12

CREATIVE WRITING
Quarter 1 – Module 4:
Writing a Short Poem Applying
the Various Elements and
Literary Devices Exploring
Innovative Techniques
Subject Area – Grade Level
Self-Learning Module (SLM)
Quarter 1 – Module 4: Identifying Elements, Techniques and Literary Devices in Various
Modes of Fiction
First Edition, 2020

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 11

Creative Writing
Quarter 1 – Module 4:
Identifying Elements, Techniques
and Literary Devices in Various
Modes of Fiction
Introductory Message
For the facilitator:

Welcome to the Creative Writing 12 Self-Learning Module (SLM) Reading and

Identifying Elements, Techniques and Literary Devices in Various Modes of Fiction!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Creative Writing 12 Self-Learning Module (SLM) Reading and

Identifying Elements, Techniques and Literary Devices in Various Modes of Fiction!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the elements, techniques and literary devices in various modes of
fiction. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook you
are now using.

In this module, you will be able to:

• Identify the various elements, techniques, and literary devices in various
modes of fiction HUMSS_CW/MPIg-i-11

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What element of fiction refers to a representation of a human being or any

other creature in the course of the story?
a. setting
b. characters
c. theme
d. plot

2. Which of the following happens when the character is experiencing inner struggle or
the character is in conflict with himself?
a. man against society
b. man against man
c. man against himself
d. man against nature

3. What type of irony occurs when a speaker’s intention is the opposite of what he
or she is saying?
a. verbal
b. situational
c. dramatic
d. sarcastic
4. Which of the following is usually given much development, more conflicts to
resolve, more background story, and usually more action?
a. major characters
b. minor characters
c. round characters
d. flat characters

5. What is called the suspenseful part of the story?

a. exposition
b. falling action
c. climax
d. rising action

6. What literary device uses an object or action that means something more
than its literal meaning.
a. foreshadowing
b. symbolism
c. mood/ tone
d. motif
7. What literary device is used when you are giving the reader a hint of
something that is going to happen without revealing the story or spoiling the
suspense?
a. foreshadowing
b. symbolism
c. mood/ tone
d. motif
8. What is referred as any element, subject, idea, or concept that is always
present through the entire body of work?
a. foreshadowing
b. symbolism
c. mood/ tone
d. motif
9. Which of the following is a driving force of a narrative and does not only
advance the story, but also reveals information about the characters?
a. dialogue
b. action
c. thought
d. exposition

10. What is called as the talk between the characters?

a. dialogue
b. action
c. thought
d. exposition
 Identifying Elements,
Lesson
Techniques and Literary
4 Devices in Various Modes of
Fiction

The mind is so powerful that it can imagine many things. It can create
various experiences that may not be true in real life but is possible in one’s
imagination. For these creative thoughts to be evident, words are used to give life to
these intangible constructs that play in one’s mind. With the power of
communication, one’s thoughts and feelings can be best expressed and manifested.

What’s In

Previously you learned that poetry is a literature that evokes a concentrated

imaginative awareness of experience or a specific emotional response through
language chosen and arranged for its meaning, sound, and rhythm. You as well
learned the different forms of poetry and its elements like; theme, tone, rhyme,
meter, etc. which help in establishing the aesthetic value of poetry.

Notes to the Teacher

The lessons presented here may not be complete, but you can
add inputs to your students should they need your guidance.
 What’s New

A fictional work is composed of general elements. Below are jumbled letters.

Rearrange the letters to form the element of fiction. Use the example in the box as
your guide.

1. ACCATRHSER 1. Romeo and Juliet, Crisostomo Ibarra, Thor

2. PTOL 2. Exposition, Climax, Resolution
3. TPINO FO WIVE 3. First Person, Second Person, Third Person
4. TSIEGTN 4. Laboratory, Playground, New Year’s Eve
5. EMHTE 5. Where there is love, there is pain.
6. OCFTNICL 6. Man vs. Man, Man vs. Himself
7. ORYNI
7. His argument was as clear as mud.

What is It

Fiction, literature created from the imagination, not presented as fact,

though it may be based on a true story or situation. Types of literature in the
fiction genre include the novel, short story, and novella. The word is from the
Latin fictiō, “the act of making, fashioning, or molding.”
Novel is an invented prose narrative of considerable length and a certain
complexity that deals imaginatively with human experience, usually through a
connected sequence of events involving a group of persons in a specific setting.
Short story is a brief fictional prose narrative that is shorter than
a novel and that usually deals with only a few characters.
A novella or short novel is a work of narrative prose fiction, longer than
a short story but shorter than a novel.
Elements of Fiction

A. Character/s is a person, animal, being, creature, or thing in a story.

Writers use characters to perform the actions and speak dialogue,
moving the story along a plot line. Character is to whom the events in the
story happen.

