English Quarter 1 – Module 3:

Appraising the Unity of Plot,

Setting, and Characterization

in a Material Viewed to

Achieve Writer’s Purpose

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Development Team of the Module

Writers: Izah Charles M. Dadea, Mark Louie C. Parcasio

Editors: Lorelie C. Salinas, Raffy G. Herrera

Reviewers: Jay Sheen A. Molina, Lorelie C. Salinas

Layout Artist: Jona P. Cabucos

Cover Art Designer: Reggie D. Galindez

Management Team: Allan G. Farnazo, CESO IV – Regional Director

Fiel Y. Almendra, CESO V – Assistant Regional Director

Ruth L. Estacio, CESO VI - Schools Division Superintendent

Carlos G. Susarno - Assistant Schools Division Superintendent

Gilbert B. Barrera – Chief, CLMD

Arturo D. Tingson Jr. – REPS, LRMS

Peter Van C. Ang-ug – REPS, ADM

Gerry O. Magno – English Supervisor

Lalaine SJ Manuntag- CID Chief

Nelida A. Castillo- EPS , LRMS

Marichu Jean R. Dela Cruz, PhD-ADM Coordinator

Zynafe V. Caijo – English Supervisor

English – Grade Ten Self-Learning Module (SLM) Quarter 1 – Module 3: Appraising the Unity of Plot, Setting, and Characterization in a Material Viewed to Achieve Writer’s Purpose

First Edition, 2020

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Introductory Message

This Self-learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,

questions, directions, exercises, and discussions are carefully stated for

you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-

by-step as you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module,

or if you need to ask your facilitator or your teacher’s assistance for

better understanding of the lesson. At the end of each module, you need

to answer the post-test to check self- check your learning. Answer keys

are provided for each activity and test. We trust that you will be honest in

using these.

In addition to the material in the main text, Notes to the teachers are also

provided to the facilitators and parents for strategies and reminders on

how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any

part of this SLM. Use a separate sheet of paper in answering the

exercises and tests.

Read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the task in this module, do not hesitate to consult your

teacher or facilitator.

Thank you.

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What I Need to Know

We as humans have by far existed and continue to do so with the

qualities that helped shape us as such: abilities and drawbacks. Through

these blends of opposite sides of progress, we learned to deal with our

everyday lives as smoothly as we wanted it to be. Learning to combat our

drawbacks and bringing forth the power from our abilities, we efficiently

plowed through the hedges and mountains of the gift that God gave us: life.

Hence, by participating in the activities herein and drawing from your

meaningful experiences, you can be assured that you are geared towards

facing your weaknesses and empowering your strengths!

Most Essential Learning Competency: Appraising the Unity of Plot, Setting,

and Characteriztion in a Material Viewed to Achieve Writer’s Purpose

(EN10VC-Ivd-29)

The module is divided into four lessons, namely:

Lesson 1 – Characteristics of a Person in Overcoming Conflicts,

Connotation and Denotation

Lesson 2 – Key Events of a Story

Lesson 3 – Characterization and Author’s Purpose

Lesson 4 – Simple Narrative Writing

After going through this module, you are expected to:

1. differentiate features of characterization, plot, setting, and author’spurpose;

2. identify the relationship among characterization, plot, setting, and

author’s purpose;

3. express opinions about the material viewed and read; and

4. compose a simple narrative by applying characterization, plot,

setting, and author’s purpose.

What I Know

Let us check your prior knowledge about The Elements of a Story by answering

the questions below.

Reading and Literature:

Directions: Read each of the following short passage carefully and write the letter

of your choice on a ½ lengthwise piece of intermediate paper.

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Exploring the Sea of Goodness (Excerpt)

Lee Emm

1.) Do you believe that the sea of goodness is possible in this world? 2.) I

always believe it is possible. 3.) Doing something good, no matter what the

consequences are, will always make me contented and secure.

4.) There are a lot of ways I can do such, especially in doing something

“good” for others. 5.) The steps are easy but zealousness, humility, and

consistency are the subtle ways. Here are the simple ones:

6.) The first one I imagine that I am in the place of the other person I’ll

do good to. 7.) Next, I’ll imagine how she’ll feel and react. 8.) That way, I’ll think

doing good to others will make me at least a better person. 9.) That will make

me grateful that I have done something good.

