7

English
Quarter 4 – Module 6:
Literature
as a Tool to Assert One’s
Identity and to Better
Understand People
English 7– Grade 7
Alternative Delivery Mode
Quarter 4 – Module 6: Literature as a Tool to Asserts One’s Identity and to Better
Understand People
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 - Region III

Regional Director: May B.Eclar PhD, CESO III
Assistant Regional Director: Rhoda P. Razon EdD, CESO IV

Development Team of the Module

Writer: Sarah Jane S. Rivera
Editor: Juliet S. Cabang
Reviewers: Rita P. Bundalian, Liezl D. De Jesus, June D. Cunanan,
Elizabeth C. Miguel, EdD Adrian P. Tamayo Madilyn C. Sangki
Illustrator: Michael Dave P. Macaraeg
Layout Artist: Richard Neil C. Galinato
Management Team: Librada M. Rubio, EdD
Ma. Editha R. Caparas, EdD
Ramil G. Ilustre, PdD
Paulino D. De Pano, EdD
Bobby P. Caoagdan, EdD
Joel S. Guileb, EdD

Printed in the Philippines by the Department of Education – Region III

Office Address: Matalino St., Government Center, Maimpis,

City of San Fernando, Pampanga
Telephone: (045) 598 – 8580 to 89
E-mail Address: region3@deped.gov.ph
 7

English
Quarter 4 – Module 6:
Literature as a Tool to Assert
One’s Identity and to Better
Understand People

i
Introductory Message
For the facilitator:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on Discovering

Literature as a Tool to Assert One’s Identity and to Better Understand People.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on Discover

Literature as a Tool to Assert One’s Identity and to Better Understand People

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

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This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take.
If you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

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The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
Discover Literature as a Tool to Asserts One’s Identity and To Better Understand
People. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now
using.

The module is divided into two lessons, namely:

 Lesson 1 – Adjectives in Literature
 Lesson 2 – Elements of a story

After going through this module you are expected to:

Discover literature as a tool to assert one’s identity and to better understand

people. (EN7LT-III-g-5).

Specifically, you are expected to:

1. define literature;
2. differentiate two categories of literature in terms of structure;
3. identify adjectives used in a literary text;
4. recognize elements of literature;
5. appreciate literature through differentiated tasks as a way of understanding
one’s identity and to better understand other people.

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 What I Know

I. A. Choose the correct answer from the words listed inside the box. Write
your answers on your paper.

SETTING CLIMAX PLOT

CHARACTER RESOLUTION

_________________1. It is an element of a story that talks about the time and

place where and when the event happened in the story.

_________________2. It is the person taking part in narrative.

_________________3. It is the highest point of a story.
_________________4. The series of events that makes up a story ____.
_________________5. The struggle of main characters that needs to be solved to
achieve their goals.

B. Write the letter of the correct answer.

______ 6. “Small town on the island of Luzon,” is an example of:
A. Setting C. Climax
B. Characters D. Resolution

______ 7. These are words that describe or modify other words such as nouns
or pronouns, making your writing and speaking much more specific.
A. Adjectives C. Noun
B. Adverbs D. Pronoun

C. Identify the adjectives used in the famous quote of Jose Rizal.

“It is a useless life that is not consecrated to a great ideal. It is like a stone
wasted on the field without becoming a part of any edifice.” -J. Rizal.

1. _________________________

2. _________________________

3. _________________________

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 Lesson

1 Adjectives in Literature

Literature, broadly is any written work. Etymologically, the term derives from
Latin word, litaritura/litteratura which means “writing formed with letters,” although
some definitions include spoken or sung texts. Furthermore, it is writing that involves
literary merit. Literature can be classified into two; fiction or non-fiction, whether it
is poetry or prose. It can also be distinguished according to major forms such as the
novel, short story or drama, and works are often categorized according to historical
periods or their adherence to certain aesthetic features or expectations (genre).

After working on this module, you will be able to understand that literature is
also a way to see one’s unique identity and better understand them. Unique identity
is the characteristics of someone or something that distinguishes them to others. Bear
in mind that literature is a beautiful thing to study because it compiles the written
works of language through different periods and different cultures. It helps you to
travel at the comfort of your home through imagination by the help of detailed
description in a literary piece. To lessen your anxiety in studying this lesson, directions
and reminders are included to ease your learning.

