9

English
Quarter 3, Wk.1 - Module 4
Analyze a One-act Play

Department of Education ● Republic of the Philippines

i
English- Grade 9
Alternative Delivery Mode
Quarter 3, Wk.1- Module 4: Analyze a One-act Play
First Edition, 2020
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Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo E. Gazo, PhD.,CESO V

DEVELOPMENT TEAM OF THE MODULE

Writer/s: JUDITH BANGUIS

Content and Language Evaluators: MARCHIE B. NADONZA,
JOSEPH ESTRADA, Jr
Design and Lay-out Evaluators: RACHEL TAN
Illustrator/Layout Artist: REZZEL MAE A. MONTECILLO

Management Team
Chairperson: Roy Angelo E. Gazo, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Shambaeh A. Abantas-Usman, PhD

Assistant Schools Division Superintendent

Members: Henry B. Abueva -CID Chief

Rustico Y. Jerusalem, LRMS Manager
Myra A. Ambalong- EPS
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 9
English
Quarter 3, Wk.1 - Module 4
Analyze a One-act Play

This instructional material was collaboratively developed and reviewed by

select teachers, school heads, Division English Coordinator of the Department of
Education - Division of Iligan City. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education-Iligan City Division at iligan.city@deped.gov.ph or
Telefax: (063)221-6069.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippine

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 Table of Contents

What This Module is About……………………………………………………………………………..v

What I Need to Know…………………………………………………………………………v
How to Learn from this Module………………………………………………………………………..v
Icons of this Module………………………………………………………………………………………vi

Lesson 1:
Elements of Drama……………………………………………………………………….. 1

What I Need to Know ………………………………………………………….……….1

What’s New………………………………………………………………….….2
What I Have Learned……………………………………………………….....3
What I Can Do………………………………………………………………....3

What I Know……………………………………………………………………6

Lesson 2:
Analyze One-Act Play……………………………………………………………………. 9
What I Need to Know …………………………………………………..……..9
What’s New …………………………………………………………………… 9

What I Have Learned……………………………………………………….... 10

What I Can Do ……………………………………………………………….. 10

What I Know …………………………………………………………………. 11

What’s More …………………………………………………………………. 12

Summary…………………………………………………………………………………… 12
Assessment: (Post-Test)………………………………………………………………… 12
Key to Answers…………………………………………………………………………… 14
References…………………………………………………………………………………. 15

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What This Module is About
Learning as part to every individual is easier if there is a lot learning materials
provided to every learner. As part of the students develops the students must learn to
trace back where he or she came from through its literature.
This learning material provide a variety of text particularly in study one act play
and the elements of drama which is main purpose of this module. It offers students to
engage in varied, interesting, challenging, and meaningful task to further develop and
improve their skills in reading, speaking, and analysing different literary works through
identify the elements of drama in order for them to have a clear understanding about
one act play.

What I Need to Know

Learning Objectives:

1. Identify the elements of drama as an aid to analyse one act play.

2. Identify features of one act play.
3. Explained how the elements specific to a one act play contribute to the
development of its theme.

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises diligently.

• Answer all the given tests and exercises.

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Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge

What’s In This part connects previous lesson with

that of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be
presented to you.

What is It These are discussions of the activities as a

way to deepen your discovery and
understanding of the concept.

What’s More These are follow-up activities that are

intended for you to practice further in order
to master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to

showcase your skills and knowledge
gained, and applied into real-life concerns
and situations.

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 Lesson Elements of Drama
1
What’s In

TASK 1.

Picture 1 Picture 2

Look at the pictures, how do the two pictures differ?

1. Which of the picture you would like do? Why?

The words below are related to one another. One of them is the general term under
which the other words can be classified. Encircle the general term.

literature short story essay novel drama

speech articulation enunciation sibilance lips

cinematography editing screenplay script writing directing

What I need to know

Learning Objectives:
a. To employ appropriate reading strategies to type of text.
b. To know the elements of drama.
c. To identify the elements of drama.
d. To make a summary of a certain work using the elements for a better
understanding.

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 What’s New

Activity 1:
Read the sample short story taken from Matthew 25, and then try to answer
the question that follows.