10.) With these simple but notable ways I can prove to myself, to others,

and to God that I can explore the sea of goodness in this ever-changing world.

11.) How about you, can you explore it also? 12.) I bet you can!

Source: Celebrating Diversity through World Literature, pg. 3

1. The main point of the article is best expressed in the sentence

no. . a. 3

c. 10

b. 4 d. 12

2. Exploring the sea of goodness, means you are practicing .

a. conscientiousness c. kindness

b. humility d. sympathy

3. The word subtle is sentence no. 5 means .

a. clear c. refined

b. practical d. strained

4. The kind of evidence used by the writer to support her stand is

through _.

a. anecdotes c. statistics

b. examples d. video

5. The generalization or statement about the passage on life orhuman experience is to.

a. bring out the best in you c. struggle against the odds

b. stand up for one’s belief d. take strength to bear up the odds.

6. In which part of the key elements of a short story reveals the

problem of the characters

a. exposition c. theme

b. characterization d. conflict

7. Which of these is the term for the “turning point of the story”?

a. exposition c. climax

b. characterization d. conflict

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8. When the author gives some background or needed details to

the story this is known as what term?

a. characterization c. foreshadowing

b. exposition d. point of view

9. The problem of the story also known as which story element?

a. character c. exposition

b. conflict d. resolution

10. Which details the solution for the conflict of the story?

a. climax c. resolution

b. falling action d. rising action

11. What type of conflict is best shown here?

a. character vs. character c. character vs. self

b. character vs. nature d. character vs. society

12. Who is the person with which the main character has conflict?

a. antagonist c. principal

b. bad guy d. protagonist

13. What is the time and location in which a story takes place?

a. conflict c. point of view

b. plot d. setting

14. The central, main character of the story is called .

a. antagonist c. instigator

b. investigator d. protagonist

15. What is a person or animal which takes part in the action of the story?

a. character c. resolution b. plot d. setting

Lesson

1 Personal Characteristics,

Connotation and Denotation

Remember: Please wash your hands with soap for twenty (20) seconds before and after handling your module and worksheets.

None of us is created perfect. All of us are endowed with strengths. At

the same time, we also have weaknesses. Being positive allows us to be

better persons as we capitalize on our strengths and as we address our

weaknesses to improve ourselves.

This lesson allows you to discover how to make the most of your

strengths and improve your weaknesses. How far would you go to know the

real you? What risks are you willing to take to successfully overcome the

hurdles of life?

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At the end of this lesson you are expected to:

1. provide different positive characteristics of a person in dealing

with a conflict presented; and

2. distinguish the use of denotation and connotation.

What’s In

What are the prejudices that Daedalus experienced and how

did he overcome each?

What’s New

What are the positive characteristics that your classmates

find in you?

What do you think are the things that you have difficulty in doing?

What is It

There are times in which what the characters say are entirely

different from the literal sense. For example: Cardo, act out the role of

a Filipino hero. There could be two things that Cardo would do should

he be asked to act it out. He might be inside the classroom and

pretend to be Jose Rizal (as what the teacher expects him to do) or he

could be literally outside the classroom doing the same action. This is

the difference between our lesson.

Today, you are going to discover the strengths and weaknesses

of characters in a given situation. On this part of the module we will

also discuss connotation and denotation. Find out the difference and

spot them from the story Orpheus.

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DENOTATION

dictionary

definition

literal

meaning of

the word

principal

methods of

describing

the

meaning of

words

CONNOTATION

emotiona

l

meaning

s of a

word

with cultural

implications

or social overtones

Taina Taina. (2020). Copy of Denotation and Connotation Venn Diagram.

Denotation and Connotation Venn Diagram. Accessed June 11, 2020.

What’s More

Activity 1.1

Directions: Read each activity carefully. For this task, please write your

answers on your worksheet.

Joaquin and Cristina are trapped in an abandoned well. They want to

be free! Using the chart below, list down the three individual strengths that

Joaquin and Cristina could use to free themselves from the well.

JOAQUIN CRISTINA

1. In what way could these qualities help them escape from the well?

2. Do you think we could interchange the qualities of Joaquin and

Cristina? What would happen if they interchange their qualities?

