English 10

English – Grade 10
Quarter 3 – Module 2: Critiquing a Literary Selection Based on the Following
Approach: Moralist!

First Edition, 2020

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 English 10
Quarter 3
Self-Learning Module 2
Critiquing a Literary Selection
Based on the Following Approach: Moralist
Introductory Message

For the Facilitator:

Welcome to the English Grade 10 Self-Learning Module on Critiquing a

Literary Selection Based on the Following Approach: Moralist!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character 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. Moreover, 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 Self-Learning Module on Critiquing a

Literary Selection Based on the Following Approach: Moralist!

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 material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This is your self-instructional learner module in English 10. All the

activities provided in this lesson will help you learn and understand the
literary selection: The Story of an Hour by Kate Chopin - Critiquing a
Literary Selection Based on the Following approach: Moralist!

Specifically, you will learn about the following:

1. Distinguish the elements (characters, setting, plot, theme) of the
literary selection; and
2. Critique a literary selection based on the following approach:
Moralist.

PRETEST

Complete the sentence by identifying what is being asked in the given

sentence. Choose your answers from the box below.
Justice one hour third
heart disease great joy Freedom
first lung disease
great sorrow one day

1. __________ is the main theme of Kate Chopin’s The Story of an Hour.

2. The cause of Mrs. Mallard’s death is _________________.
3. Mrs. Mallard grieved in her room for only ______________.
4. Kate Chopin used ________ person narration in The Story of an Hour.
5. “Of the joy that kills” means that Mrs. Mallard died of ___________.
 RECAP
Before you proceed to the main lesson, identify the element being defined in
each number. Choose the letter of the correct answer.

1. It gives the time and the place the story takes place.
A. Characters B. Setting C. Plot
2. They are the people, animals or creatures in the story.
A. Theme B. Characters C. Mood
3. It provides the most important events in the story.
A. Setting B. Plot C. Theme
4. It is the central idea of the story.
A. Theme B. Mood C. Tone
5. This element is the major problem in the story
A. Climax B. Theme C. Conflict

LESSON
One can discover the world through reading. Reading is the way to
explore and to learn more about life. The most important thing that a reader
learns is the moral value that each story presents.
If you have lost someone and felt freedom for a short time, which one
would you choose: Grieve for the person you love or enjoy the freedom?
Today, you will discover and learn more about life by reading the
literary selection of Kate Chopin’s short story entitled,
The Story of an Hour.

THE STORY OF AN HOUR

Kate Chopin (1894)

Knowing that Mrs. Mallard was afflicted wi th a heart trouble, great care
was taken to break to her as gently as possible the news of her
husband's death.

It was her sister Josephine who told her, in broken sentences; veiled hints
that revealed in half concealing. Her husband's friend Richard was there,
too, near her. It was he who had been in the newspaper office when
intelligence of the railroad disaster was received, with Brently Mallard's
name leading the list of "killed." He had only taken the time to assure
himself of its truth by a second telegram, and had hastened to forestall any
less careful, less tender friend in bearing the sad message.

She did not hear the story as many women have heard the same, with a
paralyzed inability to accept its significance. She wept at once, with sudden,
wild abandonment, in her sister's arms. When the storm of grief had spent
itself she went away to her room alone. She would have no one follow her.

There stood, facing the open window, a comfortable, roomy armchair. Into
this she sank, pressed down by a physical exhaustion that haunted her
body and seemed to reach into her soul.

She could see in the open square before her house the tops of trees that
were all aquiver with the new spring life. The delicious breath of rain was in
the air. In the street below a peddler was crying his wares. The notes of a
distant song which some one was singing reached her faintly, and countless
sparrows were twittering in the eaves.

There were patches of blue sky showing here and there through the clouds
that had met and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite
motionless, except when a sob came up into her throat and shook her, as a
child who has cried itself to sleep continues to sob in its dreams.

