English Grade 6 Q3 Module 2 PDF

6 English Quarter 3 – Module 2 Evaluate Narratives Based on How the Author Developed the Elements CO_Q3_English6_Module2 English – Grade 6 Alternative Delivery Mode Quarter 3 – Module 2: Evaluate Narratives Based on How the Author Developed the...

6 English Quarter 3 – Module 2 Evaluate Narratives Based on How the Author Developed the Elements CO_Q3_English6_Module2 English – Grade 6 Alternative Delivery Mode Quarter 3 – Module 2: Evaluate Narratives Based on How the Author Developed the Elements 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 Development Team of the Module Authors: Ma. Melanie L. Padohinog, Ma. Rita N. Santiana, Rosemary S. Villanueva, Reyza H. Patchicoy Editors: Sarah Michelle C. Nietes, Dream Rose Ostan-Malayo Reviewer: Francisco E. Misajon Jr. Illustrator: Ronnie Boy Vicente Layout Artist: Phoenix Allanah Zandria Q. Salcedo-Tordesillas, Ferdinand D. Astelero Management Team: Felisa B. Beriong Corazon C. Tingson Gaudencio C. Riego Francisco E. Misajon Jr Schubert Anthony C. Sialongo Phoenix Allanah Zandria Q. Salcedo-Tordesillas Marian Rose B. Sarmiento Printed in the Philippines by ________________________ Department of Education – Region VI-Western Visayas Office Address: Binirayan, San Jose de Buenavista 5700, Antique Telefax: (036) 540-9837 E-mail Address: [email protected]  6 English Quarter 3 – Module 2 Evaluate Narratives Based on How the Author Developed the Elements Introductory Message This Self-Learning Module (SLM) is prepared so that, you, our dear learners, can continue your studies and learn while at home. Each SLM is composed of different parts. Each part should guide you step-by-step as you discover and understand the lesson prepared for you. Pre-tests are provided to check how much you already know about the lesson. It will also give your facilitator an idea about the progress that you are making in the SLM. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys 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 Teacher are also provided to our 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 test. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you!  What I Need to Know In this module, you will learn how to evaluate narratives based on how the author developed the elements. The module is divided into three lessons, namely:  Lesson 1 – Identifying Elements of the Story  Lesson 2 – Determining Elements of a Plot  Lesson 3 – Evaluating Narratives Based on How the Author Developed the Elements After going through this module, you are expected to: 1. identify the elements of the story, 2. determine Elements of a Plot, and 3. evaluate narratives based on how the author developed the elements. (EN6RC-Ic-6.5, EN6RC-Ic-6.6, EN6RC-Ic-6.7) 1 CO_Q3_English6_Module2  What I Know Do you enjoy reading stories? In this activity, you will learn how to identify the elements of a story. But before that let us first check how much you know about them. Read the following statements. Be able to understand them very well. Answer the questions by choosing your responses from the choices given. Write the letter of your answer on the answer sheet. 1. What is the element of a story which tells about the series of events and actions that relate to the central conflict? a. character c. setting b. plot d. theme 2. What do you call an element of a story which is a person, or an animal that takes part in the action of a short story? a. character c. setting b. plot d. theme 3. What is the part of a story that depicts the struggle between two persons or things in a short story? a. conflict c. setting b. plot d. theme 4. What is the part of the story that tells the time and place in which the story happens? a. conflict c. setting b. plot d. theme 5. What is referred to as the central idea or belief in a short story? a. conflict c. setting b. plot d. theme That was an impressive start, my dear learner! This time, be ready to recall what you know about the elements of a story. 2 CO_Q3_English6_Module2  Lesson 1 Elements of a Story The stories that we read may sometimes bring us to another world. They make us dream and imagine things. They can even make us believe the unbelievable. But as a lover of stories, you need not stop at simply enjoying the story. It will be good for you to know more about its elements. What’s In Below are sentences depicting the elements of a story. For numbers 1 to 4, write C if the sentence tells about a Character, S for Setting, P for Plot, and T for Theme. For number 5, write the letter of the correct answer on your answer sheet. 1. Being resourceful is looking for ways or means to solve the problem. 2. Elisa is a simple Grade 6 pupil who studies in a small public school in their province. 3. The West Visayas Regional Athletic Association Meet 2019 was held at Roxas City. 4. When Elisa’s parents arrived in Roxas City to support her, she was very happy. She was really inspired to play. Sad to say, a day before their first game she and her two team mates suffered from head ache. Because of it, they did not play well. They gave their best to help their team mates win the game but still they end up losing. After the game, they were advised to drink a lot of water, take medicines, take a rest and have enough sleep at night. Fortunately, their headaches were gone the next day. They played their next games so well that they ended up 2nd runner up. 5. Based on the story in item number 4, from which point of view is it written? a. first person c. third person b. second person d. omniscient Bravo! You did a good job! It is about time that you get yourself ready for the new lesson. 3 CO_Q3_English6_Module2  What’s New Do you love animals? Find out in the story how Kamela treats animals. Read the story and answer the italicized questions found within the selection. Kamela: The Kind-Hearted Child By Ma. Melanie L. Padohinog Kamela is a Grade 6 pupil in a small barrio. She lives a simple life with her three siblings and their parents. One day, as she was entering their school gate, she heard a soft cry. She almost leaped when she stumbled upon a cute puppy. As she looked closer, she found out that it was badly hurt. It has a wound on its left ear and fresh blood was dripping from it. What character trait does Kamela possess? When she was about to pick up the puppy, a group of three boys called her. One of them said, “Kamela, never mind that puppy. Look at how disgusting it is!” What do you think will happen next? Kamela replied, “Yes, for you this puppy is dirty and smells odd. But like us, they have feelings, too. When people hurt them, they also feel the pain. And when somebody loves and cares for them, they also love back and care for that person.” 4 CO_Q3_English6_Module2  How will Kamela’s classmates react after hearing about her feelings for the puppy? Kian, Kamela’s classmate, timidly said, “We’re very sorry, Kamela. We made fun of the puppy. We did not realize that they also need love and care like us. Don’t worry, we will help you bring the puppy to the veterinarian so that it could be treated and be well again. Can you identify the elements of the short story? Kindly answer the following questions in your answer sheet. 1. Who are the characters in the story? 2. How will you describe Kamela? 3. What does Kamela find along the way? 4. What is Kian sorry for? 5. If you were Kamela, would you do the same? Why? What is It Kamela’s story includes five basic elements of a story. As a reader, you should be keen enough in identifying each element. Knowing the elements of a story is significant to you as a reader. Why? These elements allow you to follow the whole story in a clear and logical manner. Understanding the elements of stories will also help you understand and appreciate narratives more. Here are the elements of a short story. 