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

a. Define literature.

b. Differentiate two categories of literature in terms of structure.

d. Appreciate the importance of adjectives in a literary piece.

What’s In

Categories of Literature

Literature has two categories, the nonfiction and fiction.

Non Fiction refers to literature based in fact. It is the broadest category of

literature. These are books and videos in many categories including biography,
business, cooking, health and fitness, pets, crafts, home decorating, languages,
travel, home improvement, religion, art and music, history, self-help, true crime,
science and humor. While fiction refers to literature created from the imagination.
Mysteries, science fiction, romance, fantasy, chick lit, crime thrillers are all fiction
genres.

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 Non-Fiction Fiction

Real not real

Fact talk Story talk

Read to learn Read to entertain

Read in any order Read in order

Photos, charts and graphs Illustrations

Table of Contents Beginning,Middle,End

Index,glossary,bold words,labels Characters and setting

True information -directions Problem and solution

Subjective Objective

Table 1. Categories of Literature in terms of structure

Notes to the Teacher

Remind your learners to carefully read instructions and directions
before doing a particular task in this module. Each lesson and
activity is important to achieve the learning competency used in
this SLM.

Activity 1.1. In a Venn diagram, differentiate non-fiction and fiction based on its
structure.

Non-Fiction Fiction

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 What’s New

Literature comes in different forms yet with different purposes. Letter for
instance is a form of nonfiction literary piece which became very useful since the start
of COVID-19 pandemic, when face to face interaction is limited. Also, blogs, short
stories, online articles, magazines, and other literature became one of the “new
normal” ways of getting pieces of information and sort of entertainment nowadays,
since, we can’t go to places whenever we want to just like before. On the other hand,
the use of describing words and phrases vividly can give a big impact on any type of
literature. It enables someone to easily understand other’s ideas and point of view.

Directions: Read the blog containing a letter passage below. Study the functions of
highlighted words. Blog is also an example of nonfiction.

MAY 27, 2020

SPAIN

Witness Couple in Spain Receive Letter of Appreciation from Nurse

During the current pandemic, many brothers and sisters are striving to comfort their neighbors by
writing encouraging letters to them. Brother Josué Laporta and his wife, Vanesa, wrote letters of
consolation to medical personnel and COVID-19 patients at a hospital in Barcelona, Spain. They
received a positive reply from one nurse. Below is her letter, which she consented to being published
with redactions. *

“I am a nurse. . . writing on behalf of [name redacted], a 97-year-old grandmother. We read your

letter to her this morning. Letters to patients are delivered at random by our staff, but I am sure that
this letter is not the result of a coincidence. This letter made at least two people, [the patient] and
me. . . , see that it is possible to have hope. [The patient] is in palliative care, and she told me that
she did not want to leave this world without asking you, Josué, this question: “Even at the age of 97,
can I still benefit from the promises that are foretold in the Bible?”

I was able to take ten minutes of my time this morning to read to [her] a bit from the web page that
you referred to. Her eyes lit up, filled with emotion, and her face showed joy and peace, something
that she had lacked. Then we watched the video “Why Did Jesus Die?”

I also read the [“Awake!”] magazine on stress and it helped me to cope with our current situation. It
is not easy, you know.

The healthcare workers here do not have psychologists to talk to, but the information you offered us
is available 24 hours a day and is something on which we can meditate. When this is all over, I will
want to know more and I hope that you will continue to be available to teach me what I need to know,
to assure me that a real world is possible. I do not have words to thank God that your letter arrived
on that day, at the exact time of my shift, and that I could deliver it to [the patient’s] room.

I hope that you and your family are in good health, and I am sure that your hope helps you to cope
with the current situation better than a lot of us. Thank you for the time you dedicate to people
like [the patient] and me. Though we are strangers, you have brought us the biggest smiles we have
had in the past six weeks.

Thank you from my heart.”

https://www.jw.org/en/news/jw/region/spain/Witness-Couple-in-Spain-Receive-Letter-of-Appreciation-
From-Nurse/

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Questions:
1. What do you called to the highlighted words in the blog?
2. What is the use of the highlighted words?
3. If you were to write a blog or a letter like this, would you also use words that
describe to express your thoughts?

