CastroAJDizonJEMendozaJMVenzonSMRYumangMFG Module

MODULE 1
[Document subtitle]
[DATE]
[COMPANY NAME]
[Company address]
EXPLORING THE
WORLD OF READING
Self-Learning Module for

Grade 10 Learners
i
1
Preface
This module is a prototype English coursebook designed to help Pampanga State

Agricultural University provide better and appropriate instructional material for
teaching English as a general topic. This coursebook was created with the following
goals in mind:
Each study program/faculty should have a significant English coursebook.

In each study program/faculty, such English should be oriented to the students'
demands for English relevant to their subject topics.
Subject-matter lecturers/instructors in each study program/faculty should
preferably teach English as a broad subject.
Instructors should act as co-lecturers or language consultants when linguistic
material and difficulties need to be explained.
This coursebook is the result of subject matter lecturers' efforts to build and improve
students' reading skills or abilities at the Pampanga State Agricultural University; the
themes, lessons, activities, and assessments were selected and validated through a
rigorous procedure. Instructors can utilize this material to highlight the areas that are
most important to their students. It is also possible to pick and choose which lessons
within the module to complete the semester's requirements by adding their resources.
Hopefully, this prototype text will be extensively used as the primary course materials
at the institution, and professors will be able to assess how practical the book is at
assisting students' learning. As a result, this coursebook can be improved year after
year.
Acknowledgment of gratitude is addressed to Mrs. Aika Carla D. Briones, MAEd, LPT,
professor of Language-Learning Material Development (EL 105) in the College of
Education at PSAU, for making this coursebook possible.
February 2022
College of Education
Pampanga State Agricultural University
2
Table of Contents
Exploring the World of Reading:

Self-Learning Module for Grade 10 Learners
Page No.
I. Chapter 1: Data Gathering and Information Analysis……………. 9

- Lesson 1: Getting Information from the Internet………….…….. 13
- Lesson 2: How to Synthesize Written Information from Multiple

Sources…………………………………………………. 15
- Lesson 3: Accurate Information……………...…………….……… 18
- Lesson 4: Presenting the Information……..……………………... 21
- Pre-test: Trying Out!.................................................................... 10

- Post-test: Checking Out!............................................................. 31
II. Chapter 2: Evaluating Text and Stories……...…………………….. 36
- Lesson 1: Evaluating a Text or an Article……...……………….... 39
- Lesson 2: Evaluating Short Stories, Poems and Other 55
Literature…………………………………………………
III. Chapter 3: Reading through the Lens of Literary Criticism…… 77
- Lesson 1: Structural and Formalist Literary Approach…………. 79
- Lesson 2: Moralist, Marxist, and Historical Literary Approach… 90

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ABOUT THE AUTHORS
Job E. Dizon is a 21-year-old and a third-year English student at
Pampanga State Agricultural University (PSAU) under the College of
Education (COEd). Currently, he is residing in Concepcion, Tarlac, with
JOB E. DIZON his family.

He entered Caluluan High School for junior and senior levels; he
completed the two-year strand in General Academic Strand in 2019.With
his engagement in leadership, he can join and be one of the officers in
different organizations. The following are the organizations he joined
with: Firstly, the mother organization under the College of Education
(COEd) — Future Mentors’ Organization (FMO), for the academic year
2021-2022. He is responsible for making letters, accomplishment
reports, and documenting the whilst-meeting (e.g., pictures and minutes
of the meeting). Secondly, he is an actor and the Internal
Communications Officer of the well-known theater Guild in PSAU—
Aslagan Capampangan Theater Guild (ACT Guild), from 2020 to 2022.
Job Dizon believes that English is a powerful tool or language in human
society. However, he also believes that the said language does not
measure one's intelligence, ability, and skill. His advocacy is that people
should use English not to create a schism but to promote unity and
solidarity to everyone. He wants everyone to realize that English
communication is not a criterion for intellect. In that way, teachers can
avoid intimidation among their students.
Justin m.
Justin M. Mendoza is a 20-year-old resident in Magalang,
Pampanga. He studies Bachelor of Secondary Education Major in
English (3rd year) at Pampanga State Agricultural University (PSAU).
mendoza
In the same town, Justin graduated senior high school at Rodolfo V.
Feliciano Memorial High School, and was able to finish the two-year
strand in Humanities and Social Sciences under Academic Track.
With the almost three years of membership he has, he is currently
one of the key editors of Sinukuan Gazette, the official student
publication of PSAU. Justin works as the Managing Editor and Sports
Editor (Filipino) for the S.Y. 2021-2022 in the said publication.
As a pre-service language teacher, Mendoza believes that

language does not only speak, rather, it also touches the soul.
Communication is not being limited only to an encoding-decoding
process. It also serves as an avenue for understanding the deeper
meaning that students want to convey based on the noticeable
changes on their behavior. In a similar vein, for us to be able to
express our feelings through language, we must first understand the
other forms of languages such as expressions, gestures, actions,
speech tones, and even silence.
4
ABOUT THE AUTHORS
ALLYSON JADE Allyson Jade Martin Castro is a 20-year-old Arayat, Pampanga
CASTRO resident. She is in her third year of studying Bachelor of Secondary
Education with a major in English at Pampanga State Agricultural
University (PSAU). Her last year of high school was spent at Holy Cross
College in Sta. Ana, Pampanga, where she received honors for completing
the two-year strand in Humanities and Social Studies within the Academic
track.
Castro has been teaching Sunday School for almost four years at
Jesus Christ Lifted High Family Fellowship (JCLHFF). She enjoys teaching
children Bible stories, and it helps her in her ministry to deepen her
relationship with the Almighty. She also worked as an Inventory Associate
for Dr. Rebecca Gonzales for two years.
She wants to use her skills as a pre-service teacher to help children
who are unable to afford to attend school. She chose education as a major
in order to assist out-of-school youth.
Ma. Franchescka G. Yumang, 20 years old, is a third-year pre- MA.

service teacher taking the undergraduate program Bachelor of Secondary
Education major in English at Pampanga State Agricultural University. She
was born in Hagonoy, Bulacan, but is currently residing at Sapang Maisac,
FRANCHESCKA
Mexico, Pampanga, with her immediate family. She completed secondary
education at Don Jesus Gonzales High School in the same municipality.
G. YUMANG
Leaning towards the Academic Track, Yumang graduated her two-year
senior high school levels with her chosen strand, General Academics in
2019.
With her passion for journalism and campaign for freedom of
expression, she became an active part of PSAU’s official student
publication—Sinukuan Gazette. For the Academic Year 2021-2022, she
qualified as the Associate and Features editor for the campus paper with
the aim of redefining courage, liberty, and passion. She is also the current
head for the publication’s English unit, managing section editors assigned
for Sports, Opinion, News, and Development Communication.
As a future educator, one of her advocacies is to promote inclusive
language learning. She believes that language educators should be the
first in line to acknowledge diversity, convey respect to all people, be
sensitive to differences, and promote equitable opportunities. Learning
languages is a right in today's increasingly multicultural and multilingual
world, and it should be offered to everyone, regardless of particular
educational needs.
5
ABOUT THE AUTHORS
Shiena Mae R. Venzon is a 21-year-old resident in

Arayat, Pampanga. She is a third-year student taking up
Bachelor of Secondary Education Major in English at
Pampanga State Agricultural University (PSAU).
She entered Justino Sevilla High School for both junior
and senior levels of the K-12 program. She completed the two-
year strand in Humanities and Social Sciences under the
academic track in 2019.
With her exposure and engagement in various
leadership trainings and seminar, she continues to serve her
fellow students in their college year. She is a consistent officer
in Coed English Linguistic Education Society (CELES) from
her first year up to this year (2019-2022). CELES, previously
named as English Linguistic Guild (ELG), is the minor
organization of the students under the English program.
SHIENA MAE R. During her first year, she was elected as the Junior
Representative and responsible for the information
dissemination, attending meeting, activity planning, and
VENZON contributing in making the organization’s accomplishment
report. In her succeeding year, she was elected as the Junior
Public Information Officer where she was also responsible in
disseminating announcements, activity planning, attending
seminars, and etc. Currently, she is the Senior Vice President
of the organization where she is also responsible for the
planning and implementing of activities, conducting meetings,
attending seminars and etc.
Venzon, a future language teacher, feels that
encouraging inclusiveness through language might help pupils
bridge gaps in their learning. We can construct a conducive
teaching and learning process with the college department's
mantra, where we can touch hearts and build lives of students
through good language and communication. She also believes
that students have the right to a barrier-free learning
environment that values diversity, encourages active
participation, and ensures that no student is left behind.
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Introduction
For Teachers:
Welcome to the Self-Learning Module (SLM) for English 10!
The purpose of this learning module is to introduce a variety of exercises that
are based on the K-12 curriculum. The focus of the module is on the learners' ability
to read. In the first lesson, students are shown how to obtain data and analyze it in a
step-by-step approach.
Because it features interactive assignments for competency, this module will
be valuable to both students and parents.
For Students:
The purpose of this (SLM) is to allow you, our beloved students, to continue
your studies and learn while you are away from the classroom. To grasp each lesson,
you will be given detailed instructions on how to complete the activities, questions,
directions, exercises, and conversations.
Different pieces make up each SLM. As you explore and comprehend the
lesson planned for you, each segment will lead you to step by step.
Pre-tests are available to assess your past knowledge of each SLM's lectures.
To grasp the lesson better, you will need to ask your facilitator or instructor's support
to complete this module or ask your facilitator or teacher for help. You must complete
the post-test at the end of lesson for your teachers to assess your knowledge. With
these, we believe you will answer the tasks honestly.
Please be cautious when using this module. No section of this SLM should be
marked in any unnecessary way. Answer the exercises and tests on a separate sheet
of paper. Before beginning any work, make sure you read the directions thoroughly.
Please consult your teacher or facilitator if you have any questions about using
this SLM or if you have trouble with the tasks in this module.
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WHAT’S INSIDE? Learner’s Guide
For the learner:

Welcome to Exploring the World of Reading - Grade 10 Self-
Learning Module (SLM)!
Focusing on your reading skill, 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. This module has the following
parts and corresponding icons:
TRYING OUT!
This part includes an activity that aims to check what you
already know about the lesson to take.
CHECKING OUT!
This is a task which aims to evaluate your level of mastery
in achieving the learning competency.
SPELLING OUT!
This section provides a brief discussion of the lesson. This
aims to help you discover and understand new concepts.
and skills.
CHECKING UP!
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
WORKING UP!
This section provides an activity that will help you transfer
your new knowledge or skill into real-life situations.
concerns.
REMEMBER ME!
This section provides the summary of all key points that is
important for you to remember!
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Chapter 1: Data Gathering
and Information Analysis
INTRODUCTION:
The purpose of this (SLM) is to allow you, our beloved students, to continue your studies and
learn while you are away from the classroom. To grasp each lesson, you will be given detailed
instructions on how to complete the activities, questions, directions, exercises, and
conversations. This chapter will include the following learning competencies and objectives:
Learning Competencies:
 EN10SS-IVb-1.7: Get vital information from various websites on the internet

 EN10SS-IVc-1.8: Synthesize essential information about a chosen issue
 EN10RC-IVe-15.1: Evaluate the accuracy of given information
 EN10RC-IIc-5.4: Present information using tables, graphs, and maps
Learning Objectives:
a) investigate relevant pieces of information

b) distinguish the credible sources from various websites
c) know if the information gathered is accurate to a specific topic
d) make an illustration about the pieces of information gathered
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Chapter 1: Data Gathering and Information Analysis
TRYING OUT!
DIRECTION: Take a look at your level of preparedness for each lesson before
moving on to the next part of this module. By taking the quiz below, you will be
able to assess your understanding of key facts and figures, distinguish between
credible sources and non-credible sources, determine whether the information
gathered is relevant to a specific topic, and create a visual representation of the
information you have gathered.
In each of the items below, select the letter that represents the best answer. On
a separate sheet of paper, write your response.
1. Which among the choices is the best thing to do to evaluate your sources?
a. Investigate the author

b. Check the title of the book
c. Analyze the context of the information
d. Fix the internet connection
2. Which best defines the word ‘synthesizing?’

a. It means mixing the irrelevant ideas.
b. You compare and contrast the two different ideas.
c. Synthesizing simply means combining.
d. It means deleting the unreliable data.
3. Choose the correct order of the four steps to synthesize information from different
sources.
I. Outline your structure

II. Write paragraphs with topic sentences
III. Organize your sources
IV. Revise, edit and proofread
a. II, I, IV, III c. IV, III, II, I

b. I, IV, III, II d. III, I, II, IV
4. The following are tips in identifying inaccurate information, except for one:
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a. Check if the article is biased
b. Check the author of the page
c. Check the content is verified
d. Check when the website was last outdated
5. These are rows and columns of numbers and words (though mostly numbers), and
are useful in presenting information.
a. graphs c. maps
b. table d. none of the above
6. These are a common method to visually illustrate relationships in the data.
a. diagram c. table
b. graphs d. maps
7. These visual representations are useful in chunking the information that you have
gathered.
a. maps c. charts
b. graphs d. none of the above
8. Which are included in the criteria of identifying the accuracy and reliability of the
information?
I. authority
II. currency
III. susceptibility
IV. credibility
a. I only c. I, II, and II

b. I and III d. I and II
9. It is the degree to which the result of a measurement conforms to the correct value
or a standard.
a. credibility c. factuality
b. accuracy d. currency
10. To get accurate information we need the ________.
a. good data c. accurate information

b. right value d. reliable information
11. A reputable _______ should contain a bibliography for every article.
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a. journal c. book
b. document d. data
12. Every television and print news source has a ________.
a. link c. hyperlink
b. website d. connection
13. Which among the options that is a cause of giving someone inaccurate
information?
a. It is difficult to find who made the mistake.

b. It gives credibility to your work.
c. It strengthens your ideas and assumptions.
d. All of the above
14. ________ information may accrue by typographical mistake.
a. accurate c. inaccurate
b. relevant d. important
15. The best way you can work out if the article is biased is to look at the author or
company promoting the ___________.
a. product c. book
b. information d. journal
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DISCUSSION
SPELLING OUT!
The life in the 21st Century is progressive, recognizing diversity, and empowering
the age of information. As learners of today’s era, you are living in a world that is
social, political, and full of distorted facts presented on the table. For you to be
able to distinguish the misleading pieces of information over the Internet, you must
be critical and keen observant of the websites that you use. To do so, this lesson
will help you to (1) get vital information from various websites on the internet; (2)
synthesize essential information about a chosen issue; (3) evaluate the accuracy
of given information; and (4) present information using tables, graphs, and maps,
as aformentioned in the learning competencies.
Lesson 1. Getting Information from the Internet
1. Go to an article directory and search it to see if anyone has written an article

on the topic you are interested in. Article directories have thousands of articles
on a huge variety of topics and it is likely that you will find an answer to your
question there.
2. Go to an internet forum and post your question there. Depending on the

question you may want to go to a niche forum - one limited to a particular subject.
An example of this would be an if you have a question on gardening or plants -
going to a gardening forum would make sense for a question like that. The other
option is to go to a general forum and post your question there. An important
feature of most forums that you can utilize is choosing how to be notified if
someone responds to your thread. Normally the selections include no notification,
which means you'll have to check back on a regular basis, or a selection which
mean when you checked your control panel in the forum it brings up all your
threads - helpful if you've posted multiple threads and final email notification - either
immediately, daily or weekly in which case you'll receive an email advising you that
someone has posted a reply to your thread, a very handy feature in a smaller
directory.
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Methods to Investigate Your Source
It can be frustrating to conduct online research because internet sources can be quite
unreliable. If you find an online article that provides relevant information for your research
topic, you should take care to investigate the source to make sure it is valid and reliable.
This is an essential step in maintaining sound research ethics.
Investigate the Author
In most cases, you should stay away from internet information that doesn't provide the
name of an author. While the information contained in the article may be true, it is more
difficult to validate information if you don't know the credentials of the author.
If the author is named, find their website to:
1. Verify educational credits

