Appraising the unity of plot, setting and characterization in

a material viewed to achieve the writer’s purpose

Page 2

English- Grade 10 Alternative Delivery Mode First Quarter-Module 2 EN10VC-IVc-29: Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose. First Edition, 2020

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.

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Printed in the Philippines by:

Department of Education – Region VII, Division of Cebu Province Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City Telefax: (032) 255-6405 E-mail Address: cebu.province@deped.gov.ph

Development Team of the Module Writer: Roxanne P. Cando Editors: Sonia M. Lauronal, Zenith Guzman Illustrator: Roxanne P. Cando Reviewers: Imelda Lazaga, Blessilda Pitogo Layout Artists: Achilles B. Medez, Resdale Venz R. Palabrica Quality Assurance Team: Emma C. Olandria (Moderator, English-Key Stage 3) Leonita J. Bureros (Evaluator for Grade 10 English)

Management Team: Schools Division Superintendent: Marilyn S. Andales, CESO V Assistant Schools Division Superintendents: Cartesa M. Perico Ester A. Futalan Leah B. Apao Chief, CID: Mary Ann P. Flores EPS in LRMS: Isaiash T. Wagas EPS in English: Ma. Chona B. Redoble

Page 3

Appraising the unity of plot, setting and characterization

in a material viewed to achieve the writer’s purpose

Page 4

Points to Ponder!

Key Message For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department of Education extends their resources and looks for varied ways to cater your needs and to adapt to the new system of Education as a fortress of Learning Continuity Plan. One of the probable solutions is the use of Teacher-made Educational Modules in teaching.

You are reading the English- Grade 10: First Quarter Alternative Delivery Mode (ADM)

Module on “Appraising the unity of plot, setting and characterization in a material viewed to achieve the

writer’s purpose- EN10VC-IVc-29” as written and found in the K-12 Most Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from different levels and various schools of Department of Education-Cebu Province. In addition, this module is meticulously planned, organized, checked and verified by knowledgeable educators to assist you in imparting the lessons to the learners while considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges of teaching in

a new normal education set-up. Through this module, the students are given independent learning activities, which embodies in the Most Essential Learning Competencies based from the K-12 Curriculum Competencies, to work on in accordance to their capability, efficiency and time. Thus, helping the learners acquire the prerequisite 21st Century skills needed with emphasis on utmost effort in considering the whole well being of the learners.

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

Points to Ponder!

As the main source of learning, it is your top priority to explain clearly on how to use this module to the learners. While using this module, learner’s progress and development should be recorded verbatim to assess

their strengths and weaknesses while doing the activities presented independently in safety of their homes. Moreover, you are anticipated to persuade learners to comply and to finish the modules on or before the scheduled time.

For the Learners:

As a significant stakeholder of learning, Department of Education researched and explored on innovative ways to address your needs with high consideration on social, economic, physical and

Notes to the Teacher!

This part of the module gives you helpful tips,

suggestions or strategies that will make the learning

process easy and efficient to the learners.

Page 5

emotional aspects of your well being. To continue the learning process, DepEd comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational Modules.

You are reading the English- Grade 10-: First Quarter Alternative Delivery Mode (ADM)

Module on “Appraising the unity of plot, setting and characterization in a material viewed to achieve the

writer’s purpose- EN10VC-IVc-29” as written and found in the K-12 Most Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue learning even

at home. Using guided and independent learning activities, rest assured that you will be able to take

pleasure as well as to deeply understand the contents of the lesson presented; recognizing your

own capacity and capability in acquiring knowledge.

This module has the following parts and corresponding icons:

WHAT I NEED TO KNOW

The first part of the module will keep you on tract on

the Competencies, Objectives and Skills expected

for you to be developed and mastered.

WHAT I KNOW

This part aims to check your prior knowledge on the

lesson to take.

WHAT’S IN

This part helps you link the previous lesson to the

current one through a short exercise/drill.