Types of Character

1. Major characters are usually given much development, more

conflicts to resolve, more background story, and usually more action

These are the most important characters in the story. There are two
types, of which there may be a couple for each.

▪ Protagonist – This is the main character, around which the whole

story revolves. The decisions made by this character will be affected
by a conflict from within, or externally through another character,
nature, technology, society, or the fates/God.
▪ Antagonist – This character, or group of characters, causes the
conflict for the protagonist. However, the antagonist could be the
protagonist, who is torn by a problem within.

2. Minor characters are the other characters in a story. They are not as
important as the major characters, but still play a large part in the
story. Their actions help drive the story forward. They may impact the
decisions the protagonist or antagonist make, either helping or
interfering with the conflict.

Characters can have different traits. Major characters will usually be

more dynamic, changing and growing through the story while minor
characters may be more static.
▪ Foil – A foil is a character that has opposite character traits from
another, meant to help highlight or bring out another’s positive or
negative side. Many times, the antagonist is the foil for the
protagonist.
▪ Static – Characters who are static do not change throughout the
story. Their use may simply be to create or relieve tension, or they
were not meant to change. A major character can remain static
through the whole story.
▪ Dynamic – Dynamic characters change throughout the story. They
may learn a lesson, become bad, or change in complex ways.
▪ Flat – A flat character has one or two main traits, usually only all
positive or negative. They are the opposite of a round character. The
flaw or strength has its use in the story.
▪ Round – These are the opposite of the flat character. These
characters have many different traits, good and bad, making them
more interesting.
▪ Stock – These are the stereotypical characters, such as the boy
genius, ambitious career person, faithful sidekick, mad scientist, etc.
Methods of Characterization

1. Direct characterization, or explicit characterization, is a method of

describing the character in a straightforward manner: through their
physical description (i.e. blue eyes), their line of work (i.e. lawyer),
and their passions and outside pursuits (i.e. voracious reader). Read
the example below:

The Old Man and the Sea (by Earnest Hemingway)

“The old man was thin and gaunt with deep wrinkles in the
back of his neck. The brown blotches of the benevolent skin cancer
the sun brings from its reflection on the tropic sea were on his cheek
… Everything about him was old except his eyes and they were the
same color as the sea and were cheerful and undefeated.”

Hemingway uses the method of direct characterization to

describe the old man’s personality traits, especially the vivid eyes of
his main character, the old man, Santiago in his novel.

Direct characterization is one of the most useful and common

literary devices, however, when done incorrectly (or not at all), the
result is a flat character.

2. Indirect characterization describes a character through their

thoughts, actions, speech, and dialogue. Read the example below:

To Kill a Mockingbird by Harper Lee

“First of all,” he said, “if you can learn a simple trick, Scout,
you’ll get along a lot better with all kinds of folks. You never really
understand a person until you consider things from his point of
view […] until you climb into his skin and walk around in it.”

This quote from Atticus Finch in Harper Lee’s To Kill a

Mockingbird is another example of indirect characterization. Atticus is
a very compassionate character who is able to extend his empathy to
every member of the community. We learn about the true nobility of
his character through his actions, in defending a man no one else will
believe is innocent, and through the strength of his words. This quote
quite famously captures his facility for empathy.

Both indirect characterization and direct characterization

work together to create a complete picture of your character for the
reader. Remember that characters, like people, are imperfect. They
don’t need to be likable, but they must be interesting.
B. Point of View (POV) – or perspective, is the angle, the perception, the
position that you take to tell your story. It answers the question, “Who
is telling the story?” Point –of-view is also defined as the eyes and mind
through which the reader views the unfolding of events. It tells through
whose eyes we are seeing the story and as well reveals the attitude of
the writer toward the character.

Types of Point of View

1. First person point of view. First person is when “I” am telling

the story. The character is in the story, relating his or her
experiences directly.
First person point of view example:
Call me Ishmael. Some years ago—never mind how long precisely—
having little or no money in my purse, and nothing particular to interest
me on shore, I thought I would sail about a little and see the watery
part of the world.
—Moby Dick by Herman Melville

First person point of view is one of the most common POVs in fiction.
If you haven’t read a book in first person point of view, you haven’t been
reading.
What makes this point of view interesting, and challenging, is that
all of the events in the story are filtered through the narrator and
explained in his or her own unique voice. This means first
person narrative is both biased and incomplete.

2. Second person point of view. The story is told to “you.” This

POV is not common in fiction, but it’s still good to know
(it is common in nonfiction).
While not used often in fiction—it is used regularly in nonfiction,
song lyrics, and even video games—second person POV is still good
helpful to understand.
In this point of view, the narrator is relating the experiences of
another character called “you.” Thus, you become the
protagonist, you carry the plot, and your fate determines the story.

