Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

10
Z est for P rogress

Z eal of P artnership

English
Quarter 3 – Module 4:
Literary Appreciation: Technique in Deciding on How Effective
Treatment on Issues Concerning Human Experience (Moralist)

Name of Learner: ___________________________

Grade & Section: ___________________________
 What I Need to Know

We are humans, and we are gifted with intelligence that makes us different from other
creations. We can learn and apply those learnings in real-life scenarios. As we constantly deal
with other people, we are expected to appreciate each one despite the individual differences
in attitudes, cultures, languages, and beliefs.
You are in Grade 10, you are indeed special, and this module is meant for you. For
sure, you have been experiencing living life in a world with certain personal conditions and
attitudes, the ups and downs, with good and evil, and you have been in a situation of trying to
understand certain actions as right or wrong.
Yes, it is a given fact that we need to learn, enjoy, and value God's greatest gift for
us, which is the gift of life-our existence. Rise, be flexible, and live with pure intentions, for
life well-spent is our gift back to our creator.
This module helps you conclude how effective the treatment of underlying and
overarching issue concerning human experience (moralist).
It is also expected that you have understood and learned your previous lessons before
tackling this module. This entails higher-order thinking skills of analyzing, applying, and
valuing literary texts.

In this module, you are expected to:

a. define and recall stages of appreciation skills;
b. discuss the moral values of literary works concerning human experience;
c. suggest solution/treatment on the issues concerning the human experience.

What I Know
Directions: Read and determine the following statements as True or False. Write
True if you agree or False if you disagree. Write your answer on a separate
sheet of paper.
1. The human experience is a term for the realities of human existence, including the
mental, emotional, spiritual, and physical characteristics of human life.
2. Nature is a gift from God.
3. People will not benefit from slowing down and getting outside, and refreshing
themselves with the beauty that God has created.
4. God created beauty, and the human spirit does not respond to the beauty He created.
5. Every creation of God is unique and incomparable.

Around the world, climate change is predicted to affect human health and the
environment. Unless humans stop using fossil fuels, the earth's temperature will
continue to rise. Scientists predict that climate change will likely bring about
extreme weather conditions such as heatwaves, droughts, floods, and severe
storms. These climatic changes can negatively affect local food production and
cause severe economic damage.

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 Besides severe weather conditions, climate change can also contribute to
increased death rates. Cities that currently experience heat waves can expect an
increase in the number, intensity, and heatwaves duration. More floods are
expected to affect low-lying countries and island-states due to rising sea levels.
Scientists also project an increase in cardio-respiratory diseases caused by smog
and other pollutants. Some infectious diseases carried by insects and rodents may
also become more common. Therefore, the future will not be that sunny, especially
for the weaker species.

6. What conclusion can be drawn from the passage?

A. Humans cannot do anything anymore about their environment.
B. Humans should start doing something to protect their environment now.
C. Climate change results to more floods and diseases.
D. Climate change will bring about extreme weather conditions.
7. What does the selection imply?
A. Climate change will have adverse effects.
B. Countries may experience a rise in deadly diseases.
C. People must try to save their environment as soon as possible.
D. Heat waves will increase in number, intensity, and duration.
8. Which of the following is NOT mentioned as a potential effect of climate change?

A. food shortage C. rising sea levels B. volcanic activity

D. infectious disease
9. When the writer says, "Therefore, the future will not be that sunny, especially for
the weaker species," this means that the future will be
A. grim. C. happy.
B. bright. D. uncertain.
10. What does the author advise readers to do in the first paragraph?
A. Help conserve natural resources.
B. Beware of the effects of climate change.
C. Stop the use of fossil fuels.
D. Live a more active lifestyle.

Lesson
LITERARY
APPRECIATION SKILLS
'Literary appreciation refers to the evaluation of works of imaginative literature as an
intellectual or academic exercise.' It is a process when the reader interprets, evaluates or
classifies a literary work to determine the artistic merits or demerits of such work, according
to Ogenlewe (2006). Donelson and Nilsen (2009) echoed sentiments and added that it is the
process by which one' gauges one's an interpretive response as a reader to a literary work'.
Let us expound on the different stages of literary appreciation skills, according to Donelson
and Nilsen (2009):
Level-1, Pleasure, and Profit (Ages 0-5: Pre-school) where literary appreciation is a social
experience; Level-2, Decoding -Learning to Read (Ages 6-8: Grades 1-3) children are
developing a literacy-a process that is never-ending for anyone who is intellectually active";
Level-3, Losing oneself in a story (Ages 9-11: Grades 4-6) where reading can become a means
of "escaping," children read while engaged in other activities. This developmental stage may