2. Discover if the writer is published in a scholarly journal
3. See if the writer has published a book from a university press
4. Verify that the writer is employed by a research institution or university
5. Observe the URL
If the information is linked to an organization, try to determine the reliability of the

sponsoring organization. One tip is the URL ending. If the site name ends with .edu, it is
most likely an educational institution. Even so, you should be aware of political bias.
If a site ends in .gov, it is most likely a reliable government website. Government sites are
usually good sources for statistics and objective reports.
Sites that end in .org are usually non-profit organizations. They can be very good sources
or very poor sources, so you'll have to take care to research their possible agendas or
political biases if they exist.
For instance, collegeboard.org is the organization that provides the SAT and other tests.
You can find valuable information, statistics, and advice on that site. PBS.org is a non-
profit organization that provides educational public broadcasts. It provides a wealth of
quality articles on its site.
Other sites with the .org ending are advocacy groups that are highly political. While it is
entirely possible to find reliable information from a site like this, be mindful of the political
slant and acknowledge this in your work.
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Online Journals and Magazines
A reputable journal or magazine should contain a bibliography for every article. The list
of sources within that bibliography should be pretty extensive, and it should include
scholarly non-Internet sources. Check for statistics and data within the article to back up
the claims made by the author. Does the writer provide evidence to support his
statements? Look for citations of recent studies, perhaps with footnotes and see if there
are primary quotes from other relevant experts in the field.
News Sources
Every television and print news source has a website. To some extent, you can rely on
the most trusted news sources such as CNN and the BBC, but you should not rely on
them exclusively. After all, network and cable news stations are involved in entertainment.
Think of them as a stepping stone to more reliable sources.
Lesson 2. How to Synthesize Written Information from Multiple

Sources
 When you write a literature review or essay, you have to go beyond just
summarizing the articles you’ve read – you need to synthesize the literature to
show how it all fits together (and how your own research fits in).
 Synthesizing simply means combining. Instead of summarizing the main points of
each source in turn, you put together the ideas and findings of multiple sources in
order to make an overall point.
 At the most basic level, this involves looking for similarities and differences
between your sources. Your synthesis should show the reader where the sources
overlap and where they diverge.
Unsynthesized Example
Franz (2008) studied undergraduate online students. He looked at 17 females and 18 males and
found that none of them liked APA. According to Franz, the evidence suggested that all students are
reluctant to learn citations style. Perez (2010) also studies undergraduate students. She looked at 42
females and 50 males and found that males were significantly more inclined to use citation software
(p < .05). Findings suggest that females might graduate sooner. Goldstein (2012) looked at British
undergraduates. Among a sample of 50, all females, all confident in their abilities to cite and were
eager to write their dissertations.
Source Used with Permission: The Chicago School
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Synthesized Example
Studies of undergraduate students reveal conflicting conclusions regarding relationships between
advanced scholarly study and citation efficacy. Although Franz (2008) found that no participants
enjoyed learning citation style, Goldstein (2012) determined in a larger study that all participants
watched felt comfortable citing sources, suggesting that variables among participant and control
group populations must be examined more closely. Although Perez (2010) expanded on Franz's
original study with a larger, more diverse sample...
Source Used with Permission: The Chicago School
4 Steps to Synthesize Information from Different Sources
Step 1: Organize your sources
 After collecting the relevant literature, you’ve got a lot of information to work
through, and no clear idea of how it all fits together.
 Before you can start writing, you need to organize your notes in a way that allows
you to see the relationships between sources.
 One way to begin synthesizing the literature is to put your notes into a table.
Depending on your topic and the type of literature you’re dealing with, there are a
couple of different ways you can organize this.
Step 2: Outline your structure
 Now you should have a clear overview of the main connections and differences
between the sources you’ve read. Next, you need to decide how you’ll group them
together and the order in which you’ll discuss them.
 For shorter papers, your outline can just identify the focus of each paragraph; for
longer papers, you might want to divide it into sections with headings.
 There are a few different approaches you can take to help you structure your
synthesis.
If your sources cover a broad time period, and you found patterns in how
researchers approached the topic over time, you can organize your discussion
chronologically.
 That doesn’t mean you just summarize each paper in chronological order; instead,
you should group articles into time periods and identify what they have in common,
as well as signalling important turning points or developments in the literature.
 If the literature covers various different topics, you can organize it thematically.
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 That means that each paragraph or section focuses on a specific theme and
explains how that theme is approached in the literature.
Step 3: Write paragraphs with topic sentences
 What sets a synthesis apart from a summary is that it combines various sources.
The easiest way to think about this is that each paragraph should discuss a few
different sources, and you should be able to condense the overall point of the
paragraph into one sentence.
 This is called a topic sentence, and it usually appears at the start of the paragraph.
The topic sentence signals what the whole paragraph is about; every sentence in
the paragraph should be clearly related to it.
 For an effective synthesis, you can use topic sentences to link back to the
previous paragraph, highlighting a point of debate or critique:
“Several scholars have pointed out the flaws in this approach.”
“While recent research has attempted to address the problem, many of

these studies have methodological flaws that limit their validity.”
 By using topic sentences, you can ensure that your paragraphs are coherent and
clearly show the connections between the articles you are discussing.
 As you write your paragraphs, avoid quoting directly from sources: use your own
words to explain the commonalities and differences that you found in the literature.
 Don’t try to cover every single point from every single source – the key to
synthesizing is to extract the most important and relevant information and combine
it to give your reader an overall picture of the state of knowledge on your topic.
Step 4: Revise, edit and proofread
 Like any other piece of academic writing, synthesizing literature doesn’t happen all
in one go – it involves redrafting, revising, editing and proofreading your work.
Checklist for Synthesis
 Do I introduce the paragraph with a clear, focused topic sentence?

 Do I discuss more than one source in the paragraph?
 Do I mention only the most relevant findings, rather than describing every part of
the studies?
 Do I discuss the similarities or differences between the sources, rather than
summarizing each source in turn?
 Do I put the findings or arguments of the sources in my own words?
 Is the paragraph organized around a single idea?
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 Is the paragraph directly relevant to my research question or topic?
 Is there a logical transition from this paragraph to the next one?
Lesson 3. Accurate Information
 Accuracy is defined as ‘the degree to which the result of a measurement

conforms to the correct value or a standard’ and essentially refers to how close
a measurement is to its agreed value.
 Accuracy is to be ensuring that the information is correct and without any

mistake. Information accuracy is important because may the life of people depend
in it like the medical information at the hospitals, so the information must be
accurate.
 The quality of information measured by accuracy, timeliness, completeness,

relevance and if it is easy to understood by the users, so the accuracy important
for quality of information. And the accuracy represents all organization actions. To
get accurate information we need the right value (Information Ethics and Security).
According to the University of Greenwich (2021), these are some questions you can ask
when trying to determine the accuracy of information:
 Can the information the author presents be verified in another source?

 Are there references to documents which support the arguments the author
makes?
 Is the supporting evidence the author provides of a good standard?
 Are the references adequate, so that you could go and look up the information and
read it for yourself?
How to Identify Accurate and Reliable Sources
What makes a source reliable? To determine whether a source is reliable or not you must
look at certain criteria:
 Authority: Who is the author? What are their credentials? Do they have
knowledgeable experience in the field they are writing about? What is their
reputation?
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 Accuracy: Compare the author’s information to that which you already know is
reliable. Are there proper citations? Is the information biased?
 Coverage: Is the information relevant to your topic and does it meet your needs?
Consider what you need such as statistics, charts, and graphs.
 Currency: Is your topic constantly evolving? (e.g., Topics in technology and

medical innovation require sources that are up to date.)
Inaccurate Information
 If someone gave inaccurate information, it is difficult to find who made the mistake.
There are many reasons for inaccurate information. The most common case is
when the user enters wrong value.
 Also, inaccurate information may accrue by typographical mistake. To avoid this

mistake, the organization must find who has experience and skills for data entry
and it must use the programs which discover the typographical mistake.
 Inaccurate information with the passage of time it be hard to avoided if no one

updates it (like the address, phone numbers) and the information going to be more
inaccurate.
Five Tips to Identify False or Inaccurate Information (Johnson, 2019)
1. Check if the article is biased
 With all of the information available online, there can be problems with
guaranteeing you have found unbiased content, rather than false information.
 Normally data is used in selective ways to show information, so it can often be

used to showcase one point of view. For instance, a website supporting one
political party are likely to only post articles showing them in a positive light, which
could mean you have found biased or false information.
 The best way you can work out if the article is biased is to look at the author or
company promoting the information; are they linked to the issue? Would it be
beneficial for them to post this? Do you trust this person to speak on the area you
are researching?
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2. Check the author of the page
 On any page you use, there should be a link to the author who wrote the piece. If
there isn’t a link, this normally means that the information on the website could be
inaccurate.
 Be wary if there is only one form of identification that you’ve never heard of and no
other information. Search the information; does it show up anywhere else online?
If it does, see what people are saying.
 If there are links, check out the author.

o Is there information about them and an email address?
o Are they referenced by others online?
o Are they mentioned on the web on other sites?
o If the answer is yes to all of these questions, it is likely you are on a trustworthy
website.
o If it isn’t, you could be looking at false information.
3. Check the content is verified
 Websites can post information online, and often it helps to check and see if the
information is correct. If the work is heavily referenced that often means the
information is trustworthy, as other people and websites have verified the
information.
 It is also a good sign if the website shows you the method behind the work; check
the site out and see if it mentions how it gathered the data. You can use the web
or your local library to double-check whether the information is supported by others
in the same field.
4. Check when the website was last updated
 Often old articles containing false information will resurface and go viral online –
mainly because many people didn’t check the date of the article.
 See how often the page is updated, or if it is a dead page (a page that is no longer
updated or maintained by the author). If it is dead, it could mean the information is
out-of-date and inaccurate, as well as hard to verify.
 If the site is easy to navigate and regularly updated, it means the information is
more likely to be current and correct.
 If the site provides dates for the data it includes, as well as publication dates, the
information is even more likely to be accurate.
20
5. Check the company behind the website
 Even if the author is reputable, it is worth double checking the team behind the
website.
 If the website is copyrighted, that tends to be a good sign. The site should show
the name of the publishers, or a watermark for their company.
 If there isn’t a company or publishing body behind the website, it could mean the
content is the opinion of the author, rather than fact.
 Be wary if this is the case – most accurate research and data clearly references
the publishing body behind it, so it could be false information.
Lesson 4: Presenting the Information
Table, Graphs, and Maps
According to the PressBook BCCampus, tables are rows and columns of numbers and
words (though mostly numbers). They permit rapid access to and relatively easy
comparison of information. If the data is arranged chronologically (for example, sales
figures over a ten-year period), the table can show trends—patterns of rising or falling
activity. However, tables are not necessarily the most vivid or dramatic means of showing
such trends or relationships between data—for that, you’d want to use a line graph, which
is discussed in the next section
Graphs and maps are just another way of presenting the same data that is presented in
tables. At the same time, however, you get less detail or less precision in a chart or graph
than you do in the table. Imagine the difference between a table of sales figures for a ten-
year period and a line graph for that same data. You get a better sense of the overall
trend in the graph but not the precise dollar amount. Other types of charts and graphs are
horizontal bar charts, vertical bar charts, and pie charts.
Illustrating the Information Using Table, Graphs, and Maps
1. Table
Tables are a useful way to organize information using rows and columns. Tables are a
versatile organization tool and can be used to communicate information on their own, or
21
they can be used to accompany another data representation type (like a graph). Tables
support a variety of parameters and can be used to keep track of frequencies, variable
associations, and more.
Figure 1: Information on a Table
1. Graphs
Graphs are a common method to visually illustrate relationships in the data. The purpose
of a graph is to present data that are too numerous or complicated to be described
adequately in the text and in less space. Do not, however, use graphs for small amounts
of data that could be conveyed succinctly in a sentence. Likewise, do not reiterate the
data in the text since it defeats the purpose of using a graph (Surg, 2014)
Figure 2: Information on a Graph
22
2. Maps
Maps are visual representations of information. They can take the form of charts, graphic
organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept maps are
especially useful for students who learn better visually, although they can benefit any type
of learner. They are a powerful study strategy because they help you see the big picture:
by starting with higher-level concepts, concept maps help you chunk information based
on meaningful connections. In other words, knowing the big picture makes details more
significant and easier to remember.
Figure 3: Information on a Map
23
CHECKING UP!
In your previous lesson, you have learnt about data gathering and
information analysis. Let us see how well you remember their important
concepts and functions
Activity 1. I dictate, You Infer!