What is It

In the previous activity, the highlighted words are called adjectives. These
words are used to make a clear vision of what thoughts and ideas are expressed.
Adjectives make it easier for the sender and receiver of the message to understand
each other with or without face-to-face interaction.

Adjectives are words that describe or modify other words, making your writing
and speaking much more specific, and more interesting. Because adjectives are used
to identify or quantify individual people and unique things, they are usually positioned
before the noun or pronoun that they modify.
Writers use adjectives because it gives anyone a clear description of their ideas
and illustrations in a literary piece whether it’s non-fiction or fiction. Words like many,
encouraging, medical, and positive, are all examples of adjectives used in the previous
activity. Therefore, any kind of literature that uses an adjective makes the literary
piece alive and meaningful. It is a perfect scene crafted using words or group of words
waiting to be activated in the mind by utterance or through reading.

Here are some examples of adjectives:

Feelings/
Person Place Things Event/ happenings
emotion
thoughtful provincial hard curious early
rich under colorful happy dangerous
smart small patented sincere exciting
beautiful quiet expensive sensitive most-awaited

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 What’s More

Activity 1.2: Learning the Skill

Adjectives can help you in expressing your thoughts better. The way the
adjectives are used give you a clue as to the meaning of the whole sentence.
Directions: Below is a box that contains familiar words related to pandemic. Choose
the correct word inside the box to complete the sentence. Copy the sentence and write
it in your answer sheet.

social own quarantine relief

face crowded travel helpful
virus front COVID-19

1. Use your ___________ pens when writing your contact details on the health
information sheets.
2. Keep yourself safe by following the one meter __________ distancing.
3. COVID-19 patients stay in a ___________ facility to avoid the spread of virus.
4. Avoid going to ____________ places this season.
5-6. Always wear your _______ mask and _________ shield.
7. The NGOs delivered the needed_________ goods in Cagayan.
8. Doctors, nurses, policemen, army and teachers are all __________ frontliners.
9. One of the effects of ____________pandemic is the closure of different businesses.
10. You need to secure your medical clearance and ________pass before you can go to
other provinces.

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 What I Have Learned

Activity 1.3. Tell me what you learned

A. Directions: Put a check (/) in the box if the statement is true about literature.
Put an (X) mark if the statement is false.Write your answers in your answer
sheet.

1. Literature is a collection of written works and can be in art form.

2. Literary piece can be categorized as nonfiction and fiction
3. Adjectives are used in literature to modify the words and make it more
interesting.
4. Literature solely is just for entertainment and meditation
5. Newspaper, blogs, magazines, short stories, novels, and other written
materials are examples of literature.

B. Directions: To sum up the learnings you learn from this lesson. In 2-3 sentences,
complete the statement below. Write your answers on your answer sheet.

I learned that literature______________________________________________________

_______________________________. Writer uses adjectives in literature because ________

__________________________________________________________. Literature makes me
________________________________________________________________________________.

What I Can Do

Activity 1.4: Mirror on words

Write (5) five words that best describe a person or an event. Choose only one in the
list. Use a concept map to describe what you chose. Write your answers in your
answer sheet.

a. Myself
b. My unforgettable experience
c. My favorite place

Example:

Myself

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 Lesson

2 Elements of a Story

Every story has its elements just like how every recipe has its own ingredients.
The ingredients will make the food tasty and savory. In a story, every element takes
an important function to make the whole story beneficial, entertaining, informative,
and interesting.
In this lesson you will study how these elements take part in making a literary
piece.
At the end of this lesson, you are expected to:
a. recognize the elements of a story;
b. identify the function of each element in expressing the purpose of the
author in writing the text; and
c. appreciate text as a reference in asserting one’s unique identity.

What’s In

Elements of a Story
A story has five basic but important elements. These five components are: the
characters, the setting, the plot, the conflict, and the resolution. These essential
elements keep the story running smoothly and allow the action to develop in a logical
way that the reader can follow.

