mahogany, with four long slits
4. d
like gills behind each ear
5. a
*Bright eyes and sleek bodies,
Task 1 B. Multiple Choice
1. b scales like drops of molten silver.
2. b * mud-stained darkness.
3. b * fragile body like an empty
4. a coconut shell.
5. c * beautiful, dark-haired child with
ancient eyes.
Task.2. Imagine It * a froth of sticks and foam and
1. P swirling
2. P debris
3. P Hyperbole
4. P * Her eyes were old, incredibly old
5. P
6. P Personification
7. H 23 * the sea came in at the windows
8. P Simile
9. P * slits like gills behind each ear.
10.P * I stood in his path like a
windblown tree and would not
 References

Book Source

Aguila, Augusto, Galan, Ralph and Wigley, John Jack. Wording the World:
The Art of Creative Writing for Senior High School. Quezon City: C & E
Publishing, Inc., 2017

“Literary Devices” Literary Devices. May 1, 2017, Accessed December 5,

2017.
https://www.lietary devices.com/.

“Elements of a Story”. Softschool. 2005.https//www. Softschools.com

Yabes, Leopoldo Y. Philippine Short Stories Quezon City 2008. The

University of the Philippine Press.

Online Sources:

“The Deep”. Flash Fiction Online. Retrieved: July 17, 2019.

http://flashfictiononline.com

https://college.cengage.com/english/trimmer/writing/13e/instructors/irm
/chap09.pdf

https://www.ereadingworksheets.com/figurative-language/figurative-
language-activities/

For inquiries or feedback, please write or call:

Department of Education –Region XI

F. Torres St., Davao City

Telefax:

Email Address: lrms.regionxi@deped.gov.ph

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