DIRECTION: Read the sentences below and make an inference from what they are
pertaining to.
Statement 1:I find the name of the author. I look for their website and I verify their
educational credits.
Statement 2:I find the name of the author. I discover if the writer is published in a
scholarly journal.
Statement 3:I find the name of the author. I seek if the writer has published a book from
a university press.
 As you dictate the three statements above, you may therefore infer that they
pertain to one of the methods to investigate the source. What is it?
 You’re right! The statements above pertain to Investigate the Author.
Reminder:
In investigating the author, you are simply
performing one of the methods in investigating a
credible source. In most cases, you should stay
away from internet information that doesn't
provide the name of an author. While the
information contained in the article may be true, it
is more difficult to validate information if you don't
know the credentials of the author.
24
Activity 2: Answer me!
DIRECTION. With the following hints provided, give an answer that will rebut the
sentences below.
o First, Juan organized the sources.
o Second, he outlined your structure.
o Third, he wrote paragraphs with topic sentences.
o Fourth, he revised, edited and proofread.
 Based on the hints above, what was Juan doing after all?
 You’re right! Juan is synthesizing information from different sources.
 The statements above are the four steps in synthesizing information from
different sources.
Activity 3. Find the word!
DIRECTION. Refer to the box below. The answers have each corresponding letter to
complete the word. Answer the questions to spell the right answer!
1. topic constantly evolving = ___

G. quality
2. Rows and columns = ___
E. Currency
M. tables 3. visual representations of information = _____
J. Accuracy 4. visually illustrate relationships in the data = _____

N. Graphs 5. credentials, experience, and reputation = _____
D. Author
6. relevance and proper citations = _____
U. Maps
7. information meets the needs = _____
T. coverage
8. measured by accuracy, timeliness, completeness, relevance = ___
Good job! The right word is JUDGMENT.
25
WORKING UP!
Activity 4: Citing Evidence

DIRECTION. Compose an informative essay with at least 2 and maximum of 5
pages about the life before the pandemic and how it went on until the present.
The essay must have an introduction, body, and conclusion. The following must
be presented in the content:
- Comparison to the number of cases for the years 2020, 2021, and start of
2022
- Number of Filipinos who became jobless during the pandemic
- Philippines’ economic status in the pre-pandemic and during pandemic
periods
- Your reaction, recommendation, and/or conclusion
You may use the rubric below as your guide.
High Basic Approaching Not Proficient

Proficiency Proficiency Proficiency
Content And Contains a Contains a Contains a claim, Contains a
Analysis clear, clear claim. but is not fully minimal claim
compelling articulated. Claim that is beyond
Claim
claim. Claim demonstrates correct literal
demonstrates
demonstrates basic literal repetition
sufficient
insightful comprehension misinterpretation. Minimal
comprehension inferential
and valid basic Major points of
and valid analysis serv
inferences. textual analysis
precise no clear
are missing of
inferences. Overall purpose.
irrelevant to
Overall analysis
accomplish
analysis follows
purpose.
follows logically logically from
from the text. the text.
Command Central claims Central claim is Central claim is Demonstrates
Of Evidence are well- well-supported only partially some
supported by by textual supported by comprehension
textual evidence. textual evidence. of the idea of
evidence. evidence, but
Use of relevant Analysis is
Use of relevant only supports
evidence is occasionally
evidence is the claim with
generally supported with
sustained minima
significant gaps
evidence which
26
thought the sustained with or is generally
entire analysis. some gaps. misinterpretation. invalid or
The core irrelevant.
The core The core
reasoning reasoning reasoning is
follows from follows from tangential or
evidence evidence. invalid with
respect to the
evidence.
Coherence The The Some attempt There is no
And organization organization has been made sustained
strengthens the supports the at a sustained organization
Organization exposition. The exposition. The organization, but for the
introduction introduction major pieces are exposition.
establishes establishes the missing or Organization
context; the context; the inadequate. The does not rise
organizational organizational introduction does above the
strategies are strategies are not establish the paragraph
appropriate for appropriate for context; The level. The
the content and the context and organizational essay does
purpose. purpose. strategy is contain
unclear and discrete
There is a The ideas
impedes paragraphs,
smooth progress
exposition. but the
progression of smoothly with
Paragraphs do relationships
ideas appropriate
contain separate among them
enhanced by transitions, but
ideas, but the are unclear.
proper evidence is not
relationships
integrations, always Ideas do not
among them are
sentence integrated flow across
not indicated with
variety, and properly. paragraph and
transitions.
consistent Sentences are often
Quotes and
formatting. relate relevant impeded by
paraphrases may
information erroneous
be present, but
and formatting sentence
no distinction is
is consistent. structure a
made between paragraph
the two and they development.
are not
effectively
integrated into
the exposition.
Sentences are
repetitive and fail
to develop ideas
from one to the
next.
27
Control of Contains Contains Contains vague, Contains very
Language precise and appropriate repetitive and limited and
and vivid vocabulary that often incorrect often incorrect
Grammar vocabulary, may lack some word choice. word choice.
which may specificity, Sentence Sentence
include including some structure is structure is
imagery of imagery or repetitive, repetitive,
figurative figurative simplistic and simplistic often
language and language and often incorrect, incorrect,
appropriate appropriate distributing the resulting in a
academic academic presentation of minimal
vocabulary. vocabulary. ideas. expression of a
The sentence The sentence few simplistic
There are few or
structure draws structure ideas.
no attempts to
attention to key supports key
develop an
ideas and ideas and appropriate style. Illustrates
reinforces relationships
relationships among ideas, Illustrates consistent
among ideas. but may lack consistent errors errors of
Successful and some variety of standard, standard,
consistent and clarity. grade--‐ level--‐ grade‐level-
stylistic choices appropriate appropriate
Evidence of
have been writing writing
stylistic
made that conventions. conventions.
choices that
serve the Errors disrupt Errors impede
serve the
writing readability and readability and
purpose of the
purpose. undetermined comprehension
essay.
the force of the the writing.
Illustrates Illustrates writing.
consistent consistent
command of command of
standard, standard,
grade-level grade‐level-
appropriate appropriate
writing writing
conventions. conventions.
Errors are so Minor errors
few and so slightly reduce
minor that they the force of the
do not disrupt writing.
readability or
affect the force
of the writing.
28
REFERENCE FOR THE RUBRIC: https://www.nvcc.edu/osi/_docs/academic-
assessment/clo/evidence-based-writing-rubric.pdf
Activity 5: Information Analysis

DIRECTION. Read the news article provided below. Analyze the data shown and identify
the figures presented from July 2021-February 2022. Present them through an
illustration (table, graph, or map). Criteria for scoring will be as follows:
 50% Clarity & Accuracy

 30% Organization & creativity
 20% Aesthetic appeal & neatness
DOH said that of the 164 deaths, 86 occurred in February 2022 (52 percent), 52 in January
2022 (32 percent), six in December 2021 (4 percent), two in November 2021 (1 percent),
six in October 2021 (4 percent), eight in September 2021 (5 percent), two in August 2021 (1
percent), and two in July 2021 (1 percent) due to late encoding of death information to
COVIDKaya.
“This issue is currently being coordinated with the Epidemiology and Surveillance Units to
ensure information is up to date,” DOH stated.
Monday’s update brings the total number of cases since the start of the pandemic to
3,639,942. Active cases stood at 76,609 with 93.8 percent of it are mild and asymptomatic,
according to DOH.
Among the active cases 69,574 are mild, 2,970 are moderate, 2,310 are asymptomatic,
1,443 are severe and 312 are in critical condition.
Of the 2,730 reported cases today, DOH said that 2,627 (96 percent) occurred within the
recent 14 days from Feb. 1 to Feb. 14. The top regions with cases in the recent two weeks
were the National Capital Region (467 or 18 percent), Region 4-A (330 or 13 percent) and
Region 7 (283 or 11 percent).
DOH also reported 7,456 new recoveries bringing it to 3,508,239 or 96.4 percent of the total
number of cases while the 164 deaths recovered bring the total tally to 55,094 or 1.51
percent of the total number.
Meanwhile, by mid-March DOH said that national daily new cases are expected to go below
2,100 according to the projections made by Feasibility Analysis of Syndromic Surveillance
using Spatio-Temporal Epidemiological Modeler (FASSTER).
“However, if compliance to minimum public health standards (MPHS) decreases, cases are
expected to go back to an increasing trend. These projections assume that most coses have
the Omicron variant and are based on several assumptions including mobility, vaccination
coverage, and adherence to MPHS,” DOH said
Source: https://mb.com.ph/2022/02/14/ph-records-2730-new-covid-19-cases-164-deaths/
29
REMEMBER ME!
For this chapter, you were able to know the necessary methods in data
gathering and information analysis. By finishing this chapter, the following were
discussed:
- Getting information from the Internet

- Synthesizing written information from multiple sources
- accurate information
- using table, graphs, and maps
By learning these from the discussion, it would be important to take note
of the following:
 There are two ways on how to get information from the Internet:
one is to go to an article directory and search it to see if anyone
has written an article on the topic you are interested in. Article
directories have thousands of articles on a huge variety of topics
and it is likely that you will find an answer to your question there.
Second one is to go to an internet forum and post your question
there.
 There are four steps in synthesizing information from different

sources: first, organize your sources. Second, outline your
structure. Third, write paragraphs with topic sentences. And
fourth, revise, edit, and proofread.
 In identifying accurate sources and data, it necessary to observe

the following such as: authority, accuracy or objectiveness,
coverage, and currency or timeliness.
 Some of the ways in presenting data and figures are presenting

them through tables, graphs, and maps.
30
CHECKING OUT!
Part 1: GIVE A CHECK.

DIRECTION. Answer this assessment to test your mastery and the knowledge that you
have gained in this module. Check the box if it is included to the checklist for synthesis.
 Do I introduce the paragraph with an unclear, focused topic sentence?

the studies?
 Is information enough to be synthesized?
 Do I need to break down the gathered ideas or information?
 Is the paragraph organized around a double idea?
 Is the paragraph indirectly relevant to my research question or topic?
Part 2: COMPLETE IT!

DIRECTION. Choose the best answer to complete the statement.
1. Instead of _________ the main points of each source in turn, you put together the
ideas and findings of _________ sources in order to make an overall point.
a. editing — single
b. editing — multiple
c. summarizing — single
d. summarizing — multiple
2. In most cases, you should stay away from internet __________ that doesn't
provide the ______ of an author.
a. information — birthday
b. information — name
c. connection — name
d. connection — birthday
31
3. If the site name ends with _____, it is most likely an educational __________.
a. .org — project
b. .org — institution
c. .edu — project
d. .edu — institution
4. _________ sites are usually good sources for _________ and ________ reports.
a. Education — reports — objective

b. Government — statistics — subjective
c. Education — reports — subjective
d. Government — statistics — objective
5. _____ is a non-profit organization that provides educational _______ broadcasts.
a. PBS.org — private
b. PCS.org — public
c. PBS.org — public
d. PCS.org — private
CHECKING OUT II
Part 1: ACCURACY or INACCURACY?

DIRECTION. Answer this first part of the second assessment to test your knowledge
about the concept of accuracy and inaccuracy. Write A if the statement defines/describes
accuracy, and IN if it defines/describes inaccuracy.
The degree to which the result of a measurement conforms to the correct
value or a standard.
This information may result to by typographical errors or mistakes.
It means wrong, incomplete or misleading information or information which
does not reflect the truth.
A lot of scientist said that the earth is not round; instead, it is flat.
It represents all organization actions. To get this we need the right value.
32
PART 2: ESSAY
DIRECTION. For five points, write down your ideas or knowledge that you have cultivated
in this lesson about the three useful visual representations of information. It shall consist
of five to ten sentences.
1. Table 3. Maps
2. Graphs
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33
REFERENCES
Fleming, Grace. (2021, February 16). How to Determine a Reliable Source on the
Internet. Retrieved from https://www.thoughtco.com/internet-research-tips-
1857333
Harris, A. (2007). Getting Information From the Internet. Retrieved from:

https://ezinearticles.com/?Getting-Information-From-the-Internet&id=505509
How do I Evaluate the Information that I Find?. (2021, April 27). Retrieved from
https://www.gre.ac.uk/articles/ils/how-do-i-evaluate-the-information-i-
find#:~:text=Here%20are%20some%20other%20questions,provides%20of%20
a%20good%20standard%3F
Johnson, A. (2019). Five Tips Identify False Information and Websites Online. Retrieved
from https://www.lifehack.org/articles/productivity/5-tips-identify-false-
information-and-websites-online.html
McCombes, S. (2020, March 28). How to synthesize written information from multiple
sources. Simply Psychology. Retrieved from
www.simplypsychology.org/synthesising.html
Surg, J.W. (2014, May). The Effective Use of Graph. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4078179/
34
Chapter 2: Evaluating Text
and Stories
INTRODUCTION:
Learning Competencies
 EN10RC-IIh-2.22: Evaluate text content, elements, features, and properties using a

set of criteria
 EN10RC-IIe-7.3: Read closely to get the authors purpose
 EN10RC-IIlf-2.18: Personal significance of the selection to the reader (reader
response)
Learning Objectives
At the end of this chapter, you should be able to:
a. recognize and distinguish the properties, elements, and features of a text

b. determine the importance of evaluating text
c. infer the message of the text and reflect on the purpose of the author and relate it to
their lives
d. evaluate text based on a set of criteria
35
Chapter 2: Evaluating Text and Stories
TRYING OUT!
DIRECTION: Choose the letter of the correct answer from the choices below.
Write your answer on a separate sheet of paper.
1. It is defined as the ability to understand what you read.

a. evaluation c. critical thinking
b. reading comprehension d. text analysis
2. The purpose of this is to create an opinion or judgment on a selection with the

intention of transmitting that opinion to others.
a. text analysis c. short analysis
b. text report d. short report
3. It is a piece of literature that is nearly always rhythmical and often has meter and
rhyme.
a. poem c. short story
b. novel d. article
4. It is a body of written works produced in a particular language, country, or age.

a. text c. literature
b. poem d. prose
5. It is a prose narrative that is shorter than a novel in length which can be read in a
single setting.
a. novelette c. legend
b. fable d. short story
6. It is a piece of writing that appears in a newspaper, magazine, or other publication

with other pieces of writing.
a. article c. song
b. analysis d. advertisement
7. It is a form of active reading in which the reader analyzes the text both while
reading and afterward.
a. intensive reading c. critical reading
b. independent reading d. extensive reading
8. It is a systematic and planned process of acquiring and interpreting data to

inform learning, decision-making, and action.
36
a. evaluation c. writing
b. comprehend d. reading
9. It is information about recent events in the country and the world that is published
in newspapers and aired on radio and television.
a. story c. drama
b. news d. announcement
10. It is a process of actively constructing meanings from words.

a. writing c. listening
b. viewing d. reading
37
Lesson 1: Evaluating a Text or an Article
Activity 1: Read Your News!

DIRECTION: Read the news report below and answer the questions that follow:
Duterte approves DepEd's proposal on expanded face-to-face classes
Image from: https://www.manilatimes.net/
MANILA, Philippines — President Rodrigo Duterte has approved the Department of