Here’s an example of second person point of view:

You have friends who actually care about you and speak the language
of the inner self. You have avoided them of late. Your soul is as
disheveled as your apartment, and until you can clean it up a little you
don’t want to invite anyone inside.
—Bright Lights, Big City by Jay McInerney
Novels that use second person point of view. Second person point
of view isn’t used frequently, however there are some notable examples of
it.
Remember the Choose Your Own Adventure series? If you’ve ever
read one of these novels where you get to decide the fate of the character
(I always killed my character, unfortunately), you’ve read second person
narrative.
 Bright Lights, Big City, the breakout bestseller by Jay McInerney about
the New York City nightlife and drug scene in the 1980s, is probably the
most popular example of a second person novel.

3. Third person point of view. In third person, the narrator is outside

of the story and relating the experiences of a character. The central
character is not the narrator. In fact, the narrator is not present in
the story at all.
▪ Third person point of view, limited. The narrator has only some, if any,
access to the thoughts and experiences of the characters in the story, often just
to one character.
Example:
The Dursleys hadn’t even remembered that today happened to be
Harry’s twelfth birthday. Of course, his hopes hadn’t been high;
they’d never given him a real present, let alone a cake – but to ignore
it completely…
J.K. Rowling, Harry Potter and the Chamber of Secrets (1998), p. 9.
▪ Third person point of view, omniscient. The story is still about “he”
or “she,” but the narrator has full access to the thoughts and
experiences of all characters in the story.
Example
“Margaret, the eldest of the four, was sixteen, and very pretty, being
plump and fair, with large eyes, plenty of soft brown hair, a sweet
mouth, and white hands, of which she was rather vain. Fifteen-
year-old Jo was very tall, thin, and brown, and reminded one of a
colt … Elizabeth, or Beth, as everyone called her, was a rosy,
smooth-haired, bright-eyed girl of thirteen, with a shy manner, a
timid voice, and a peaceful expression, which was seldom disturbed
…“
Little Women (By Louisa May Alcott)

Alcott uses an omniscient narrator, as we hear a disembodied voice

knowing everyone’s feelings and thoughts, exploring all characters
from inside and out. Here, the narrator gives a description of the
March sisters.

▪ Objective third person. The narrator does not see into the mind of
any character; rather he or she reports the action and dialogue without
telling the reader directly what the characters feel and think.

C. Plot - s the sequence of events that make up a story, whether it’s told,
written, filmed, or sung. The plot is the story, and more specifically, how
the story develops, unfolds, and moves in time.

Types of Plot Structure

A. Linear Plot consists of events that have clever beginning, middle and
end. The story unfolds in chronological manner, meaning it is told in the
order they happened.
B. Episodic/Modular is also called chronological structure, but –
changed. It consists of a series of loosely related incidents, usually of
 chapter length tied together by a common theme and/or characters. This
works best when the writer wishes to explore the personalities of the
character, nature of their existence and the era.

Plots are typically made up of five main elements:

Figure 3.1: Freytag’s Pyramid

Freytag’s Pyramid by Gustav Freytag, a German playwright

1. Exposition: At the beginning of the story, characters, setting, and

the main conflict are typically introduced.
2. Rising Action: The main character is in crisis and events leading
up to facing the conflict begin to unfold. The story becomes
complicated.
3. Climax: At the peak of the story, a major event occurs in which the
main character faces a major enemy, fear, challenge, or other source
of conflict. The most action, drama, change, and excitement occurs
here.
4. Falling Action: The story begins to slow down and work towards
its end, tying up loose ends.
5. Resolution/ Denouement: Also known as the denouement, the
resolution is like a concluding paragraph that resolves any remaining
issues and ends the story.

D. Setting - is the physical and social context in which the action of a story
occurs. The major elements of setting are the time, the place, and the
social environment that frames the characters. These elements establish
the world in which the characters act. Sometimes the setting is lightly
sketched, presented only because the story has to take place somewhere
and at some time. Often, however, the setting is more important, giving
the reader the feel of the people who move through it. Setting can be used
to evoke a mood or atmosphere that will prepare the reader for what is to
come.
E. Conflict - conflict is a literary device characterized by a struggle
between two opposing forces. Conflict provides crucial tension in any
story and is used to drive the narrative forward. It is often used to
reveal a deeper meaning in a narrative while highlighting characters’
motivations, values, and weaknesses.

All conflict falls into two categories: internal and external.

• Internal conflict is when a character struggles with their

own opposing desires or beliefs. It happens within them, and it drives
their development as a character.
• External conflict sets a character against something or
someone beyond their control. External forces stand in the way of a
character’s motivations and create tension as the character tries to
reach their goals.

Types of Conflict

1. Man against himself. This conflict happens when the character is

experiencing inner struggle or the character is in conflict with himself.

2. Man against man. A type of conflict that shows two characters

pitted or in clash against each other. One character is against
another.