The Five Essential Elements of a Story

CHARACTERS: The characters are the individuals that the story is about. The author
should introduce the characters in the story with enough information that the reader
can visualize each person. This is achieved by providing detailed descriptions of a
character’s physical attributes and personality traits. Every story should have a main
character. The main character determines the way the plot will develop and is usually
who will solve the problem the story centers upon. However, the other characters are
also very important because they supply additional details, explanations, or actions.
All characters should stay true to the author’s descriptions throughout the story so
that the reader can understand and believe the action that is taking place—and
perhaps even predict which character may do what next.

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SETTING: The setting is the location of the action. An author should describe the
environment or surroundings of the story in such detail that the reader feels that he
or she can picture the scene. Unusual settings (such as a fantasy world) can be
interesting, but everyday settings can help a reader to better visualize the story and
feel connected to the plot!

PLOT: The plot is the actual story around which the entire book is based. A plot should
have a very clear beginning, middle, and end—with all the necessary descriptions and
suspense, called exposition—so that the reader can make sense of the action and
follow along from start to finish.

CONFLICT: Every story has a conflict to solve. The plot is centered on this conflict and
the ways in which the characters attempt to resolve the problem. When the story’s
action becomes most exciting, right before the resolution, it is called the climax.

RESOLUTION: The solution to the problem is the way the action is resolved. For
example, Katie often resolves a conflict by finding a compromise for two fighting
characters or helping fix any mistakes she made while switcherooed into someone else.
It is important that the resolution fit the rest of the story in tone and creativity and
solve all parts of the conflict.

What’s New

In the previous lesson you learned how important it is to use adjectives in

literature and its beneficial effects. In this lesson, observe how the elements of a story
gives life to a text. Below is a story that will give you more knowledge on how these
elements is carefully used in order to convey a message to the readers. Notice as well,
how the guide questions would lead you to determine the elements of a story.

Activity 2.1. Directions: Read the selection entitled, My Father Goes to Court by
Carlos P. Bulosan. Before reading the text, take time to read the vocabulary words
below then answer the guide questions.

Vocabulary words
1. aroma /əˈrōmə/ (noun)- a distinctive, typically pleasant smell.
2. robust /rōˈbəst,ˈrōˌbəst/- (adjective) strong and healthy;
3. pale/pāl/-(adjective)- light in color or having little color
4. gratuitously /ɡrəˈt(y)o͞oədəslē/(adverb)- free of charge.
5. complaint/ kəmˈplānt/ (noun)a statement that a situation is unsatisfactory or
unacceptable

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6. wealth/welTH/ -(noun)-an abundance of valuable possessions or money.
7. spectators /ˈspekˌtādər/(noun) a person who watches at a show, game, or other
event.
8. contagious /kənˈtājəs/ (adjective) <of an emotion, feeling, or attitude> likely to
spread to and affect others.
9. delicious /dəˈliSHəs/ adjective- highly pleasant to the taste.
10. morose /məˈrōs/ (adjective) sullen and ill-tempered.

Guide Questions:
1. Who are the main and supporting characters in the story?

2. When and where did the story take place? Which part of the story reveals the
conflict?

3. Why did the judge dismiss the case?

4. What lesson did you learn from the two fathers in the story?

5. Which part of the story shows event that could happen in real life? Why?

6. In the story, what realization in life did you have?

My Father Goes To Court

by Carlos Bulosan

When I was four, I lived with my

mother and brothers and sisters in a small
town on the island of Luzon. Father’s farm
had been destroyed in 1918 by one of our
sudden Philippine floods, so several years
afterwards we all lived in the town though he
preferred living in the country. We had as a
next door neighbor a very rich man, whose
sons and daughters seldom came out of the
house. While we boys and girls played and
sang in the sun, his children stayed inside
and kept the windows closed. His house was
so tall that his children could look in the
window of our house and watched us played,
or slept, or ate, when there was any food in
the house to eat.
Now, this rich man’s servants were always frying and cooking something good,
and the aroma of the food was wafted down to us form the windows of the big house.
We hung about and took all the wonderful smells of the food into our beings.
Sometimes, in the morning, our whole family stood outside the windows of the rich
man’s house and listened to the musical sizzling of thick strips of bacon or ham. I can

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remember one afternoon when our neighbor’s servants roasted three chickens. The
chickens were young and tender and the fat that dripped into the burning coals gave
off an enchanting odor. We watched the servants turn the beautiful birds and inhaled
the heavenly spirit that drifted out to us.