1. Characters refer to people, animals or objects that talk and take part in the story. The central character is called the protagonist. Example: Kamela is a Grade 6 pupil in a small barrio. (This is taken from the story “Kamela: The Kind-Hearted Child”) In the story, the central or main character is Kamela. 2. Setting is the time and place in which the story happens. Example: One day, as she was entering their school gate, she heard a soft cry. In the example, one day tells about when the story happened and school gate is the place where the story happened. 5 CO_Q3_English6_Module2 3. Plot is a series of events that relate to the central conflict in the story. Example: a. Beginning: Kamela lives a simple life with her family in a small barrio who happens to stumble upon a cute puppy who was badly hurt. b. Rising Action: When Kamela was about to pick up the wounded puppy she was stopped by her classmates telling her that it was dirty. c. Climax: Kamela explained to her classmates that animals need love and care too just like humans. d. Falling Action: Kamela’s classmates felt sorry about what they said and told Kamela they will accompany her to a veterinarian. e. Resolution: Kamela’s actions towards the wounded puppy made her classmates realize that indeed animals need love and care just like humans. 4. Theme is the central idea or belief in a story. It is illustrated by the events of the story and the moral or lesson that you acquire or get relates directly to the theme. So, when you are trying to determine the theme of a story, ask yourself what the author is trying to tell through the characters and events of the story. Example: Animals love, care and compassion. 5. Point of View tells how a story is told. It may be in the first person point of view, second person point of view, third person point of view or omniscient point of view.  First Person point of view. The narrator tells the story from his/her own perspective. It uses the pronouns I, me, we and us. In this point of view, the narrator (storyteller) is either the hero or heroine (protagonist) relaying his/her experiences or a secondary character telling the hero or heroine’s story. Example: Call me Kamela. I am a Grade 6 pupil who lives a simple life together with my family.  Second Person point of view. The narrator tells the story to another person or character using the pronoun you. Example: Don’t forget that you are Kamela, a simple girl who lives happily with your siblings and parents.  Third Person point of view. The narrator tells the story by relating all the actions of the characters using the third person pronouns such he, she or they. It is the most common point of view in works of fiction. Example: She is Kamela who lives simply with her family. 6 CO_Q3_English6_Module2   Omniscient point of view. The narrator is all knowing. All the thoughts and actions of the characters are known to him/her. The pronouns used are he, she or they. Example: Kamela is a simple girl who loves animals. She really cares for them. Whenever she sees animals being hurt, she immediately helps them. Now, you are done with identifying the important elements of a story. In order to enrich your knowledge, let us have another exercise to enhance your skill. What’s More Are you ready? Let us try this activity. Read the fable below. Answer the comprehension questions that follow. Write only the letter of the correct answer on your answer sheet. THE FOX AND THE GRAPES A hungry Fox saw some fine bunches of Grapes hanging from a vine that was trained along a high trellis, and did his best to reach them by jumping as high as he could into the air. But it was all in vain, for they were just out of reach: so he gave up trying, and walked away with an air of dignity and unconcern, remarking, “I thought those Grapes were ripe, but I see now they are quite sour.” Read the following questions and write your answers on your answer sheet. 1. Who is the character in the story? 2. Where does the story take place? 3. What is the story about? 4. What is the main problem of the story? 5. From which point of view is the story written? 6. What is the moral of the story? Great! You have now mastered the essential elements of a story. 7 CO_Q3_English6_Module2  What I Have Learned Now that you are almost done with this module, let’s try to recall the important parts of the lesson. A story has different elements. These are character, setting, plot, theme and point of view. These important elements keep the story running smoothly. Character is the one who takes part in the story. It may be a person, an animal or a thing. Setting is the time and place in which the story happens. Plot is a series of events that relate to the central conflict in the story. Theme is the central idea or belief in a short story. Point of View tells how a story is told. A story will not be complete without any of these elements. Bear in mind that they contribute in making a good story. What I Can Do Are you now set to apply what you have learned about the elements of a story? Yes, you are! Read the story and identify its elements. Write your answer on the answer sheet. Respect Begets Respect By Ma. Melanie L. Padohinog Kian is a smart boy who loves to learn almost everything. He always excels in class the reason why his teacher adores him. He does all his best just to make his parents proud of him. He dreams of becoming a policeman just like his father. One day, in school, Mrs. Pe, their English teacher, is teaching them about “adjectives”. The whole class is enjoying their lesson. When Mrs. Pe asked the class to give examples of adjectives, Romeo excitedly raised his hand. He said, “Fat, Ma’am. Kian is fat. Ha!Ha!Ha!” The whole class laughed with him. Mrs. Pe told the class, “Children, will you please excuse me? Romeo, please come with me outside for a while.” 8 CO_Q3_English6_Module2  When they are outside, Mrs. Pe said, “Romeo, do you think what you did is good? You know, shaming someone is bad. It is not good to humiliate your classmate. What do you think is the best thing that you will do now?” Romeo answered, “Ma’am, I am very sorry. I did not realize that it will hurt you and Kian. Don’t worry, Ma’am, I will ask an apology from Kian.” “All right then, it’s okay. I’m happy that you understood that it is not good to tease anybody. You may go to Kian now,” said Mrs. Pe with a smile. Romeo went back inside the classroom and talked to Kian. “I’m so sorry, Kian. I know what I did was wrong and even if you did not say anything I feel that you were hurt. I promise I won’t do it again,” Romeo said humbly. “It’s okay, Romeo. I accept your apology,” Kian said happily. To respect someone is to show consideration. It can boost the self-esteem of another person. 1. Who are the characters in the story? 2. Where and when does the story happen? 3. Why does Ms. Pe ask Romeo to apologize to Kian? 4. What point of view is used in narrating the story? 5. If you were Kian, how would Romeo’s answer to Ms. Pe make you feel? Will you accept his apology? Why or why not? 6. What is the over-all message of the story for students like you? That was amazing! You did a great job! At this point, let us try to find out how well you have learned about the elements of a story. 