3. Man against society. The character is against a group of people or

the society itself. This is shown when the character has done
something which offended society he/she is part of. Also, when the
character is unable to adjust to the ways of the people around
him/her.

4. Man against nature. This conflict happens when the character has
to deal with natural disasters such as earthquakes, landslides, or the
characters are found in a harsh environment like, in the middle of the
ocean or desert and struggles to survive against bit.

5. Man against culture. The character realizes that the customs,

tradition and practices that he/she must get accustomed to are
unacceptable and against his own belief.

6. Man against supernatural beings. The hero/protagonist faces

extraordinary creature such as gods or monsters before he can achieve
his goal.
7. Man against to technology/machinery. This type of conflict
focuses on a person or group of people fighting to overcome
unemotional and unsympathetic machinery that believes it no longer
requires humanity.
 F. Irony – is a literary device in which there is a contradiction of
expectation between what is said and what is really meant. It is
characterized by an incongruity, a contrast, between reality and
appearance. There are three types of irony: verbal, situational, and
dramatic.
Verbal irony occurs when a speaker’s intention is the opposite of
what he or she is saying. For example, a character stepping out into a
hurricane and saying, “What nice weather we’re having!”
Situational irony occurs when the actual result of a situation is
totally different from what you’d expect the result to be. Sitcoms often
use situational irony. For example, a family spends a lot of time and
money planning an elaborate surprise birthday party for their mother to
show her how much they care. But it turns out, her birthday
is next month, and none of them knew the correct date. She ends up
fuming that no one cares enough to remember her birthday.
Dramatic irony occurs when the audience knows a key piece of
information that a character in a play, movie or novel does not. This is
the type of irony that makes us yell, “DON’T GO IN THERE!!” during a
scary movie. Dramatic irony is huge in Shakespeare’s tragedies, most
famously in Othello and Romeo and Juliet, both of which we’ll examine
later.

G. Theme - is defined as a main idea or an underlying meaning of a literary

work, which may be stated directly or indirectly.

Major and Minor Themes

Major and minor themes are two types of themes that appear in
literary works. A major theme is an idea that a writer repeats in his
literary work, making it the most significant idea in the work. A minor
theme, on the other hand, refers to an idea that appears in a work
briefly, giving way to another minor theme. Examples of theme in Jane
Austen’s “Pride and Prejudice” are matrimony, love, friendship, and
affection. The whole narrative revolves around the major theme of
matrimony. Its minor themes are love, friendship, affectation etc.

Techniques and Literary Devices

In literature, any technique used to help the author achieve his or her
purpose is called a literary device. Typically, these devices are used for
an aesthetic purpose – that is, they’re intended to make the piece more beautiful.
However, it’s a very broad term and isn’t strictly limited to this meaning.

1. Foreshadowing - a literary device in which a writer gives an advance

hint of what is to come later in the story. Foreshadowing often
appears at the beginning of a story, or a chapter, and helps the reader
develop expectations about the coming events in a story. There are
various ways to create foreshadowing.

2. Symbolism and Motif

Symbolism – as a literary device, is when you use an object, an

action, an event, a place, a person, or a spoken word in your writing
to signify new ideas and qualities by giving them an added meaning
 – usually to represent an abstract idea that is different from their
literal sense.

For example, think about emotions or thoughts that come to mind

when you see the following:

• Flowers (represent nature, birth, growth, femininity, beauty)

• Lightning bolt (represents speed, strength, power, electricity)
• Spider web (represents entanglement, entrapment, mystery)

While a symbol might occur once in literature to signify an idea or

an emotion, a motif can be an element or idea that repeats throughout
that piece of literature. It is closely related to a theme but is more of a
supporting role to the theme than a theme itself. It is within the pattern
of repetition that the power and impact of a motif are found. A motif
could, in fact, be expressed by a collection of related symbols.

3. Tone / Mood

Tone and Mood are literary elements integrated in literary works.

Identifying the tone and mood in literatures is an important clue to discover
the literary’s theme. Considering how the author creates a tone and mood
helps the reader understand and appreciate the author’s style.
Tone is a manner, a feeling or atmosphere the author has meant to set in
the story, or towards a subject. It can also be considered as the attitude or
feeling of the writer towards a subject. The tone can be revealed by the
author’s choice of words and details. The author may use a negative or
positive tone for his work. Some possible adjectives to describe a tone, are
seriousness, bitterness, joyful, humorous, amusing, angry, ironic,
suspicious, and many more.
Mood is the feeling you get while reading a story. This could be
happiness, sadness, darkness, anger, suspicion, loneliness, or even
excitement. You can think of mood as the atmosphere of the story.

The Five Narrative Modes of Fiction

Stories are not hard to tell, but writing stories involves creating structure.
Experienced writers understand that structure, in the form of the five narrative
modes of fiction, intimately. These narrative modes of fiction are action, dialogue,
thought, description, and exposition.