WHAT’S NEW

The lesson to be partaken is introduced in this part

of the module creatively. It may be through a story,

a song, a poem, a problem opener, an activity, a

situation or the like.

WHAT IS IT

A brief discussion of the lesson can be read in this

part. It guides and helps you unlock the lesson

presented.

Page 6

WHAT’S MORE

A comprehensive activitiy/es for independent

practice is in this part to solidify your knowledge and

skills of the given topic.

WHAT I HAVE LEARNED This part of the module is used to process your

learning and understanding on the given topic.

WHAT I CAN DO A transfer of newly acquired knowledge and skills to

a real life situation is present in this part of the

module.

ASSESSMENT

This activity assesses your level of mastery towards

the topic.

ADDITIONAL ACTIVITIES

In this section, enhancement activities will be given

for you to further grasp the lessons.

ANSWER KEYS This contains answers to all activities in the module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid resources used

in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary marks are prohibited. Use a separate sheet of paper in answering all the given exercises.

2. This module is organized according to the level of understanding. Skipping one

part of this module may lead you to confusion and misinterpretation.

3. The instructions are carefully laden for you to understand the given lessons. Read each items cautiously.

4. This is a Home-Based class, your reliability and honour in doing the tasks and

checking your answers are a must.

Page 7

5. This module helps you attain and learn lessons at home. Make sure to clearly comprehend the first activity before proceeding to the next one.

6. This module should be returned in good condition to your teacher/facilitator once

you completed it.

7. Answers should be written on a separate sheet of paper or notebook especially prepared for English subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/her for

further discussion. Know that even if this is a home-based class, your teacher is only a call away.

Good communication between the teacher and the student is our priority to flourish your

understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills for you to be

fully equipped and ready to answer the demands of the globally competitive world. We are

confident in you! Keep soaring high!

Page 8

WHAT I NEED TO KNOW

A beautiful day to you! I hope you enjoyed answering modules 1 and 2. Stay optimistic and enthusiastic as you answer this next module.

You are about to explore and accomplish Module 3. This module is especially made for you to access and acquire lessons which are suited to your grade level. The exercises, drills and assessments were carefully made to suit your level of understanding. Indeed, this learning resource is for you to recall the elements of a story and understand the need to appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose (EN10VC-IVc-29).” On your own, you are going to go over this module and do the exercises and activities yourself. No need to worry, for you will be guided well.

Using this learning resource, you are expected to appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose (EN10VC-IVc-29) as stipulated in the K-12 Most Essential Learning Competencies.

At the end of this module, you are expected to achieve the following objectives for this session:

❖ recall the major elements of a story; ❖ complete a story map and story grammar on a material viewed or read; and

❖ value honesty and independence in accomplishing the tasks.

Learning on your own may appear boring and less challenging to you, but let me assure you that

you will enjoy answering this module for you will be revisiting your favorite movies and selections

and somehow savor the good old memories safely tucked in your memory lane.

Because you are well-loved and remembered by your DepEd family, we have made it a point to

make your learning and especially YOU… our TOP PRIORITY! Yes WE CAN DO IT! YOU CAN DO

IT!

This module is very learner-friendly. Interact with it. Read and follow the instructions carefully. Do what is asked of you to do.

So, are you excited to get started?

Let us now begin our journey to a better learning

Page 9

WHAT I KNOW

TASK 1. Directions: Choose from the box the element of a story being

defined.

______ 1. It describes where and when the story takes place. ______ 2. They are the people, animals or creatures in a story. ______ 3. It refers to the series of events that make up a story. ______ 4. It is a technique writers use to make characters come to life. ______ 5. It is the story’s underlying message.

Hello! How are you? I bet you’re sad that COVID 19 is still around the corner. But don’t worry, we will surely come around. Keep your hopes high and be always positive. Believe that we can beat this deadly virus. For the mean time, let us enjoy studying and let us try to say goodbye to boredom by talking about a story and its elements.