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What I Have Learned

Activity 1.2

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

Remember how these words are defined.

1. inspiration a) something that brings on

creative activity

b) motivation

2. lyre a) a small stringed musicalinstrument

b) similar to harp

3. entranced a) to put somebody into trance

b) charmed

4. condemned a) to express an unfavorable

or adverse judgment

b) doomed

5. summoned a) sent for

b) called forth

Activity 1.3

Answer in 1-2 sentences in your worksheet.

1. What did you notice in the way these words are defined?

2. How do you differentiate A from B?

3. Which is a better way to define a word?

What I Can Do

Activity 1.4

Directions: Use the answers from the previous activity to provide solution to

the given situations. Write your answer on the worksheet provided.

Situation Answer

1. Juancho has a stage fright but he is an excellent

singer.

2. Badiday is a cookery student but she could not

provide for the ingredients needed for their cook

out. Day by day she is losing hope.

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pillar power building ability

withering muscle

debris flaws

limitations

crack

Activity 1.5

Direction: Below is a word bank that contains words that describe strengths

and weaknesses. Categorize these words whether they belong to strengths

or weaknesses:

STRENGTHS WEAKNESSES

Read in advance the story of Orpheus found in the next lesson or on page 52-

66 of your book.

Lesson

2 Observing the Key Events

of the Story

In the previous lesson, you have learned your strengths and

weaknesses as well the two methods of describing the meanings of words

(connotation and denotation).

In this lesson, you will become familiar with the plot parts. A story

has parts that keep it interesting or alive. These are generally named into

five elements of the plot.

To prepare you to the next lesson, how do you think stories are

usually structured?

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

1. watch a video observing key events of the story;

2. scan the story for specific information; and

3. arrange the order of the parts of the plot from the story Orpheus.

Activity 2.1 Arrange the following parts of the plot in order. On the right side, the

meanings of each part are clues to what comes first. Write your answers

on your worksheet.

1. resolution

2. exposition

3. falling action

4. climax

5. rising action

1. introduces characters and setting

2. introduces problem of the story

3. excites the story

4. provides solution to the problem

5. ends the story

What’s In

Do you remember the vocabularies we have tackled in the previous lesson?

These words are found in the following text.

Find out how these words are used in the selection and what part of the plot

does each belong.

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What’s New

Activity 2.2 Directions: Read carefully the story entitled “Orpheus” by Alice Low.

Answer the following processing questions on the space provided.

ORPHEUS

retold by Alice Low

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

Titaness named Mnemosyne, each muse presided over a different art of

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 a rock 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

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as punishment stopped turning for one moment.

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

and Queen of the underworld. Before they could offer 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.” 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 “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.

Almonte, Liza R., Flandez, Lerma L., Hermosa, Angelina Lourdes A.,

Lagustan, Nedia, Mangaluz, Liberty A., Miranda, Elenita R., Mendoza, Paul

Anthony B, et al. “Grade 10 English Learner’s Material: Celebrating Diversity

through World Literature.” 1st ed. Pasig City: Department of Education, 2015.

pg. 55

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What is It

Activity 2.3 Directions: In two to four sentences answer the following questions on the

blank provided Use the worksheet provided for you:

What lesson did you get from the story?

Does the story follow the parts of the plot?

What’s More

Activity 2.4

Directions: Read each question carefully. For this task, please write

your answer on the worksheet provided.

Questions:

1. What was the greatest strength of Orpheus? What was his weakness?

2. What effect did Orpheus’ music have on people and gods? Cite two

examples of this.

3. Why did Orpheus decide to rescue his wife from the underworld?

4. Why did Orpheus look back to see if Eurydice was following him?

5. What reasons might the gods have for allowing Orpheus and Eurydice

to be reunited?

6. Explain why the gods gave a condition to Orpheus and to his bride to

return to earth.

7. What main characteristic of this text makes it a myth?

8. To whom does Orpheus owe his talent? Why was he able to win the

sympathy of the gods?