Description. Description sets the mood and the scene and provides an
explanation. It gives the details about some place, person or thing. It should serve
the story and be a mechanism for immersing readers in the fictional world the
characters inhabit. The challenge is to avoid over-describing.

Action. Readers are engaged and remain engaged when something happens
to the fictional characters. The action in the story moves it forward. Action drives
the arc of the story and reveals information about the characters. It is something
that happens and can include dialogue, gestures, and other activities.

Dialogue. Dialogue is spoken action. It is conversation between characters

that can also help to evolve the characters.
 Thought. A character’s thoughts might be simply thoughts. But a
character could talk to himself in his head, calling himself names, for example, for
the foolish risks he took or giving himself a pep talk.

Exposition. Exposition is used to provide details about characters or the

story. It is used in the beginning and during transitions, for instance to inform
readers about passage of time, change of place or mood, or change in the focus
character. It tells, rather than shows, readers about important elements of the
story or characters.

What’s More

You’ve already gained much insights about fiction. This time, you
are challenged to do more. Show more understanding of our lesson. Do the
activities independently.

Activity 1. Test Your Knowledge of Characterization

1. Choose the correct characterization definition from the following statements:

a. A list of characters in a work of literature.

b. Creating characters through descriptions of their looks and personalities, as well
as what they think, say, and do.
c. The act of making characters seem different than they really are.

2. Which of the following quotes about or by Atticus Finch in Harper Lee’s To Kill
a Mockingbird is an example of indirect characterization?

a. Besides that, he wore glasses. He was nearly blind in his left eye, and said left
eyes were the tribal curse of the Finches. Whenever he wanted to see something
well, he turned his head and looked from his right eye.
b. “It was times like these when I thought my father, who hated guns and had
never been to any wars, was the bravest man who ever lived.”
— Scout Finch

c. “This time we aren’t fighting the Yankees, we’re fighting our friends. But
remember this, no matter how bitter things get, they’re still our friends and this is
still our home.”
— Atticus Finch

3. Is the following line from Steinbeck’s East of Eden an example of direct or

indirect characterization?
Nearly everyone preferred Aron with his golden hair and the openness that allowed
his affection to plunge like a puppy.

a. Direct
b. Indirect
c. Both
Activity 2: Directions: read each text and determine the narrator’s point of
view.
1. Jessie had felt sad all day. Jessie thought and thought about his situation and
he thought to himself, I need to get myself together. Maria came in the door and
asked what was wrong. He told her. Maria frowned. She felt as if she were being
abandoned by everyone.
a) First-Person b) Second-Person c) Third-Person
2. When I went to the store, I witnessed a girl crying on the street and I took a
closer look and saw it was my friend. I walked to where she was and asked her
what was wrong. She said, “Family problems.” Being a good friend, I told her to
call me later if she wanted to talk about it.
a) First-Person b) Second-Person c) Third-Person
3. First, you will need to wash your hands and gather all of your materials. Once
you’ve done that, follow all of the directions in your cookbook. Put your crispy
teats in the oven and cook for 30-35. Once the treats are cooled, you and your
friends can enjoy.
a) First-Person b) Second-Person c) Third-Person
Activity 3. Directions: Determine what the theme is for each story and
explain your answer. Remember, a theme is a lesson or message in the story.
Write in complete sentences.
1. Barry liked playing board games, but he hated losing. He hated losing so
much that he would do whatever it took to win, even bending or breaking the rules.
He'd steal money from the bank and hide it under the couch cushions. He'd skip
spaces while he was moving around the board. He'd shortchange others money that
they were owed and argue with them about it. Barry's techniques were effective. He
did win most of the games that he played, but the people whom he played with
were his friends and family, and it didn't take too long until they caught on to
Barry's tricks. They tried to tell Barry to stop cheating. They said that the game
wasn't any fun when he cheated, but he didn't listen. He continued with his
treacherous style of gameplay, until nobody would play with him anymore. Barry
may have won a lot of games, but at what cost?

What is the theme of the story?

