Arellano University

Juan Sumulong Campus

Junior High School Department
Legarda, Manila

PACUCOA Accredited- Level II

Grade 10 English
First Quarter
LEARNING PLAN
Name: Abiagil E. Espeno 10-13-22

10-Newton Ms. tanada

Week 5
Activity Title: Extracting the Author’s Purpose
Learning Target: Appraise the unity of plot, setting and characterization in a material viewed to achieve the
writer’s purpose
Reference: English 10, Learner’s Manual Page:
ecas English Communication Arts and Skills through World Literature 10 Page: 211-213
Authors: Milagros G. Lapid & Josephine B. Serrano
Concept Notes:
The Purpose of Fiction
The purpose of the author when writing a story is to give his/her imagination some exercise—to be
creative. Before we can analyse a short story, we should understand its purpose and find out its basic methods
and materials. The purpose of fiction is to embody certain truths of human life in a series of imagined
incidents, which bring about the theme of the story. Fiction writers forsake the realm of fact in order to tell the
truth better; they lure the readers away from actualities to present them with realities.
Fiction writers differ in their subject matter from other seekers after truth. Their subject matter is
human life. It is their purpose to seek, to discover, to understand, and to communicate truths about human life.
They must be accurate in their careful observation of persons and things; then they must correlate the facts
they have observed and build out of them a structure of belief. It is only after they have done this that they
will imaginatively create such scenes and characters, the plot, as these will illustrate the truths they have
discovered and convey these truths clearly and effectively to their readers.
Therefore we can say that a story is life distilled. In the author’s mind, the actual is first evaporated into
the real, and the real is condensed into the imagined.
Elements of fiction and elements of story in general can be used by the reader to increase their
enjoyment and understanding of different literary pieces. To further understand these elements, just click the
link below.
%20%2D-,character%2C%20setting%2C%20plot%2C%20point%20of%20view%2C,understanding%20of%20different
%20literary%20pieces.

Selection 1: Oli Impan by Alberto S. Florentino

Task 1: You had learned from your Grade 9 English class that drama/play can be an instrument to show the
realities that are happening in our society-social conflict. At this point, you are about to read a play written by
a Filipino writer, Alberto S. Florentino. Also, find out how this play reveals the social conflict in the Philippines.
To know more about the playwright, click the link given below.
https://prezi.com/z_ojnjtvhyvm/the-life-of-alberto-s-florentino/
Click the link below to have an access to the full text of the play, “Oli Impan”. Please be reminded of the
questions to be answered.
http://developmentalbookworms.blogspot.com/2009/12/oli-impan-alberto-s.html

Task 2: Character Tracker (40 points)

Characters are important aspect of a story. They give life to the story. At this point, analyse the main
characters in the play you have just read to have a better understanding of the play. Use the graphic organizer
below.

Get to know your character!

Appearance: Who is the character? Personality:

What does the character What are the character’s
look like? thoughts and feelings of this
point in the text?
A small little boy, dirty He is a calm little boy and a
little bit aware on what was
hands and stained
happening around him, he
clothes.
has a strong personality; it
excites him when there is
Text Evidence: commotions.

"A six-year-old boy Text Evidence:

appears on stage walking
backwards – away from Boy: Because we are being
his mother, nagging thrown out.
offstage. The mother Girl: Who is throwing us out?
Boy: (Sits on the other end of
quiets down. The boy
BOY the stone wall) the
turns around and plays government.
with his toy: an empty (Commotion off stage.)
milk can pulled along the Girl: What’s that? What’s
ground with a piece of happening there?
string." Boy: (Tries to see) I don’t
know. I can’t see. (Pulls her)
Come out, let’s take a look!

Actions: Text Evidence:

What is the character doing?
He is peacefully playing with his toy while he
patiently wait for his mother to call him, and
as he walks away from his mother he started
talking with the little girl
"The boy turns around and plays with
his toy: an empty milk can pulled along
the ground with a piece of string."
Girl: I said, is there a fire?
Boy: There is no fire. (Continues to play)
Process Questions:
1. What characteristics did the boy show in the play?
-The six years old maintained his calmness in difficult times and is obedient to his mother. He has a
good personality, he comforted the girl and tried to make the little girl happy.