Some days the rich man appeared at a window and glowered down at us. He
looked at us one by one, as though he were condemning us. We were all healthy
because we went out in the sun and bathed in the cool water of the river that flowed
from the mountains into the sea. Sometimes we wrestled with one another in the house
before we went to play. We were always in the best of spirits and our laughter was
contagious. Other neighbours who passed by our house often stopped in our yard and
joined us in laughter.

As time went on, the rich man’s children became thin and anemic, while we
grew even more robust and full of life. Our faces were bright and rosy, but theirs were
pale and sad. The rich man started to cough at night; then he coughed day and night.
His wife began coughing too. Then the children started to cough, one after the other.
At night their coughing sounded like the barking of a herd of seals. We hung outside
their windows and listened to them. We wondered what happened. We knew that they
were not sick from the lack of nourishment because they were still always frying
something delicious to eat.
One day the rich man appeared at a window and stood there a long time. He
looked at my sisters, who had grown fat in laughing, then at my brothers, whose arms
and legs were like the Molave, which is the sturdiest tree in the Philippines. He banged
down the window and ran through his house, shutting all the windows.

From that day on, the windows of our neighbour’s house were always closed.
The children did not come out anymore. We could still hear the servants cooking in
the kitchen, and no matter how tight the windows were shut, the aroma of the food
came to us in the wind and drifted gratuitously into our house.
One morning a policeman from the Presidencia came to our house with a sealed
paper. The rich man had filed a complaint against us. Father took me with him when
he went to the town clerk and asked him what it was about. He told Father the man
claimed that for years we had been stealing the spirit of his wealth and food.

When the day came for us to appear in court, father brushed his old Army
uniform and borrowed a pair of shoes from one of my brothers. We were the first to
arrive. Father sat on a chair in the centre of the courtroom. Mother occupied a chair
by the door. We children sat on a long bench by the wall. Father kept jumping up from
his chair and stabbing the air with his arms, as though we were defending himself
before an imaginary jury.

The rich man arrived. He had grown old and feeble; his face was scarred with
deep lines. With him was his young lawyer. Spectators came in and almost filled the
chairs. The judge entered the room and sat on a high chair. We stood in a hurry and
then sat down again.

After the courtroom preliminaries, the judge looked at the Father. “Do you have
a lawyer?” he asked.

“I don’t need any lawyer, Judge,” he said.

“Proceed,” said the judge.

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 The rich man’s lawyer jumped up and pointed his finger at Father. “Do you or
you do not agree that you have been stealing the spirit of the complaint’s wealth and
food?”
“I do not!” Father said.

“Do you or do you not agree that while the complaint’s servants cooked and
fried fat legs of lamb or young chicken breast you and your family hung outside his
windows and inhaled the heavenly spirit of the food?”

“I agree.” Father said.

“Do you or do you not agree that while the complaint and his children grew
sickly and tubercular you and your family became strong of limb and fair in
complexion?”

“I agree.” Father said.

“How do you account for that?”

Father got up and paced around, scratching his head thoughtfully. Then he
said,
“I would like to see the children of complaint, Judge.”

“Bring in the children of the complaint.”

They came in shyly. The spectators covered their mouths with their hands, they
were so amazed to see the children so thin and pale. The children walked silently to a
bench and sat down without looking up. They stared at the floor and moved their
hands uneasily.
Father could not say anything at first. He just stood by his chair and looked at
them. Finally he said, “I should like to cross – examine the complaint.”

“Proceed.”
“Do you claim that we stole the spirit of your wealth and became a laughing
family while yours became morose and sad?” Father said.

“Yes.”
“Do you claim that we stole the spirit of your food by hanging outside your
windows when your servants cooked it?” Father said.

“Yes.”
“Then we are going to pay you right now,” Father said. He walked over to where
we children were sitting on the bench and took my straw hat off my lap and began
filling it up with centavo pieces that he took out of his pockets. He went to Mother,
who added a fistful of silver coins. My brothers threw in their small change.

“May I walk to the room across the hall and stay there for a few minutes,
Judge?” Father said.
“As you wish.”