Don’t you know that you can learn a lot from reading and that it can make you smarter? Let us try to read more and learn more therefore! Since elementary, you have been learning about fiction and non-fiction, elements of a story, primary and secondary sources of information and many others. You have been reading plenty of stories too. From fables, to parables, epics, newspapers, encyclopedias, atlases, short stories to novels. You even have been exposed to film viewing for you to be entertained, understand the material more and even get to comprehend the writers’ purpose.

Well, now is the time to remember them for you will be dealing with them once again. Let us focus on the major elements of a story this time. Don’t worry, I simplified things for you to understand better.

plot characters setting

theme characterization conflict

Page 10

TASK 2. Directions: Study the picture below. Answer the questions given.

https://www.slideshare.net/joescully6/elements-of-a-story-powerpoint?qid=832a51c5-f9ff-4c5a-b375-a1acd72f9051&v=&b=&from_search=6

1. What element of the story is being emphasized above?

2. Which of the two descriptions is better? Why?

.

TASK 3. Directions: Identify the good guys from the villains based on the list given by completing the table below.

As we all know, every story needs characters. Let us check how good you are in differentiating protagonists from antagonists. Here is a list of well-known characters from both foreign and local movies.

1. Thanos from "Guardians of the Galaxy and Avengers: End Game” 2. Snow White from the “Snow White and the Seven Dwarfs” 3. Flavio of “Ang Panday” 4. Peter Parker from “Spider Man” 5. Joker from “Batman” 6. Cardo Dalisay from “Ang Probinsyano” 7. Petra from “Petrang Kabayo” 8. Valentina of “Darna” 9. Darth Vader from “ Star Wars” 10. Captain Hook from “Peter Pan” 11. Captain America from the “Avengers: Infinity War” 12. Scar from “The Lion King”

Page 11

THE GOOD GUYS THE VILLAINS

WHAT’S IN

TASK 1. Directions: In two to three sentences, write a description of the setting given.

https://guidetothephilippines.ph/articles/things-to-do/cebu-tourist-spots-1

Answer:

.

Page 12

TASK 2. Directions: Name your favorite movie/ TV series (teleserye) and summarize it in a three to five- sentence paragraph. Write your summary on the screen.

WHAT’S NEW

TASK 1: MYSTERY WORDS

1. Inspiration

2. Lyre

3. Entranced

4. Condemned

5. Summoned

MY FAVORITE MOVIE

READING TIME! From a material viewed to a story to be read. We will be having another myth for you to read. Be sure to do the tasks needed to be done.

Knowing the following words will help you as you read Orpheus.

Remember to define these words using the dictionary:

Page 13

TASK 2: FROM PAGE TO PAGE

To what extent would you use your strengths to save the person you love?

ORPHEUS Alice Low

There were nine goddesses called Muses. Born out of Zeus and a Titan named

Mnemosyne, each muse presided over a different art or science.

Calliope, one of these sisters, was the inspiration of poets and musicians.She was the

mother of Orpheus (a mortal because his father was one) and gave to her son a remarkable

talent for music.

Orpheus played his lyre so sweetly that he charmed all things on earth. Men and

women forgot their cares when gathered around him to listen. Wild beasts lay down as they

gathered around him as if they were tame, entranced by his soothing notes. Even rocks and

trees followed him, and the rivers changed their direction to hear him play.

Orpheus loved a young woman named Eurydice, and when they were married, they

looked forward to many years of happiness together. But soon after, Eurydice stepped on a

poisonous snake and died.

Orpheus roamed the earth, singing sad melodies to try

to overcome his grief. But it was no use. He longed for

Eurydice so deeply that he decided to follow her to the

underworld. He said to himself, “No mortal has ever been

there before, but I must try to bring back my beloved

Eurydice. I will charm Persephone and Hades with my

music and win Eurydice’s release.”