2. What is the conflict being faced by the boy?

-The issues or problem faced by the boy are the suffering from a continuous poverty but his mother
can sustain his needs due to her prostitution work.

3. Is the conflict being shown in the play happen in our country? Prove your answer.
-Slum demolitions and forced evictions are frequently happening. In Manila, more than 500,000
people live as squatters, or as they call themselves, informal settler families. Because they don't
have land titles, their right to live in their homes is regularly challenged by the government and
private landowners.

4. How did the boy respond to the conflict he was facing?

-In response, he maintained his composure and was a little bit conscious of the situation around
them, to drive his attention away from the current conflict he decided to play with his toy (an empty
milk can pulled along the ground with a piece of string), he stayed positive and motivated, also he
was able to bring positivity and motivation as he helps the girl to feel at ease.

5. Was he able to resolve the conflict?

-Yes, but only for a little bit of time because after they entertain themselves, they need to go back to
the reality, he's just a child and couldn’t do anything but to watch the cruel reality of our world.
Although the boy only watched the scene not that far from them, he assured the little girl to stay
calm and they just shared a song which his mother taught him.

6. How effective is the play as an instrument in resolving social conflict?

-It serves as an instrument because the characters are children. it gives warning to us people that we
really need to practice family planning because the future of the children are the one at risk, also if
there are a plan about demolition at least provide an evacuation center though it won't last forever
but they will have time to plan their move, in this case aggressive commotions will be lessen.
 Get to know your character!

Appearance: Who is the character? Personality:

What does the character
look like?
A small little girl and she
has a slim body
especially her thin legs
and her hands are small
and dirty.
Text Evidence:
"A five-year-old girl sits
on the stone wall, her
thin legs dangling in the
air."
"Boy: She can’t read your
hands.
Girl: (Looks at them) Why
not?
Boy: They are too small…
and dirty."
Actions:
What is the character doing?
What are the character’s
thoughts and feelings of
this point in the text?
She was worried, sacred,
and doesn’t have any
single idea what was
happening in her
surroundings, so she kept
asking questions.
Text Evidence:
"Girl: Who is throwing us
out?"
"Girl: What is a
government?"
"Girl: (Frightened) No,
don’t. Stay here. Don’t
leave me."
GIRL "Girl (Worried) If there is
L no fire, why are they
putting these things out?
"
Text Evidence:

She is sitting on the stone wall playing
with her legs as she looks at the pile of
pints with household belongings, and as
the boy walks in, she talked to him.
"A five-year-old girl sits on the stone
wall, her thin legs dangling in the air."
"Girl: Is there a fire?"

Process Questions:
1. Based on your answer in the activity, how would you characterize the girl in the play?
-The girl was frightened, terrified, and mainly worried about her father. She really doesn’t have a
single clue on what was happening around her, similarly most of the kids in our society, but despite
what was happening, she remained brave and strong.

2. What are the fears of the girl in the play? Why is she crying? How did the boy appease her?
-The girl fears that they don't have a place to live after the government took down their place, and
then she started crying because she saw her father getting arrested and the boy comforted her and
asked her out to sing a song.
3. What other conflicts does the girl face in the play? What causes those conflicts? Cite examples from
the lines in the play.
-They are being thrown out by the government, and their house is being demolished. Another
problem she is facing is his father got caught by the police because the father decided to resist and
fight back against the people who will demolish their house.

 Example from the lines in the play about her father fighting back:
Boy: (excited throughout) A man is trying to stop the men with hammers! Now the policemen are
trying to stop him. They’re running after him. But the man fights like a mad dog! (A man shouts,
cursing)
Girl: (Suddenly, with terror in her voice). That’s my father! (In her fright she covers her eyes with
hands)
 Example from the lines in the play about her father being caught:
Boy: No, they are only trying to catch him… Now they’ve caught him! They are tying his hands!
Girl: What will they do to him?
Boy: I don’t know. Now they are putting him in a car. A police car.
Girl: (Whimpers) Father… Father…
Boy: They are taking him away! (A car with siren drivers away)
 Example from the lines in the play about the demolition:
Boy: (Incredulous) They are destroying our homes. (Sound of wrecking crew at work)
Girl: (frightened) Who are destroying them?
Boy: The men with hammers!