9. In what situations where the gods willing to help humans?

10. Does the story reveal certain realities about the Greeks? What arethese?

11. What does the story reveal about the concept of gods in Greekmythology?

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What I Have Learned

Activity 2.5

Directions: Study the chart below. Supply each corresponding box

given the plot of the story “Orpheus.” Write the letter of the correct answer

on worksheet.

ORPHEUS

Column

A

Column

B

1. EXPOSITION

2. RISING ACTION

3. CLIMAX

4. FALLING ACTION

5. RESOLUTION

Sentence Box:

A. Orpheus is a legendary musician, poet, and prophet in ancient

Greek religion and myth. He has the ability to charm all living

things and even stones with his music.

B. Orpheus met and wooed the maiden, Eurydice. They were married.

Directly after their wedding, as the bride walks in the meadow with

her bridesmaid, a viper bit her and caused to death.

C. Orpheus went to the underworld and successfully convinced Hades

and Persephone to give his wife in a condition that he should not

turn a glimpse to her until they reach the world of the living. They

pass the great doors of Hades to the path that which would take

them out of the darkness. Climbing up and up. But when they

almost there, and he turned to her. It was too soon in the cavern.

He saw her in the dim light and held out his arms to clasp her,

but on the instant, she was gone.

D. Desperately, he tried to rush after her and follow her down, but he

is not allowed. The Gods did not allow him to go down to land of the

dead the second time, while he is alive.

E. He wandered through the wild solitude of Thrace, comfortless

except for his lyre, playing, always playing, the rocks and the rivers

and the trees him gladly, his only companions.

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What I Can Do

Activity 2.6 How can you relate to Orpheus’s experiences? Answer in two to five sentences

on your worksheet.

Activity 2.7

This activity further tests your familiarity of the parts of the plot.

Directions: Match parts of the plot in column A with their appropriate meanings

in column B. Write your answer on your worksheet.

Column A (Parts of the

Plot)

Column B (Meanings/Descriptions)

1.EXPOSITION a. This is the most exciting part of

the story.

2.RISING ACTION b. This part of the story introduces

the

conflict.

3.CLIMAX c. This answers when and where the

story takes place.

4.FALLING ACTION d. This is when the problem starts

to have a solution.

5.RESOLUTION e. This is also known as the ending

of

the story.

Activity 2.8

Provide at least five (5) descriptions of Orpheus according to the story.

How is the story presented by the author? Is it narrative, persuasive,

descriptive, or informative, and why?

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Lesson

3 Characterization and

Author’s Purpose

Today you are going to learn how a writer describes the characters and

his or her reason for writing.

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

1. distinguish various characterization used in the story;

2. identify the writing purpose of the author; and

3. plot a simple personal experience using a diagram.

Activity 3.1 Directions: Tell us what you know about the following words from Column

A and write your answers to Column B in your worksheet.

Column A

Terminologies

Column

B

My Ideas

1. narrator

2. author

3. characters

4. writing style

What’s In

Task 3.2.

Directions: Before you answer, kindly read again the story of Orpheus.

Read the following questions and write your answer on your worksheet.

1. Enumerate as many characters in the story.

2. In one sentence, give your idea about the following words:

a. narrative

b. persuasive

c. descriptive

d. informative

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What’s New

The following are terms important in understanding further what

characterization is.

How a character is described by… What to look for…

Himself/Herself The use of first person point of

view

“I”, “My”, “Mine”, and “Myself”

The Author The use of third person point of

view. Usually the words of

the

narrator.

Other Characters Use of description by other

characters in the story.

You as a Reader Use of your own understanding and

feelings about the character.

The next short reading is all about the reasons of an author in writing a

certain story or text.

An author’s purpose is his reason for or intent in writing.

An author’s purpose may be to amuse the reader, to persuade the

reader, to inform the reader, or to satirize a condition.

An author writes with one of four general purposes in mind:

1. To relate a story or to recount events, an author uses narrative

writing.

2. To tell what something looks like, sounds like, or feels

like, the author uses descriptive writing

3. To convince a reader to believe an idea or to take a course of

action, the author uses persuasive writing.

4. To inform or teach the reader, the author uses expositorywriting.

An author’s purpose is reflected in the way he writes about a topic.

For instance, if his purpose is to amuse, he will use jokes or anecdotes in

his writing.