Education's (DepEd) proposal to expand in-person classes, subject to the safety
measures to be set by the health department and the concurrence of local governments
and parents.
Acting presidential spokesman Karlo Nograles said the DepEd has recommended the
expansion of face-to-face classes in Alert Level 2 areas but it should be supported by
local governments, parents and other stakeholders.
"The president has no objection to that and after the presentation of (DepEd) Sec.
(Leonor) Briones, then they can continue their classes. Again, it will be the DepEd and
38
the DOH (Department of Health) combined who will be assessing the expansion or pilot
implementation ng face-to-face classes," Nograles said at a press briefing Tuesday.
Briones presented the proposed expansion of the in-person classes during a meeting of
the government's pandemic task force last Monday. Under the proposal, the expansion
will start not earlier than the first week of February because some areas like Metro Manila
and Calabarzon will be under Alert Level 3 until the end of January.
The expansion of in-person classes will be progressive in areas under Alert Levels 1 and
2. The DepEd and the DOH will decide on the scale and mechanics of the expansion of
face-to-face classes and other school-based activities in consultation with the interior
department and the justice department.
"The framework of shared responsibility will continue. We know that LGUs (local
government units) should concur and we are conscious of the need for parents' consent...
We cannot just expand without securing the approval of local governments and the written
consent of parents," Briones said in Filipino.
Only vaccinated teachers and non-teaching personnel would participate in the face-to-
face classes and participation by vaccinated students shall be preferred, the education
chief added.
Briones claimed the conduct of pilot face-to-face classes from November 15 to
December 22, was "highly successful." The pilot in-person classes involved 287 schools
and 15,000 learners.
Briones said a high level of attendance or 83 percent of students was recorded and there
was no recorded confirmed case of COVID-19 in all participating schools. There was also
a high level of confidence to expand and continue the limited face-to-face classes, she
added.
Briones also reported that Metro Manila, which has a total of 2.7 million students, and
Calabarzon, which has 3.8 million learners, have suspended classes after they were
escalated to Alert Level 3.
"We did not suspend (classes) in all areas because of varying situations. We have given
regional directors the authority but of course, they were closely monitored and were
always reporting to us," she said.
(posted at philstar.com on January 18, 2022)
39
Answer the following questions:
1. What does the news headline imply?
2. Who may be affected by the news?
3. Does it concern you as the reader?
4. Do you think the pronouncement of the President is sound and proper?
5. How does the Department of Education take the challenge?
6. Do you think expanded face-to-face classes shall be implemented? Why or why
not?
Vocabulary bank:
Headline – it is the title of a news story or article usually printed
in large font and summarizing the narrative or article that follows.
Pronouncement - an official or authoritative statement or
announcement.
Occurrence - two or more events or conditions occurring or
existing at the same moment is referred to as concurrence.
Pilot – a test or a plan before introducing it more widely.
Spokesman or spokesperson - is someone who speaks on
behalf of another individual or group of people, usually in a
professional role.
40
DISCUSSION
SPELLING OUT!
A systematic and planned process of acquiring and interpreting data
(quantitative and qualitative) to inform learning, decision-making, and action
is referred to as evaluation. According to Merriam Webster Dictionary, it is
the assessment of something or someone's worth, nature, character, or
quality.
Text Evaluation
Knowing why you're reading can help you make greater sense of what you're reading. If
you want to analyze the material you read, you must remember it. To comprehend
implies to grasp or comprehend something. As a result, reading comprehension is
defined as the ability to understand what you read. It entails decoding the meanings of
the words in order to figure out what is being said. When reading text, stories, or other
literary selections, you will need to use critical-reading skills. Critical reading is a form of
active reading in which the reader analyzes the text both while reading and afterward. It
entails going over the text and determining its strengths and faults, as well as assessing
its believability. It's a good idea to underline key topics in a text or use Post-it Notes to
note your ideas, comments, and questions in your mind as you read. If the material is in
digital format, the reading device will most likely include facilities for taking notes and
highlighting key points. Graphic organizers can be a useful tool for recording and
analyzing information when taking notes.
Evaluating a Text
The purpose of assessing a text is to create an opinion or judgment on its content, quality,
or validity with the intention of later transmitting that opinion to others. Evaluating and
responding to different text selections explains how to critically examine a fiction or
nonfiction text and meaningfully respond to the author's work. The narrative teaches how
to analyze a text's central idea, audience, and goal, as well as the author's point of view,
evidence, style, and organization, in an easy-to-follow manner. To grasp what a text is
about, there are few steps you can consider doing. The first step is summarizing the
primary idea of the text. Then, you can start analyzing different components of the text to
have a better understanding of it. Finally, you can use the knowledge you gained from
your review to build your own opinions on the text. These reflections on the book, along
41
with any conclusions you've drawn about the content, can aid you in communicating your
ideas and perspectives.
What is an article?
An article is a piece of writing that appears in a newspaper, magazine, or other publication
with other pieces of writing.
How to evaluate an article?
The Culinary Institute of America, Conrad N. Hilton Library published a method on how
to evaluate an article. These are:
 Purpose of Article: Why was the article written? To:
o persuade the reader to do something? For example: vote a certain way,
purchase an item, attend an event
o inform the reader? For example: results of a study/experiment, what
happened at an event
o prove something? For example: that a behavior is bad/good, a method
works/doesn't work
 Type of Journal: For college papers, information should be obtained mainly
from scholarly journals.
o Scholarly Journals contain articles describing high quality research that
has been reviewed by experts in the field prior to publication.
o Trade magazines are important for professionals and students preparing
to enter an industry. For academic projects, they can be useful for industry
information or economic data.
o Popular magazines, such as Time, People, Bon Appetit, should be used
sparingly, or not at all.
 Organization and Content: Is the material organized and focused? Is the

argument or presentation understandable? Is this original research, a review of
previous research, or an informative piece?
 Bias: Some publications have an inherent bias that will impact articles printed in
them. Is the journal:
o political?
o an alternative press?
o sponsored by a company or an industry lobby, such as a pharmaceutical
company or a marketing board?
42
 Date of Article: Some topics, such as those in the sciences, require current
information. Other subjects, such as history, value older material as well as current.
Know the time needs of your topic and examine the timeliness of the article; is it:
o up-to-date,
o out-of-date, or
o timeless?
 Bibliography: Scholarly works always contain a bibliography of the resources that

were consulted. The references in this list should be in sufficient quantity and be
appropriate for the content. Look for:
o if a bibliography exists
o if the bibliography is short or long
o if the references are original journal articles or only summaries from
encyclopedias, etc.
o if the references are contemporary to the article or much older
o if the citation style is clear and consistent
 Usefulness: Is the article relevant to the current research project? A well-

researched, well-written article is not going to be helpful if it does not address the
topic at hand. Ask, "is this article useful to me?" If it is a useful article, does it:
o support an argument?
o refute an argument?
o give examples (survey results, primary research findings, case studies,
incidents)?
o provide "wrong" information that can be challenged or disagreed with
productively?
 Authority: Is the author an expert in this field? Where is s/he employed? What
else has s/he written?
 Coverage: Does the article cover the topic comprehensively, partially, or is it an
overview?
 Audience: For what type of reader is the author writing? This ties in with the type
of journal, as popular magazine is geared to the general reader, while trade
magazines are for the specialist and scholarly journals are directed at researchers,
scholars or experts in the field. Is the article for:
43
o general readers?
o students (high school, college, graduate)?
o specialists or professional?
o researchers or scholars?
 Illustrations: Are charts, graphs, maps, photographs, etc. used to illustrate

concepts? Are the illustrations relevant? Are they clear and professional-looking?
What I have learned?
1. Why do you need to evaluate a text or article?
2. How could evaluating texts benefit you as a reader?
REMEMBER ME!
 Evaluation is the systematic and planned process of acquiring and
interpreting data (quantitative and qualitative) to inform learning,
decision-making, and action.
 The purpose of evaluating a text is to create an opinion or judgment
on its content, quality, or validity with the intention of later transmitting
that opinion to others. It requires critical reading.
- Critical reading is a form of active reading in which the reader
analyzes the text both while reading and afterward. It entails
going over the text and determining its strengths and faults, as
well as assessing its believability.
 Conrad N. Hilton Library published a method on how to evaluate an
article. The following are what to consider while evaluating: (1)
purpose of article, (2) type of journal, (3) organization and content, (4)
bias, (5) date of article, (6) bibliography, (7) usefulness, (8) authority,
(9) coverage, (10) audience, and (11) illustrations.
44
CHECKING UP!
Activity 2: Word Puzzle

DIRECTION. Encircle the 10 words related to evaluating texts listed below. Words
may appear straight across, up and down, down and up, and diagonally. Define the
words in the space given after finding them.
A B L O M N Q R W B W C A
U P U R P O S E M B E N U
U B N G C M Z A B I A S T
C X H A G L X C R S C E H
K E J N L K D V T T C F O
U G K I M J B I M N L J R
M A Y Z Z H C M E M K O I
G R Z A Y L Q I P N H U T
E E X T E G D K U Y E R Y
C V S I D U A D M E G N Y
W O W O A F S A I H F A T
V C O N T E N T L R S L H
U S E F U L N E S S A B M
1.____________________________________________________________________
2.____________________________________________________________________
3.____________________________________________________________________
4.____________________________________________________________________
5.____________________________________________________________________
6.____________________________________________________________________
7.____________________________________________________________________
8.____________________________________________________________________
9.____________________________________________________________________
10. ___________________________________________________________________
45
Activity 3: Who am I for?
DIRECTION. Identify the target audience of the following texts below based on the title
and excerpt provided. Select your answer from the word box. Briefly explain why did
you come up with your answer.
Tourists Writers Chef

Engineers Doctors Pilots
Students Teachers Principals
________1. Fifteen Best Spots in the Philippines: Beaches, Diving Spots, Rivers,
Waterfalls, Historic Sites
If tropical islands, beautiful landscapes, and unending adventure are in your
bucket list for a holiday trip, then you have found a gem of a destination with the
Philippines. The Philippines has over 7,000 islands and is the perfect getaway to
experience a mix of nature, culture, and fun. The geographical features of the
Philippines ensure that there are natural attractions wherever you go. Whether
you're headed to Luzon tourist spots, Visayaz tourist spots, or Mindanao tourist
spots, expect beautiful sights, unique attractions, friendly locals, and memorable
experiences.
Grayson Yañez I https://guidetothephilippines.ph/
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________
________2. Effective Classroom Management and The Development of Subject-

Related Interest
Classroom management is generally considered to entail all actions taken
by the teacher to ensure order and effective time use during lessons. One aspect
that has received little attention to date is the impact of classroom management
46
strategies on students’ motivation. With this, it is sometimes argued that learning
too much classroom management may have negative effects, particularly where
educational objectives other than academic achievement are concerned.
Mareike Kunter | https://www.sciencedirect.com/
___________________________________________________________________________________________
_________3. The Importance of Time Management in Online Learning
___________________________________________________________________________________________
It’s easy not the take online learning seriously. With regular classroom
___________________________________________________________________________________________
learning, you have a specific place you need to be at a specific time. But, learning
___________________________________________________________________________________________
online requires you to set aside some time on your own to study and go through
the lessons. This requires discipline and a real understanding about how to wisely
___________________________________________________________________________________________
use your time throughout the day.
___________________________________________________________________________________________
Georgi Todorov| https://elearningindust
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________
_________3. The Importance of Time Management in Online Learning

It’s easy not the take online learning seriously. With regular classroom
learning, you have a specific place you need to be at a specific time. But, learning
online requires you to set aside some time on your own to study and go through
the lessons. This requires discipline and a real understanding about how to wisely
use your time throughout the day.
Georgi Todorov| https://elearningindustry.com/
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________
47
Activity 4: Where Did I Come From?
DIRECTION. Read the except from the texts retrieved online. Write SJ on the blank
before the items if you can find the text in Scholarly Journals, TM for Trade Magazines,
and PM for Popular Magazines.
_________1. Exploring Filipino Adolescents' Conception of Happiness

The first aim of the study is to look at how Filipino adolescents define
happiness as meaning and concepts about a specific phenomenon is highly
shaped by one’s culture. In other words, we take the stance that conception
of happiness among Asians significantly differs from that of Westerners.
The second objective is to explicitly examine personal characteristics that
describe a happy Filipino adolescent.
_________2. Even Supermodels Were Impressed by Catriona Gray’s “Lava Walk”

It takes a lot for a pageant to feel fresh. The entire idea of a
competition based primarily on looks is passé, but amid the spectacle of last
night’s Miss Universe contest, something special happened. The night’s big
winner, Catriona Gray, a 24-year-old model who represented the
Philippines, took to the stage and delivered a runway stomp worthy of
fashion month. Gray’s “lava walk” first created a storm over the weekend
when footage from the preliminary competition hit the Internet. Memorable
thanks to her confident stride and final twirl, the strut caught the attention of
supermodel Tyra Banks, who retweeted the clip and added some America’s
Next Top Model–esque commentary. “Pinoy power to the max!” tweeted the
clearly impressed Banks. “You did it! And that walk and confidence? I
mean… next-level fierce!”
_________3. ‘Raya and the Last Dragon’ is a Melting Pot of Southeast Asian Culture
Walt Disney Animation Studios (the makers of Frozen and Moana)
has dropped the first trailer for Raya and the Last Dragon, featuring Disney’s
first Southeast Asian princess. The trailer introduces Raya, a lone warrior
in the fantasy world of Kumandra, where humans and dragons once lived
in harmony. But when an evil force scourged the land, the dragons
sacrificed themselves to save humanity. Five hundred years later, the same
evil has returned and now Raya sets on a journey to find the last dragon,
unite the divided people, and save the world.
48
_________4. Turning Face Masks into Smart Monitoring Devices
Northwestern Engineering researchers have developed a new smart
sensor called FaceBit, which is a quarter-sized sensor that uses a tiny
magnet to attach to any N95, cloth or surgical face mask. Northwestern
Engineering researchers have developed a smart sensor platform for face
masks that they are calling a “Fitbit for the face.” Dubbed “FaceBit,” the
lightweight, quarter-sized sensor uses a tiny magnet to attach to any N95,
cloth or surgical face mask. Not only can it sense the user’s real-time
respiration rate, heart rate, and mask wear time, it also may be able to
replace cumbersome tests by measuring mask fit. All this information is then
wirelessly transmitted to a smartphone app, which contains a dashboard for
real-time health monitoring. The app can immediately alert the user when
issues — such as elevated heart rate or a leak in the mask — unexpectedly
arise. The physiological data also could be used to predict fatigue, physical
health status and emotional state.
_________5. Colonial Mentality: A Filipino Heritage?

Skechers, Havaianas, Converse and Crocs’ sales in the Philippines
reach hundred million a year while the Marikina Shoe industry remains an
underdog. A kid prefers to eat Hershey’s Kisses rather than enjoy Goya
chocolate. The Hunger Games and other Hollywood films attract more
audiences than Ang Babae sa Septic Tank and other Filipino movies. The
current trend in the Philippines is very far from what former President Carlos
P. Garcia had envisioned when he initiated the Filipino First Policy during
his administration. The program’s main objective was to free the Philippine
economy from foreign control and supervision. Although there are Filipinos
who try to follow the path of nationalism that Jose Rizal and other heroes
had taken, there are more who are driven by colonial mentality.
49
WORKING UP!
Activity 5: Evaluate Me!

DIRECTION. Let’s apply what you have learned! Read the text about the
importance of voting wisely for the upcoming elections. After reading, evaluate the
text by completing the table below.
Our Duty to Vote Wisely

by Tony Samson
August 11, 2021
OUR CIVIC DUTY, aside from obeying traffic rules, celebrating Olympic victories, and
paying taxes, is to vote wisely. Advocacy groups for getting the vote out through the
registration of new or lapsed voters may also set up forums to evaluate the qualifications
of candidates.
One TV non-debate format

has been used before. This
can feature paired
candidates, with well-known
ones partnered with fringe
hopefuls to be given equal
time in answering questions
from the public. These can
cover qualifications as well as
policy statements on such
subjects as extra-judicial
Image from: The Human Rights Watch
killings and economic
recovery after the pandemic.
Maybe the format will be a virtual setting, making it even more challenging keeping the
audience awake.Anchors keep the program rolling. Questions are asked from the floor,
including those from professorial types who are not clocked for the time they take with
their mini-speeches seeking a reaction from the candidate. The viewing of such public-
interest (although there is little that is interesting) exchanges can be painful to watch, not
unlike a visit to the dentist for prophylaxis.
This exchange of views can also follow a debate format, which some major candidates
shun for obvious reasons.
With the ubiquity of polls and the ranking of candidates, “electability” has become a
distracting attribute. Why waste a vote for someone with no chance of winning? Here is
a clear case of a “self-fulfilling prophecy,” or mind-conditioning. If everyone votes not for
the deserving candidate but the one less desirable but with a supposedly higher
probability of getting the votes, does the citizen not abandon the better candidate for a
50
compromise choice? Except for candidates who were classmates or neighbors of ours
and therefore well-known enough to us, we have to rely only on an artificially enhanced
public persona. The really ardent voter can still do research on the public record.
Table for Evaluation. Designed based on The Culinary Institute of America, Conrad N.
Hilton Library’s guide on evaluating texts.
Title:
Date of Publication Name of Author:
Questions Yes No How did you say so?