She was young, with a fair, calm face, whose lines bespoke repression and
even a certain strength. But now there was a dull stare in her eyes, whose
gaze was fixed away off yonder on one of those patches of blue sky. It was
not a glance of reflection, but rather indicated a suspension of intelligent
thought.

There was something coming to her and she was waiting for it, fearfully.
What was it? She did not know; it was too subtle and elusive to name. But
she felt it, creeping out of the sky, reaching toward her through the sounds,
the scents, the color that filled the air.

Now her bosom rose and fell tumultuously. She was beginning to recognize
this thing that was approaching to possess her, and she was striving to beat
it back with her will--as powerless as her two white slender hands would
have been. When she abandoned herself a little whispered word escaped her
slightly parted lips. She said it over and over under the breath: "free, free,
free!" The vacant stare and the look of terror that had followed it went from
her eyes. They stayed keen and bright. Her pulses beat fast, and the
coursing blood warmed and relaxed every inch of her body.

She did not stop to ask if it were or were not a monstrous joy that held her.
A clear and exalted perception enabled her to dismiss the suggestion as
trivial. She knew that she would weep again when she saw the kind, tender
hands folded in death; the face that had never looked save with love upon
her, fixed and gray and dead. But she saw beyond that bitter moment a long
procession of years to come that would belong to her absolutely. And she
opened and spread her arms out to them in welcome.

There would be no one to live for during those coming years; she would live
for herself. There would be no powerful will bending hers in that blind
persistence with which men and women believe they have a right to impose
a private will upon a fellow-creature. A kind intention or a cruel intention
made the act seem no less a crime as she looked upon it in that brief
moment of illumination.

And yet she had loved him--sometimes. Often she had not. What did it
matter! What could love, the unsolved mystery, count for in the face of this
possession of self-assertion which she suddenly recognized as the strongest
impulse of her being!

"Free! Body and soul free!" she kept whispering.

Josephine was kneeling before the closed door with her lips to the keyhold,
imploring for admission. "Louise, open the door! I beg; open the door--you
will make yourself ill. What are you doing, Louise? For heaven's sake open
the door."

"Go away. I am not making myself ill." No; she was drinking in a very elixir
of life through that open window.

Her fancy was running riot along those days ahead of her. Spring days, and
summer days, and all sorts of days that would be her own. She breathed a
quick prayer that life might be long. It was only yesterday she had thought
with a shudder that life might be long.

She arose at length and opened the door to her sister's importunities. There
was a feverish triumph in her eyes, and she carried herself unwittingly like a
goddess of Victory. She clasped her sister's waist, and together they
descended the stairs. Richards stood waiting for them at the bottom.
Some one was opening the front door with a latchkey. It was Brently Mallard
who entered, a little travel-stained, composedly carrying his grip-sack and
umbrella. He had been far from the scene of the accident, and did not even
know there had been one. He stood amazed at Josephine's piercing cry; at
Richards' quick motion to screen him from the view of his wife.

When the doctors came they said she had died of heart disease--of the joy
that kills.

Remember that the main elements of a short story are the following:

 Characters - the persons, animals or creatures in the

story.
 Setting - the time and the place when and where the
story happened.
 Plot - the important events in the story.
 Theme - the main/central idea of the story.
 Conflict - the problem in the story.
 Mood - the emotion created by the reader.
 Tone - the way the author expressed his literary
work.

ACTIVITIES

Activity No. 1
Identify the figure of speech used in each sentence. Choose the answer from
the choices below.
Simile Metaphor Personification
Hyperbole Onomatopeia

__________1. She did not hear the story as many women have heard the
same, with a paralyzed inability to accept its significance.
__________2. When the storm of grief had spent itself she went away to her
room alone.
__________3. The delicious breath of rain was in the air.
__________4. There was a feverish triumph in her eyes, and she carried
herself unwittingly like a goddess of Victory.
__________5. She sat with her head thrown back upon the cushion of the
chair, quite motionless, except when a sob came up into her throat and
shook her, as a child who has cried itself to sleep.
Activity No. 2

Arrange the order of events that took place in the story by numbers (1-5).

