10

English 10
Quarter 1–Module 7:
Appraising the Unity of Plot, Setting and Characterization in a
Material Viewed to Achieve the Writer’s Purpose

Development Team of the Module

Writer: Richard M. Mangune
Editor: Leolinda C. Quimzon
Reviewer: Carolina C. Tayag
Illustrator: Richard M. Mangune
Layout Artist: Paolo B. Paras
Management Team: SDS Zenia G. Mostoles, EdD, CESO V
ASDS Leonardo C. Canlas, EdD, CESE
ASDS Rowena T. Quiambao, CESE
CID Chief, Celia R. Lacanlale, PhD
SGOD Chief, Arceli S. Lopez, PhD
June D. Cunanan, EPS-I, English
Ruby M. Jimenez, EPS-I, LRMDS

Published by the Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes, City of San Fernando, Pampanga
Telephone No: (045) 435-2728
E-mail Address: pampanga@deped.gov.ph
Introductory Message
For the Facilitator:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on Appraising
the Unity of Plot, Setting and Characterization in a Material Viewed to Achieve the
Writer’s Purpose.

This module was collaboratively designed, developed and reviewed by educators from public
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.

For the Learner:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on Appraising
the Unity of Plot, Setting and Characterization in a Material Viewed to Achieve the
Writer’s Purpose.

In order to understand a writer’s purpose in the story, we need to dig deeper in the
development of narrative elements like plot, setting, characterization and tone because these
play vital roles in the appreciation of mankind to stories.
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.
 What I Need to Know

This module will assist you in encouraging your Grade 10 Learners to assess
the Elements of a Short Story in developing the author’s purpose.

Please facilitate your learners in understanding the material viewed as to gain

the over-all purpose of the author in writing. Thus our learners can share their ideas
and knowledge so that there will be collaboration and learning will be easy.

Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.
For the learner
We all play a great role in the growth and development of our nation. No matter
how diverse our nation is, we have make connections even in these difficult times. If
we do that, we can harness our skills, share our talents and become the best version
of ourselves.

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

1. Identify and analyze the setting and characters in a short story;
2. Give the major plot points;
3. Determine how plot, setting, and characters contribute to the totality of a
material viewed/read; and
4. Identify the author’s purpose in writing the story.

What I Know

Classify the following items as to characters, setting, and plot (events). Group the
items together by using the table below. Do this in your notebook.

a warm sunny day fluffy the cat

Losing a dog, but then finding it.
deep in the ocean
an evil witch
The water was rising.
a cold, windy playground
an unlucky rabbit
They were lost, and it was getting late.
a friday night football game
the first day of school
The horse began running wildy.

Character Setting Plot

 Lesson Appraising the Unity of Plot, Setting, and
Characterization to Achieve Writer’s
7 Purpose
Part of the author’s skill is knowing which elements to highlight to bring out the
vision he tries to achieve with his story. The author employs various devices to
effectively bring out the elements he wants to highlight to achieve his purpose.

What’s In

Let’s see if you still remember your lesson when you were in Grade 9. Read the
excerpt from the story “The Lottery” by Shirley Jackson illustrated through a comic
strip. Answer the questions that follow afterwards.
1. Do you still remember the characters in the story? How about the setting and
the plot? Narrate the story very briefly to your guardian.
2. What is the theme of the story?
3. What do you think is the purpose of the author in writing the story?

Notes to the Teacher

The teacher must consider the prerequisite skills needed in the
development of this competency including the schema or background
knowledge which may reinforce learning. This module will help the
learners bridge the gap of learning to attain mastery of the lesson in its
spiral progression.
 What’s New

A picture is worth a thousand words, right? Let’s see how good you are in
making up a story with just one picture in sight. Fill up the boxes below with the
essential information in your made-up story, then answer the questions below.
Ready? Let’s start!

What consideration/s did you make in forming your story? What was your reason or
purpose in making it such?
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________.
 What is It

In order to fully understand a story, much more the purpose of why it is written,
it is important that one has a clear understanding of the elements that make it up.
Before one can appraise the unity of the plot and the other elements particularly the
setting the characterization in order to achieve the purpose of the writer, identifying
the basic elements of a short narrative story is a must. (For this particular lesson, plot,
setting and character are our focus.)

Basic Elements of a Short Story

1. Setting: A story's setting refers not only to the physical location, but also the
time the action takes place. It is the where and the when of a story.

2. Character: Depending on the nature of the story, characters are most often
people or animals. Writers use characters to perform the actions and speak the
dialogue of a story. They move a story’s plot forward. They are the who of a
story.

3. Plot: The plot relates to the events that happen in a story. Plot can be further
divided into sub-elements such as: introduction, rising action, climax, falling
action, and resolution. It is the what of the story. Plot usually begins with a
problem and ends in the story’s resolution.