Cite parts of the text that
supports your evaluation
1. Is the text organized
and focused?
2. Does the text contain

bias?
3. Is the text timely?
51
4. Is the content of the
article relevant to the
topic?
5. Does the text cover

the topic
comprehensively?
6. Will the presented

information be beneficial
to the reader?
HOHO! Reaction check! Encircle what you felt after reading the text!
52
Activity 6: Taking It Real Life!
DIRECTION. Cut out and paste an article from a newspaper or magazine that you have
read recently. Write a short reflection based on the Conrad N. Hilton Library method of
evaluating texts and articles.
Additional Questions:
1. What does the news headline imply?
2. Who may be affected by the text?
3. Does it concern you as the reader?
4. What did you feel after reading the text?
5. Did the reader achieve their intended purpose for writing the text?
53
Lesson 2: Evaluating Short Stories, Poems and Other Literature
SPELLING OUT!
The word ‘literature’ derived from the Latin word literature meaning
"writing formed with letters”. Literature, in its broadest sense, is any written
work. According to Merriam Webster Dictionary, it is a body of written
works produced in a particular language, country, or age. It is most commonly referring
to works of the creative imagination, including poetry, drama, fiction, nonfiction, and in
some instances, journalism, and song.
A short story is a prose narrative that is shorter than a novel in length which can be read
in a single setting. It usually features few characters, aiming for uniformity of effect, and
focusing on atmosphere creation rather than storyline.
A poem is a piece of literature that is nearly always rhythmical, frequently metaphorical,
and often has formal aspects such as meter, rhyme, and stanzaic structure, and that has
characteristics of both speech and song.
Activity 1: Let’s Go Back to the Previous Lesson!

Part A. Identification
DIRECTION. Identify the correct answer from each item. Write your answer on a
separate sheet of paper.
1. It the element of a short story that can be defines as any person, figure, or
animals.
2. It is the central idea of the story.
3. It refers to the sequence of events in a story.
4. It refers to the time and location in which story takes place.
5. It is the angle from which the story is told.
54
Part B. Matching Type
DIRECTION. Find the answer for column A by matching it to column B.
COLUMN A COLUMN B
_____1. It connects one incident to the next and a. resolution/
keeps the plot moving. denouement
_____2. This type of character possessed many- b. rounded character
sided and complex personalities.
_____3. It is the start of the story that the c. exposition
characters and settings are introduced.
_____4. This type of character possessed one or d. static character
two characters that never change.
_____5. It is the part of the story where conflict is e. climax
revealed.
_____6. This character is briefly presented. f. conflict
_____7. The final outcome of the story. g. flat character
_____8. This character has many-sided h. rising action
personalities that change either for better or
worries at the end.
_____9. It is the highest point of interest or the i. falling action
turning point of the story. j. plot
_____10. It is the part of story where problems k. dynamic character
begin to resolve.
Guide in evaluating literary works:

When writing a literary analysis, you are not just identifying elements in a text, but
analyzing those specific elements. The Lewis Writing Center of Lewis University
published a simplified guide in analyzing literary works. These are:
Step 1: Identify the Author’s Purpose

The foundation of your article will be determined by determining the author's goal. As you
read, you will discover a variety of purposes; nonetheless, choose the one that impactful
with you. This is also known as the text's theme. A theme is a vague concept that conveys
a message, assertion, or life lesson.
55
Helpful Questions for Identifying Purpose:
 What main idea did the author want the reader to understand or take away from
the text?
 What idea do you, as a reader, feel is most prevalent?
Step 2: Analyze Key Elements

Following the identification of a purpose, you must determine how the author portrays this
subject and why you arrived to the conclusion that it is both essential and prevalent. Plot,
setting, characters, point of view, figurative language, and style are the factors to be
examined. This will be the basis for your paper's evidence and support.
Setting:
 Is there anything to note about the role that time of day plays in the story?
 Is the location or changing of location significant to the purpose of the
overall piece? Does the author intentionally bring forth any social or cultural
contexts to aid their purpose?
Plot:
 What main conflicts occurred throughout the story?
 What are the main events of the story?
 What is the order of these events? Does the order have significance to the
purpose?
Characters:
 How do the characters change throughout the story? What caused or
provoked this change?
 Who is the protagonist? Antagonist?
Point of View:
 What is the point of view?
 Why do you think the author chose to write in this perspective?
 What does this specific perspective add/take away from the story?
Style:
 How does the format of the text affect the overall piece?
 Does the word choice play a role in the understanding/interpretation of the
text? Are simple, plain words used, or does the writer use higher, more
elevated language?
56
Figurative Language:
 Where and how are metaphors, similes, symbols, etc. used in the story?
What are their purposes in the overall functionality of the text?
 Why did the author choose to use these specific examples of figurative
language?
Step 3: Connect Ideas

After you've determined the story's aim and main elements, you'll need to link the two
together. To do so, remember to keep the objective in mind and that each element
analysis should be tailored to its role in explaining or highlighting the purpose you've
decided to emphasize.
Example:
The Giving Tree
By Shel Silverstein
Once there was a tree....

and she loved a little boy.
And everyday the boy would come
and he would gather her leaves
and make them into crowns
and play king of the forest.
He would climb up her trunk
and swing from her branches
and eat apples.
And they would play hide-and-go-seek.
And when he was tired,
he would sleep in her shade.
And the boy loved the tree....
very much.
And the tree was happy.
But time went by.
And the boy grew older.
And the tree was often alone.
Then one day the boy came to the tree
and the tree said, "Come, Boy, come and
57
climb up my trunk and swing from my
branches and eat apples and play in my
shade and be happy."
"I am too big to climb and play" said
the boy.
"I want to buy things and have fun.
I want some money?"
"I'm sorry," said the tree, "but I
have no money.
I have only leaves and apples.
Take my apples, Boy, and sell them in
the city. Then you will have money and
you will be happy."
And so the boy climbed up the
tree and gathered her apples
and carried them away.
But the boy stayed away for a long time....
and the tree was sad.
And then one day the boy came back
and the tree shook with joy
and she said, "Come, Boy, climb up my trunk
and swing from my branches and be happy."
"I am too busy to climb trees," said the boy.
"I want a house to keep me warm," he said.
"I want a wife and I want children,
and so I need a house.
Can you give me a house ?"
" I have no house," said the tree.
"The forest is my house,
but you may cut off
my branches and build a
house. Then you will be happy."
And so the boy cut off her branches

and carried them away
to build his house.
But the boy stayed away for a long time.
58
And when he came back,
the tree was so happy
she could hardly speak.
"Come, Boy," she whispered,
"come and play."
"I am too old and sad to play,"
said the boy.
"I want a boat that will
take me far away from here.
Can you give me a boat?"
"Cut down my trunk
and make a boat," said the tree.
"Then you can sail away...
and be happy."
And so the boy cut down her trunk
and made a boat and sailed away.
And the tree was happy
... but not really.
And after a long time

the boy came back again.
"I am sorry, Boy,"
said the tree," but I have nothing
left to give you -
My apples are gone."
"My teeth are too weak
for apples," said the boy.
"My branches are gone,"
said the tree. " You
cannot swing on them - "
"I am too old to swing
on branches," said the boy.
"My trunk is gone, " said the tree.
"You cannot climb - "
"I am too tired to climb" said the boy.
"I am sorry," sighed the tree.
"I wish that I could give you something....
but I have nothing left.
I am just an old stump.
59
I am sorry...."
"I don't need very much now," said the boy.
"just a quiet place to sit and rest.
I am very tired."
"Well," said the tree, straightening
herself up as much as she could,
"well, an old stump is good for sitting and resting
Come, Boy, sit down. Sit down and rest."
And the boy did.
Literary Analysis:
Purpose: Shel Silverstein depicts the concept of a mother's love and the lengths
to which she will go to ensure the happiness of her children.
Plot: "The Giving Tree" is a story about a little child's relationship with a tree and
also how the relationship evolves as the boy grows older, becomes needier, that
has less chance to visit and engage with the tree. The tree gives everything she
has to keep the boy happy, no matter how dangerous it is for her.
Setting: The location is in a forest, closer to the residential side of the city. The
youngster grows older, and the relationship between him and the tree becomes
increasingly strained. The tree can only be happy while the boy is nearby, but as
he gets older, he is able to spend less and less time with her, causing her to
become increasingly sad.
Character: Throughout the story, the boy undergoes numerous transformations.

His happiness fades as he gets older, and he had lesser time for the tree. In
addition, he notices a shift in his priorities from those of a child. Considerations
about finding a safe place to play have given way to more serious concerns, such
as the need for a home for him and his family.
Style: The audience will like reading this poem because of the clear,
uncomplicated diction, as well as the realistic interpretation of the general issue.
In this story, there is a lot of repetition of the words "happy" and "time," which
emphasizes what Shel Silverstein wants his audience to focus on.
Figurative language: The author used a figure of speech symbolism. A mother,

or a motherly figure, is symbolized by the female tree. As the boy grows older, his
60
visits to the tree become more infrequent, symbolizing a child's declining reliance
on their mother.
Connect ideas: Shel Silverstein shows the sacrificial aspect of a mother's love
through the use of figurative language, particularly symbols and metaphors.
Guide in evaluating literary works:
REMEMBER ME!
The word ‘literature’ derived from the Latin word literature meaning "writing
formed with letters”. Literature, in its broadest sense, is any written work.
A short story is a prose narrative that is shorter than a novel in length which
can be read in a single setting. It usually features few characters, aiming for
uniformity of effect, and focusing on atmosphere creation rather than storyline.
A poem is a piece of literature that is nearly always rhythmical, frequently
metaphorical, and often has formal aspects such as meter, rhyme, and
stanzaic structure, and that has characteristics of both speech and song.
The Lewis Writing Center of Lewis University published a simplified guide in
analyzing literary works. These are:
 Step 1: Identify the Author’s Purpose
 Step 2: Analyze Key Elements
 Step 3: Connect Ideas
61

CHECKING UP!
Activity 2. Story Mapping

DIRECTION: To test if you can still identify the features of a short story, read the
selection below. Complete the story map with the information needed in each
shape.
“SINIGANG”
by Marie Aubrey J. Villaceran (2001)
“SO, what happened?”
She had finally decided to ask the question. I had been wondering how long my Tita
Loleng could contain her curiosity.
I continued to pick out tomatoes for the sinigang we were to have for dinner. I wasn’t
usually the one who assisted my aunt with the cooking. She preferred my younger sister,
Meg, for I knew far less in this area—not having the aptitude, or the interest, I guess—for
remembering recipes. That didn’t matter today, though. This time, Tita Loleng wanted
more than just an extra pair of hands in the kitchen
“Nothing much,” I answered offhandedly. “We did what people usually do during funerals.”
I reminded myself to tread carefully with her. Though I did not really feel like talking, I
could not tell her off for she took offense rather easily.
I put the tomatoes in the small palanggana, careful not to bruise their delicate skin, and
carried them to the sink.
“Did you meet…her?” Tita Loleng asked.
There came to me a memory of sitting in one of the smaller narra sofas in the living room
in Bulacan. I faced a smooth white coffin whose corners bore gold-plated figures of
cherubs framed by elaborate swirls resembling thick, curling vines. Two golden
candelabras, each supporting three rows of high-wattage electric candles, flanked the
coffin and seared the white kalachuchi in the funeral wreaths, causing the flowers to
release more of their heady scent before they wilted prematurely. Through an open
doorway, I could see into the next room where a few unfamiliar faces held murmured
conversations above their coffee cups.
“Are you Liza?” A woman beside me suddenly asked.
62
I was surprised, for I had not heard anyone approaching. Most of the mourners preferred
to stay out on the veranda for fear that the heat from the lights might also cause them to
wither.
I looked up slowly: long, slim feet with mauve-painted toenails that peeked through the
opening of a pair of scruffy-looking slippers; smooth legs unmarred by swollen veins or
scars—so unlike the spider-veined legs of my mom—encased in a black, pencil-cut skirt;
a white blouse with its sleeves too long for the wearer, causing the extra fabric to bunch
around the cuffs; a slim neck whose skin sagged just a little bit; and a pale face that
seemed like it had not experienced sleep in days. The woman looked to me like she was
in her forties—the same age as my mother.
“Yes,” I had answered that woman—the same answer I now gave to Tita Loleng.
I gently spilled out all the tomatoes into the sink and turned on the tap. The water, like
agua bendita, cleansed each tomato of the grime from its origins.
“What did she tell you?” Tita Loleng asked.
“Nothing much. She told me who she was.”
“What did she look like?”
“She’s pretty, I guess.”
She was. She looked like she had Indian blood with her sharp nose and deep-set eyes
thickly bordered by long lashes. Just like Mom, she still maintained a slim figure though
she already had children. The woman, upon seeing my curious stare, had explained, “I
am Sylvia.”
All my muscles tensed upon hearing her name. It took all my self-control to outwardly
remain calm and simply raise an eyebrow.
My reaction caused a range of emotion to cross the woman’s face before it finally
crumbled and gave way to tears. Suddenly, she grabbed my hand from where it had been
resting on the arm of the sofa. Her own hands were damp and sticky with sweat. She
knelt in front of me—a sinner confessing before a priest so he could wash away the dirt
from her past.
But I was not a priest. I looked down at her and my face remained impassive.
63
When her weeping had subsided, she raised her head and looked at me. “Everyone
makes mistakes, Liza.” Her eyes begged for
understanding.
It was a line straight out of a Filipino

soap opera. I had a feeling that the
whole situation was a scene from a very
bad melodrama I was watching. I looked
around to see if anyone had witnessed the spectacle unfolding in this
living room, but it was as if an invisible director had banned all but the actors
from the set. Except for us, not a soul could be seen.
I wanted Sylvia to free my hand so I nodded and pretended to understand. Apparently

convinced, she let go and, to my shock, suddenly hugged me tight. My nose wrinkled as
the pungent mix of heavy perfume and sweat assailed me. I wanted to scream at her to
let go but I did not move away.
“Hmm, I think they’re washed enough na.” Tita Loleng said.
Turning off the tap, I placed the tomatoes inside the basin once more. Then, as an
afterthought, I told my Tita, “I don’t think she is as pretty as Mom, though.”
Tita Loleng nodded understandingly. She gestured for me to place the basin on the table
where she already had the knives and chopping board ready.
“Where was your Dad when she was talking to you?”
“Oh, he was sleeping in one of the bedrooms. Mom did not want to wake him up because
they told her he had not slept for two nights straight.”
Tita Loleng snorted. “Haay, your mother talaga,” she said, shaking her head.
I had to smile at that before continuing. “When he saw me, Sylvia had already been called
away to entertain some of the visitors.”
“Was he surprised to see you?” Tita knew that I had not wanted to go to the funeral.
Actually, she was one of the few people who respected, and understood, my decision.
“No.” I sliced each of the tomatoes in quarters. The blade of the knife clacked fiercely
against the hard wood of the chopping board. “He requested Mom to make me go there.”
We both knew that I could never have refused my mother once she insisted that I attend.
I had even gone out and gotten drunk with some friends the night before we were to leave
64
just so I could have an excuse not to go, but my mom was inflexible. She had ordered my
two sisters to wake me up.
Tita Loleng gave me a sympathetic look. “No choice then, huh?” She was forever baffled
at the way my mother could be such a martyr when it came to my father and such a tyrant
to her children.
Clack! Clack! The knife hacked violently against the board.
“Nope.”
When my Dad had come out of the room, I remembered sensing it immediately—the
same way an animal instinctively perceives when it is in danger. I had been looking at the
face of my dead half-brother, searching for any resemblance between us. Chemotherapy
had sunk his cheeks and had made his hair fall out, but even in this condition, I could see
how handsome he must have been before his treatment. His framed photograph atop the
glass covering of the coffin confirmed this. Lem took after my father so much that Dad
could never even hope to deny that he was his son. I, on the other hand, had taken after
my mother.
I knew my father was staring at me but I refused look at him. He approached and stood
next to me. I remained silent.
“I am glad you came,” he said.
I gave him a non-committal nod, not even glancing his way.
Tita Loleng interrupted my thoughts with another one of her questions. “Did you cry?”
I shook my head vehemently as I answered, “No.”
I took the sliced tomatoes, surprised to find not even a splinter of wood with them, as well
as the onions Tita Loleng had chopped and put them in a pot. “What next?” I asked her.
“The salt.” Then she went and added a heaping tablespoonful of salt to the pot.
“Is that all?”
“Uh-huh. Your Mom and I prefer it a bit saltier, but your Dad likes it this way.” Then she
gestured towards the pot, closing and opening her fist like a baby flexing its fingers.
I started crushing the onions, tomatoes, and salt together with my hand.
65
“He was an acolyte in church,” my father had said then, finally splintering the silence I
had adamantly maintained. “Father Mario said that we shouldn’t feel sad because Lem is
assured of going to a better place because he was such a good child.” Good, I thought,
unlike me whom he always called “Sinverguenza”, the shameless daughter.
I finally turned to him. There was only one question I needed to ask. “Why?”
He met my gaze. I waited but he would not—could not— answer me. He looked away.
My mask of indifference slipped. It felt like a giant hand was rubbing salt into me,
squeezing and mashing, unsatisfied until all of me had been crushed.
“Stop it na, Liza!” Tita Loleng exclaimed. “Any more of that