“Then, the kingdom of heaven will be like this:

Ten virgins took their lamps and went out to meet the bridegroom. Five of
them were foolish and five were wise. The foolish ones took their lamps but did
not take any oil with them. The wise, however, took oil in jars along with their
lamps. The bridegroom was a long time in coming, and they all became drowsy
and fell asleep.
At midnight, the cry rang out, “here’s the bridegroom! Come out to meet
him!” Then, all the virgins woke up and trimmed their lamps. The foolish ones
said to the wise, “Give us some of your oil; our lamps are going out.”
“No, they replied. “There may be not enough for both of us. Instead, to go
to those who sell oil and buy some for yourselves.”
But while they were on their way to buy oil, the bridegroom arrived. The
virgins who were ready went in with him to the wedding banquet. And the door
was shut.
Later, the others also came. “Sir! “Sir!” they said. “Open the door for us!”
But he replied, “I tell you the truth, I don’t know you.”
“Therefore, keep watch, because you do not know the day or the hour.”

Here are some questions about the story. Try to answer them.

1. Where did the story happen?

2. Who are the characters of the story?
3. What problem/ problems did the main character face?
4. What was the most interesting part of the story?
5. What happened to the people as a result of their efforts?

Let us remember
The answer that you have arrived leads you understand the story more easily.
The questions lead you to the elements of the story or drama.

What is Drama?
Drama is a literary composition to be acted by players on a stage before an
audience. Its successful portrayal depends on the cooperation that must exist among
writers, actors, producers and audiences in accepting the limitations and the convention
of the stage.
The drama is difficult to read because it is meant to be seen, not read. It
demands much imagination and attention on the part of the reader to enable him to hear
the tones and see the actions of the actors against an imaginary background.

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A drama has elements that follow:

A. Setting

The setting of a drama presented on stage must be adapted to the limitation of the stage
area. This tells the place and time the story took place.

B. Plot

The plot of the drama, although limited in its physical actions and changes of location or
scene, is similar to that of the novel or short story. It tells about the problem or the conflict in
the story which the characters have to solve.

C. Characters
The characters are the animals, things, or human beings that provide actions and meaning
to the story. Characters are usually grouped into –
a. Protagonist (the hero/heroines)
b. Antagonist (the villains)

D. Climax
The climax is the most interesting part of the story. It is the part wherein the characters are
performing a solution to the problem.

E. Dialogue
The dialogue is the lines thrown by the characters so that they may able to have a
conversation. Each line must be crafted carefully to focus on the theme, the incident, and
the character of the protagonist.

F. Ending
The ending talks about what happened to the characters after the solution to the problem
was taken or performed.

G. Theme
The theme is the thought of what the drama or the play is all about.

What I Have Learned

Let’s do this

Activity 2:

As you go along learning about the elements of drama or play, let us read a drama
written by William Shakespeare

Short Summary on Romeo and Juliet

The play is set in Verona, Italy, where a feud has broken out between the families
of the Montagues and the Capulets. Romeo, a Montague, has fallen in love with Julieta
Capulet. Juliet finds out who Romeo is, and laments the fact that she is in love with her
enemy. She wishes Romeo could shed his name and marries her, Juliet is obligated to
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marry another man named Paris. Juliet then goes to Friar Laurence, her confidant, who
gives her a potion that will make her seem dead for at least two days. She takes the
potion and drinks it that night. The next morning, the day Juliet is supposed to marry
Paris, her nurse finds her “dead” in bed. Romeo’s servant arrives and tells his master
that Juliet is dead and buried. Romeo hurries back to Verona. Seeing Juliet dead within
the tomb, Romeo drinks some poison he has purchased and dies kissing her. Friar
Laurence arrives just as Juliet wakes up within the bloody vault. He tries to get her to
come out, but when she sees Romeo dead beside her, Juliet takes his dagger and kills
herself with it. The rest of the town starts to arrive, including the Capulets and
Montague. Friar Laurence tells them the whole story. The two family patriarchs agree to
become friends. Each family erects a golden statue of the others’ child.

Romeo and Juliet

Act 2, Scene 2
SCENE II. Capulet’s orchard
Enter Romeo

ROMEO: He jests at scars that never felt a wound.

( Juliet appears above at the window)
But, soft! What light through yonder window breaks?
It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou her maid art far more fair than she:
Be not her maid, since she is envious;
Her vestal livery is but sick and green
And none but fools do wear it; cast it off.
It is my lady, O, it is my love!
O, that she knew she were!
She speaks yet she says nothing: what of that?
I am too bold, ‘tis not to me she speaks;
Two of the fairest stars in all the heaven,
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her check would shame those stars,
As daylight doth a lamp; her eyes in heaven
Would through the airy region stream so bight
That birds would sing and think it were not night.
See, how she leans her cheecks upon her hand
O, that I were a glove upon that hand,
That I might touch that cheek!

JULIET: Ay me!

ROMEO: She speaks:

O, speak again, bright angel! For thou art
As glorious to this night, being o’er my head
As is a winged messenger of heaven
Unto the white-upturned wondering eyes
Of mortals that fall back to gaze on him
When he bestrides the lazy-pacing clouds
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 And sails upon the bosom of the air.