9 CO_Q3_English6_Module2  Assessment This test will help you determine how much you understood the lesson Recall the things that you learned from the lesson. Breathe deeply and prepare to answer the checkup test below. Remember to read each item carefully and follow the instructions given. Read the story and identify the character, setting, plot, theme and author’s point of view by filling in the table below. Write your answer on the answer sheet. Graduation During the Pandemic By Ma. Melanie L. Padohinog I was very excited to complete my sixth grade. But that feeling was suddenly replaced with worry when our country was hit by COVID- 19. The situation was frightening. It has worsened when the said virus has become a pandemic. People began to panic. Others hoarded foods and hygiene materials from grocery stores. Students stopped schooling. Senior citizens and children below 18 years old were not allowed to go outside of their homes. Those who were allowed needed to wear face masks and follow health protocols such as social distancing and washing of hands with soap and water and using alcohol every now and then. One day, while I was watering the plants in our backyard garden, I received a call coming from my class adviser. “Hello, dear. Good morning. It is with a heavy heart to inform you that your completion program for this school year will be suspended due to COVID-19. I suggest you stay at home and be safe,” my teacher told me. 10 CO_Q3_English6_Module2  “Hello, Ma’am. Good morning. I am sad to hear that but we could do nothing about it anymore. We’ll just pray that this pandemic ends soon. Thank you, Ma’am, for calling,” I said. The news really broke my heart. I asked myself “Why are these things happening now?” I told my parents about the sad news. They too were unhappy to hear it. “Don’t worry, my child, everything will be back to normal in God’s perfect time. Let’s just trust Him,” my Dad said. Summer came. I still hoped for our completion program in school but it did not happen. Luckily, our teachers thought of a “house to house” distribution of our certificates and awards. “Issac, do receive your certificate of completion and your award as “With High Honors”. I am happy to tell you that you topped your class this school year. Congratulations!” my adviser announced happily. “Wow! Congratulations, my son. Your Dad and I are very proud of you. Let’s celebrate then!” Mom excitedly said. I am really grateful that despite the pandemic, we have successfully completed our elementary education. Elements of the Story Answer 1. Character(s) 2. Setting 3. Plot 4.Theme 5.Point of View Great! You have almost reached the end of the lesson. 11 CO_Q3_English6_Module2  Additional Activities Let us further check how much you know as you answer this activity. Below is a short story. Identify its elements by filling in the story circle below. The WVRAA Experience By Ma. Melanie L. Padohinog It was February 2019 when my sister, Ate Elay, joined the West Visayan Regional Athletic Association Meet (WVRAA) held at Roxas City. My family and I went to support her. We were fortunate enough that we have relatives who helped us find a place to stay there. Our accommodation was comfortable enough and the foods were sumptuous. Mom was worried when before the volleyball game starts, Ate Elay and two of her team mates got sick. They suffered a headache. During the game, the three of them cannot play well because they were ill. There were instances when Ate Elay would ask for a substitute because she really felt bad. Unfortunately, they lost their first game. But Ate Elay did not give up. She was determined enough to get well the next day. She took her medicine and reminded herself that her team needed her. The next days were more exciting. We enjoyed watching Ate Elay’s every game. During their last game, they won third place and went home with a happy heart. 12 CO_Q3_English6_Module2  Story Circle The WVRAA Experience Theme Amazing! You have completed the tasks in identifying the elements of a story. Congratulations! However, you still need to equip yourselves with the skill in evaluating the elements of a story. 13 CO_Q3_English6_Module2  What I Know Hello dear learner! You are half-way through with this module. This time, let’s dig deeper on the one of the most significant elements of a story. Let us check how much you know about our new lesson. The line shown below is a diagram of a plot. Label the parts of the plot diagram using the terms from the word bank below by filling in the given template on your answer sheet. Plot Word Bank Resolution Rising Action Falling Action Climax Exposition Conflict 4. 3. 5. 1. 6. 2. That was an impressive start, my dear learner! This time, be ready to recall what you know about the elements of a story. 14 CO_Q3_English6_Module2  Lesson 2 Plot of a Story Every time we read a story or watch a movie, we always look forward for a very good plot. Why? It is because plot is the most important element of the story. It shows the chronological order or sequence of events, and in that sequence, we learn better about the other elements of the story specifically the characters and the setting. More importantly, we also learn the moral of the story. What’s In In determining the plot of a story, it is important for you to be able to understand and identify the elements of a story. So before we continue, let us make a quick “look back” on your past lesson. Match the statement on column A that best describes the term on column B. Write your answer on your answer sheet. A B 1. It is the main idea of the story. a. Characters 2. The people in the story that carry out the actions. b. Setting 3. It is the when and where of c. Plot the story. 4. It shows the sequence of d. Theme events in the story. e. Point of View 5. It tells how a story is being told. Wow! You did a great job back there! It is time for you to be ready for our next lesson. 15 CO_Q3_English6_Module2  What’s New Are you fond of using cellphones? In the story, let us find out how Elisa manages screen time on her cellphone. A Wake Up Call By Ma. Melanie L. Padohinog 1 Elisa is a simple girl who loves to stay in her room all day. She spends her time playing with her cellphone. She only gets out of her room when it is time to eat. Her parents would usually scold her because of her attitude. 2 “Elisa, will you please go out for a while? It seems that you are too caught up with your cellphone. Can’t you help me in the kitchen? I’m so busy right now,” her mother said. 3 “Wait for a while, Mom,” Elisa answered. “I just need to finish this video,” she added. “How many hours will I wait for you, Elisa? I need you right now!”, yelled mom. “For a while mom! I just really need to finish this”, answered Elisa. 4 This angered mom. “If you will not get out of your room in a minute, I will confiscate your cellphone and I will not return it to you anymore,” her mother said. 5 Elisa quickly went out of her room and said, “I’m sorry, Mom. I had been unhelpful to you. I promise I will not spend most of my time watching You Tube and playing Mobile Legends. I hope you will forgive me.” 6 “It’s all right, Elisa. I just hope next time you will be responsible enough in using your gadgets. Remember that there is right time for that”, mom explained. 16 CO_Q3_English6_Module2  Elisa is a simple girl who loves to stay in her room all day. What element of a story does this sentence show? That’s right! This statement displays the character in the story. Notice that the paragraphs in the story “A Wake up Call” were grouped in boxes. What box can answer the first question below? 1. Who is the main character in the story? 2. What is the problem in the story? 3. Why did mom yell? 4. What made mom angry? 5. What was Elisa’s reaction after mom got angry at her? 6. Did mom forgive Elisa? Why? Why not? Yes, you are correct. The first box can answer Question #1. What about the next question? How about the third? What is It A plot is an essential element of a story that shows the sequence of events. Each particular part reveals the character, setting, problem, and the moral. It is basically the structure or organization of events that makes up a story. Plot has six (6) elements: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution. 