mashing and you will be putting bits of your own flesh and
bone in there,” my aunt warned. She went to the
refrigerator and took out plastic bags containing
vegetables. She placed them in the sink. “All of these will
be needed for the sinigang,” she said. “Prepare them while
you’re softening the meat.” Then she took off her apron,
“You go and finish off here. I will just go to my room
and stretch my back out a bit.” With a tender pat on my
head, she walked out of the kitchen.
I breathed a sigh of relief. The questions had stopped, for now.
I poured the hugas bigas into the mass of crushed onions and tomatoes and added the
chunks of beef into the concoction before covering the pot and placing it on the stove. I
turned on the flame. The sinigang needed to simmer for close to an hour to tenderize the
meat.
In the meantime, I started preparing all the other ingredients that will be added to the pot
later on. Taking all the plastic bags, I unloaded their contents into the sink then washed
and drained each vegetable thoroughly before putting them beside my chopping board.
I reached for the bunch of kangkong and began breaking off choice sections to be
included in the stew. When I was a child, before Tita Loleng had chosen to stay with us,
my mom used to do the cooking and she would have Meg and I sit beside her while she
readied the meals. I remembered that whenever it came to any dish involving kangkong,
I would always insist on preparing it because I loved the crisp popping sound the
vegetable made whenever I broke off a stem.
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It was on one such occasion, I was in second year high school by then but still insistent
on kangkong preparation, when Mom had divulged the truth about the boy who kept
calling Dad on the phone every day at home. Meg had also been there, breaking off string
beans into two-inch sections. Neither of us had reacted much then, but between us, I
knew I was more affected by what Mom had said because right until then, I had always
been Daddy’s girl.
When the kangkong was done, I threw away the tough, unwanted parts and reached for
the labanos. I used a peeler to strip away the skin—revealing the white, slightly grainy
flesh—and then sliced each root diagonally. Next came the sigarilyas, and finally, the
string beans. Once, I asked Tita Loleng how she knew what type of vegetable to put into
sinigang and she said, “Well, one never really knows which will taste good until one has
tried it. I mean, some people cook sinigang with guavas, some with kamias. It is a dish
whose recipe would depend mostly on the taste of those who will do the eating.”
I got a fork and went to the stove where the meat was simmering. I prodded the chunks
to test whether they were tender enough—and they were. After pouring in some more of
the rice washing, I cleared the table and waited for the stew to boil. A few minutes later,
the sound of rapidly popping bubbles declared that it was now time to add the powdered
tamarind mix. I poured in the whole packet and stirred. Then I took the vegetables and
added them, a fistful at a time, to the pot. As I did so, I remembered the flower petals
each of my two sisters and I had thrown, fistful by fistful, into the freshly dug grave as
Lem’s casket was being lowered into it. My dad was crying beside me and I recalled
thinking, would he be the same if I was the one who had died? I glanced up at him and
was surprised to find that he was looking at me. His hand, heavy with sadness, fell on my
shoulder.
“I’m sorry,” he had told me.
I let the stew boil for a few more minutes before turning off the fire.
The sinigang would be served later during dinner. I pictured myself

seated in my usual place beside my father who is at the head of
the table. He would tell Mom about his day and then he would
ask each of us about our own. I would answer, not in the
animated way I would have done when I was still young and
his pet, but politely and without any rancor. Then, he would
compliment me on the way I had cooked his favorite dish and
I would give him a smile that would never quite show, not even
in my eyes
67
68
Supply the necessary details of the story map from the short story
Activity 3: Reflection Time!
DIRECTION. Read the short story “Sinigang” by Marie Aubrey J. Villaceran again.
Complete the following based on your experience reading the literary work.
REACTION:
After reading, I felt
that…
PURPOSE RESPONSE:
The impact of the story to
The purpose of the
me as a reader is…
author is to….
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WORKING UP!
Activity 4: Evaluate me
DIRECTION: After reading the poem, rate it in your own simple assessment using the
rubric given below. Write the score on the right column and indicate the total below.
Beyond The Silver Sands

John Gabriel S. Dela Torre
Among all colors, the shade of grey is the loneliest.

The color that cries the most.
Like the clouds when heavy rain pours
Not the pitch-black night sky,
Not the blues of your favorite songs
But it is grey, in the middle of the light and the dark,
As it the color of ashes — of demise and farewells
Like a paper after it burned gone in the air,
And your silver necklace hidden your closet
Which is only worn during fancy dates and ecstatic occasions
So grey is always forgotten

Like the moon when the sun rises in the East,
As we only embrace the moon when it is blue or in rare pink,
Even in a vivid orange or in a bloody red
But forget that its surface has the Silver sands,
And for these, we became blind.
Once, I asked you to view your reflection in a mirror
And with your ash-dyed hair and silver rounded eyes,
You're the only thing that reminds me
That grey could be happy, too.
Now. the wind is my face in purest comfort,

While my vision is stolen by the bluest sea of the West,
Where your ashes thrown.
That is why grey is the loneliest color of all.
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Use this rubric from DepEd to evaluate the literary work*
Rubric
Key Points
to Consider (4) Excellent (3) Very (2) Good (1) Fair Score
Good
Poem is very
creative and Poem is Poem is not Poem is not
Meaning is original. creative and quite creative creative and
and Ideas and original. Ideas and original. original. Ideas
Originality emotions are and emotions Ideas and and emotions
uniquely emotions are are not
expressed. vaguely expressed.
expressed.
Details,
images and Details, Details, Details,
emotions are images and images and images and
Sensory
vivid and are emotions are emotions are emotions are
Details
intensely felt vivid and are not quite vivid not vivid and
felt. and are are barely
slightly felt.
different
The poem is The poem is The poem is The poem is

complete and almost not quite not complete
it follows the complete and complete and and it does
Form intended follows the somehow not follow the
form, rhyme intended follows the intended
scheme and form, rhyme intended form form, rhyme
meter. scheme and rhyme scheme and
meter. scheme and meter.
meter
Grammar is Grammar , Grammar, Grammar,

correct and spellings and spellings and spellings and
spellings and punctuation punctuation punctuation
Grammar punctuations errors are major but the errors are
used are also minor and thought is still major and the
correct. tolerable. understood. thought is not
understood
Total
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How was your experience in rating the poem? Was it comprehensible? Was it
confusing? Say something here.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Activity 5: Post It!

DIRECTION: Search for a poem (or make one if you can) which describes our situation
now, and write it on the lines provided. Answer the question that follows.
A. Poem
 What made you choose or write this
poem? Why do you think this could
__________________________
somehow ease the burden brought by the
(Title) pandemic?
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DIRECTION: Search for a music video that lifts the spirit of the Filipinos during this
pandemic, (make sure you have evaluated it) and post it on our class FB wall. Do not
forget to put the lyrics and the link below. Follow the format that is illustrated.
B. Music Video
 What made you choose this song? Why do you think this could somehow ease
the burden brought by the pandemic?
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CHECKING OUT!
Post-test
DIRECTION: Choose the correct method inside the box that correspond to the
statements or questions. Write your answer on a separate sheet of paper.
1. What part of evaluation does this question fall? “What is the order of these
events? Does the order have significance to the purpose?”
2. It contains scholarly works of the resources that were consulted.
3. The question “Why was the article written?” helps you to identify what purpose?
4. “Is the article relevant to the current research project?” is a question that falls
under what method?
5. The helping question “What main idea did the author want the reader to
understand or take away from the text?” is under what method?
6. If you need to know the time needs of your topic and examine the timeliness of
the article you are doing what method?
7. This encompasses the where and how are metaphors, similes, symbols, etc.
used in the story.
8. This method talks about the use of illustration concepts such as charts, graphs,
maps, photographs, etc.
9. It talks about into what extend the topic being covered.
10. It focuses on the type of audience and the counterpart journal.
audience illustrations
usefulness
point-of-view date of article
plot
figurative language author’s purpose
author’s purpose coverage
74
REFERENCES
Preskill, H. (2021, November 16). What is Evaluation, Really? FSG.
https://www.fsg.org/blog/what-evaluation-really/
evaluation. (n.d.). The Merriam-Webster.Com Dictionary. https://www.merriam-
webster.com/dictionary/evaluation
Goodheart-Willcox Publisher. (n.d.). Evaluating and Responding to Texts page 2. G-W
Online. https://www.g-wonlinetextbooks.com/cdn-1598278753183/evaluating-
responding-texts/2?fbclid=IwAR2GmJWqOZ5DdMBaOke8NQicJT-
6qvu32QijVd92SRTRaLiAY0hGT67DofU
Hansen, A. J. (n.d.). short story | Definition, Characteristics, Examples, History, & Facts.
Encyclopedia Britannica. https://www.britannica.com/art/short-story
Lewis Writing Center. (n.d.). A Simplified Guide: Writing a Literary Analysis.
Lewiswritingcenter. https://lewisu.edu/writingcenter/pdf/final-writing-a-literary-
analysis3212019.pdf
literature. (n.d.). The Merriam-Webster.Com Dictionary. https://www.merriam-
webster.com/dictionary/literature?fbclid=IwAR2qdsi17hMflugdWtiZkqp1O6j3V2irl
5YeqmGfdPHHvQ3MBEQtiWQZOaM
The Culinary Institute of America. (2021). LibGuides: Library Research Methods: How to
Evaluate an Article. Library Culinary. https://library.culinary.edu/research/evalarticles
75
Chapter 3: Reading through
the Lens OF Literary Criticism
INTRODUCTION:
Learning Competencies
 EN10RC-IIIa-22.1: Overall artistic value of the structure and elements of the selection
(structuralist/formalist)
 EN10RC-IIIb-22.2: Treatment of underlying or overarching issue concerning human
experience (moralist)
 EN10RC-IIIc-22.3: Power struggles of characters (Marxist)
Learning Objectives
At the end of this chapter, the you should be able to:
a) identify and distinguish four approaches of literary criticism: (1) structural/ formalist; (2)
moralist; (3) historical, and (4) Marxist
b) determine which among the approaches is applicable for various texts.
76
Chapter 3: Reading through the Lens of Literary Criticism
TRYING OUT!
A. Word Pool
DIRECTION. Read the items carefully. Identify the words that is being defined
and look for the answer in the world pool. Write the answer on the line before
the numbers of each item.
Plot Characters Setting Theme

Antagonist Conflict
_____________1. This is a story element that refers to the persons or characters that
are involved in the story's struggle.
_____________2. This is the protagonist's struggle that he must overcome. This
conveys the story's gist and highlights.
_____________3. This is a story element that refers to the story's setting and period
of occurrence.
_____________4. This is a part of the story that refers to the story's central idea.
_____________5. This is a story element that narrates the story's progression.
B. Find My Match!
DIRECTION. Find the answer for column A by matching it to column B.
COLUMN A COLUMN B
________1. The organization of tale elements A. Marxism
according to purpose, style, and genre is known as
structure or form
________2. This approach evaluates whether the B. Moralistic Criticism
literature encourages goodness among its readers.
________3. This is a type of sociological approach; C. Moralistic Approach
believe that all works of art are highly political.
________4. This school of literary criticism claims that D. Historical Approach
the text is always influenced by time period and
culture
________5. This is a style of literary criticism that E. Structuralism
assesses a work's worth based on its moral or
ethical teachings.
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Lesson 1: Structural and Formalist Literary Approach
DISCUSSION
SPELLING OUT!
A critique expresses judgment of a book, film, literary piece, analyzing its
merits and faults. As when making a commentary, you must first make
clear the type of book, film, or selection you are criticizing, and the lens or
the approach to critic the literary piece.
Structuralism
The organization of tale elements according to purpose, style, and genre is known
as structure or form. Structure does not appear by itself. Rather, the author considers it
carefully to ensure that their intended meaning is delivered. The structure of a story must
act as a skeleton in order for it to be genuinely immersive. In other words, the structure
aids the plot by ensuring the most effective distribution of parts, but in a way that is hidden
from the reader.
The structural approach can be viewed as an extension of “Formalism” in that
that both “Structuralism” and “Formalism” devoted their attention to matters of literary form
(i.e. structure) rather than social or historical content; and that both bodies of thought were
intended to put the study of literature on a scientific, objective basis.
Structuralism is a method of interpreting and analyzing a literary piece that

focuses on contrasting ideas and how they relate to the whole structure. This approach
treats the text as linguistic construct. In Structuralism, a piece is open to interpretation. It
depends on how the reader views the meaning on the text base on his/her
understanding, which may involve personal belief, environment, behavior, or moral
perception.
78
Example: The nursery song Jack and Jill may be just a simple children song
about the two characters who fetch water from a hill but using structuralism
approach, the song can be interpreted in different ways.
Jack and Jill went up the hill to fetch a pail of

water
Jack fell down and broke his Crown and Jill came
tumbling after.
Interpretation #2 - Jack's crown may