__________________________________________________________
What happens in the story that leads you to believe this?
______________________________________
2. Blaine opened up the present and began pouting. He screamed in a high-
pitched voice, "This is Captain Thunder! I wanted Captain Lightning!" His mother
looked at him with dismay and handed him another present, which he greedily
opened. "Why did you get me a red hat? You know I like blue more," Blaine whined
as he threw the hat across the room. His mother straightened her expression and
squinted at him. Earlier she had hoped to take some pictures of this moment, but
by now she had put away her camera. She sighed and handed him one more
present in hopes that this year wouldn't be a total bust. Blaine huffed and opened
it. "A Game Box 4000… wow. Where's the Game Box 5000 that I asked for?" His
mother could bear his ingratitude no longer. The next time that Blaine returned
from his father's house, he was shocked to find that all of these toys and gifts,
along with many other of his things, had been generously donated to needy
children.
What is the theme of the story?
__________________________________________________________
What happens in the story that leads you to believe this?
______________________________________
Activity 4: Directions: Read the brief description of each plot. Identify the
protagonist and antagonist and determine the type of conflict.
1. Angela is having the time of her life on a cruise ship with food and fun all around
her. Just as she is preparing for the limbo competition, the ship crashes into an
iceberg, which punctures the hull and causes the ship to sink. Now she and a
group of strangers must fight for survival on a life raft deep in the ice-cold ocean
waters with limited supplies. Can she stay alive until a rescue team arrives?
Protagonist: __________________________Antagonist: ______________________________
Type of Conflict: ___________________________________________
2. It's 1938 and Max Schnell is a native German citizen wondering if the world has
gone mad around him. His Jewish friends and neighbors have been forbidden to
own businesses, work in retail stores, drive cars, go to the movies, or attend public
schools. Seeking to raise awareness and to build a resistance against this anti-
Semitic movement, Max begins printing an underground newspaper. How long can
Max continue his publishing activities without being caught by the Nazis? Will it be
long enough to make a difference?
Protagonist: __________________________Antagonist: ______________________________
Type of Conflict: ___________________________________________
3. Beth wanted to look just like the famous pop star Lady Goo-goo, so she went to
the hair stylist and requested a drastic new haircut, one that required her shaving
half of her head. When she left the hair stylist, it looked pretty good, but now it is
the morning of a school day and she finds that she cannot recreate the look. Can
Beth pull off the Lady Goo-goo look? Will she be able to muster the courage to go to
school if she cannot? Find out in this thrilling epic.
Protagonist: __________________________Antagonist: ______________________________
Type of Conflict: ___________________________________________
Activity 5. Directions: Read the following examples of irony. Determine
which of the three types of irony are being used and then explain your
answer.
1. A mean old man ate a large meal at a restaurant. The waitress tried to provide
him with excellent service, but every time she brought him a dish, he complained.
First he thought that the soup was too cold when it was hot. Then he said that his
steak was dry and chewy, when it was moist and succulent. Then he complained
that one of her blonde hairs was in his mashed potatoes, but the hair was actually
grey like his own. She remained patient and continued to try to help him until the
end of the meal, when he left her a quarter for a tip. She replied on his way out,
“Thank you for the generous tip, Mister.”
Which type of irony is used? ___________________________________________________
2. Tom has always liked Lucy, but Lucy has always thought Tom was annoying
and unattractive. One day, Lucy comes home to find an eviction notice on her
door. Apparently, her roommate had been spending the rent money that Lucy was
giving her on other things. Lucy only has 24 hours to get all her stuff over to her
mom’s house, and Lucy doesn’t even have a car. But Tom has a truck. So Lucy
calls up Tom and asks him how he’s doing. She tells him that she’s always
thought he was funny, and that they should hang out sometime. Tom thinks that
Lucy has finally come around is beginning to like him. He also thinks that his
jokes are funny because she is laughing after everything that he says.
Which type of irony is used? ____________________________________________
3. Tim Kylie is one of the world's top chefs. He is best known for his signature
dish, triple-dipped chip steak. This masterpiece contains over a pound of beef
braised in duck fat. Another of Chef Kylie's more celebrated dishes is the
Hamslaughter Supreme. This dish features ham stuffed sausage links presented in
a basket made of braided bacon. While carnivores around the world roar for Chef
Kylie's creations, it is unlikely that Chef Kylie will dine with them. As a longtime
vegan, Chef Kylie would never dream of devouring one of his own dishes.
Which type of irony is used? ___________________________________________________

Activity 6. Identify and explain the symbolism in each sentence.

1. They dressed in black to the funeral of their friend.
Symbolism: Explanation: ___________________________________

2. He was disappointed when the mirror broke.

Symbolism: Explanation: ___________________________________

3. He gave a red rose to his wife on Valentine Day.

Symbolism: Explanation: ___________________________________
 What I Have Learned

These are the key points discussed in this lesson:

Fiction and Its Elements

Fiction, literature created from the imagination, not presented
as fact, though it may be based on a true story or situation.
Types of literature in the fiction genre include the novel, short
story, and novella.
Fiction has various elements: the characters, point of view,
plot, setting, conflict, irony, and theme.
There are different types of characters, major characters and
minor characters.
Point of view is classified into three, first person, second
person and third person point-of-view.
Plots are typically made up of five main elements: exposition,
rising action, climax, falling action, denouement.