1. Exposition is an element of a plot that introduces the character (s) and the setting of the story. Example: Elisa is a simple girl who loves to stay in her room all day. She spends her time playing with her cellphone. She only gets out of her room when it is time to eat. Her parents would usually scold her because of her attitude. 2. Conflict does not only tell about the problem in the story but also shows how the character(s) struggles. Furthermore, it adds suspense and excitement to a story. 17 CO_Q3_English6_Module2  There are five (5) types of conflict. a. Character versus Character This means that one character may struggle against another. Example: A young school boy comes in conflict with a strict teacher. b. Character versus Nature A character may struggle against nature. Example: An old sailor comes into conflict with forces of nature at sea after he kills a dolphin. c. Character versus Society A conflict may occur between a person and the forces of society. Example: Kiana wants to study in a school exclusive for girls. Unfortunately, her family could not afford to send her to a private school. d. Character versus Themselves This is a conflict that occurs within a character. Example: Elisa thought for a while and said, “Will I finish watching the video in my cellphone or stop and help mom in the kitchen instead?” e. Character versus Supernatural Forces A character may fight against supernatural forces such as the characters in Philippine mythology (Bathala, kapre, duwende, tikbalang). Example: Pedro stumbles upon a small hill where a duwende lives. The duwende gets angry because his house is destroyed. When Pedro arrives home, he feels unwell. His nanay calls an albularyo. The albularyo says that it is done by an angry duwende. What kind of conflict does the story “The Wakeup Call” have? Yes, that’s correct. This kind of conflict is Character versus Character. “Elisa, will you please go out for a while? It seems that you are too caught up with your cellphone. Can’t you help me in the kitchen? I’m so busy right now,” her mother said. 3. Rising Action These are events that lead to a climax. These also increase the tension in the story. Example: “Wait for a while, Mom,” Elisa answered. “I just need to finish this video,” she added. “How many hours will I wait for you, Elisa? I need you right now!”, yelled mom. “For a while mom! I just really need to finish this”, answered Elisa. 18 CO_Q3_English6_Module2 4. Climax It may be one or many problems that create the high point of the story. It usually foretells the ending of the story. Example: This angered mom. “If you will not get out of your room in a minute, I will confiscate your cellphone and I will not return it to you anymore,” her mother said. 5. Falling Action It is an element when the tension decreases and everything begins to settle down. Example: Elisa quickly went out of her room and said, “I’m sorry, Mom. I had been unhelpful to you. I promise I will not spend most of my time watching You Tube and playing Mobile Legends. I hope you will forgive me.” 6. Resolution It occurs after the plot. It is when you discover what happens to the characters after the conflict is settled. It also tells the end of the story. Example: “It’s all right, Elisa. I just hope next time you will be responsible enough in using your gadgets. Remember that there is right time for that”, mom explained. 19 CO_Q3_English6_Module2  What’s More Now that you know the elements of plot, it is time for you to deepen you understanding about it. Are you ready? Let us try this activity. I. Identify what element of plot is being presented in column A. Choose the letter of the correct answer in column B. Write your answer on your answer sheet. A B 1. Her dad commanded her to stop. He a. Exposition told her of his story how his life before he became successful. What shocked Mary more was the fact that her dad was also once a beggar when he was still a child. b. Conflict 2. Mary is the only child of the richest businessman in town, Mr. Diego de la Cruz. One day, she and her parents went to Disneyland for a tour. c. Rising Action 3. Mary regretted what she has done to the dirty man. She also apologized to the manager whom she treated badly. d. Falling Action 4. Every time Mary sees beggars, she shares whatever food there is in her bag. 5. When Mary was about to enter the restaurant they are going to have e. Resolution lunch with, she saw an old man wearing dirty and ragged clothes came to her. She got angry that she shouted at the old man to get away from her. f. Climax 6. Not only that, she told the manager of the restaurant to shoo the man away, if not, she will call godfather, the owner of the restaurant, to fire him. 20 CO_Q3_English6_Module2  II. Determine what type of conflict is in each of the following by choosing the letter of the correct answer inside the box below. Write your answer on your answer sheet. a. Character versus Character c. Character versus Society b. Character versus Nature d. Character versus Themselves e. Character versus Supernatural Forces 1. Romeo teased Kian in front of their classmates. 2. Mang Kanoy encountered a mermaid while fishing in the middle of the sea. 3. “Will I help Issa though she bullies me or I won’t lend a hand to her?” said Mel to herself. 4. People of barangay Pagsubok experienced landslide after they cut down trees a few months ago. 5. A thief is keeping himself hidden from the public after he stole huge amount of money from a bank. Great! You have now mastered the essential elements of a story. What I Have Learned At this point, you are halfway done with this module. Let’s have a quick glimpse of the most essential parts of the lesson. In order to appreciate and understand the story, it is important to determine the elements of a plot. Most stories have plot. A plot is a sequence of events. Each plot has the following elements: Exposition, Rising and Falling Actions, Climax, and Resolution. A Conflict has five (5) major types namely: Character versus Character, Character versus Nature, Character versus Society, Character versus Themselves, and Character versus Supernatural Forces. 21 CO_Q3_English6_Module2  What I Can Do Identify what element of plot is being depicted in each given part of the story. Write your answer on your answer sheet. 1 2 Three little pigs leave Wolf gets frustrated home for the first and jumps down the time. chimney to get Pig #3. 3 Pig #3 pities big bad wolf so, he helps him get out of the fire. 4 5 Pig #1 builds a house of straw. Big bad wolf blows the house down and Big Bad wolf is so eats Pig #1. hungry that he Pig #2 builds a house of wood. Big plans to eat the bad wolf blows the house down and three little pigs. eats Pig #2. Pig #3 builds a house of brick. Big 6 bad wolf can’t blow down the brick house. Wolf tries to trick Pig #3 to come out Wolf falls into of the house. boiling pot over fire. 22 CO_Q3_English6_Module2  Assessment After answering the previous activities that were given to you, for sure, you are now equipped to take the next task. This will determine how much you have learned in this lesson. Read the story and identify the Elements of Plot such as: Exposition, Conflict, Becoming Friends with a Bully Rising Action, Climax, Falling Action, and Resolution. Use the given Plot Mountain By Ma. Melanie L. Padohinog to organize your ideas. Write your answer on your answer sheet. “Ha! Ha! Ha! Look! Here comes Boy who walks with a limp. Ha! Ha! Ha!” teased Romeo while laughing out loud. Boy, is a Grade Six pupil, who despite his disability still goes to school. His classmates and school mates always bully him but he just ignores them. Boy and Romeo are not only classmates but also neighbors. One day, Boy was on his way home riding on his old and almost worn out skateboard. He saw Romeo walking ahead of him. Not wanting Romeo to notice that he was behind him, Boy just quietly followed him. When they reached an isolated area, Romeo noticed that Boy was behind him. “Oh, Boy, do you want to race with me?”, he shouted while crossing the street. In an instant, a speedy motorcycle came from nowhere and hit Romeo. With just a blink of an eye, Boy saw Romeo fall on the ground, while the driver immediately fled after seeing Romeo knocked down Boy hurriedly went to check on Romeo. He saw blood dripping on Romeo’s face with wound and bruises on his arms and legs. “Romeo, are you OK?”, asked Boy pitifully. 