He climbed into a cave and through a dark passage

that led to the underworld. When he reached the river

Styx, he plucked his lyre again,

and Cerberus, the fierce three-headed dog who guarded

the gates, heard the sweet music and lay still to let him

pass.

Orpheus continued to play his lyre tenderly as he made his way through the gloomy

underworld. The ghosts cried when they heard his sad music. Sisyphus, who had been

condemned to roll uphill forever, stopped his fruitless work to listen. Tantalus, who had been

sentenced to stand in a pool of receding water, stopped trying to quench his thirst. And even the

wheel to which Ixion was tied as punishment stopped turning for one moment.

Myths are stories about gods, goddesses, and heroes

passed from one generation to another. Many Greek myths have a

great deal of influence on our culture. For ages, writers, artists, and

musicians have used mythological characters as their inspiration.

“Orpheus,” whose story shall be discussed today, is one of the

mythological characters around the world.

Page 14

At last Orpheus came to the palace of Hades and Persephone, King and Queen of the

underworld. Before they could order him to leave, he began his gentle song, pleading for

Eurydice.

When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone was

so moved that, for the first time in all her months in the underworld, her heart melted.

“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with Orpheus.” And

Hades replied, “I, too, feel the sadness of Orpheus. I cannot refuse him.”

They summoned Eurydice, and the two lovers clasped each other and turned to leave. “Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one

condition.” “What is that?” asked Orpheus

“She must follow you, and you must not look back at her until you are on earth again.”

“I understand,” said Orpheus, “and I am forever grateful.”

Orpheus and Eurydice left the underworld and made their way through the dark passage that led to the upper world. At last they reached the cave through which Orpheus had descended.

“I can see daylight ahead” called Orpheus to Eurydice. “We are almost there.” But Eurydice had not heard him, and so she did not answer.

Orpheus turned to make sure that she was still following him. He caught one last glimpse of her arms stretched out to him. And then she disappeared, swallowed by darkness.

“Farewell,” he heard her cry as she was carried back to the underworld.

Orpheus tried to follow her, but this time the gods would not allow it. And so he

wandered the earth alone. He sang his sad songs to the trees and longed for the time when

he, too, would die and be reunited with his beloved Eurydice in the underworld.

Processing Questions:

1. Who are the characters of the story? Describe each. 2. What words/ phrases can you use to describe the setting? 3. What was the greatest strength of Orpheus? What was his weakness? 4. What effect did Orpheus’ music have on people and gods?

Cite two examples of this. 5. Why did Orpheus decide to rescue his wife from the underworld? 6. Why did Orpheus look back to see if Eurydice was following him? 7. What is the conflict or the main problem of the story? 8. How was the problem resolved?

Page 15

WHAT IS IT

TASK 1. Directions: Create a graphic organizer, outlining or summarizing the information given

below. These are the five key elements of a story.

1. Setting: A story's setting refers not only to the physical location, but also the time the action takes

place. It is the where and the when of a story.

2. Character: Depending on the nature of the story, characters are most often people or animals.

Writers use characters to perform the actions and speak the dialogue of a story. They move a story’s

plot forward. They are the “who” of a story.

3. Plot: The plot relates to the events that happen in a story. Plot can be further divided into sub-

elements such as: introduction, rising action, climax, falling action, and resolution. It is the “what” of

the story. Plot usually begins with a problem and ends in the story’s resolution.

4. Conflict: Every story worth its salt requires conflict. This conflict can be thought of as a challenge

or problem that drives the action of the story. No conflict, no story. Setting up a series of cause and

effect events, conflict gives these events their why.

5. Theme: A little more abstract than the previous elements, the theme refers to the underlying insight,

the moral or idea that the writer is expressing through the story. It is often thought of as the ‘message’

of the story.

MY GRAPHIC ORGANIZER

Page 16

TASK 2.

Let us now talk about characterization. How well do you know the

characters? Read the notes on characterization for additional learning.

