ENGLISH

First Quarter – Week 2

Setting
English – Grade 10
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week: Achieving 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 exemplar 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 and Quality Assurance Teams

Writers: CRISTDALE A. LUGAO
Illustrator: SHEILA ROBENA PADUA
Layout Artist: ARCHIE M. DALMAN
Language Editor: SHERRYL A. PONCE
Content Evaluator: ELLEN O. COQUILLA
Layout Evaluator: SHELLA L. MONTENEGRO
Management Team: PSDS/DIC
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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and
learning resource which parallel to the on-going endeavors of the higher
offices in the Department. It is the utilization of a lesson exemplar that is
streamlined in a teacher-and-learner-friendly format to cater to the new
classroom setup in light of the COVID-19 health crisis. These exemplars will be
paired with a self-contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort

that would enable the him/her to see his/her growth and achievement, ability
to reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the English - Grade 10 – Quarter 1 Exemplar on Setting!

This exemplar was collaboratively designed, developed and reviewed by

educators from different schools in the Division to assist you in helping the
learners meet the standards anchored on Most Essential Learning
Competencies (MELC) set by the Department while overcoming the
constraints in schooling brought by the COVID-19 pandemic.

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.

As a teacher, you are expected to orient the learners on how to use this
exemplar in the most fit modality. You also need to keep track of the learners'
progress while allowing them to manage their own learning through portfolio
assessments.

For the learner:

Welcome to the English - Grade 10 – Quarter 1 Exemplar on Achieving Writer’s

Purpose !

This exemplar 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, either at home or in school. To help you with this, this
exemplar comes with a Weekly Portfolio Assessment. You teacher will provide

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you with a template and you will be given a privilege to organize the portfolio
in your own creative way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the

What I Need to Know
competencies you are expected to
learn in the module and the
objectives you are expected to
realize.
This part includes an activity that
What I Know
aims to check what you already
know about the lesson to take.
This section provides a brief
What is It
discussion of the lesson. This aims to
help you discover and understand
new concepts and skills.
This section provides an activities
What I Can Do (1,2 & 3)
which will help you transfer your new
knowledge or skill into real life
situations or concerns.
This task aims to evaluate your level
What I Have Learned
of mastery in achieving the learning
objectives.

Answer Key This contains answers to all activities

in the module.

This contain instructions about

Portfolio Goal Setting
recording your positive, realistic
goals before going through this
exemplar.
This contain instructions about
Portfolio Completion -Your
completing the components of the
Growth Clue!
portfolio. This also includes a rubric to
guide you of how your portfolio will
be assessed.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this exemplar.

General reminders in using this exemplar:

1. Use the exemplar with care. Do not put unnecessary mark/s on any part of
the exemplar. Use a separate sheet of paper in answering the activities and
tasks.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the tasks and checking your
answers.
4. Finish the task at hand before proceeding to the next.
5. Return this exemplar to your teacher or facilitator once you are through with
it. If you encounter any difficulty in answering the tasks in this exemplar, do
not hesitate to consult your teacher, parents, siblings or anybody
knowledgeable and older than you at home. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

What I Need Know to

Most Essential Learning Competency:

Appraise the unity of plot, setting and characterization in a material viewed

to achieve the writer’s purpose.

Sub-competency: (result of unpacking)

Objectives

After going through this exemplar, you are expected to:

A. Knowledge: Determine the time and place of each passage;

B. Skill: Decode clues to reveal the setting ; and,
C. Attitude: State the relevance of setting in achieving the writer’s
purpose.

Duration: Two (2) days

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 Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher along

with this exemplar, accomplish now your weekly goal setting. Refer to the
objectives above. Think of positive and realistic goals that you can
considerably achieve with this exemplar. List them as your plans. Remember:
Do not proceed with this exemplar unless you have accomplished your goal
setting.

What I Know

Activity 1: Think It Over!

Directions: Study the Venn diagram below. Time and Place are both on
the side. Write as many words you can associate with it and in the center,
allow your thoughts to flow explaining the connection of the two words.

TIME PLACE

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 Activity 2: #GPSNavigating

Directions: Study the passages below, and then write the

time and place of each.