23 CO_Q3_English6_Module2  “Uhh… I feel dizzy. I can’t move my arms and legs”, answered Romeo. “Don’t worry, Romeo. I’ll call my mother to inform your parents about what happened to you”, said Boy worriedly. After a few minutes later, an ambulance came with Romeo’s parents. He was right away brought to the hospital right away. After a week, Boy was surprised to see Romeo knocking on their door. “Boy, I am here to thank you. If not for you, my parents may not be able to come straight away. I owe you my life.,” Romeo said shamefully. “You’re welcome, Romeo. It is my duty to help others who are in need. I am glad that I was able to help you.”, answered Boy. “I also want to say sorry for not treating you right and always making fun of you. In spite of everything I did to you, you did not hesitate to lend your helping hand to me. I’m really sorry. I hope you could forgive me.”, Romeo said humbly. “It’s Ok Romeo. I accept your apology.”, answered Boy gladly. “I promise I won’t bully you anymore. From now on, I will be the one to defend you. Friends?”, said Romeo sincerely. “Friends!” Boy replied gladly. “By the way before I forget, I brought you something”, Romeo said. “Oh, wow! Is this for me? Thank you so much, Romeo. This means a lot to me”, Boy said tearfully. “I know that you have a hard time riding on your old skateboard so, I decided to withdraw some amount from my savings account to buy you this new one. I hope that this could somehow help you”, said Romeo. “Yes, this really a big help to me”, answered Boy. “Come, let’s go out and watch how the sun sets today”, said Romeo joyfully. 24 CO_Q3_English6_Module2  Plot Mountain Climax Rising Action Falling Action Conflict Resolution Exposition Wow! Hang in there, my dear learner. You are about to finish this lesson! 25 CO_Q3_English6_Module2  Additional Activities Congratulations my dear learner! You can now identify the different elements of the plot. Before we push through our last and most important part of this module, are you ready to take the final challenge? The elements of the plot can be structured through a diagram. Read the story and identify the Elements of the Plot such as: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution. Using the given parts of the story, make your own diagram to show the elements of the plot. You may use the given mountain plot below or you can create your own. Salve and Her Classmates By Ma. Melanie L. Padohinog Her classmates Salve’s classmates laughed at her. realize that what they did to her was not good. Her classmates’ reactions made In school, during recess Salve feel sad. time, Salve sat alone under a mango tree. Her classmates, Stacy, AC, and Pinky invited her to Suddenly, Salve play tumbang preso. shouted in pain. Her ankle was hit by a can. They apologized to Salve and promised not to do it again. 26 CO_Q3_English6_Module2  PLOT MOUNTAIN CLIMAX ________________________ ________________________ ________________________ RISING ACTION ________________________ ________________________ FALLING ACTION ________________________ _____________________ _____________________ _____________________ _________ CONFLICT EXPOSITION _______________ RESOLUTION _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ ____________ _______________ _______________ _______________ ____________ ____________ Hooray! You made it! You are now ready to step up on our next lesson! 27 CO_Q3_English6_Module2  What I Know As you have learned, plot is a series of interrelated events that happen in a story. A plot is like a string where all the details of the story are connected to each other. You have to follow that string to reach the climax and the ending of the story. Now, let’s play with words which are connected to the concept of “plot” in stories. Look for ten (10) interrelated words. Write the answers on your answer sheet. C O N C L U S I O N H C B A D F B N K F R I E V E N T S O L O X G E T M U E R A N S I N A I I Q T S O T N G I D P U Y H L Y N V L D L E U B O U I A S L M N I A G I N E E E J C O C I O G I H P K E B K C N E N D I N G N A A R R A N G E D S T L B E N I O W A J O Great! You have unlocked the puzzle. Are you ready for the next activity? Let’s begin. 28 CO_Q3_English6_Module2  Lesson Evaluating Narratives Based 3 on How the Author Developed the Elements What do you usually do after reading a story that you like or dislike? Do you answer the questions asked? Do you talk about it with friends? Do you ask them to read it, too? If your answers are yes, then you are a reader who knows how to evaluate the stories you read. This is the first step to becoming a critical reader. In order for you to fully understand and appreciate a story, you must learn how to evaluate its elements. What’s In Before evaluating narratives, it is necessary for you to identify the elements of the story. Inside the box are the scrambled letters of the elements of the story for your reference in answering the activity. Read the story, “Mother Knows Best”, and be able to identify what element does each situation indicates. ETGITSN OPINT FO IEVW OTLP EMEHT RCAHCARETS Mother Knows Best By Rosemary S. Villanueva 1) “Francisco, you’re playing in the dirt again. You will get germs and get sick! Come inside now. It’s time to eat!” 2) I heard my mother call me so I ran back to our house. I sat at the dining table and waited to eat. “Look at you. Your clothes are stained and your hands are dirty. Go wash your hands with water and with disinfecting alcohol after,” said my mother. But I was already hungry so I lazily do what she told me. I washed my hands with water and they’re already clean. I don’t understand why I still have to wash them with disinfecting alcohol after. 29 CO_Q3_English6_Module2 3) While we were eating, we heard the news anchor on the television. “Everyone must keep safe against COVID-19. Always wear a mask, disinfect, and maintain social distancing when in public.” “Ma, what’s happening?” I turned to my mother and asked her. “There’s a virus, Francisco. It can make people really sick. That’s why when we go out of our house, we always wear a mask. We should also disinfect our hands with alcohol to fight the invisible virus and maintain a distance from other people when outside,” she said. 4) I don’t want to get sick, Ma!” I cried to her. “I know. That’s why we need to follow these rules and you need to listen to us always, okay?” “Okay,” I said. I wiped away my tears. I realized that we should always stay clean and safe because we are surrounded by a lot of invisible germs and virus around us. From now on, I will listen to my mother because I know she knows best. 5) How a story is told tells the _____________________________. Impressive! These words are guides in helping you evaluate stories or narratives. What’s New Below is an interesting story for you to read. Before reading it, keep this question in mind: What makes a good story? Read the story and find out how the author developed the elements of the story. What do you want to be in the future? Why? What should you do to achieve that dream? Now, let us read the story of Maxine and find out why she was called, the dreamer. Answer the italicized questions found in the selection. Write the answers on your answer sheet. The Dreamer By Ma. Rita N. Santiana “Your team destroyed a turret!” Maxine is feeling a rush of excitement. “Come on! Attack! The opponents are closing in.” “Hurry up now! You’ll be late for school!” said her grandmother. “Just a minute, Nay,” she replied. “I’m hit! Ugh! Come on now. Attack!” 