_________1. While alone, she does some hard thinking and decides that she's
kind of glad her husband died, because she's so scared and excited about
getting to be an independent individual again.
_________2. Mrs. Mallard dies.
_________3. As soon as she's come to terms with this new feeling of freedom,
she leaves the room, only to see her husband and receive the shock she was
protected from at the beginning.
_________4. Mrs. Mallard has a bad heart, but survives learning the news of
her husband's death.
_________5. She cries a lot and wants to be by herself in a locked room.

Activity No. 3

Complete the CRITIQUE MAP of the Story of an Hour by answering the

given questions in each part of the map.

STORY’S GENRE
AUTHOR’S PURPOSE
Is the story about
fantasy, adventure, What i s the purpose of
sci ence fi cti on, the author i n wri ti ng
romance or l i terary? the story?
Why do you thi nk so?

LITERARY DEVICES
Gi ve at l east two (2) l i terary
devi ces or fi gures of speech used
i n the story. Why do you thi nk
the wri ter used these l i terary
devi ces?

REACTION RESPONSE
What i s your reacti on
as you read the story?
Di d you l i ke the story?
How was i t? Were you
abl e to appreci ate the
moral of the story?
STORY ENDING
How do you fi nd the
endi ng of the story?
Was it moral i sti c?
Why di d you say so?
 WRAP-UP

Complete the chart by filling out the elements of the Story of an Hour.
ELEMENTS THE STORY OF AN HOUR
1. Plot

2. Theme

3. Mood

VALUING
During the 19th century, most women have limited rights as compared
today. Most of them are completely housewives and feel oppressed. However,
modern women have the same rights as of men. They can also do a lot of
work that men can do.

In what way would you appreciate

women who are still being oppressed
today?
 POSTTEST

Read each sentence and choose the letter of the correct answer.

1. What is the response of Mrs. Mallard to her husband’s death?

A. joy B. anger C. sorrow
2. "When the doctors came they said she had died of heart disease- of joy
that kills." What is the figure of speech or literary device used in the
last sentence of the story?
A. Hyperbole B. Foreshadowing C. Irony
3. How important is the story’s setting?
A. The setting takes place in a huge house where the protagonist
feels trapped.
B. The story is set in a time where women have few rights.
C. The setting does not make any difference in the totality of the
story.
4. Why do you think the writer did not mention the first name of
Mrs. Mallard?
A. The author thinks that the first name of the protagonist was not
important.
B. The author wants to show that Mrs. Mallard’s identity was
denied for a long time.
C. The author does not want to recognize the first name of
Mrs. Mallard.
5. How would you evaluate the story in a moralistic aspect?
A. Each individual has the right to choose what he/she wants to
do and there should be no limitation as to what he/she can do.
B. Every person should feel free despite of the challenges
encountered in life.
C. No one has the right to be deprived of the freedom that one
wishes to have.
 KEY TO CORRECTION
5. great joy 5. C 5. Simile
4. third 4. A 4. Simile
3. one hour 3. B 3. Personification
2. heart disease 2. B 2. Metaphor
1. Freedom 1. B 1. Simile
Pretest Recap Activity No. 1

5. 2 5. A
4. 1 4. B
3. 4 3. B
2. 5 2. C
1. 3 1. A
Activity No. 2 Posttest

References

Shmoop University. Mrs. Louise Mallard Timeline in The Story of an Hour.

Shmoop. November 11, 2008. https://www.shmoop.com/story-of-
hour/mrs-louise-mallard-timeline.html.
The Kate Chopin International Society. "The Story of an Hour" text. Kate
Chopin.org. February 12, 2016. https://www.katechopin.org/story-
hour/