Passage Time Place

1. As the night ended, the sun splashed
across Ellen’s bed. She opened her eyes
slowly. The first thing she saw was the
beautiful blue ribbon on her bookshelf.
2. Jenny ran as fast as she could down the
path. There were trees in front of her, trees
behind her, and trees on both sides. While
the snow was falling heavily in the valley,
only a few snowflakes made it to the
ground around her.
3. Oscar thought it was time to get a breath
of air, so he began to make his way to the
surface. Before he reached it, a large
shadow came toward him. Was it a shark?
He thought of his parents on the beach.
Would this be the end of his vacation?
4. Kwamba the lion cub rolled around near
her mother’s feet. Her mother would be
leaving soon to start to hunt. While humans
could not see in the darkness, it was easy for
the lions. Kwamba hoped her mother would
get a gazelle. Those were her favorite
dinners.
5. Chuck kicked the basketball. It bounced
off the wrestling mats on the wall of the
gymnasium with a thud. There was no one
around to get offended by his behavior. He
crumpled up his progress report and threw it
into the bleachers. He screamed, “Ahh! All
I wanted to do was play in that game! This
is so unfair.” He was miserable and
sweating. His phone started ringing in his
pocket.

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 What is It

What is setting?
Setting is the time and place (or when and where) of the
story. It’s a literary element of literature used in novels, short stories, plays,
films, etc., and usually introduced during the exposition (beginning) of
the story, along with the characters. The setting may also include the
environment of the story, which can be made up of the physical
location, climate, weather, or social and cultural surroundings.

There are various ways that time and place indicate setting.
• Time can cover many areas, such as the character’s time of life, the
time of day, time of year, time period such as the past, present, or
future, etc.
• Place also covers a lot of areas, such as a certain building, room in a
building, country, city, beach, in a mode of transport such as a car,
bus, boat, indoors or out, etc.
• The setting of a story can change throughout the plot. The environment
includes geographical location such as beach or mountains, the
climate and weather, and the social or cultural aspects such as a
school, theatre, meeting, club, etc.

Examples of Setting

Read this example below to see how setting is written into a story.

As the sun set in the evening sky, Malcolm slowly turned and walked
toward his home. All was silent and still. Through the window, he could see his
older brother James watching a football game on the TV. James was home
from his first year of college in the city. It was lonely at times, but Malcolm felt
it was rather nice to not be in James’ shadow during his senior year of high
school.

Time: evening, senior year of high school, and modern times (they have
a TV)

Place: Malcolm’s home, and possibly the suburbs or country (his brother
has gone to the city for school).

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 What I Can Do 1

Task 1- Chew it over!

Directions: Read each passage and look for clues that reveal the setting.
Then explain your answer. Remember the setting is the time and place that a
story happens.
Alex shut the lid to his laptop with a loud clap. Some of the people sitting at
the tables near him looked up from their books and gave him annoyed looks.
Alex realized that he had disturbed them and held up his hand apologetically.
The librarian turned toward him and shushed him loudly, perhaps louder than
the noise that he had made. Alex put the laptop in his bag and began walking
toward the door. He held his head down low.

1. Where is this story taking place?

How do you know?
2. When is this story taking place?
How do you know?
Vance Powers grabbed the control stick. Up until now he had been a prisoner
on this spaceship, but even the captain knew that Vance was the only one
who could navigate through an asteroid belt. "Quick! Take these laser cuffs
off!" The captain and the guard looked at one another hesitantly. Boom! The
ship skidded off a large asteroid. "Now! Take the cuffs off! There's no time!"
Vance shouted at the men. The captain gave the guard a slight nod. The
guard waved the magnetic key over the laser cuffs on Vance's wrists. The cuffs
powered down and fell off of Vance's wrists. Suddenly Vance had full control
of his arms again. Vance tested the movement of his arms by disarming the
guard and slapping the laser cuffs on him in one swift motion. Vance Powers
was back.
3. Where is this story taking place?
How do you know?
4. When is this story taking place?
How do you know?