“Thank you,” father said. He strode into the other room with the hat in his
hands. It was almost full of coins. The doors of both rooms were wide open.
“Are you ready?” Father called.

13
 “Proceed.” The judge said.

The sweet tinkle of the coins carried beautifully in the courtroom. The
spectators turned their faces toward the sound with wonder. Father came back and
stood before the complaint.

“Did you hear it?” he asked.

“Hear what?” the man asked.

“The spirit of the money when I shook this hat?” he asked.

“Yes.”

“Then you are paid,” Father said.

The rich man opened his mouth to speak and fell to the floor without a sound.
The lawyer rushed to his aid. The judge pounded his gravel.

“Case dismissed.” He said.

Father strutted around the courtroom the judge even came down from his high
chair to shake hands with him. “By the way,” he whispered, “I had an uncle who died
laughing.”
“You like to hear my family laugh, Judge?” Father asked?

“Why not?”

“Did you hear that children?” father said.

My sisters started it. The rest of us followed them soon the spectators were
laughing with us, holding their bellies and bending over the chairs. And the laughter
of the judge was the loudest of all.
https://docs.google.com/document/preview?hgd=1&id=1Tn4yTYxYhIixFilddsmf-
sh2XSKZJBXZvE6gsmqRnk#

What’s More

This is Good to Know!

 Character is the person taking part in narrative.
A protagonist is clearly central to the story with all the major events having some
importance to this character. The one against the protagonist in the antagonist or
the bad guy.
The Characteristic of a Person
To make a story become seemingly real to the reader, the character must appear real.
Characterization is the information the author provides you about the characters
themselves.

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The author may reveal the character by what he/she does or does not do.
Direct characterization –The writer tells you directly what a character is like.
Indirect characterization- The writer tells you information about a character but
doesn’t tell you about the character’s personality directly. This way, you have to make
your own judgments about the character.
 His/her physical appearance
 What he says; thinks; feels and hope
 What others say about him/her and how they react to him/her

 Setting is the time and place which the story take place. Several aspects
of narrative’s setting need to be considered in examining how they
contribute to a story.

Place- (Geographical location)

Where is the action of the story taking place?
Time- (Historical period time, time of the day, year, etc.)
When is it taking place?
Weather condition- Is it cloudy, sunny, etc.
Social condition- (Focusing on the speech, dress, mannerisms, customs, etc.
of a particular place)
Does the story contain local color or cultural expressions typical in a
setting? What is the daily life of the characters like?
Mood or Atmosphere- What feeling is conveyed at the start of the story? Is it
happy and cheerful or sad and frightening?

 Conflict is the energy of the story

External Conflict –One character in conflict with another character/s; one

character in conflict with a group or a whole society: one character in conflict
with something in nature.

Internal Conflict- may involve a character’s struggle to make a decision or to

overcome some feelings such as fear, suspicion, hostility or sadness

 Plot is the series of related event that make up a story. Most plots are built with
these parts.

An introduction, or exposition, tells you who are the characters are and
usually their conflict is. Complication arises as the characters takes to resolve
the conflict. Event in the story when the outcome is decided one way or another.
The last part of a story is the resolution. This is when a story’s problems are
solved and the story is closed.

Anderson,R.et al. (1989),Elements of Literature, Second Course, United States

of America, Rinehart and Winston.Inc

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Activity 2.2:

A. Finding Conflict

Sara and Juliet are close friend. They always go to different places.
But when Juliet start spending more time with her friends in her workplace,
Sara stops speaking to her.

1. What is the conflict on the scenario?

____________________________________________________________________________

____________________________________________________________________________
2. If you were Juliet, how will you handle the situation?

___________________________________________________________________________

____________________________________________________________________________

B. Table of Traits

Directions: Pick at least three characters (protagonist or antagonist) in the story

and list their names in the first column of the table below. Write their actions/deeds
in the second column that correspond to their names. On the last column, write their
character traits based on their deeds. Write your answers in your answer sheet.

Name of character Action /deed of character Trait of character

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C. Setting the Scene
Directions: Recall the points of the story. Complete the table by describing in
detail the given elements. Write your answers in your answer sheet.