30 CO_Q3_English6_Module2  She continues to attack and at the end, “Victory!” She feels triumphant and powerful. As she put down her cellphone, Maxine thought, I wish I would always win in game and in life.” Maxine finished her meal of hawul-hawul or smoked fish. She brushed her teeth, grabbed her bag, kissed her Nanay, and left the house while still combing her hair. It is a Monday morning and she is now off to school. When Maxine was still a small child, her parents left her under her grandmother’s care. Her grandmother earns through their small sari-sari store and also by making sinakol or steamed cassava. Maxine knows how hard their life is so at a young age, she understands that she needs to do well in her studies and persevere in order to have a better future for her and her Nanay. Where is the setting of the story? What words in the story tell about the setting? They are just one of the millions of Filipino families who are suffering from poverty today. For families like these, especially in Antique, their sources of income are usually by fishing, farming, panubok or nipa weaving, cooking native delicacies such as sinakol or through small sari-sari stores. Their income is just enough to buy food every day and they struggle to find extra income to finance their children’s education and other needs. For them, every centavo counts. What is the problem of the family of Maxine? How did she handle this difficult situation? On her way to school, Maxine saw her friend, Cathy. “Maxine I have a new chat mate! His name is John,” said Cathy. “Really? Is he handsome?” she replied. Cathy showed Maxine the photo. “He’s so cute, right?” “Yes but Gab is cuter than him,” replied Maxine, smiling. “But wait Cathy, remember our motto?” asked Maxine. “Yes of course. Study first before anything.” replied Cathy with a hand salute. “Come. Let’s take the shortcut at the Evelio B. Javier Freedom Park.” rushed Maxine. 31 CO_Q3_English6_Module2  They arrived in school just in time for the flag raising ceremony. They lined up with their classmates. After some announcements from the principal, they went back to their classrooms. Just before Maxine entered the room, she saw Gab. It was last year when Gab transferred to their school. Maxine was walking to school when she heard footsteps behind her. She looked back and saw the most handsome boy she ever saw! Their teacher arrived and caught Maxine at the door. “Maxine, what are you looking at there?” “Ma’am, she’s looking at Gab!” replied Cathy. “Uyyyyyy!” the class chorused. Embarrassed, Maxine bowed her head, trying to hide her blushing face. Their teacher smiled, “Children, you’re still too young for things like that. There is time for love. For now, you must be focused on other things like your studies. Okay? Now, go to your seat Maxine,” said the teacher. Their teacher started asking the class for their parents’ occupation and Maxine just listened as her classmates started answering. She just listened to her classmates as they mention their parents’ occupation. “Teacher, police officer, office clerk, and seafarer…” her classmates chorused. Maxine suddenly felt sad because she doesn’t have parents and her grandmother only earns by selling sinakol and running their small sari sari store. This makes her feel a bit sad, until she remembered an important conversation she had with her Nanay. What did Maxine realize upon hearing the different occupations of her classmates’ parents? Did that realization stop her to achieve her dream? Why? Maxine clearly remembered that one night, a long time ago, when she cried to her Nanay because she wanted a beautiful dress just like what her classmates wore, but they cannot afford it. “I’m sorry, Pangga, but Nanay doesn’t have enough money,” her Nanay said. “But Nanay, life is so unfair. Why can others have pretty toys while I can’t have one?” “Life is indeed unfair to others, Pangga. That is why you need to study well and strive to be successful so that in the future, you can have all the things that you want.” After that time, Maxine accepted that she needs to be contented with what they have and she needs to work hard to have the things she wants. 32 CO_Q3_English6_Module2  During recess time, Maxine sold all of her sinakol. In their last class, their teacher announced that she will be distributing the report cards for the third grading period. She wanted her Nanay to see it first. Finally, she went home running and shouting, “Nanay, I have my card! I have my card!” Her Nanay smiled and hugged her. “Your parents may not be here to say this but I am very proud of you, Pangga! Just keep on working hard and believe that you can reach your dreams.” said her Nanay. “Yes, Nanay. I will,” promised Maxine. That night before going to bed, Maxine thanked God for everything. Then, she lay awake for a while, and remembered her grandmother dreaming of her to be a doctor. “I know He will make all things possible. In time…,” Maxine whispered determinedly. Do you think Maxine will succeed in life? Why do you say so? Did you like the story? How did the author present the main character in the story? By answering this question, you have already made an evaluation of the story! What parts of the story did you like? In the next lesson, we will learn how to evaluate a story. 33 CO_Q3_English6_Module2  What is It When you tell your friends that the story you read is good, what are your criteria? Believe it or not, your simple criterion is based on the elements of the story. Let me share a secret with you. To evaluate a story is to use a set of criteria. These criteria are usually found in a rubric. A rubric is a tool you can use in evaluating a short story. Below is an example of a rubric. Rate each element according to descriptions with corresponding points, 1, 2, or 3. Sample Rubric for Evaluating the Elements of a Story Criteria 1 2 3 1. Does the main The character The character The character has character undergo has not has undergone undergone a great a change or undergone a a good learning learning learning learning experience. experience. experience? experience. The setting is The setting is The setting is 2. Is the setting well- described with described with described with described? vague details. some details. complete details. 3. Are the events in Some of the Most of the All of the events the plot clearly events are events are are properly presented and properly properly sequenced. sequenced? sequenced. sequenced. 4. Is the point of The point of The point of The point of view view consistent all view is view is is consistent in all throughout the consistent in consistent in the parts of the story? some parts of most parts of story. the story. the story. 5. Is the theme The story barely The story gives The story gives clearly developed? gives any details a few details enough details about the about the about the theme. theme. theme. That’s it! I know you’ve learned a lot on the elements of a short story and the way they should be evaluated. 34 CO_Q3_English6_Module2  Let’s try this next activity to find out if you are on the right track. What’s More Have a try. Let’s evaluate the story together. I know you can do this. Go back to the story “The Dreamer”, which is found in the “What’s New” section of this module. Try to evaluate it using the rubric presented. Write your evidences/reasons why you rated each element 1, 2, or 3 on your answer sheet. Check () the appropriate column that corresponds to your rating. RUBRIC FOR EVALUATING THE ELEMENTS OF A STORY Criteria 1 2 3 1. Does the main The character The character The character character has not has undergone a has undergone a undergo a undergone a good change? great change? change? change? 