Page 17

Source: https://www.slideshare.net/bdelgado/short-story-characterization-28247575

TASK 3. Directions: Read and learn more.

• In assessing a story, check if it is broken into three parts: 1. Beginning: Shows the Intent – How does the story start? What is the central event? 2. Middle: Growth/Conflict – What is the subtext? What events happened in the

past/backstory? Does it influence the central event? 3. End: Resolution/Surprise – What kind of ending does the story have?

Check if the material viewed or read was achieved by the writer’s purpose: a. Plot: Describe the plot in a few lines. b. Character: Identify the main characters. c. Goal and Conflict: What is the main character’s goal and what is the conflict that

hinders that goal? d. Theme: What is the big idea or message? This could be a revelation or an opinion. e. Setting: Where and when does the story take place? Does it influence the story?

Consider also how coherent or connected the flow of the material viewed/ read is.

Here is a guide for you in assessing a story.

Page 18

WHAT’S MORE

TASK 1.

https://www.liveworksheets.com/rd152743cp

This time, let us try to find out how well you understood the elements of a story and how thoroughly you understood the myth, Orpheus. Complete the story map below.

Page 19

WHAT I HAVE LEARNED

TASK 1. Directions: Using a Venn Diagram, compare and contrast two movies/ teleserye that you have watched. Include the elements of the story in your answers.

WHAT I CAN DO

TASK 1. Directions: Answer the following questions.

1. What can you say about the plot, setting and characterization of the story “Orpheus”?

Are they connected? Explain your answer.

.

2. Do you think the writer was able to achieve her purpose in writing the story? How?

.

3. If you were the author, how would you end the story?

.

Page 20

ASSESSMENT

TASK 1: Directions: Fill in the blanks with your personal views and explanations.

ADDITIONAL ACTIVITY

TASK 1. Directions: Using a story grammar, analyze any material viewed from the past, be it a movie or television series.

https://www.slideshare.net/cutie_maine_026/story-grammar-28923751

My favorite Filipino film / television series (teleserye) is

.The main character is .

The setting is . I like how the events of the

movie/ teleserye were presented because . The

plot is very _. The conflict of the story is

. It was resolved when

_. I think that the writer’s purpose was achieved for the

reason/s that .

Page 21

Page 22

References:

Botha, M. (2017). The Complete Guide to Evaluating your Short Story. Retrieved from https://www.writerswrite.co.za/the-complete-guide-to-evaluating-your-short- story/#:~:text=The%20best%20way%20to%20evaluate,don't%20always%20have%20time.

Department of Education Republic of the Philippines. (2015). Celebrating Diversity through World

Literature (First ed.). REX Book Store, Inc.

Department of Education Republic of the Philippines. (n.d.). Department of education. Retrieved

from: https://commons.deped.gov.ph/

Experential Education. (2017). Types of Advanced Organizers - Experiential Education. Retrieved from: https://carleton.ca/experientialeducation/types-of-advanced-organizers/

Mac Donnchaidh. (n.d.) Story Elements a guide for teachers and students Retrieved from:https://www.literacyideas.com/teaching-story-elements

PNGitem. (n.d.) Teacher Png - transparent background teacher clipart, png download , transparent

png image. Retrieved from: https://www.pngitem.com/middle/hwibxwx_teacher-png-transparent-background- teacher-clipart-png-download/

Slideshare.net, accessed by July 25, 2020, https://www.slideshare.net/joescully6/elements-of-a-story- powerpoint?qid=832a51c5-f9ff-4c5a-b375-a1acd72f9051&v=&b=&from_search=6

Slideshare.net, accessed by July 25, 2020,https://www.slideshare.net/bdelgado/short-story-characterization- 28247575

Slideshare.net, accessed by July 25, 20 https://www.slideshare.net/cutie_maine_026/story-grammar- 28923751

Page 23

For inq iries or feedback, please write or call:

Department of Education – Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City Telefax: (032) 255-6405 E-mail Address: cebu.province@deped.gov.ph