Techniques and Literary Devices

In literature, any technique used to help the author achieve his

or her purpose is called a literary device. Some of these
literary devices are foreshadowing, symbolism and motif, and
tone / mood.
Foreshadowing is a literary device in which a writer gives an
advance hint of what is to come later in the story.
Symbols are images, ideas, sounds, or words that represent
something else, and help to understand an idea or a thing.
Motifs, on the other hand, are images, ideas, sounds, or words
that help to explain the central idea of a literary work – the
theme.
Tone is the author's attitude toward a subject while mood is
how we are made to feel as readers, or the emotion evoked by
the author.
The five narrative modes of fiction are dialogue and thought,
action, description and exposition.
 What I Can Do

Let’s Read
Activity 1. Direction: Read the selection below and answer the
questions that follow.
The Breakaway

As far as Justin knew, there was only one way out of his neighborhood:
basketball. So he ran with the ball like the hounds were chasing him. He could
drop any of the older guys at the court in a blaze of crossovers, fadeaways, and
finger rolls, and the younger guys didn’t stand a chance. Justin saw his way out
and he ran for it. But the world has a funny way of changing right when you think
you’ve got things figured out, and that’s just what happened to Justin.
One day when Justin was shooting around at the local court, some guys
from another block ran up and asked to play. The big one in the middle said that
he had heard that Justin was the best and he wanted to see if it was true. Justin
said, “Nah, Man, I’m just shooting around with my cousin, I ain’t trying to get all
sweaty right now.” But the big guy was insistent, and Justin’s cousin was bugging,
“C’mon, Justin, drop this guy.” So Justin figured that he’d just do what everyone
wanted and play.
Justin was running all over the big guy and making his shots while he did it.
But just as the outcome of the game seemed certain, the big guy shoved Justin as
he went for a lay up. Justin went flying in just such a way that he managed to tear
up his right knee. The doctor said Justin might never play again, and if he did
play, he wouldn’t play the same. Justin was devastated.
The first six weeks, Justin just laid in bed with his leg in a long cast feeling
like a broomstick. He watched three reruns of The Simpsons every day and ate
potato chips until the bag was empty, and then he’d dig the salt and grease out of
the corner with his index finger. Justin blew up like a balloon as watched his once
bright future fade away. Right when he reached the bottom of the pit of despair,
Justin’s sister, Kiki came home from the university
She came in the house like a whirl of sunshine, bringing exciting tales of a
faraway land called college. Justin was amazed and intrigued by the dorm room
dramas and campus craziness that Kiki told, but he could hardly believe any of it.
It was as if she were telling him about some fantasy land high above the clouds.
Justin gazed off dreamily as she spoke.
“Justin!” She interrupted his day dream. “Let me see your progress report.”
Justin was ashamed. His grades had really slumped since his injury. “Oh no, this
won’t do, J,” she said. “We’re going to have to get these up.” Well, Justin was a
pretty stubborn guy, but his older sister had a way of getting him to do things that
nobody else could. So, while she was home on break, they studied together, and
they talked, and they worked, and Justin felt better than he ever had before.
After spending those weeks with his sister, Justin realized that he didn’t
want to feel bad for himself any more, and he didn’t want to quit. Basketball used
to be his thing, and he was good at it, but now there was only school, so he had to
get good at that. Justin passed through all his classes like a half-court trap. By
the time he got to senior year in high school, his GPA was hovering in the slam-
dunk position. The last thing that Justin had to do to get into the college of his
choice was score well on the ACT. Well wouldn’t you know it? Using the study
skills Justin had acquired from his sister, Justin scored a 24 on the ACT. That’s
not the highest score a person can get, but it was high enough for Justin. Now he
had his academic game together.
Though the recruiters never came to Justin’s door, every university that he
applied to accepted him; and when the fall came, Justin had his choice in colleges.
Though he’d miss his family, Justin decided to enroll in the sunniest university in
Hawaii, and nobody could say that Justin made a bad choice.

1. What type of conflict is used in the story? _________________

2. What is the narrator’s POV? _________________
3. Summarize the texts using Freytag’s plot development.
Exposition: ______________________________________________________________
Rising Action: _____________________________________________________________
Climax: ______________________________________________________________
Falling Action______________________________________________________________
Resolution: ______________________________________________________________

Activity 2. Direction: For each passage below, write the tone and the
mood of the passage.

1. When the young man was summoned to the principal's office he just
shrugged; but as he stood to leave the room, I thought I could detect the
faintest quiver about his lips.
TONE: ______________________________ M O O D : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

2. With gentle hands, she lifted the tiny kitten to her cheek and closed her
eyes as she listened to its purring. In her palm she could feel its tiny
heartbeat, steady and strong. Then she set it gently back down into its bed and
went to prepare its next meal. With any luck, the poor little creature would
make it to morning.

TONE: ________________________________ M O O D : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. A character can best be defined as

a. A real person who acts in a play.

b. The people who talk in a book.
c. Any person, animal, creature, being, or thing in a story.
d. Any person, animal, creature, being, or thing in a story.