Interpretation # 1 - We should be
symbolize authority. So we can apply
careful in all our actions or else we can
this to governance. If the ruler fails, it
drag others down with us
affects the people.
Formalism
The formalist approach focuses on the form or the elements such as structure,
imagery, tone, style, and genre that are found in the text. The goal of this approach is to
determine how these specific elements work together to create meaning and how it
impacts its readers. This approach ignores external factors that may influence the text
like the time it was created, the social setting, and the author's background. Formalists
believe that these literary pieces have fixed meaning and can be decoded with its own
elements.
Formalism is a method of analyzing texts as texts. It considers literature to be a

distinct type of human knowledge that must be studied on its own terms. A literary work
can only be understood in the formalism approach by referring to its fundamental
properties. Characters, setting, plot, point of view, theme, and symbolism are some of
these components.
Elements of a Story
1. CHARACTER - a person or even an animal who takes part in the action.
Characters can be:
 Static - characters who does not change overtime
 Dynamic - character whose personality changes overtime.
79
2. SETTING - refers to time and place the story takes place. This includes weather
condition and social condition.
3. PLOT - has something to do with the whole sequence of the story. it shows the
beginning of the conflict, how the character faces the conflict, and the effect of
the character's action toward the conflict or how the conflict is solved.
4. POINT OF VIEW - this is the angle the story is told: first, second, or third person.
Who speaks in the story?
5. THEME - the central idea of the story. It answers the question: What is the story
all about?
6. SYMBOLISM - any object, person or situation, event or action that has deeper
meaning.
Important Considerations:
1. Form
A. Look for motifs – rhyme scheme, recurrences, repetitions, relationships,
patterns, images, parallelism
B. Examine the Point of View – (prosody) the narrator: personality, understanding,
presentation, attitude
C. Scrutinize the structure – plot (chronological), conflict (surface-subsurface)
D. Development of form – similarities and differences
2. Diction
A. Look for denotation/connotation – allusions, etymology, synonyms
B. Examine the symbols – objects, artifacts, events, actions, images
C. Follow the work’s unity – how do elements conspire?
3. Unity
A. Follow the work’s unity – how do elements conspire?
B. Watch out for tensions – the conflict of these elements
C. Analyze the figures of speech – ambiguity, irony, paradox, etc.
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Activity 1. Analyze Me!
DIRECTION: Answer the following questions by analyzing the text's structure and form.
The excerpt below is from Robert Southey's short novella Goldilocks and the Three Bears.
GOLDILOCKS AND THE TREE BEARS
By: Robert Southey
ONCE upon a time there were three Bears, who lived together in a house of their
own in a wood. One of them was a Little, Small, Wee Bear; and one was a Middle-
sized Bear, and the other was a Great, Huge Bear. They had each a pot for their
porridge, a little pot for the Little, Small, Wee Bear; and a middle-sized pot for the
Middle Bear; and a great pot for the Great, Huge Bear. And
they had each a chair to sit in: a little chair for the Little,
Small, Wee Bear; and a middle-sized chair for the
Middle Bear; and a great chair for the Great, Huge Bear.
And they had each a bed to sleep in: a little bed for the
Little, Small, Wee Bear; and a middle-sized bed for
the Middle Bear; and a great bed for the Great, Huge
Bear.
One day, after they had made the porridge for their
breakfast and poured it into their porridge pots, they
walked out into the wood while the porridge was
cooling, that they might not burn their mouths by
beginning too soon to eat it. And while they were
walking a little old woman came to the house. She
could not have been a good, honest, old woman; for,
first, she looked in at the window, and then she peeped in at the keyhole, and,
seeing nobody in the house, she lifted the latch. The door was not fastened,
because the bears were good bears, who did nobody any harm, and never
suspected that anybody would harm them. So the little old woman opened the door
and went in; and well pleased she was when she saw the porridge on the table. If
she had been a good little old woman she would have waited till the bears came
home, and then, perhaps, they would have asked her to breakfast, for they were
good hears-a little rough or so, as the manner of bear's is, but for all that very good-
natured and hospitable. But she was an impudent, bad old woman, and set about
helping herself.
So first she tasted the porridge of the Great Huge Bear, and that was too hot for
her; and she said a bad word about that. And then she tasted the porridge of the
Middle Bear, and that was too cold for her; and she said a bad word about that,
81
too. And then she went to the porridge of the Little, Small, Wee Bear, and tasted
that, and that was neither too hot nor too cold, but just right; and she liked it so well
that she ate it all up; but the naughty old woman said a bad word about the little
porridge pot, because it did not hold enough for her.
Then the little old woman sat down in the chair of the Great, Huge Bear, and that
was too hard for her. And then she sat down in the chair of the Middle Bear, and
that was too soft for her. And then she sat down in the chair of the Little Small,
Wee Bear, and that was neither too hard nor too soft, but just right. So she seated
herself in it, and there she sat till the bottom of the chair came out, and down came
she, plump upon the ground. And the naughty old woman said wicked words about
that, too.
Then the little old woman went upstairs into the bedchamber in which the three
Bears slept. And first she lay down upon the bed of the Great, Huge Bear, but that
was too high at the head for her. And next she lay down upon the bed of the Middle
Bear, and that was too high at the foot for her. And then she lay down upon the
bed of the Little, Small, Wee Bear, and that was neither too high at the head nor
at the foot, but just right. So she covered herself up comfortably, and lay there till
she fell asleep. By this time the three Bears thought their porridge would be cool
enough, so they came home to breakfast. Now the little old woman had left the
spoon of the Great, Huge Bear standing in his porridge.
"SOMEBODY HAS BEEN AT MY PORRIDGE!" said the Great, Huge Bear, in his
great gruff voice. And when the Middle Bear looked at his, he saw that the spoon
was standing in it, too. They were wooden spoons; if they had been silver ones the
naughty old woman would have put them in her pocket.
"SOMEBODY HAS BEEN AT MY PORRIDGE!" said the middle Bear, in his middle
voice. Then the Little, Small, Wee Bear looked at his, and there was the spoon in
the porridge pot, but the porridge was all gone.
"SOMEBODY HAS BEEN AT MY PORRIDGE, AND HAS EATEN IT ALL UP!" said
the Little, Small, Wee Bear, in his little, small, wee voice.
Upon this the three Bears, seeing that someone had entered their house and eaten
up the Little, Small, Wee Bear's breakfast, began to look about them. Now the little
old woman had not put the hard cushion straight when she rose from the chair of
the Great, Huge Bear.
"SOMEBODY HAS BEEN SITTING IN MY CHAIR!" said the Great, Huge Bear, in
his great, rough, gruff voice.
And the little old woman had squatted down the soft cushion of the Middle Bear.
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"SOMEBODY HAS BEEN SITTING IN MY CHAIR!" said the Middle Bear, in his
middle voice.
And you know what the little old woman had done to the third chair.
"SOMEBODY HAS BEEN SITTING IN MY CHAIR, AND HAS SAT THE BOTTOM
OUT OF IT!"
said the Little, Small, Wee Bear, in his little, small, wee voice.
Then the three bears thought it necessary that they should make further search;
so they went upstairs into their bedchamber. Now the little old woman had pulled
the pillow of the Great, Huge Bear out of its place.
"SOMEBODY HAS BEEN LYING IN MY BED!" said the Great, Huge Bear, in his
great, rough, gruff voice.
And the little old woman had pulled the bolster of the Middle Bear
out of its place.
"SOMEBODY HAS BEEN LYING IN MY BED!"
said the Middle Bear, in his middle voice.
And when the Little, Small, Wee Bear
came to look at his bed, there was
the bolster in its place, and upon the
pillow was the little old woman's
ugly, dirty head-which was not in its
place, for she had no business there.
"SOMEBODY HAS BEEN LYING IN MY BED-AND HERE SHE IS!" said the Little,
Small, Wee Bear, in his little, small, wee voice.
The little old woman had heard in her sleep the great, rough, gruff voice of the
Great, Huge Bear, but she was so fast asleep that it was no more to her than the
moaning of wind or the rumbling of thunder. And she had heard the middle voice
of the Middle Bear, but it was only as if she had heard someone speaking in a
dream. But when she heard the little, small, wee voice of the Little, Small, Wee
Bear, it was so sharp and so shrill that it awakened her at once. Up she started,
and when she saw the three bears on one side of the bed she tumbled herself out
at the other and ran to the window. Now the window was open, because the Bears,
like good, tidy bears as they were, always opened their bedchamber window when
they got up in the morning. Out the little old woman jumped, and whether she broke
her neck in the fall or ran into the wood and was lost there, or found her way out
of the wood and was taken up by the constable and sent to the House of Correction
83
for a vagrant as she was, I cannot tell. But the three Bears never saw anything
more of her.
Guide Questions:
1. How do the text structures interest you as a reader?
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2. ___________________________________________________________________________________
How do the structures and language use show the change in the narrator’s mood?
___________________________________________________________________________________________
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___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Examine how the author depicts a character, setting, or event. Use relevant topic
___________________________________________________________________________________
terminology to support your thoughts by referring to its language and structure.
___________________________________________________________________________________________
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CHECKING UP!
Activity 2: Compare and Contrast Us!

DIRECTION. Using a Venn Diagram, list the similarities and differences of the
structuralist and formalist approaches.
FORMALISM STRUCTURALISM
Activity 3: Compare and Contrast Us!

Activity 3: Branch Me Out!
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Activity 3: Branch Out Your Interpretations!
DIRECTION. Provide two interpretations for the following sentences and lines found in
popular novels adopted into movies.
1.
"It takes a great deal of bravery to stand up to

our enemies, but just as much to stand up to
our friends."
– Harry Potter and the Sorcerer’s Stone
Interpretation # 1 Interpretation #2
2.
“Destroying things is much easier than

making them.”
― Suzanne Collins, The Hunger Games
3.
“The marks humans leave are too often

scars.”
― John Green, The Fault in Our Stars
86
Activity 4: What’s My Sound?
DIRECTION. Using your existing knowledge about poems and their structure from the
previous lessons, identify the rhyme scheme of the following stanzas,
1. Out of the night that covers me, 4. It’s utter sublimation,

Black as the pit from pole to pole, A feat, this heart’s control
I thank whatever gods may be Moment to moment
For my unconquerable soul. To scale all love down
To a cupped hand’s size
—Invictus, William Ernest Henley
—Bonsai, Edith Ocampo
Rhyme scheme: ___________
Rhyme scheme: ___________
2. Seven months felt like seven years 5. She has her own special way
and now I face my greatest fears Of turning around my terrible day.
Why before I could never wait She makes bad things go away
but now I know the heavy weight. The second that she says hey.
—Now I Know, Jose Paulo —If Only She Knew, Kiara Wilson
Tolentino
Rhyme scheme: ___________ Rhyme scheme: ___________
3. The tree that never had to fight

For sun and sky and air and light,
But stood out in the open plain
And always got its share of rain,
—Good Timber, Douglas Malloch

Rhyme Scheme: ___________
87
WORKING UP!
Activity 5: My Favorite Song

DIRECTION. Listen to your favorite song in English, and write down its lyrics. Write
an essay using the formalist approach. You may also use the guide questions
listed below for your output.
 How should the text be classified in

terms of its genre?
 How does the work use imagery to
develop its own symbols?
 How are the various parts of the
work interconnected?
 What does the form of the work say
about its content?
 Is there a central or focal passage
that can be said to sum up the
entirety of the work?
 How do the rhythms and/or rhyme
schemes of a poem contribute to
the meaning or effect of the piece?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
88
Lesson 2: Moralist, Marxist, and Historical Literary Approach
DISCUSSION
SPELLING OUT!
Moralist Approach
The Moralist approach evaluates whether the literature
encourages goodness among its readers. Moral criticism condemns
literature that is corrupt or that will mislead its readers. It focuses on
the ethical principles or moral teachings found in the literature. Other
things to consider are the maturity, sincerity, honesty, courage,
sensitivity, the practicality, and philosophical ideas being presented
by the author.
Individuals, couples, families, and professionals are focused on a moralistic
description of relationship, life, and family processes that assumes a moral supremacy
of one value system over others in a moralistic literary approach. This idea explains
why a particular behavior is wrong - or why we should act in certain ways. In a nutshell,
it's a theory about how humans decide what's right and bad. It also provides the
framework within which we think about and analyze individual moral concerns in a
rational manner, and hence evaluate them.
Moralist Criticism is a style of literary criticism that assesses a

work's worth based on its moral or ethical teachings. It's also a method of
judging literary works based on moral rather than formal criteria. Literature
that is morally sound and promotes virtue is praised, whereas literature that
misleads and corrupts is condemned.
Aesop's fables are generally thought to have strong moral conclusions. Almost all literary
works, however, contain some morals to convey to readers. Moral messages exist in
children's literature. They teach children valuable lessons and give them with instructions
for the future. Many stories contain morals such as "Make friends with those you don't
like," "Don't judge people by their appearance," and "Slow and steady wins the race."
89
Analyzing Text in Moralistic Approach
The Fox and the Grapes

By Aesop
One hot summer’s day a fox was strolling through an orchard when he came to a
bunch of grapes that were ripening on a vine, hanging over a lofty branch. ‘Those
grapes are just the things to quench my thirst,’ said the fox. Drawing back a few paces,
the fox took a run and a jump, but just missed the bunch of grapes. Turning round
again he jumped up, but with no greater success. Again, and again the fox tried to
jump up and reach the juicy grapes, but at last had to give it up, and walked away with
his nose in the air, saying: ‘Oh well, I am sure they are sour anyway.’
Story Analysis:
This little fable captures what we all know to be
true: we all create ourselves stories about the
world, either to make ourselves feel better
about something (as in the case of the fox and
the grapes) or to make ourselves feel bad
about something (as in the case of the fox and
the grapes). In other words, this short story
reveals a painful truth about the way we, as
humans, invent stories to cope with failure and
our incapacity to achieve our objectives. But, in
the end, this small story about the fox and the
grapes conceals a terrible and unsettling truth:
that we can swiftly go from desire to hatred just
because we don't receive what we want.
Perhaps it's no surprise that the phrase "sour
grapes" has become so well-known.
90
Marxist Approach
The Marxist approach is a type of sociological approach; believe that all works of
art are highly political. The social status of the author is taken into consideration or how
the elements of the literary piece represent real societal and political contexts.
Literary criticism based on socialist and dialectic theories is referred to as Marxist
literary criticism. It considers literary works to be reflections of social structures. It
focuses on how literary works reflect the economic and ideological conditions of the time
period. Critics look at how a literary work relates to the economic and social realities of
its time and region (Class stratification, class relations, and dominant ideology).
Who is the proponent of Marxism Theory?

Marxism Theory is based on the works of German
thinkers Karl Marx and Friedrich Engels in the
nineteenth century. Karl Heinrich Marx (5 May 1818 in
Trier – 14 March 1883 in London) was a German
economist and political thinker. Marx believed that if a
community is based on wage labor, there will always be
a class conflict.
Goals of Marxist criticism

The following are some of the most basic goals of Marxist literary criticism:
 an evaluation of a literary work's political 'tendency,' assessing if its social
content or literary form are 'progressive.'
 examining the class structures that have been shown in the literature
Historical Approach
The historical approach takes into consideration the social, cultural, and
intellectual context that contributed to the development of the literary piece. This approach
also seeks to understand the impact and meaning of the work at the time it was written
and how the impact and meaning changed through time until the present.
4 Steps in utilizing historical approach
1. Discovering the time when the poem was made, what happened to the author in
that time, or is there any special moment in that time which is recorded by historian.
91
2. Analyzing at glance whether it is connected or not between the content of the
literary work and the certain historical moments after finding out the basic
information of it concerning the "when".
3. Finding the clues left by the author, usually in the forms of special terms, symbols,
or figurative languages which are strongly related to the moment of the past which
become the inspiration of the literary work was being made. Take the example of
the song 'Wind of Change' by Scorpion, terms like, Moskva, Gorky Park, August
summer night, balalaika, freedom bell, and etc. Through those terms the readers
are given clues of what the song tells about.
https://www.youtube.com/watch?v=1NRw7q_UOYQ&ab_channel=KBSKpop
4. Interpreting the literary work based on the moment underlying the creation of it by
comprehending and analyzing the content related to its historical moment.
NOTE!
A critic may use a combination of approaches in critiquing a literary
piece. One may use a formalist approach to identify the style and
how the elements contributed to the development of the piece.
Then, the critic may introduce the Marxist approach as to what
political and social concepts drove the author to write the text and
how the environment paved the way to the establishment of the
political and social construct in the literary piece itself. The
approaches and focus may shift, but always remember to keep the
critique logical and organized.
92
CHECKING UP!
Activity 1: Crossword Puzzle

DIRECTION. Answer the items below to unlock the puzzle.
This approach evaluates whether the literature encourages goodness

among its readers.
This approach is a type of sociological approach; believe that all
works of art are highly political.
This approach takes into consideration the social, cultural, and
intellectual context that contributed to the development of the literary
piece.
These works of Aesop generally have strong moral conclusions.
93
Activity 2. What Do They Mean?
DIRECTION. Give your brief reflection on the given statements.
“Don’t do unto others what you don’t want others do unto

you.”
Confucius
“For every action, there’s an opposite equal reaction.”