The 5 Elements of Plot

3.1. Exposition
This is your story’s introduction, where you introduce your characters,
establish the setting, and begin to introduce the primary conflict of your story.

3.2. Rising Action

The rising action normally begins with an inciting incident, or a moment
that sets your story into action. As it progresses, you’ll have multiple moments
of conflict that escalate and create tension as the story moves toward the
climax.

3.3. Climax
The climax is the peak of tension, plot, and character in your story.
Often, this is the point in the story that everything changes, or where the main
character is forced to make a life-altering decision. It should be the point where
the reader is unsure where your story is going to go next.

3.4. Falling Action

This is the time to start resolving conflicts so the story doesn’t feel rushed
in the last few chapters. This is also where any conflicts that arose as a result
of the climax can start being resolved.
 3.5. Resolution/Denouement
Finally, the resolution is the end of your story where you can tie up the
final loose ends and bring your story to its happy or tragic ending.

4. Conflict: Every story worth its salt requires conflict. This conflict can be
thought of as a challenge or problem that drives the action of the story. No
conflict, no story. Setting up a series of cause and effect events, conflict gives
these events their why.

5. Theme: a little more abstract than the previous elements, the theme refers to
the underlying insight, the moral or idea that the writer is expressing through
the story. It is often thought of as the ‘message’ of the story.

Short stories usually have all or several elements present in them, with one
element more prominent than the others. Some stories concentrate on portraying the
character/s of the story over all other elements; others are strong on plot – the action/s
taking place or plot, still others focus on recreating the mood or setting as the most
important ingredient of the story. The next selection is by Guy de Maupassant, and
the highlight of the story this time is character and plot. The story takes place in
France several hundred years ago.

The Necklace
Guy de Maupassant
A Summary

Mathilde is born to a low-class family; with no money for a dowry, she is married
to Monsieur Loisel, a clerk from the Board of Education. Mathilde–now Madame
Loisel–had always felt like she should have been upper class, and is unhappy in her
married life: she hates their home, their food, and her lack of fine clothing and jewelry.
One evening, her husband excitedly presents her with an invitation to attend an event
at the Minister of Public Instruction’s home. To the surprise of M. Loisel, Mme. Loisel
throws the invitation down in dismay, weeping and complaining that she has nothing
to wear to such an event. Her husband offers to give her the money for something
suitable, but as the day of the ball approaches, she is still dismayed. When asked
why, she replies that she is embarrassed to attend the ball without any jewels. Her
husband suggests that she ask to borrow some jewels from her rich friend, Madame
Forestier. She agrees and goes to see her friend the next day, greedily choosing one
of Madame Forestier’s finest necklaces.

At the ball, Madame Loisel is a hit: elegant, joyful, and desired for waltzes. She
and M. Loisel return home at nearly 4 o’clock in the morning, and only when they
arrive home does Mme. Loisel realize she lost the necklace. After a week with no
news, M. Loisel proclaims that they must replace it, and the couple finds a
replacement for 36,000 francs. Loisel has 18,000 francs from his father’s will and
borrows the remaining sum, bit-by-bit and making “ruinous promises” along the way.
After all this, Madame Loisel is able to return the newly bought necklace in the
original’s case, apparently rousing no suspicion.

To pay off the debt, both Monsieur and Madame Loisel must work tirelessly.
After ten years, they are finally able to pay off all of their debts. One day, while taking
a walk, Madame Loisel runs into Madame Forestier. She approaches her old friend,
but Mme. Forestier almost doesn’t recognize her. In sudden emotion, Madame Loisel
reveals her entire story of losing the necklace, replacing it, and working off the cost
of the replacement ever since. In response, Madame Forestier replies that the original
necklace contained not actual diamonds but rather fake diamonds, meaning the
original necklace cost no more than 500 francs.

What’s More

Independent Activity 1

A. Vocabulary Activity. Look back at the words highlighted in the story and
understand their meanings. Then, write the vocabulary word that completes
each sentence. Do this in your notebook.

dismay n. – consternation and distress, typically caused by something unexpected

embarrassed adj. – self-conscious, uneasy, awkward, uncomfortable

francs n. – the basic monetary unit of Switzerland and several other countries
including France until the introduction of the euro