Clues to an author’s purpose may be found in titles, prefaces, and

the author’s background.

Miami Dade College. “READING—Author’s Purpose.” Accessed June 12, 2020.

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What is It

Activity 3.3

Directions: Read each question carefully. Tick the boxes on your worksheet.

A. Please check the three corresponding boxes if you have observed

the following from the story.

Orpheus described himself as a good musician.

Hades said that Orpheus was sad.

At the end of the story, the persona narrated Orpheus as impatient

and suspicious.

In on sentence, answer based from your observation and opinion.

As a reader, describe Orpheus.

B. Writer’s Purpose! Below are four statements. Check the box that

best describes Alice Low’s reason for writing the story.

Alice Low narrates the events of Orpheus’ rescue of Eurydice from the

Underworld.

Alice Low wants to describe the setting of the story colorfully.

Alice Low’s main purpose in writing the story is to convince that life

full of regrets.

Alice Low hopes to provide scientific information about the story.

What’s More

Activity 3.4 Directions: In two to five sentences, write your takeaways on your worksheet.

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THEME:

What I Have Learned

Activity 3.5 Directions: Please provide your own understanding of the following based

on the story “Orpheus.”

1. Your idea about the character

1.a Physical Characteristics

1.b Behaviour/Attitude

2. Author’s Purpose in writing

“Orpheus”

What I Can Do

Activity 3.6 Instructions: Complete the Plot Pyramid substantially and concisely on your

worksheet. Imagine a very short story where you are the main character.

Now, tell us what happened in your interesting story through filling in

scenarios (1 to 2 sentences).

Schermerhon, Courtney.”Plot Structure.” Accessed June 11, 2020.

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Lesson

4 Simple Narrative Writing

An author has his/her own reasons for writing to relate a story or to

recount events; an author uses narrative writing; tell what something looks

like, sounds like, or feels like, the author uses descriptive writing;

convince a reader to believe an idea or to take a course of action, the

author uses persuasive writing; and inform or teach the reader, the

author uses expository writing.

Characterization is the development of the characters based ondescription.

What is your reason for writing your own story based on your answer

on the previous lesson in the additional activity?

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

1. create a more detailed characterization of a personal experience;

2. arrange details of the personal experience chronologically; and

3. express opinion about how plot, setting, and characterization

help to understand the writer’s purpose.

What’s In

Last session, you already know about the author’s purpose and the

characterization. Are you ready to make your own story?

Remember to follow the sequence of the parts of the plot, develop

characterization, and state your purpose for writing.

What’s New

Have you listened to or read a story? What made you stay attentive

and motivated to finish the story? What do you think are the interesting

words used by the storyteller? A gripping story is something that utilizes

the previously discussed lessons.

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What is It

Characterization details who the characters are based on the

statements or description of the characters themselves, other characters,

the author, and even you being the reader of the story. In this lesson, you

are going to write in a narrative manner where you tell the readers of your

interesting story.

What’s More

In making your own story make sure to follow the three elements of a short story

1. Parts of the plot

Exposition

Rising action

Climax

Falling action

Resolution

2. Characterization- the development of the characters based on the

description.

3. Author’s Purpose- is his reason for or intent in writing. An author’s

purpose may be to amuse, to persuade, to inform a reader or even

to satirize a condition.

What I Have Learned

Activity 4.1

Direction: Reviewing the story Orpheus, please supply your answer in

the given questions using your own words. Write the answers in your

worksheet.

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A. characterization

B. author

C. author’s Purpose

D. narrative

E. first-person point of view

1. In paragraph one, state the setting in the story.

2. How do you find the mercy given by the gods to Orpheus? Was it fair

or

not? Why?

3. What is the author’s purpose in writing the story Orpheus?

What I Can Do

PREWRITING: Planning Your Short Story

There are a number of ways to begin planning a short story. You

may start with a conflict you want to explore, with a plot you wish to

develop, or with one or more characters you want to describe, or even with

a setting.

Plan a short story by assembling details about characters, conflict,

and setting and making them work within a general plot outline.

You may find it easiest to begin with a character that interests you.

Brainstorm for ideas by asking yourself a series of questions about your

character. The following list of questions may help you to focus your ideas.