2. Is the setting The setting is The setting is The setting is well-described? described with described with described with vague details. some details. complete details. 3. Are the events in Some of the Most of the All of the events the plot properly events are events are are properly sequenced? properly properly sequenced. sequenced. sequenced. 4. Is the point of The point of view The point of view The point of view view consistent is consistent in is consistent in is consistent in all throughout some parts of the most parts of the all the parts of the story? story. story. the story. 5. Is the theme The story barely The story gives a The story gives clearly gives any details few details about enough details developed? about the theme. the theme. about the theme. You have greatly improved! You are now aware of how a story is evaluated. I know you can do more. Keep on! 35 CO_Q3_English6_Module2  Now, let us discuss your reasons for each evaluation rating you gave for each criterion. Fill in the boxes on the second column with your ratings and in the boxes on third column, explain why you gave each rating. Answer sheet Criteria YES or No Evidences 1. Does the main YES The character (Maxine) character undergo has undergone a great a change? change from self- centeredness to selflessness. 2. Is the setting well- described? 3. Are the events in the plot properly sequenced? 4. Is the point of view consistent all throughout the story? 5. Is the theme clearly developed? What I Have Learned Hey, buddy! Let’s reflect on this. Since you have learned the five elements of a story, you can now easily identify them in a story. You can point out the plot, where and when the setting is, who the characters are, what the conflict of the story is, and what the overall theme is. You have also evaluated a story using a rubric. Having done that, did you find the rubric helpful in evaluating the story? Did you have a better understanding of the story when you used the rubric for evaluation? What do you think is the most important thing to remember when evaluating a story? As a student, you will continue to encounter stories in the future. How important is the process of evaluation in understanding the whole story? 36 CO_Q3_English6_Module2  What I Can Do Come on! Here is another activity to refine what you have learned. Always remember that when you are evaluating a story, you need to know the full details of each element of the story. If you do, evaluating stories will be easier. Using the same rubric, evaluate the story below. How do you react when you are upset? Is it important to discipline children at their very young age? Why? My Lego By Ma. Rita N. Santiana “Mama, who took my Legos? “ I’ve been looking all over for them,” yelled Kenken as he threw his toys one by one from the box. “Ask your Kuya Toto to help you find your Legos,” Mama Rits told him. “I just placed it here yesterday, Mom. I couldn’t find my Legos!” he answered with frustration. Today is the day before Kenken’s birthday and he is excited. Not finding where his favorite toys are almost ruined his mood because he planned on inviting his cousins to play Legos with him. “I will not celebrate my birthday anymore!” he shouted as he banged the door of his room. “Your work is more important than me, you’re not helping me find my Legos. You don’t love me anyway!” murmured Kenken while his tears started to fall. The Legos were a birthday present from his favorite Ninong Dix when he was eight. Kenken has been close to his Ninong Dix since he was small. Not knowing who got his most treasured Legos made him feel like that was the worst day in his entire life. How did Mama Rits manage Kenken’s disappointment? “Ken, may I talk to you?” Mama Rits asked in a soft voice. “No, I hate all of you!” screamed Kenken. “Anak, I brought you some Grahams. I know it’s your favorite,” Mama Rits said convincingly. “You may come in, Mom,” Kenken answered tenderly. 37 CO_Q3_English6_Module2  That soft voice made Mama Rits smile. Being a mother, she surely knew her son’s weaknesses. Full of patience and love, she managed to talk to Kenken without giving him any serious punishment. “Discipline is not spanking or shouting. It is a way of expressing how we truly love and care for our children. We have to teach them what’s good without breaking their hearts and lowering their self-esteem. It is pushing them to do what they think is good and have them realize the consequences. If it yields more negative results, then, that decision is not good and should not be continued. If it gives more positive results and that is what God wants us to do, then, it is good.” Mama Rits recalled. Did you learn something from the story? Here is a short activity to help you better understand the different elements of the story and how you would evaluate the story. Before you do your evaluation, let us first identify the different elements of the story. Practice Analysis 1. Who is the main character of the story? 2. Where is the setting of the story? 3. Enumerate the important events in the story. 4. From whose point of view is the story written? 5. What is the theme of the story? Wonderful! Now, you are ready to evaluate the story, “Two Pesos for Better Life.” Assessment Now, it’s time for you to work independently. Keep in mind that in evaluating a story, you need to examine the experience of the character, the clear series of events, the description of the setting, the consistency of the point of view used, and the development of the theme. With all these in mind, you are sure to nail this activity. Good luck! 38 CO_Q3_English6_Module2 DIRECTIONS: Using the same rubric, evaluate the story, “Two Pesos for Better Life,” based on how the author developed the elements. Are you willing to sacrifice your personal needs and wants just to make your love ones happy? Why? How important is two pesos in Meg’s life? Two Pesos for Better Life By Ma. Rita N. Santiana “…Ninety-eight, ninety-nine, one hundred.” Meg counted the one peso coins from her piggy bank. She was saving up two pesos a day from her daily allowance to buy her school supplies next year. She knew her grandmother only earns a little so she wanted to help by saving up for her own things. In school, when recess time arrived, Meg went to the canteen to buy food. Her Lola gave her five pesos for the entire day. She looked at all the delicious food she wanted to buy. I need to spend three pesos only so I can keep the two pesos for my piggy bank, she thought. She bought a simple snack and went back to their classroom. Why does Meg need to save two pesos from her allowance? Do you think it’s worth the saving? On her way home one Friday afternoon, Meg passed by a store. She peeked through the window and saw a beautiful pair of slippers. “This is a perfect birthday gift for Lola”, she exclaimed. Sometimes, she feels sad hearing her Lola complain about her back pain and arthritis. She also feels sad seeing the torn slippers that her Lola uses every day. That is the reason why Meg is determined to finish her studies so she can make their life more comfortable especially for her Lola. The next morning, she bought a pair of slippers and ran home with a big smile on her face. 39 CO_Q3_English6_Module2  “Happy birthday, Lola!” she said excitedly as she gave the gift to her Lola. “Oh, dear Meg! These are beautiful! But where did you get your money to buy these?” asked her Lola. “From the two pesos I have been saving every day,” Meg replied. “I wanted to buy my own doll but, it is your birthday so I bought a pair of slippers for you, instead.” “Oh, Meg. You didn’t have to. My slippers are still fine.” “Don’t worry, I can always save up again. I realized that you are worth more than all the beautiful dolls in the world,” answered Meg. “Oh, you are such an angel, Meg. I love you so much!” said her Lola. The two hugged each other in tears. They enjoyed the delicious soup that Meg’s Lola prepared for dinner. That night, Meg fell asleep with a contented smile on her face. If you are Meg, will you do the same? What character trait does Meg show? Congratulations for finishing the story. So far, you have done two evaluations already. That is amazing! Now, compare your evaluation of the two stories. Which of the two stories has a character who has undergone a great learning experience, described the setting with complete details, properly sequenced the events, consistent point of view in all the parts of the story, and successfully gave details about the theme? Wonderful! Now, you are ready to evaluate the story, “Two Pesos for Better Life”. Answer sheet Criteria YES or NO Evidences 1. Does the main character undergo a change or learning experience? 