ruinous adj. – costing far more than can be afforded

debt n. – something, typically money, that is owed or due

1. I was extremely surprised when I converted 36,000 __________ to Philippine

peso. It was Php1, 918, 508.98!
2. I was hoping that my online subscription went well. To my __________, it was
otherwise.
3. The construction cost of their dream house might be ___________.
4. Don’t buy anything out of mere wanting something that you really don’t need.
You might end up wallowing in ___________.
5. There was nothing wrong with what you were trying to suggest. Don’t feel
___________.
B. Answer the following questions by writing the letter of the correct answer in your
notebook.
1. The following are characters in the story except one. Who is not a character in
the story?
a. Guy de Maupassant c. Madame Mathilde
b. Madame Forestier d. Monsieur Loisel
2. Where did the story happen?
a. Brazil c. Philippines
b. France d. Spain
3. How does Monsieur Loisel expect Madame Mathilde to feel when he brings
home the ball invitation?
a. angry c. empowered
b. confused d. pleased
4. What does the reaction of Mathilde upon receiving the invitation suggest of her
personality?
a. She is appreciative. c. She is worrisome.
b. She is discontented d.. She has a good disposition.
5. Why is Mathilde still dismayed as the day of the party approaches?
a. She has no fancy dress to wear.
b. She has no nice jewelry to adorn her.
c. She has no one to accompany her to the ball.
d. She has no fashionable glass shoes to slip on her feet.
6. What kind of jewelry does she borrow from Madam Forestier?
a. bracelet c. necklace
b. earrings d. tiara
7. What is the turning point in the story?
a. Mathilde is a hit and is danced by many.
b. Mathilde has lost the necklace of Madame Forestier.
c. Madame Loisel is embarrassed because of her cheap wrap.
d. Monsieur Loisel sleeps in the anteroom while waiting for Mathilde.
8. Which problem did the couple not face as a result of losing Madame Forestier’s
necklace?
a. They have to borrow money from usurers.
b. They have to hire additional maid servants.
c. They have to work tirelessly to replace the necklace.
d. They have to use the inherited money of Mr. Loisel to pay for the
replacement.
9. What is the real cost of the necklace of Mme. Forestier?
a. 36, 000 francs c. 5, 000 francs
b. 18, 000 francs d. 3, 500 francs
10. The necklace may symbolize any of the following except for one. Which is it?
a. discontentment c. anger
b. covetousness d. pretension
Independent Assessment 1

Painting a Vivid Picture through Characterization. Go over the passage in

the story that reflect the kind of person Matilde Loisel was and the things she valued.
Put your answers in the semantic web. Do the same to the other characters in the
story.
Monsieur Loisel

Mathilde Loisel

Madame Forestier

Independent Activity 2
Identify the following. Choose your answers from the word pool below. Write
your answers in your notebook.

1. Conflicts resulting from the climax start to be resolved.

2. The characters are introduced and the setting is established.
3. This is the physical location and the time the action takes place.
4. This is the highest point of the story where the main character has to make a
life-changing decision.
5. This is the series of events that happen in a story.

setting plot rising action falling action

climax resolution exposition

Independent Assessment 2
A. Set the Setting. Tick off by putting a check mark before the number of each
item in the list of settings that suggests the misery and the discontentment of
Madame Mathilde Loisel. Do this in your notebook.

_____1. deserted room _____4. Fancy hall where the formal

_____2. cold night air party is
_____3. modest lifestyle _____5. smaller apartment
B. Sequencing. Arrange the following events in the story according to their
chronological order. Write numbers 1 to 5 on the first column, and the element
of the plot on the second column. The first one is done for you. Do this in your
notebook.

3 Climax 1. Mathilde enjoyed the night of dancing but found out later
upon going home that the necklace she borrowed was
lost.
2. Her husband, one night, brought an invitation to a formal
party to be hosted by the Ministry of Education which
made her even more depressed as she had no gown and
jewels to wear. The husband then bought her a gown and
Mathilde also borrowed a necklace from Forestier to
complete her look.
3. Mathilde Loisel, though beautiful and charming, was
married to an ordinary clerk. She always felt miserable
because she lacked fancy things and couldn’t compare
herself to a wealthy friend.
4. After ten long years of difficult life, Mathilde found out that
the borrowed necklace was only a costume jewelry and
worth nothing.
5. Monsieur and Madame Loisel replaced the lost necklace
by buying a new one worth 36 thousand francs which
made them began to live a life of crippling poverty.

What I Have Learned

I have learned that a short narrative story has ___ elements and these
are the following: _______________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
The unity of the plot, setting and characterization can help achieve the
purpose of the author by _______________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
 What I Can Do

Drawing out the author’s purpose

A. Let us put ourselves in the shoe of the character. Let us reflect how we are going
to react and decide in the situation. Answer the following questions briefly. Write your
answer on the space provided.