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not occur until much later than 4th to 5th grade, or it may not happen at all. Level-4, Finding
oneself in a story (Ages 12-15: Junior High) reading is a means of discovering identity. The
more experienced young people have with literature (books or movies), the more
discriminating they become. They are reading to find out about themselves, not simply to
escape from someone else's experiences. They are looking for lives as much like their own as
possible. They are also curious about other sides of life. Their purpose is largely to find
themselves and where they fit in society; Level-5, Venture beyond oneself- (Ages 16-18:
Senior High), the person goes beyond his/her egocentrism and looks at the larger circle of
society. Teenagers are responsible for assessing the world around them. This stage is more
about emotional, intellectual, and physical development instead of advanced reading skills.
Reading at this level allows for focusing on the psychological needs of society. Lastly, Levels
– 6 & 7, Variety in reading or reading widely and aesthetic purposes/appreciation (Ages 19-
Death) at the college level, the young adult reads best-sellers and is involved in acclaimed
literary works such as novels, plays, and films sharing these experiences with peers.
Throughout adulthood, the avid reader who has developed the skills and attitudes necessary
to enjoy literary experiences at all the previous levels is ready to embark on a lifetime
aesthetic appreciation (understanding the beautiful artistic and value) of literary texts.
Going through these stages means that the reader can gain pleasure and understanding
of the literature, understand its value and importance, and admire its complexity.
Thus, this module is also aimed to help you understand that you must experience
pleasure from reading for you to appreciate literature.

What's New

When literary appreciation skills are enhanced, you can better manifest a higher
level of knowledge in literature reading.
This will allow you to understand better the human emotions, insights, themes,
ideas, and significant human experiences conveyed in different literary texts.
Literary appreciation focuses on the adequate grasp of the definitions and
applications of traditional literary devices such as plot, character, metaphor, setting, and
symbolism, which may be encountered within texts.
Literary appreciation is a lifelong process. Early's Stages of Growth in Literary
Appreciation determines that the personal attitudes, reading, and observing skills are all
part of literary appreciation. Stages that readers go through are added unto without
dropping the previous stages.
What is then the importance of understanding the different stages of literary
appreciation? You are right; to appreciate literature, people must experience all the
developmental stages from reading, viewing, and listening.
So, what stage are you in now? Wow, I salute you for such achievements. However, if
you think you fall short of expectations for your age and stage levels in reading, do not feel
bad. Move on, try your best to enhance your reading skills to your advantage. It is from the
highest level of comprehension that you would truly succeed in any endeavor.
Furthermore, it is expected that in reading any piece of literary work, you should be
able to extract important points that will help you come up with a conclusion. Try your
best to see its effectiveness or its worth through your personal experiences and relating
it to other people's human experiences, as well. Wherein you will have a basis for
drawing conclusions and finding effective solutions or treatment concerning issues on
human experiences.
 What Is It

Try to read and be able to comprehend and interpret some literary texts. Then, based
on your comprehension, you will have to do your best in finding the moral values of the
literary texts.
Morals in literary works usually reflect truth values according to the author's view,
and that is what it is delivered to the reader.
As for Kenny (in Nurgiyantoro, 2015: 430), he states that morality in the story is
intended to relate to certain practical moral teachings and taken or interpreted through the
story concerned by the reader.
Bear in mind, examples of morals in a story are different from the moral of a story.
Morals are rules that govern a person's behavior. The moral of a story, however, is
the
overarching teaching the author is trying to present.

Let us study the given sample of Moral of the story:

A character might be fighting to release his wrongly convicted wife from prison because his
morals tell him a man's job is to defend his wife. In his quest to free her, he will do anything,
including lying and deceiving (which we know to be in contrast to sound morals), to get her
out. In this case, the moral of the story isn't "Be honest" or "Don't lie." Instead, it could be
"Family comes first."

A work of literature can be valuable in several ways. Literature has moral values if
reading teaches a lesson that will inspire the reader to live a better life.

Yes, to delve deeper into the meaning of moral values of literature, it has to be in
consonance or in relation to the reader's understanding (knowledge on inferencing, drawing
conclusions, summarizing, etc.), attitudes, beliefs, experiences anchored on one's readings
and viewings, and even one's viewpoints which might be similar to or different from the
moral of the story from the author's view.
Your main task in this module, which is to conclude the underlying or overarching
issues concerning human experience, is not easy. But, if you can appreciate literary texts,
coupled with proper motivation and enthusiasm, for sure, you can do it. Just keep on reading
and strive your best to achieve your goals in learning. Always bear in mind that there is no
shortcut to success; you need hard work and perseverance. Focus and have fun learning the
right way. Believe, you can.
 What's More

Activity 1: Word Search

Directions: Hidden among the letters are words associated with literature. Find the word that
corresponds to each of the statements below. Write your answer on a separate sheet.

C O M P R E H E N S I O N
C F L A E P I O M A B A E
H Y P E R B O L E L U T A
A P T C R A W L T E B T T
R O E O T T D R A M A I S
A E T N I E R A P O S T P
C T A F M L O I H R Y U A
T R T L E L G N O A N D R
E Y U I R O N Y R L D E A
R O R C A V V A L U E Q D
L L E T H E M E J K A Y O
Y N O N F I C T I O N V X

1. It is the serial arrangement of incidents, ideas, or events.

2. It refers to the problem or struggle between two opposing forces.
3. It is the main idea or message about life the author wishes to express.
4. It is a figure of speech that uses extreme exaggeration.
5. It is a figure of speech that appears to be self-contradictory but reveals something
truthful.
6. It is a figure of speech in which two dissimilar things are compared to each
other using the terms "like" or "as."
7. It is a type of literature or artistic writing that attempts to stir a reader's
imagination or emotions.
8. It is a behavior a person adopts toward other people, things, incidents, or
happenings.
9. It is the understanding and interpretation of what is read.
10. It is a figure of speech that describes an object or action in a way that isn't true
but helps explain an idea or compare.