10

English
Quarter 1 – Module 3:
Appraising the Unity of Plot,
Setting, and Characterization
in a Material Viewed to
Achieve Writer’s Purpose
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

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

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

Development Team of the 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

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 10

English
Quarter 1 – Module 3:
Appraising the Unity
of Plot, Setting, and
Characterization in Material
Viewed to Achieve Writer’s
Purpose
Introductory Message
For the facilitator:

Welcome to the English Grade 10 Self-Learning Module (SLM) on Appraising the

Unity of Plot, Setting, and Characterization in a Material Viewed to Achieve Writer’s
Purpose.

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.

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For the learner:

Welcome to the English Grade 10 Self-Learning Module (SLM) on Appraising the

Unity of Plot, Setting, and Characterization in a Material Viewed to Achieve Writer’s
Purpose.

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

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 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.

iv
 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’s purpose;
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.

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 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.

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

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______ 5. The generalization or statement about the passage on life or human
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

______ 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

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Lesson
Personal Characteristics,
1 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?

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?

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 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.

DENOTATION
principal CONNOTATION
dictionary
methods of emotional
definition meanings
describing
literal meaning the meaning of a word
of the word of words 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.

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 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?

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 musical instrument
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

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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.

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:

pillar power building ability

withering muscle limitations
debris flaws crack

STRENGTHS WEAKNESSES

 Read in advance the story of Orpheus found in the next lesson or on page 52-
66 of your book.

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Lesson
Observing the Key Events
2 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 1. introduces characters and setting

2. exposition 2. introduces problem of the story
3. falling action 3. excites the story
4. climax 4. provides solution to the problem
5. rising action 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?

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

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

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 Column B (Meanings/Descriptions)

Plot)
____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
Characterization and
3 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 Column B
Terminologies 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 expository writing.
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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 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).

THEME:

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

17
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 on description.
 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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 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.

A. characterization C. author’s Purpose

B. author D. narrative
E. first-person point of view

________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 the story.
________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 c. foreshadowing
b. exposition d. point of view

_____2. What is the problem of the story which is also known as which story
element?
a. character c. exposition
b. conflict d. resolution

_____3. Which is the correct term for what could be described as the “turning point”
of the story?
a. climax c. resolution
b. falling action d. rising action

_____4. What type of conflict is best shown when a character struggles with the
people around him? Character versus ___.
a. character c. self
b. nature d. society

_____5. Who is the person with which the main character has conflict with?
a. antagonist c. classmate
b. neighbor d. protagonist

_____6. The time and location in which the story takes place is called ___.
a. conflict c. point of view
b. plot d. setting

_____7. The central or main character of the story is called____.

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

_____8. What is a person, animal or even and object that takes part in the action of
the story?
a. character c. resolution
b. plot d. setting

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_____9. What is the sequence of events involving characters and a central conflict
called?
a. character c. plot
b. conflict d. setting

_____10. What type of story element concludes a story?

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

_____11. This is an angle from which a particular story is told.

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

_____12. The opposition of forces essential to the plot is called___.

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

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

_____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 c. resolution
b. point of view d. setting

_____15. The most exciting part of the story is called____.

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

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 Additional Activities

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

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

QUESTIONS FOR DEVELOPING A CHARACTER

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 THE PLOT

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 NARRATIVE

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.

23
 24
DAY 3 Activity 3.1 Activity 2.4 Pretest:
Suggested answers: 1. Musical ability, His 1. A 2.D 3.C 4.B 5.A
1. narrator—speaker, story love for Eurydice/ Impatience 6. D 7. C 8.C 9.B 10. B
teller and Doubtfulness 11.C 12.A 13.D 14.D 15.A
2. author—writer 2. They were moved, Activity 1.1
3. characters—people present Entranced Answers may vary but
in the story 3. He loved her; He suggested answers are as
4. writing style—the way follows:
longed for her presence
authors write or deliver their  strong
4. He was doubtful if
ideas  resilient
she was really following him
Activity 3.2  persistent
1. Orpheus, Eurydice, back to the mortal world.
 brave
Persephone, Hades, Charon, They were moved by
Activity 1.2
Cerberus Orpheus’ playing; They were
Notice that the words may be
2. narrative—tells a story persuaded by Orpheus’ similar in meaning but they
persuasive-convinces people pleadings. differ in complexity of how
to take action 5. They still retained each are defined.
descriptive—details ideas their egoistic nature; They Activity 1.3
informative—provides wanted to test Orpheus’ 1. They are similar in
information mettle in carrying out the meaning.
Activity 3.3 task. 2. Meanings in A are longer
A. all check; learners provide 6. The presence of and quite complex in meaning;
own idea on the last item gods; fantastic; time in B, meanings are shorter
B. Alice Low narrates the immemorial and easier to understand
events of Orpheus’ rescue of 7. His mother even 3. Answers may vary but
Eurydice from the Underworld. Apollo; He played suggested answer is: It
Activity 3.5 depends on the situation.
enchantingly, he was
1.a. The learners may describe Activity 1.4
persuasive
Orpheus based on his inferred Suggested answers:
clothing, face, stance, etc. 8. Answers may vary,
1. He must face his fears so as
1.b. He may be described by but better if the answers refer
not to waste his talent.
the learners as loving, to the story details.
2. She must be resourceful to
sorrowful, persistent, 9. Answers may vary,
provide for her needs.
impatient, etc. 2. narrative but better if the answers refer to
Activity 1.5
Activity 3.6 the story details.
Strengths in any order:
The students are to provide 10. Their staunch belief
 pillar, power, building,
their own short answers based in gods; they love the arts;
ability, muscle
on their preferred interesting universal emotion
Weaknesses in any order:
personal story. 11. Gods were powerful;
they are reflective of  withering, limitation,
debris, flaws, crack
DAY 4 humans in terms of
emotions  DAY 2: Activity 2.1
Activity 4.1
Activity 2.5  1. exposition
1. olden times or a long time
1. A 2. B 3. C 4. D 5. E  2. rising action
ago; Greece
Activity 2.6  3. climax
2. Answers may vary; opinion
or justification is needed. Students may base their  4. falling action
3. The author’s purpose ideas and opinions on their  5. resolution
utilized is narrative. experiences.  Activity 2.3
Activity 4.2 Activity 2.7  Answers may vary but
1. E 2. B 3. C 4. A 5. D suggested answers are as
1. C 2. B 3. A 4. D 5. E
follows: Lesson learned:
Activity 2.8
ASSESSMENT Orpheus experienced
Suggested Answers: difficulties in life yet his love
1. C 2. B 3. A 4. D 5. A Description of Orpheus:
6. D 7. D 8. A 9. C 10. C towards his wife never
 Loving, sorrowful, wavered. Parts of the Plot: Yes,
11. C 12. C 13. C 14. D 15. A
persistent, impatient, the story follows the
talented conventional pattern of story
The story is presented in a sequence.
narrative manner.
Answer Key
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

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 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.

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