JULIET: O Romeo, Romeo! Wherefore art thou Romeo?

Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.

ROMEO: (Aside) Shall I hear more, or shall I speak at this?

JULIET: ‘Tis but thy name that is my enemy;

Thou art thyself’ though not a Montague.
What’s Montague? It is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name!
What’s in a name? that which we call a rose
By any other name would smell as sweet;
So Romeo would, were he not Romeo call’d
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name,
And for that name which is no part of thee
Take all myself.

ROMEO: I take thee at thy word:

Call me but love, and I’ll be new baptized;
Henceforth I never will be Romeo.

Checking what I have understood

1. What two families are Romeo and Juliet from?

2. Why did Juliet offer to deny her family name and why did she ask Romeo to do the
same?
3. Do you consider your family when choosing a partner? Why or why not?
4. Romeo and Juliet come from two feuding families. Would you risk dishonouring
your family and not ever seeing them again for the love of your life?

What I Can Do?

Activity 3: Making a life connection

Romeo and Juliet come from two very different families. Imagine you are about to
introduce your parents to your boyfriend’s or girlfriend’s parents. Give a description of how
you would make this meeting as pleasant as possible.

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 What I Know

Activity 4

As part of your discovery on the elements of drama, you are going to work on a
summary for our own drama entitled “Walang Sugat” by Severino Reyes. Make sure in your
summary all the elements are present.

WALANG SUGAT

ACT ONE

ACT 1, Scene one. Julia’s house. Daytime. A small town in the province of Bulacan,
November, 1896.

Tenyong arrives to find Julia busy, embroidering a handkerchief. He ask to see it, but she
refuses. Rebuffed, he sulks. Pretending to be angry, she throws the embroidery clamps. He
picks them up and asks for forgiveness. Then seeing that the handkerchief bears his initials,
he is elated, but she insists it is not for him but for the Spanish priest. Angered by this
revelation, he wants to burn it so Julia has to tell the truth. Shortly, Lucas arrives to report
that Tenyong’s father and other men were arrested by the Civil Guards on suspicion of
being rebels.

ACT I, Scene two. Telon Calle. Later that day.

The families and friends of the detained men prepare to visit and bring food to the provincial
jail. They take the train for the capital.

ACT I, Scene three. The prison at Bulakan. The following day.

The Spanish friars instruct Marcelo, the town mayor, to continue the torture of the prisoners,
showing no mercy at all, despite the death of seven of them and the near death of Kapitan
Inggo, Tenyong’s father.

The head friar tells Inggo’s wife that he has ordered the punishment of her husband stopped
and that he would recommend to the Governor the release of all prisoners. However, he
tells the other friars that they will go to Manila to advise the Governor General to have the
rich and educated Filipinos executed.

Kapitan Inggo meets his family and friends just before he expires. Over his dead body,
heart- broken Tenyong swears vengeance. His mother faints in shock.

ACT I, Scene four. Telon Calle. One day later.

Tenyong decides to join the rebels and starts recruiting men. Julia tries to dissuade him,
claiming that his widowed mother needs him now. Despite her pleas, he is determined to
heed the call of duty of his Mother- land and asks Julia to look after his mother. In
resignation, Julia prays for his success and safety and gives him her religious medal. They
vow to love each other forever.

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 ACT TWO

ACT II, Scene one. Julia’s house. Afternoon. The latter part of December, 1897.

Julia’s mother tells Julia that Miguel and his father will call on them to propose Julia’s
marriage to Miguel. Julia protests that she do not love him and does not reveal her
commitment to Tenyong. Her mother askes her to reconsider her decision, saying that times
have changed and love is no longer the basis of marriage.

Meanwhile, Lucas and Monica are falling in love.

ACT II, Scene two. Telon Calle. Twilight. The following week.

Miguel, his father, and the parish priest arrive to arrange the bethrothal of Miguel and Julia.
Dull- headed Miguel fumbles in his attempt to win the heart of Julia. The purpose of the visit
is sidetracked by the recitation of the priest’s growing problems caused by the people’s
disenchantment with the church.

ACT II, Scene three. Encampment of the Katipuneros. In another town. Afternoon. Several
days later.

While the rebels are in the midst of preparations for an assault on the enemy, Lucas shows
up to deliver Julia’s letter to Tenyong . Captain Tenyong learns of his mother’s death and of
Julia’s impending marriage to Miguel. Depressed by the sad news and feeling helpless to
heed her plea to save her, he turned for help to his general who promises to effect their
marriage at all costs.