1. If you were Mathilde Loisel, what would do if you found out you lost the
borrowed necklace?
_____________________________________________________________
2. Aside from this piece of jewelry, what priceless, irreversible things did Mathilde
Loisel lose?
_____________________________________________________________
3. Would you consider Mathilde’s tough fate serving her a lesson?
_____________________________________________________________
4. What would you do if there is a distance between your dreams and aspirations
to the what you could afford at the moment?
_____________________________________________________________

B. Identify the purpose of the author by re-analyzing and appraising the unity of plot,
setting and characterization in the material viewed/read. Complete the table below.
Theme: (give this)

Element Observation Purpose

Setting
Characterization
a. Mathilde
b. Forestier
C. Mr. Loisel
Plot

Author’s overall purpose in writing the story:

__________________________________________________________________
 Assessment

Answer the following. Write the letter of the correct answer in your notebook.
1. The following are all examples of setting except one. Which is it?
a. an evil witch c. deep in the ocean
b. a warm sunny day d. a cold, windy playground
2. What does the exposition introduce in the story?
a. complication c. peak of events
b. conclusion d. characters and the setting
3. Depending on the nature of the story, these are usually people or animals. What
do you call this element?
a. characters c. plot
b. climax d. setting
4. What do you call the element where the order in which things move and happen
in the story?
a. characters c. plot
b. climax d. setting
5. How does the rising action normally begin?
a. a difficult situation
b. a life-changing moment
c. an inciting incident, or a moment that sets your story into action
d. a complication where the character is subjected to make a decision
6. What element of a plot tells where and when the story happened?
a. characters c. plot
b. climax d. setting
7. What are the elements of a plot, in chronological order?
a. climax, exposition, rising action, falling action, resolution
b. exposition, rising action, climax, falling action, resolution
c. resolution, exposition, climax, falling action, rising action
d. rising action, climax, exposition, falling action, resolution
8. The following are plausible purposes why an author writes a story except for
one. Which is it?
a. to entertain c. to inform
b. to guess d. to satirize
9. What part of the story is the resolution where final loose ends are tied up?
a. beginning c. middle
b. end d. in-between
10. What are the five basic elements of a short narrative story?
a. exposition, rising action, climax, falling action, resolution
b. exposition, rising action, plot, climax, resolution
c. setting, character, plot, climax, theme
d. setting, character, plot, conflict, theme
 Additional Activities

Think of at least two recent movies you’ve watched. Identify the story’s
elements and the author’s purpose. In answering, follow the format given on the What
I Can Do part.
Title of the movie: _______________________________________________
Author’s purpose in writing the story: _____________________________
______________________________________________________________
______________________________________________________________
Setting:

Characters (with characterization):

Major Plot Points:

 Answer Key

5. plot
4. climax
3. setting
2. exposition wildly.
1. falling action The horse beg on running
10. d Independent Activity 2 getting late.
9. b They were lost, and it was
8. b Forestier – good friend, socialite The water was rising.
7. b Mr. Loisel – loving, patient it
6. d pretentious, envious Losing a dog, but then finding
5. c Mathilde- discontented, PLOT
4. c Independent Assessment 1
3. a 5. b 10. c the first day of school
2. d 4. b 9. c a Friday night football game
1. a 3. d 8. b a cold, windy playground
2. b 7. b deep in the ocean
Assessment B. 1. a 6. c a warm sunny day
SETTING
5. embarrassed
4 falling action 4. debt unlucky rabbit
5 resolution 3. ruinous an evil witch, fluffy cat, an
1 exposition 2. dismay CHARACTERS
2 rising action A. 1. Francs
B. 3 climax Independent Activity 1 What I Know
A . 1. / 2. / 3. / 4. 5. /
Independent Assessment 2 What's More

References
Accessed July 11, 2020. https://www.penguinrandomhouse.ca/books/39352/the-necklace-and-other-tales-by-
guy-de-maupassant/9780375757174/excerpt.

Accessed August 30, 2020 https://www.authorlearningcenter.com/writing/fiction/w/

plot-planning/7309/5-elements-of-plot-and-how-to-use-them-to-build-your-novel
Accessed September 17, 2020. https://images.app.goo.gl/Gkf3xqQCBs1JMHvg6
Accessed September 17, 2020.https://www.google.com/search?q=dictionary&oq=dictionary&aqs=chrome..
69i57j0l6j66i60.3848j0j&sourceid=chrome&ie=UTF-8
Accessed September 17, 2020. https://images.app.goo.gl/QNYdu1i6XiVJK91N9
Celebrating Diversity Through World Literature. 1st ed. Manila: Department of Education, 2015.
Cohen, Madeline. Suduiko, Aaron ed. "The Necklace Summary". GradeSaver, 29 October 2016 Web. Accessed
September 17, 2020
Donnchaidh., Shane Mac. n.d. Teaching Story Elements — Literacy Ideas. Accessed August 30, 2020.
https://www.literacyideas.com/teaching-story-elements.
Hansen, Neil. June 25, 2011. Pacifica Entertainment. Accessed September 1, 2020
https://pacificaentertainment.wordpress.com/2011/06/25/the-lottery-comic-strip/
Mendez, Joyce M. Making Meaning in Global Village. Revised Edition. Meycauayan, Bulacan: Trinitas Publishing
Inc., 2008.