Isaac Newton
He, who decides a case without hearing the other side,

though decides justly, cannot be considered just.”
Seneca the Younger
"Everything has beauty, but not everyone sees it."

Confucius
“Someone who cannot abandon everything cannot achieve

anything.”
Armin Arlet
94
WORKING UP!
Activity 3. On Point
DIRECTION: Read and critic the summary using Marxist approach.
The Hunchback of Notre Dame
Victor Hugo
During the 1482 Festival of Fools in Paris, Quasimodo, the hunchback of Notre
Dame, is elected the Pope of Fools for being the ugliest person in Paris. He is hoisted on
a throne and paraded around Paris by the jeering mob. Pierre Gringoire, a struggling poet
and philosopher, tries unsuccessfully to get the crowd to watch his play instead of the
parade. Archdeacon Claude Frollo
appears and stops the p arade and
orders Quasimodo back to Notre
Dame with him. Looking for
something to eat, Gringoire
admires the graceful beauty of La
Esmerelda, a gypsy street dancer,
and decides to follow her home.
After rounding a corner, she is
suddenly attacked by Quasimodo
and Frollo. Gringoire rushes to
help her but is knocked out by
Quasimodo as Frollo runs away.
The King's Archers, led by
Phoebus de Chateaupers arrive just in time and capture the hunchback. Later that night,
a group of beggars and thieves are about to hang Gringoire when La Esmerelda comes
forward and offers to save his life by "marrying" him for four years only.
The next day, Quasimodo is put on trial and sentenced to two hours of torture in
the Place de Grève. He suffers both the pain of being stretched and pulled apart as well
as being publicly humiliated by the crowd of people, who hate him for his ugliness. He
begs for water, but no one answers his pleas until La Esmerelda comes forth and brings
him something to drink. Nearby, a recluse called Sister Gudule, screams at La Esmerelda
for being a "gypsy child- thief" and blames her for her daughter's kidnapping fifteen years
earlier. A few months later, La Esmerelda is dancing in front of Notre Dame and Phoebus
calls her over to him. She has fallen in love with him and blushes when he asks her to
95
meet him later that night. Frollo watches them from the top of Notre Dame and becomes
insanely jealous of Phoebus. His obsessive lust for La Esmerelda has made him
renounce God and study alchemy and black magic. In his secret cell at Notre Dame, he
plans to trap La Esmerelda like a spider catching a fly with its web. Later that night, he
follows Phoebus to his tryst with La Esmerelda and stabs Phoebus repeatedly. He
escapes and La Esmerelda is captured by the King's guard.
After being tortured at her trial, La Esmerelda falsely confesses to killing Phoebus
and being a witch. She is sentenced to hang in the Place de Grève. Frollo visits her in jail
and declares his love. He begs her to love him and show him some pity but she calls him
a "goblin-monk" and a murderer, refusing to have anything to do with him. Before her
execution, La Esmerelda is publicly humiliated in front of Notre Dame. Looking across the
square, she suddenly sees Phoebus and calls out his name. He actually survived the
murder attempt but doesn't want anyone to know that he was injured. He turns away from
La Esmerelda and enters the house of his brideto-be. Just then, Quasimodo swings down
on a rope from Notre Dame and carries her back to the cathedral, crying out "Sanctuary!"
He had fallen in love with her when she brought him water and had been planning her
escape all along.
La Esmerelda is safe from
execution just as long as she
stays inside the cathedral. At
first, she finds it hard to even
look at Quasimodo, but they
form an uneasy friendship.
Even though he is deaf, he
enjoys being around her when
she sings. Meanwhile, a group
of vagabonds resolves to save
La Esmerelda after hearing 14
that Parliament has ordered
that she will be removed from
Notre Dame. But when
Quasimodo sees them attack the cathedral, he thinks they have come to kill La Esmerelda
and he fend them off as best he can, killing a large number of them. Frollo has used the
attack as a diversion to sneak La Esmerelda out of the cathedral. He offers her two
choices: she can either say she loves him or be hanged. She demands to be executed
and he leaves her with Sister Gudule. To their astonishment, they discover that they are
mother and daughter. Gudule tries to protect La Esmerelda, but it is too late. Back at
Notre Dame, Quasimodo goes to the top of the north tower to find her. Gazing off into the
96
distance, he sees the figure of La Esmerelda in a white dress hanging from the scaffold.
He bellows out in despair and grabs Frollo by the neck. Holding him up in the air,
Quasimodo sighs with grief and then throws Frollo down to his death. Looking at La
Esmerelda hanging off in the distance and Frollo's wrangled corpse down below,
Quasimodo cries out: "There is everything I ever loved!" Quasimodo is never seen again.
Years later when a gravedigger stumbles across La Esmerelda's remains, he finds the
skeleton of a hunchback curled around her.
Guide Questions:
1. What do people think of the Paris Festival of Fools?
2. In the story, what form of social conflict may be found?
3. Explain how a particular character in the story suffers from discrimination based
on the story.
Activity 4. Going Back in Time!

DIRECTION: Choose part of Philippine history that you remember best. Provide
necessary background your chosen historical event, and reflect on how it impacted your
current society.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
97
REMEMBER ME!
The structural approach can be viewed as an extension of
“Formalism” in that that both “Structuralism” and “Formalism”
devoted their attention to matters of literary form (i.e. structure)
rather than social or historical content; and that both bodies of
thought were intended to put the study of literature on a scientific,
objective basis.
The formalist approach focuses on the form or the elements such
as structure, imagery, tone, style, and genre that are found in the
text. The goal of this approach is to determine how these specific
elements work together to create meaning and how it impacts its
readers.
The Moralist approach evaluates whether the literature
encourages goodness among its readers. Moral criticism condemns
literature that is corrupt or that will mislead its readers. It focuses on
the ethical principles or moral teachings found in the literature.
Other things to consider are the maturity, sincerity, honesty,
courage, sensitivity, the practicality, and philosophical ideas being
presented by the author.
The Marxist approach is a type of sociological approach; believe
that all works of art are highly political. The social status of the
author is taken into consideration or how the elements of the literary
piece represent real societal and political contexts.
The historical approach takes into consideration the social,
cultural, and intellectual context that contributed to the development
of the literary piece. This approach also seeks to understand the
impact and meaning of the work at the time it was written and how
the impact and meaning changed through time until the present.
98
CHECKING OUT!
Part A. Matching Type

DIRECTION: Match the term/s on Column A to its definition on Column B.
Column A Column B
_____1. Proletariat A. production capitalist
_____2. Bourgeois B. influences morality of an individual

_____3. Personal values C. influences the attitudes and the conduct of
communities
_____4. Community values D. German philosopher
_____5. Karl Marx E. the working class

F. royal king
Part B. Multiple Choice

DIRECTION. Choose the letter of the correct answer.
1. His fables are generally thought to have strong moral conclusions
a. Aesop b. Socrates
c. Aristotle d. Rizal
2. One may this approach to identify the style and how the elements contributed to the
development of the piece.
a. historical b. moral
c. Marxist d. formalist
3. This is a literary element which pertains to the angle the story is told.
a. setting b. theme
c. POV d. plot
4. What is the literary the criticism based on socialist and dialectic theories?
c. Marxist d. formalist
5. Ms. Yumang wants her students to analyze the elements of the short story and their
contribution to the overall impact of the literary work. What approach should she
suggest to her students?
c. Marxist d. formalist and structural
99
REFERENCES
Robert Southey. (1970). Robert Southey, the story of the three bears, the original
Goldilocks story. Robert Southey, The Story of the Three Bears, the original
Goldilocks story. Retrieved from
http://aversimasini.blogspot.com/2010/12/robert-southey-story-of-three-
bears.html
Moral - examples and definition of moral. Literary Devices. (2017). Retrieved from
https://literarydevices.net/moral/ A summary and analysis of Aesop's 'the Fox
and the grapes' fable. Interesting Literature. (2018, August 9). Retrieved
from https://interestingliterature.com/2018/08/a-summary-and-analysis-of-
aesops-the-fox-and-the-grapes-fable/
Awin, L. (n.d.). Historical approach to analyze literature. Historical Approach to

Analyze Literature. Retrieved from
http://awinlanguage.blogspot.com/2012/03/historical-approach-to-
analyze.html
Hoch, E. (n.d.). Zoo by: Edward D. Hoch. Retrieved from

https://www.btboces.org/Downloads/7_Zoo%20by%20Edward%20D%20Hoc
h.pdf
100
CHAPTER 1: ANSWER KEYS
Pre-test: TRYING OUT!
1. A 9. B
2. C 10. B
3. D 11. A
4. D 12. B
5. B 13. A
6. B 14. C
7. A 15. B
8. D
Posttest 1: CHECKING OUT

Part 1:

the studies?
Part 2:
1. D
Activity 1: I dictate, You Infer!
2. B
3. D The statements pertain to Investigate the Author.
4. D
5. C Activity 2: Answer me!
Juan is synthesizing information from different
Assessment 2
sources.
Part 1: Activity 3. Find the word!
The word is JUDGEMENT
1. A
2. IN
Activity 4: Citing Evidence
3. IN
Students' output may vary.
4. IN
5. A
Activity 5: Information Analysis
Part 2: Students' output may vary.
Subjective type (5 points)
101
\
1. B
2. A
3. A
4. C
5. D
6. A
7. C
8. A
9. B
10. D
LESSON 1
Activity 1: Read Your News! (Students' answers may vary)
Activity 2: Word Puzzle
Activity 3: Who am I for?
1. Tourists
2. Teachers
3. Students
(Explanation for each item may may
vary)
Activity 4: Where Did I Come From?

1. SJ
2. PM
3. PM
4. TM
5. SJ
Activity 5: Evaluate Me!

Students' evaluation may vary.
Activity 6: Taking It Real Life!

Students' output may vary.
1
LESSON 2
Activity 1: Let's Go Back to the Previous Lessons
Part A. Identification Part B. Matching Type

1. Characters 1. F
2. Theme 2. B
3. Plot 3. D
4. Setting 4. C
5. POV 5. H
6. G
7. A
8. J
9. E
10. I
Activity 2: Story Mapping (students' answers may vary)

Activity 3: Reflection Time (students' answers may vary)
Activity 4: Evaluate me (students' answers may vary)
Activity 5: Post It! (students' outputs may vary)
Posttest: CHECKING OUT!

1. Plot
2. Bibliography
3. Article's purpose
4. Usefulness
5. Author's purpose
6. Date of article
7. Figurative language
8. Illustrations
9. Coverage
10. Audience
1
Part A. Word Pool Part B. Find My Match
1. Characters 1. E
2. Conflict 2. C
3. Setting 3. A
4. Theme 4. D
5. Plot 5. B
LESSON 1
Activity 1. Analyze Me! (students' analysis may vary)
Activity 2: Compare and Contrast Us! (students' diagram may vary)
Activity 3: Branch Out Your Interpretations! (students’ interpretation may vary)
Activity 4: What’s My Sound?

1. ABAB
2. AABB
3. AABB
4. ABCDE
5. AAAA Activity 5: Compare and Contrast Us!
(students' diagram may vary)
LESSON 2
Activity 1: Crossword Puzzle
Post-test: CHECKING OUT!
Part A. Matching type

1. C
2. A
3. B
4. D
5. B
Part B. Multiple Choice

Activity 2. What Do They Mean?
(students’ interpretation may vary) 1. B
Activity 3. On Point (students’ 2. B
evaluation may vary) 3. D
Activity 4. Going Back in Time! 4. D
(students’ outputs may vary) 5. C
2
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CastroAJDizonJEMendozaJMVenzonSMRYumangMFG Module

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MODULE 1

Self-Learning Module for

This module is a prototype English coursebook designed to help Pampanga State

Each study program/faculty should have a significant English coursebook.

Exploring the World of Reading:

I. Chapter 1: Data Gathering and Information Analysis……………. 9

- Lesson 2: How to Synthesize Written Information from Multiple

- Pre-test: Trying Out!.................................................................... 10

- Lesson 2: Moralist, Marxist, and Historical Literary Approach… 90

- Pre-test: Trying Out!.................................................................... 78

JOB E. DIZON his family.

As a pre-service language teacher, Mendoza believes that

Ma. Franchescka G. Yumang, 20 years old, is a third-year pre- MA.

Shiena Mae R. Venzon is a 21-year-old resident in

For the learner:

 EN10SS-IVb-1.7: Get vital information from various websites on the internet

a) investigate relevant pieces of information

a. Investigate the author

2. Which best defines the word ‘synthesizing?’

I. Outline your structure

a. II, I, IV, III c. IV, III, II, I

6. These are a common method to visually illustrate relationships in the data.

a. I only c. I, II, and II

10. To get accurate information we need the ________.

a. good data c. accurate information

11. A reputable _______ should contain a bibliography for every article.

12. Every television and print news source has a ________.

a. It is difficult to find who made the mistake.

14. ________ information may accrue by typographical mistake.

Lesson 1. Getting Information from the Internet

1. Go to an article directory and search it to see if anyone has written an article

2. Go to an internet forum and post your question there. Depending on the

Investigate the Author

If the author is named, find their website to:

1. Verify educational credits

If the information is linked to an organization, try to determine the reliability of the

Lesson 2. How to Synthesize Written Information from Multiple

Source Used with Permission: The Chicago School

Source Used with Permission: The Chicago School

4 Steps to Synthesize Information from Different Sources

Step 1: Organize your sources

Step 2: Outline your structure

Step 3: Write paragraphs with topic sentences

“Several scholars have pointed out the flaws in this approach.”

“While recent research has attempted to address the problem, many of

Step 4: Revise, edit and proofread

Checklist for Synthesis

 Do I introduce the paragraph with a clear, focused topic sentence?

Lesson 3. Accurate Information

 Accuracy is defined as ‘the degree to which the result of a measurement

 Accuracy is to be ensuring that the information is correct and without any

 The quality of information measured by accuracy, timeliness, completeness,

 Can the information the author presents be verified in another source?

 Is the supporting evidence the author provides of a good standard?

How to Identify Accurate and Reliable Sources

 Currency: Is your topic constantly evolving? (e.g., Topics in technology and

 Also, inaccurate information may accrue by typographical mistake. To avoid this

 Inaccurate information with the passage of time it be hard to avoided if no one

Five Tips to Identify False or Inaccurate Information (Johnson, 2019)

1. Check if the article is biased

 Normally data is used in selective ways to show information, so it can often be

 If there are links, check out the author.

3. Check the content is verified

5. _ is a non-profit organization that provides educational ___ broadcasts.