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Sir Anders frowned at his squire, Toby. Toby looked back worriedly. He was
eager to please Sir Anders but he didn't know how. "Well, Toby, do you want
me to put the saddle on myself?" A bolt of realization struck Toby. He grabbed
a saddle of the wall and began apologizing, "Why of course not, Sir Anders.
What was I thinking?" Toby awkwardly tried to get the saddle on Sir Ander's
white stallion. "Let me just grabbed the belt here and uh… Ah!" Toby was
muttering to himself when Sir Ander's horse turned suddenly and knocked him
into a pile of hay. Sir Anders could not help but to crack a slight smile at this
scene. As Toby brushed off the hay, Sir Anders consoled him, "He knows that
you're scared, Toby. Grab the bridle off of the wall, help me remove my armor,
and I'll show you how it's done."
5. Where is this story taking place?
How do you know?
6. When is this story taking place?
How do you know?
The party stopped at a small brook. The woman who was leading the party
whispered, "Ok, if anybody's thirsty, this be a good time to drink. We keep
moving from here to the next station." This wind blew through the thick trees.
A young boy in the back of the party looked up at an older man and asked,
"Is we really gonna be free?" The old man sighed, as if he could not believe it
himself. "You see that star up dere? Dat's the North Star. We keep following
that, and Miss Tubman up dere," he said gesturing to the woman leading the
party. He continued, "We'll be free alright." The boy smiled, and then
something else occurred to him. He looked up at the old man and said, "Well,
what if we run into dem slave catchers?" The old man scratched his head and
said, "Don't let'em catch you."
7. Where is this story taking place?
How do you know?
8. When is this story taking place?
How do you know?
"I want Sugar Loops!" Tommy screamed at his mother. She shook her head in
distress and then responded, "Look, Tommy. That's not how you ask for
anything, and we've already gone over this. You can have Bran Flakes or Dry
Os. No Sugar Loops." Tommy shook his head back and forth violently. He then
laid down on floor and started kicking his feet and screaming. Clearly he did
not accept this answer. Mom grabbed her phone out of her purse. "Tommy,
if you stop this tantrum and get back in the cart, I'll let you watch Tatakai
Fighting Warriors on my phone." Tommy looked up excitedly and began

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gathering himself off of the floor. Mom put the box of Sugar Loops back on the
shelf and tossed the Dry Os into the cart.
9. Where is this story taking place?
How do you know?
10. When is this story taking place?
How do you know?

What I Can Do 2

Task 2- Meet Up!

Choose a place you have never been to. (If you have a map, you can close
your eyes and pick a random spot for an extra challenge!) Do some research
and try to learn everything you can about that location. Try to include as
many details as possible to make it seem like you have actually been there.
For example, what does it smell like? What kind of people would you see
there? What is the climate like?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Can Do 3

Task 3- My Treasure
My journey through this lesson enabled me to learn
_______________________________________________________________________
_______________________________________________________________________.

It made me realized that in achieving writer’s purpose setting must be

_______________________________________________________________________
_______________________________________________________________________.

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 What I Have Learned

Your Test - Directions: Read the sentence below. Choose the best
answer(s) that is/are an element of setting.

1. “The moon was shining brightly as the fox slowly crept toward the chicken
coop.”
a. Fox slowly crept
b. Chicken coop
c. Moon was shining brightly
d. b and c
2. Why is setting important to a story?
a. It tells us about the characters.
b. It lets us know the context of characters’ actions and sets the
mood.
c. It settles the conflict.
d. It helps predict the ending of a story.
3. What is the best way to put setting into a story?
a. Take a picture and copy it into the pages of the story.
b. Use descriptive words and details that create a picture in the
readers’ minds and pull on their senses.
c. Use long words and sentences to make a picture.
d. Describe how the characters look.
4. When should setting be used in a story?
a. Setting should be used in the beginning of the story, when
there are new events in the story line, or when the reader needs
information to understand the plot.
b. Setting should be used at the end of the story to help explain
the resolution.
c. Setting should be used when there are new characters.
d. Setting should be used to help solve the conflict and to show
the climax.
5. Which of the following is not part of a setting?
a. weather
b. time of day
c. the protagonist
d. scenery
6. What is an important aspect of the time element of setting?
a. It tells what time characters get up.
b. It lets the reader know how long the story will take to read.
c. It helps the reader learn how to tell time.
d. It tells the era or period of time for the story.