2. Is the setting clearly described? 40 CO_Q3_English6_Module2  3. Are the events in the plot properly presented and sequenced? 4. Is the point of view consistent all throughout the story? 5. Is the theme clearly developed? Great! You have accomplished your task. I’m sure you will be able to do the next activity without any difficulty. Additional Activities You are already confident enough to do this task on your own. Before reading the story, keep this question in mind: is it enough to have great characters but an unclear theme for a story to be good? DIRECTIONS: Using the same rubric, evaluate the story, “I Can Be a Star,” based on how the author developed the elements Who do you consider your lucky charm in life? Why? What makes you more determined in every challenge you have? Why? I Can Be A Star By Ma. Rita N. Santiana “I can do this”. This is my motto whenever things get hard because I believe that God is with me. “Come, let’s practice”, I called my friend Armand one late afternoon after our English class. He called other participants to proceed to the school gymnasium. Each one took his assigned place and started reciting the first stanza of the poem. Then, the second and so on until we successfully finished reciting the entire piece. “Good job, children! You can win this,” Miss Villanueva, our English teacher commented. 41 CO_Q3_English6_Module2  How did Miss Villanueva motivate the children to give their best? I could still recall one of the most challenging moments in my life three years ago when I got sick of dengue. Nobody could tell that I can survive that time. But because I offered everything to God, I have nothing to worry. That moment made me realize that only in His hands can I be sure that I can be a star and will continue to shine even in the midst of darkness. If you are the narrator in the story, will you entrust everything to God? Why? Why not? Did you enjoy the story? Ponder on the most challenging moment in your life. How did you overcome it? You are not only great. You are also a brave child! You are now ready to do the evaluation of the story, “I Can Be a Star.” Self-Assessment Questions 1) Who is the main character of the story? Does the main character undergo a great change? Cite evidences. 2) Where is the setting? What are the words that tell where the setting is? 3) Enumerate the important events in the story. Are the events in the plot properly sequenced? 4) From whose point of view is the story written? First person, second person, or third person point of view? 5) What is the theme of the story? Is it implicitly or explicitly stated in the story? 6) If given a chance to develop the parts of the story, “I Can Be a Star”, how would it be? Why? Wow! CONGRATULATIONS for finishing this whole module. Which lesson did you enjoy the most and which part did you find the hardest to understand? You are a splendid student. I am proud of you! 42 CO_Q3_English6_Module2 CO_Q3_English6_Module2 43 What I Know What’s More Additional Activities 1. C 1. Fox 1. February 2019, Roxas City 2. D 2. Vineyard or Farm 2. Ate Elay 3. D 3. About the hungry 3. Mom was worried when before the game Ate Elay 4. A fox who wanted to and two of her team mates got sick. They suffered 5. B eat the hanging a head ache. During the game, the three of them grapes cannot play well because they did not feel well. What’s In 4. The fox could not There were instances when Ate Elay would ask for 1. T reach the grapes a substitute because she really felt ill. 2. C hanging from vine. Unfortunately, they lost their first game. But, Ate 3. S 5. Omniscient Elay did not give up. She is determined enough to 4. P 6. Answers may vary/ get well the next day. She drank her medicine ad Patience is a virtue reminded herself that she was badly needed by her team. The next days went more exciting. We enjoyed What I Can Do watching Ate Elay’s every game. During the final 1. Ian, Romeo, game, they landed third place and went home with Mrs. Pe a happy heart. 2. One day in school 4. Determination 3. Because shaming someone is not good 4. Third person 5. It would make me feel better. Yes, because he does it with sincerity. 6. It is not good to bully others. Assessment Elements of the Story Answer 1. Character(s) Issac, Issac’s teacher, Issac’s Mom and Dad 2. Setting During pandemic at home 3. Plot One day Issac;s teacher informed him about the suspension of their completion program. The news broke Issac’s heart yet, his Dad comforted him. Summer came, his teachers distribute their certificates and awards at home. His adviser congratulated him because he topped, their class. In the end Issac feels grateful that despite the pandemic he has successfully completed his elementary education. 4.Theme Great things can happen amidst pandemic 5.Point of View First person Lesson 1 Answer Key CO_Q3_English6_Module2 44 What I Know What’s More Additional Activities 1. Exposition Test I 2. Conflict 1. B Answer 3. Rising 2. F 1. Exposition In school, during recess Action 3. C time, Salve sat alone 4. Climax 4. D under a mango tree. Her 5. Falling 5. E classmates, Stacy, AC Action 6. A and Pinky invited her to 6. Resolution Test II play tumbang preso. What’s In 1. B 2. Conflict Suddenly, Salve shouted 1. B 2. A in pain. Her ankle was hit 2. C 3. E by a can. 3. D 4. C 4. A 5. B 3. Rising Action Her classmates laughed 5. E at her. What I Can Do 4.Climax Her classmates’ reactions 1. Exposition made Salve feel sad. 2. Falling Action 5.Falling Action Salve’s classmates 3. Resolution realize that what they did 4. Rising to her was not good. Action 5. Conflict 6.Resolution They apologized to Salve 6. Climax and promised not to do it again. Assessment v Answer 1. Exposition Boy, a Grade Six pupil with disability, goes home riding on his skateboard while following Romeo who always, bully him. 2. Conflict Romeo bullies Boy. 3. Rising Action Romeo teases Boy while crossing the street. 4.Climax Romeo is hit by a speedy motorcycle. 5.Falling Action Boy helps Romeo. 6.Resolution Romeo apologizes to Boy and they become friends. Lesson 2 CO_Q3_English6_Module2 45 What I Know C O N C L U S I O N What’s In 1. Setting H C B A D F B N K F 2. Conflict R I E V E N T S O L 3. Plot O X G E T M U E R A 4. Theme 5. Characters N S I N A I I Q T S O T N G I D P U Y H L Y N V L D L E U B O U I A S L M N I A G I N E E E J C O C I O G I H P K E B K C N E N D I N G N A A R R A N G E D S T L B E N I O W A J O What’s More Criteria 1 2 3 1. Setting  2. Characters  3. Plot  4. Point of View  5. Theme  What I Can Do Criteria 1 2 3 1. Setting  2. Characters  3. Plot  4. Point of View  5. Theme  Assessment Criteria 1 2 3 1. Setting  2. Characters  3. Plot  4. Point of View  5. Theme  Additional Activities Criteria 1 2 3 1. Setting  2. Characters  3. Plot  4. Point of View  5. Theme  Lesson 3 References Ron Dentinger, Reader’s Digest, Dec. 1992 46 CO_Q3_English6_Module2 For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: [email protected] * [email protected]