Activity 4.2

Read the following questions and choose the letter that best represents

the correct answer. Write the letter of the correct answer on your

worksheet.

1. This refers to the use “I”, “My”, “Mine”, and “Myself” in

describing characters.

2. This refers to the writer of the story.

3. This pertains to the reason of writing the story.

4. This is a development of a character based from the details in thestory.

5. This reason for writing is focused on telling a story.

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Assessment

To cap off the lesson for the week, answer the following questions on your

worksheet.

Directions: Read the questions below and choose the letter that represents the

best answer. Write the letter of your choice on your worksheet.

1. When the author gives some background or needed details to the

story, this is known as what term?

a. characterization b. exposition c. foreshadowing d.point of view

2. What is the problem of the story which is also known as whichstoryelement?

a. character b. conflict c. exposition d. resolution

3. Which is the correct term for what could be described as the

“turning point” of the story?

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

4. What type of conflict is best shown when a character

struggles with the people around him? Character versus

.

a. character b. nature c. self d. society

5. Who is the person with which the main character has conflict with?

a. antagonist b. neighbor c. classmate d. protagonist

6. The time and location in which the story takes place is called .

a. conflict b. plot c. point of view d. setting

_7. The central or main character of the story is called .

a. antagonist b. narrator c. author d. protagonist

8. What is a person, animal or even and object that takes part in the

action of the story?

a. character b. plot c. resolution d. setting

9. What is the sequence of events involving characters and a central conflict

called?

a. character b. conflict c. plot d. setting

10. What type of story element concludes a story?

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

11. This is an angle from which a particular story is told.

a. camera view b.character view c. point of view d.none of the above

12. The opposition of forces essential to the plot is called .

a. character b. climax c.conflict d. setting

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1. What is the identity of the character (name, age, sex, nationality, era, and

so on)?

2. What does the character look like? How does the character talk and

move?

3. What are the character’s outstanding personality traits? What are his or

her strengths and weaknesses?

4. What are the character’s family and friends like? Should they be brought

in to clarify the main character?

5. What dominant impression should the character create?

QUESTIONS FOR DEVELOPING A CHARACTER

1. Who are the characters, besides you as the main one?

2. Where and when did that interesting story happen?

3. What was the problem that you have encountered in that experience?

4. How did the story turn out to be very exciting?

5. How was the problem given solution? Was it successful or not?

6. Are there any related ideas that you can share about the story?

7. What lesson have you learned from the experience?

QUESTIONS FOR DEVELOPING THE PLOT

1. Did you write the events in order of occurrence?

2. What words should you use to make your story telling more alive or

interesting to your readers?

3. Did you write a lot of details or are these details distracting or unrelated

to the story? If not, try simplifying your story even further.

QUESTIONS FOR DEVELOPING THE NARRATIVE

13. Which of the following show the elements of plot in a usual order?

I. climax II. rising action III. exposition IV. falling action V. resolution

a. I,II,III,IV,V b. III,I,II,IV,V c. III,II,I,IV,V d.V,II,I,IV,II

14. If you are told a story takes place in a jungle on a mysterious

island sometime in the 1940s involving an eccentric hunter, you would be

describing what aspect of a story?

a. conflict b. point of view c. resolution d.setting

15. The most exciting part of the story is called .

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

Additional Activities

Write your short story on a 1 whole sheet of paper.

Use the following questions to guide you in detailing your story.

Pretest:

1.A 2.D 3.C 4.B 5.A6.D 7. C 8.C 9.B 10. B11.C 12.A 13.D 14.D 15.AActivity 1.1

Answers may vary butsuggested answers are asfollows:

strong

resilientpersistent

braveActivity 1.2 Notice that the words may be similar in meaning but they differ in complexity of how each are defined. Activity 1.3

1.They are similar inmeaning.2.Meanings in A are longerand quite complex in meaning;in B, meanings are shorterand easier to understand3. Answers may vary butsuggested answer is: Itdepends on the situation.Activity 1.4

Suggested answers:1.He must face his fears so asnot to waste his talent.2. She must be resourceful toprovide for her needs.Activity 1.5

Strengths in any order:

pillar, power, building,ability, muscle

Weaknesses in any order:

withering, limitation,debris, flaws, crackDAY 2: Activity 2.1

1.exposition

2.rising action3.climax

4.falling action

5.resolutionActivity 2.3

Answers may vary butsuggested answers are as follows: Lesson learned: Orpheus experienced difficulties in life yet his love towards his wife never wavered. Parts of the Plot: Yes, the story follows the conventional pattern of story sequence.