Setting
Weather
Place Time Social Condition Mood
Condition

D. Plot Me
Directions: Recall the important parts of the story and fill out the plot diagram.
Be guided by the details in the box This is Good to Know.

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 What I Have Learned

Activity 2.3. Complete the following statements to show your understanding of the
lesson. Write your answers in your answer sheet.
1. Characters are important in a story because _____________________________________.
2. Setting is the ___________________________________________________________________.
3. Conflict makes the story ________________________________________________________.
4. Mood shows the _______________________________________________________________.
5. Theme gives you the ___________________________________________________________.

What I Can Do

Activity 2.4. Sing What I Learned

Make a short jingle about what you learned from the story entitled ‘’My Father
Goes to Court” by Carlos Bulosan. Try to use adjectives in creating the lines of your
jingle to make it more interesting and entertaining. You may adopt the tune from your
favorite song.
Be guided by the following criteria:
10 8 4 2 Score
Lyrics Lyrics are extremely Lyrics are catchy, Lyrics are somewhat Lyrics are not
catchy, use adjectives use adjectives to catchy, and simple, catchy, lack
to describe the topic describe the topic use adjectives to product
well and are simple. and are simple. describe but lack description, and
some topic/theme are not simple.
description.
Melody Contains three or Contains two Contains one quality Lack the
more qualities of an qualities of an of an effective jingle: qualities of an
effective jingle: short, effective jingle: short, catchy, effective jingle:
catchy, simple, or short, catchy, simple, or repetitive. short, catchy,
repetitive. simple, or simple, or
repetitive. repetitive.
Presentation Excellent creativity; Somewhat Little creativity; a Lacks creativity;
very well thought out. creativity; most few parts appeared not very thought
parts appeared to to have been out.
have been thought thought out.
out.
Adapted from: www.am.dodea.edu/lejeune/BMS/.../Writing aJingleWorksheets.doc

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 Assessment
In a short bond paper, make a simple poster of what Filipino characteristic you
have pictured in mind and what you have learned from the story My Father Goes to
Court. Afterwards, relate it to your family by giving a short explanation and description
about your family.
Be guided by the following criteria:

Category 10 8 4 2 Score
Illustrates Theme Thorough, detailed Somewhat Lacking detailed Little to no
illustration of detailed illustration of illustration of
theme and many illustration of theme, lacking theme and little
detailed examples theme and few if detailed or no examples
given. any examples examples. given.
given.
Content ‐ Accuracy At least three Two accurate facts At least one There are no
accurate facts about voting are accurate voting voting facts
about voting displayed on the fact is displayed included on this
displayed on the poster. on the poster poster
poster.
Content ‐ Originality The text and One or two The text and No original text
graphics used on elements of text graphics are or graphics
the poster reflect and graphics used made by the made by the
an exceptional on the poster student, but are student are
degree of student reflect student based on the included.
creativity in their creativity in their designs or ideas
creation and/or creation and/or of others.
display. display
Graphics ‐ Relevance All graphics are All graphics are All graphics relate Graphics do not
related to the topic related to the to the topic. Most relate to the
and make it easier topic and most borrowed topic OR several
to understand. All make it easier to graphics have a borrowed
borrowed graphics understand. All source citation. graphics do not
have a source borrowed graphics have a source
citation. have a source citation.
citation.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in terms acceptably distractingly
attractive in terms of design, layout attractive though messy or very
of design, layout, and neatness. it may be a bit poorly designed.
and neatness. The Color and space messy. It is not
overall organization use is good but a attractive.
and use of color little disorganized.
and space make
the poster
interesting.
Total:
https://nynpa.com/docs/nie/SenecaFalls/PosterRubric.pdf

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 Additional Activities

FRIENN DIAGRAM: Take turns interviewing your partner about his/her

personality and culture. Write one partner’s unique characteristics in left circle and
the other’s in the right. Write shared traits in the overlapping space. Be sure to cover
the personal qualities that are most important to you both.