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7. All of the following are components of setting except:
a. conflict
b. time
c. place
d. social environment
8. Which of the following statement is TRUE?
a. The setting of a story can change throughout the plot.
b. The setting of a story cannot be changed throughout the plot.
c. The setting of a story is unchangeable.
d. The setting of a story determines the character of the story,
9. “…as the sun set in the evening sky; Malcolm slowly turned and walked
toward his home.” which of the following shows element of setting.
a. in the evening sky
b. Malcolm slowly turned
c. walked toward his home
d. A and C
10. It’s a literary element of literature used in novels, short stories, plays, films,
etc., and usually introduced during the exposition (beginning) of the story,
along with the characters.
a. characterization
b. plot
c. setting
d. exposition
11. Jeremy likes to watch cartoons on Saturday mornings. Which part of the
sentence contains element of setting?
a. to watch
b. cartoons
c. Jeremy
d. Saturday Mornings
12. You have been asked to write a story about a frog. What would be a
suitable setting?
a. A pond in rainy season
b. An ocean in rainy season
c. A child’s study room
d. An office room
13. Which of the following can be used to hint that the setting is an office?
a. Neatly arranged rows of books on shelves
b. Larger chandeliers hanging from the ceiling
c. A green field surrounded by a thousand seats
d. Piles of files and folders on a desk

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14. “It was a hot and blistering day. Rahul could feel the sweat trickle down
his back. The dust in the air painted the whole ground in a sepia tone. The
water fountain in the corner of the ground looked tempting, but there
was no time. The other team had arrived”
a. a game of football
b. playing chess
c. reading books
d. playing mobile legends
15. It is one of the essential elements of building and writing a good story.
Without the _____________, the reader would be clueless about the
background in which the story is taking place.
a. characterization
b. plot
c. setting
d. exposition

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What I Have
Learned
1. D
2. B
3. B
4. A
5. C
6. D
7. A
8. A
9. D
10. C
11. D
12. A
13. D
14. A
15. C
What I Can Do 2 What I Can Do 1 What I Know
A. Note: No fixed A. Note: No fixed
Activity 1 – Note: no
Answer. The learners Answer. Here are fixed Answer. The
may have their own some suggested learners have their
sentences. answers below: own words and
sentences.
1. Library
2. Any time of the
Activity 2 – Note:
Day Answers may Vary.
3. On a spaceship 1. Time: Morning
4. in modern times Place: Casey’s
5. in a horse ranch Bedroom
6. anytime of the 2. Time: Winter
day Place: a forest
7. at a small brook 3. Time: Spring,
8. evening summer or vacation
9. Department/ Place: in the ocean
Grocery store 4. Time: night
10. Anytime of the Place: Africa
5. Time: during
day
modern times
Place: in a gym
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components
that follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your efforts
here enables you to see and reflect on your growth and achievement and
your ability to establish goals just to learn. Upon completion of your portfolio,
please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9- Score
10)
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly
not realistic for and processes that and processes that defined goals that
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ability nor level of are positive and are positive and are attainable and
development. realistic. realistic growth-oriented
2. Think it over Ideas are vague or Ideas are too Present Ideas in an Presents ideas in
unclear general. consistent manner an original 10
manner
3. #GPSNavigating Shows little Shows adequate Shows good Shows very good
mastery of the mastery of the mastery of the and clear
activity. activity. activity. evidence of 10
mastery in the
activity.
4. Chew it over Shows little Shows adequate Shows good Shows very good
mastery of the mastery of the mastery of the and clear
activity. activity. activity. evidence of 10
mastery in the
activity.
5. Setting Up Ideas are vague or Ideas are too Present Ideas in an Presents ideas in
unclear general consistent manner an original 10
manner
6. Your Test 1-4 5-8 9-12 13-15 15
7. Overall Submits some of Submits most of Presents all items in Presents
Presentation the items in a the items. Portfolio a chronological thorough, clear
disorganized form. is well presented. form. Portfolio is and complete 5
Portfolio looks well organized. items. Portfolio is
slapdash. neat and elegant.
8. Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
5
Submission. days). days). days).
Total 70

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References

Website Links
https://literaryterms.net/Setting/
https://www.edhelper.com/setting.htm
https://www.k12reader.com/worksheet/story-elements-whats-the-
setting/view/

Book
Almonte, L. R. (2015). Celebrating Diversity through World Literature- Grade 10. 5th
Floor Mabini Bldg., DepEd Complex, Meralco Avenue, Pasig City, Philippines
1600: REX Book Store, Inc.

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of Tago II

Address: Gamut, Tago, Surigao del Sur

___________________________________________________________
___________________________________________________________

Contact Number: 09214575248

Email Address: cristdale.lugao@deped.gov.ph

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