Activity 2.4

1.Musical ability, Hislove for Eurydice/ Impatience and Doubtfulness

2.They were moved,Entranced

3.He loved her; He longed for her presence

4.He was doubtful ifshe was really following him back to the mortal world. They were moved by Orpheus’ playing; They were persuaded by Orpheus’ pleadings.

5.They still retainedtheir egoistic nature; They wanted to test Orpheus’ mettle in carrying out the task.

6.The presence ofgods; fantastic; time immemorial

7.His mother evenApollo; He played enchantingly, he was persuasive

8.Answers may vary,but better if the answers refer to the story details.

9.Answers may vary,but better if the answers refer to the story details.

10.Their staunch beliefin gods; they love the arts; universal emotion

11.Gods were powerful;they are reflective ofhumans in terms ofemotions

Activity 2.5

1.A 2. B 3. C 4. D 5. EActivity 2.6

Students may base theirideas and opinions on theirexperiences. Activity 2.7

1.C 2. B 3. A 4. D 5. EActivity 2.8

Suggested Answers:Description of Orpheus:

Loving, sorrowful,persistent, impatient,talented

The story is presented in a narrative manner.

DAY 3 Activity 3.1

Suggested answers: 1.narrator—speaker, story

teller 2.author—writer3.characters—people presentin the story4.writing style—the wayauthors write or deliver theirideasActivity 3.2

1.Orpheus, Eurydice,Persephone, Hades, Charon,

Cerberus 2. narrative—tells a storypersuasive-convinces peopleto take action descriptive—details ideas informative—provides informationActivity 3.3

A.all check; learners provideown idea on the last itemB.Alice Low narrates theevents of Orpheus’ rescue ofEurydice from the Underworld.Activity 3.5

1.a. The learners may describeOrpheus based on his inferredclothing, face, stance, etc.1.b. He may be described bythe learners as loving,sorrowful, persistent,impatient, etc. 2. narrativeActivity 3.6

The students are to providetheir own short answers basedon their preferred interestingpersonal story.

DAY 4

Activity 4.1 1.olden times or a long timeago; Greece2.Answers may vary; opinionor justification is needed.3. The author’s purposeutilized is narrative.Activity 4.2

1.E 2. B 3. C 4. A 5. D

ASSESSMENT

1.C 2. B 3. A 4. D 5. A6.D 7. D 8. A 9. C 10. C11.C 12. C 13. C 14. D 15. A

Answer Key

23

24

References

Almonte, Liza R., Flandez, Lerma L., Hermosa, Angelina Lourdes A.,

Lagustan, Nedia, Mangaluz, Liberty A., Miranda, Elenita R., Mendoza,

Paul Anthony B, et al. “Grade 10 English Learner’s Material: Celebrating

Diversity through World Literature.” 1st ed. Pasig City: Department of

Education, 2015. pg. 3

— — —. “Grade 10 English Learner’s Material: Celebrating Diversity through World

Literature.” 1st ed. Pasig City: Department of Education, 2015. pp. 55-57

Schermerhon, Courtney.”Plot Structure.” Accessed June 11, 2020.

http://schermerhorn.pbworks.com/w/page/111956431/Plot%20Structure

Taina Taina. (2020). Copy of Denotation and Connotation Venn Diagram.

Denotation and Connotation Venn Diagram. Accessed June 11, 2020.

https://creately.com/diagram/example

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

DISCLAIMER

This Self-learning Module (SLM) was developed by DepEd

SOCCSKSARGEN with the primary objective of preparing for and

addressing the new normal. Contents of this module were based on

DepEd’s Most Essential Learning Competencies (MELC). This is a

supplementary material to be used by all learners of Region XII in all

public schools beginning SY 2020-2021. The process of LR development

was observed in the production of this module. This is version 1.0. We

highly encourage feedback, comments, and recommendations.