FRIENN DIAGRAM Interview Questions:

1. What is your name?

2. What is your biggest dream in life?

3. How do you control your feelings?

4. How do you make friends?

Name: Name:

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RUBRIC

Category 5 3 2 1
Concept Each section Each section of Each section Each section of
Arrangement of the the diagram of the the diagram
diagram contains 3 diagram contains 2
contains 4 facts easily contains 2 facts that are
facts easily identified facts that are not easily
identified somewhat identified
identified

Content Reflects Most of the Reflects some Contains not

factual information is factual factual
information factual and information information
that seemingly and attempts that does not
corresponds corresponds to put in correspond to
with with corresponding the appropriate
appropriate appropriate section of the section of the
section of the section of the diagram. diagram.
diagram. diagram.

Presentation of Clean ,neat, Fairly neat and Not well Messy and
Product and well clean. Some organized. A unorganized.
organized organization little Not well put
cluttered. together.

Reference :
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ozL30aGonqMFA25VkLVS5V-JvckmFQJfUwfM3PUJQog--
WxmmVInAenHIpdMIASMRstUBrfJODGhvRPlKqaIdZvZvb3EY487IsgNisHuf9_hockvGCLKIRIMLCfblaKB6de4PCIv8g

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 22
What's More
What I Know Activity 1.2
1. Own What I Can Do
1. Setting 2. Social
3. Quarantine Activity 1.3
2. Characters
4. Crowded
3. Climax 5. Face Students’ answer may
4. Plot 6. Face vary.
5. Conflict 7. Relief
6. A 8. Helpful
7. A 9. CoVid 19
8. useless 10. Travel What’s New
9. consecrated
10. great Activity 2.1:
What I Have Learned
Activity 1.1 1. √ Students’ answer may
2. √ vary.
Students’ answer may 3. √
vary. 4. X
5. √
What’s More
Activity 2.2: What I Can Do Assessment
Activity 2.3
Students’ answer may Students’ answer may
vary. Students’ answer may vary.
vary.
What I Have
Learned
Activity 2.3
Students’ answer may
vary.
Answer Key
References

https://courses.lumenlearning.com/introliterature/chapter/defining-literature/

https://www.jw.org/en/news/jw/region/spain/Witness-Couple-in-Spain-
Receive-Letter-of-Appreciation-From-Nurse/

gingersoftware.com/content/grammar-rules/adjectives/

http://www.katiekazoo.com/pdf/KK_FiveEssentialElements.pdf
https://docs.google.com/document/preview?hgd=1&id=1-
Tn4yTYxYhIixFilddsmf-sh2XSKZJBXZvE6gsmqRnk#
Anderson,R.et al. (1989),Elements of Literature, Second Course,United States of
America, Rinehart
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.google.com%2Fsearch
%3Fq%3Drubrics%2520for%2520venn%2520diagram%26tbm%3Disch%26ved%
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cCegQIABAC%26oq%3DRubrics%2520for%2520ven%26gs_lcp%3DChJtb2JpbG
UtZ3dzLXdpei1pbWcQARgAMgIIADICCAAyBggAEAUQHjIGCAAQBRAeOgQIAB
AYOgUIABCxAzoICAAQsQMQgwE6BwgAELEDEEM6BAgAEENQvGVYmIYBYIG
WAWgAcAB4AIABzgWIAesekgELMC42LjUuMS42LTKYAQCgAQGwAQDAAQE%
26sclient%3Dmobile-gws-wiz-
img%26ei%3Dkdg9YOGSIoO00QTBrJqIDA%26bih%3D654%26biw%3D360%26p
rmd%3Divn%26fbclid%3DIwAR1XGC6w19T2KfFXLqf-f-
zAQlU9dGiZ7XaVsOQ2DstP-6jQcPIa9J3TAd4%23imgrc%3D-H7oFfM5ft-
cjM&h=AT094n1eca9-ozL30aGonqMFA25VkLVS5V-JvckmFQJfUwfM3PUJQog--
WxmmVInAenHIpdMIASMRstUBrfJODGhvRPlKqaIdZvZvb3EY487IsgNisHuf9_h
ockvGCLKIRIMLCfblaKB6de4PCIv8g

23
For inquiries or feedback, please write or call:

Department of Education - Region III

Office Address: Diosdado Macapagal Government Center,

Brgy. Maimpis, City of San Fernando, 2000 Pampanga
Telefax: (045) 598 - 8580 to 89, (045) 402 - 7003 to 05
E-mail Address: region3@deped.gov.ph

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