4. Are these conflicts happening in real life? Explain.

Yes. Illegal squatting is common, and they don’t have the right to fight back the demolition of their
houses because if they fight they will be the one that will be in trouble. This is due to poverty, many
people that are part of the population couldn't afford their own home so some live in property that
they don't have consent with, or worst sleep in the street.

5. How did the girl respond to the conflict/s she experienced? Cite supporting lines from the play?
The girl responded being alarmed, worried and scared because they don't have a place to stay and
for her father because the policemen were taking him away with handcuffs.

 Example of line about worrying for their place:

Girl: (After a pause) If they throw us out, we’ll have nowhere to go. How about you? You have any
place to go? "
 Example of line about the girl being scared for her father:
Girl: (Suddenly, with terror in her voice). That’s my father! (In her fright she covers her eyes with
hands)"
 6. Is the play an effective instrument in resolving social conflict? Prove your answer.
-Not really. It has only made us aware about the point of view of those who are in a squatter area. If
people wouldn't cooperate in resolving this problem and just keep having families without being
stable financially, then demolition will just keep being implemented throughout the squatter area.

Task 3: Plot Analysis (20pts.)

Read the play again, and trace the significant events in the play to get its theme. Use the plot diagram below.
CLIMAX

The girl's father fought and defended for their property

RISING ACTION because it's the only thing they have left, but the father's PLOT
cause of action is misunderstood, so the cops tie his hands and
(List examples that create complications or
took him away.
suspense) TITLE: Oli impan
AUTHOR: Alberto S. Florentino
The girl's father fighting for their
property and getting arrested.
FALLING ACTION
The boy's mother working as a
The boy comforts the girl and tries
prostitute to provide their needs
to drive away the girls attention
The government demolishing from the current conflict.
the house in the "casbah",
where the squatters live.
CONFLI
CT
RESOLUTION
EXPOSITION
Setting: The story started The boy and girl end up
Government vs Poverty
in a place where they singing and forget the bad
called it “casbah” where situation they are in.
squatters live.
Situation/climate: 5 days
away from Christmas of
THEME: It tells about the life that poor people especially the people
1958, when the squatters
reflected in the play experiences, mainly the misfortune,
were forced to leave the
area. discrimination, and lack of rights.

Characters: a boy and a

girl
Tell the purpose of the author in writing the story by filling up the graphic organizer.
AUTHOR’S PURPOSE PIES (15points)

PERSUADE INFORM ENTERTAIN

The author persuades us not
to look down on the poor
people, because they are
people too, and they need
protection and happiness,
even Jesus was born on a
stable, meaning, the way
the person lives is not the
basis of his or her rights in a
society or nation. Also, the
author persuades the
government to think better
before doing some actions
and look for better
solutions, because in the
text the government
ordered demolition close to
Christmas day, that means
the people living there will
celebrate Christmas without
a home, and that is a very
sad experience.
The author uses the children
and the poverty to tell us
that there are people
suffering from poverty, it
widens our perspective in
telling us that we are lucky
to have a comfortable life,
because there are people
who will do any kind of job
just to provide, and we can’t
trust the government itself
in helping us defeat poverty
due to the reason that they
are the one who kicked out
the people in the squatter
area.
It entertains because the
plot or the story is good
because you can learn
something from it. The
author teaches
perseverance despite or
midst challenges. It's also
entertaining because the
boy is teaching an innocent
girl about the real world
without him even realizing
what the real world is, and
they just sing despite the
challenges that they don’t
know they are facing.

CANVA PPT: https://www.canva.com/design/DAFOhbl0hRk/Frq0Ed7-svrhjq5_Lu7Tdg/view?

utm_content=DAFOhbl0hRk&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

SCRIPT (ADDITIONAL ANSWER THAT WAS NOT IN THE PPT):

https://docs.google.com/document/d/1chhtzFcSKHpw4jsnr7bYm7yYMW1R6T1BMp6Mn3_Ln_w/edit?usp=sharing

MEMBERS: SABAS, ESPENO, ALFONSO, DAVID, GARCIA, SORIANO, BARRETTO, DISIMBAN, MERCADO