2. Minor characters in a story

a. Affect the conflict with their actions.

b. Often help drive the plot forward by interacting with the major characters.
c. Are not as important but still help the story line.
d. All of the above.

3. When narrator tells the story of “he” or “she”

a. First-Person b. Second-Person c. Third-Person d. Dialogue

4. When the story is narrated from the perspective of “I”

a. First-Person b. Second-Person c. Third-Person d. Dialogue

5. The story’s time and place

a. Character b. Setting c. Plot d. Conflict

6. The series or sequence of events

a. Character b. Setting c. Plot d. Conflict

7. The peak of the story

a. Exposition b. Rising Action c. Climax d. Resolution

8. Main idea or an underlying meaning of a literary work

a. Irony b. Setting c. Plot d. Theme

9. Writer gives an advance hint of what is to come later in the story

a. Foreshadowing b. Symbolism c. Motif d. Mood

10. The feeling you get while reading a story

a. Foreshadowing b. Symbolism c. Motif d. Mood

11. Sets the mood and the scene and provides an explanation
a. Description b. Action c. Dialogue d. Exposition
12. Conversation between characters
a. Description b. Action c. Dialogue d. Exposition
13. Provide details about characters or the story
a. Description b. Action c. Dialogue d. Exposition
14. Moves the story forward
a. Description b. Action c. Dialogue d. Exposition
15. Literature created from the imagination

a. Technique b. Fiction c. Literary Devices d. Mode

Additional Activities

To help you master the skill in identifying the elements, techniques and
literary devices used in fiction, look for a short story and identify the elements
found in it.
What I Know What's New What’s More
Activity 1
1. b 1. character
2. c 2. plot 1. b
3. a 3. point of view 2. c
4. a 4. setting 3. a
5. c 5. theme Activity 2
6. b 6. conflict
1. c
7. a 7. irony 2. a
8. d 3. b
9. b Assessment Activity 3
10. a
What Can I do: 1. c 1.Winning isn’t everything;
2. d cheater never prosper.
2. Be thankful for the things
Activity 2 3. c that you receive.
Answers may vary slightly 4. a Activity 4
1.T: serious; M: realistic 5. b 1. P: Angeles
2.T: nurturing; M. 6. c A: Nature
optimistic 7. c T.C. Man vs. Nature
2. P: Max
8. d A: Society
9. a T.C. Man vs. Society
10.d 3. P: Beth
11.a A: Beth
12.c T.C. Man vs. Himself
13.d Activity 5
14.b 1. Verbal
15.b 2. Dramatic
3. Situational
Activity 6
1. black; death
2. broken mirror;
separation
3. red; love
Answer Key
References
Books
DIWA. (2017). Creative Writing. Makati, Philippines: Diwa Learning Syatems Inc.
Sayseng , A., & Buhisan , A. (2016). JFS Publishing Services.
Module

Acero, G. J., Panoril, S. S., & Sorongon, A. S. (2020). Creative Writing/Malikhaing Pagsulat.

Internet

https://courses.lumenlearning.com/atd-distanceminnesota-
creativewriting/chapter/lesson-3-elements-of-a-fiction/
https://www.unm.edu/~hookster/Elements%20of%20Fiction.pdf
https://literary-devices.com/content/symbol/
https://literary-devices.com/content/foreshadowing/
https://www.britannica.com/art/fiction-literature
https://www.britannica.com/art/novel
https://www.britannica.com/art/short-story
https://en.wikipedia.org/wiki/Novella
https://literaryterms.net/character/
https://www.masterclass.com/articles/learn-about-direct-characterization#what-is-direct-
characterization
https://literarydevices.net/direct-characterization/
http://www.literarydevices.com/characterization/
https://thewritepractice.com/point-of-view-guide/
https://www.nownovel.com/blog/third-person-limited-examples/
https://literarydevices.net/omniscient/
https://literaryterms.net/plot/
https://www.unm.edu/~hookster/Elements%20of%20Fiction.pdf
http://blog.flocabulary.com/definitions-and-examples-of-irony-in-literature/
https://literarydevices.net/theme/
https://literarydevices.net/foreshadowing/
https://www.thoughtco.com/symbols-and-motifs-in-literature-1857637
https://theeditorsblog.net/2013/06/24/narrative-modes-in-fiction-telling-your-story-
writing-essentials/
https://iapwe.org/the-five-narrative-modes-fiction-writers-use-to-craft-their-stories/
https://www.ereadingworksheets.com/free-reading-worksheets/story-structure/story-
structure-worksheets/
https://www.ereadingworksheets.com/worksheets/reading/story-structure/the-
breakaway/?answers=true
https://www.ereadingworksheets.com/free-reading-worksheets/types-of-conflict-
worksheets/
https://www.ereadingworksheets.com/free-reading-worksheets/irony-worksheets/
https://www.easyteacherworksheets.com/langarts/2/moodtone.html
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