As shots are heard, the rebels await the action that soon ensues.

ACT THREE

ACT III, Scene one. Julia’s house. Daytime. January, 1898.

Lucas returns to tell Julia that Tenyong could not answer her letter because fighting had
started but sends word that he would be back soon.

Miguel visits Julia and tells her that their wedding will be in grand style and they will leave
by ship to Manila for their honeymoon. His words only disgust Julia who feigns a headache.

Miguel’s father asks that the wedding date be advanced, but Julia rejects it. He then bares
his love for Julia’s mother, claiming that since they both are bereft of their mates and their
own children will be leaving them soon, they might as well get married. Juans, however,
takes his proposal lightly, saying they’re too old for that.

ACT III, Scene two. Telon Calle. Afternoon. Some weeks later.

Julia, in desperation to avoid marrying Miguel, urges Lucas to take her to the camp of
Tenyong, but he fears that they would not be able to find him as the rebels are always on
the move. Lucas advices her to spurn Miguel during the wedding ceremony, but Julia would
not think of disobeying her mother, so she just leaves everything to God.

ACT III, Scene three. The town plaza. The following morning.

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The whole town turns out in festive mood to witness the wedding rites that will unite the
scions of two prominent families. As the bridal entourage prepares to enter the church, the
rebels, led by their general, arrive. Tenyong, heavily bandaged, is lying on a carabao sled.
Upon seeing him, Julia becomes hysterical and, refusing to enter the church, she attends to
him. Her mother, also worried, asks the general to have a doctor examine him. The doctor,
after examining him, declares him on the verge of death, so the priest was summoned for
the last rites. The priest then announces the last request of the dying man that he be
married to his childhood sweetheart. Juana is shocked to learn of her daughter’s secret and
scolds her for her deception. Miguel and his father give their consent to this strange request
for they know that Tenyong will expire very soon and the original wedding can take place.
Juana is also prevailed upon to give her blessings, so the new bridegroom, still swathed in
bandages, is brought to the side of Julia for the start of their wedding rites. As the priest is
about to begin the nuptials, Tenyong rises unexpectedly, removing his bandages. The
crowd shouts in disbelief: “Walang Sugat!”

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 Lesson Analyze One-Act Play

What I need to know

Learning Objectives:
a. Analyse a one-act radio play
b. Identify features of one-act play
c. Explained how the elements specific to one-act play contribute to the development of
its theme

What’s New?
Activity 1: Connecting lives
When do you dial a friend?
You have a civic obligation to help others. Would you be willing enough to take the risk
of helping others in need?
Using a sheet of paper, write at least 5 sentences about the following situation:
a. A friend is habitually absent and asks you to cover up his being hooked to
computer games.
b. You witness a hit and run vehicular accident and the victim needs your
help.
c. Your classmate’s cell phone was confiscated because he was watching
pornography, and he wants you to help him get his cell phone.

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 What I have learned

Activity 2: Breaking the barriers

Read the text carefully about telephone and answer the guide question below.(LM in
English p. 237)

The Telephone
By Edward Field
My happiness depends on an electric appliance
And I do not mind giving it so much credit
With life in this city being what it is
Each person separated from friends
By a tangle of subway and buses
Yes my telephone is my joy
It tells me that I am in the world and wanted
It rings and I am alerted to love gossip
I go comb my hair which begins to sparkle
Without it I was like a bear in a cave
Drowsing through a shadowy winter
It rings and spring has come
I stretch and amble out into the sunshine
Hungry again as I pick up the receiver
For the human voice and the good news of friends
The Telephone by Edward Field, from Counting Myself Lucky. © Black Sparrow Press,
1992
Guide Questions:
a. To what does the speaker compare man’s situation before the advent of the
telephone?
b. What value do you give the telephone when he has the access to it?
c. What literary device is used here?

What I can do?

Activity 3: Extracting Information
Through technology, you are to read, watch to, and listen to a lot of information.
This information may influence you to believe certain ideas and push you to take some
form of action. As a student in this century, I want you to share your idea about
prohibiting the student to bring cell phone in school. Share your thought regarding
whether you agree to or not. Site some advantages and disadvantages.

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 What I Know

Read the excerpt of a one-act play in titled “Sorry, Wrong Number” by Lucille Fletche
Text: Sorry Wrong Number (Excerpt)
Sorry, Wrong Number tells the story of Mrs. Elbert Stevenson, an invalid woman
confined to her bed, who becomes increasingly frantic as the story progress. The drama
begins with Mrs. Stevenson attempting to call her husband, who is working late.
Frustrated with the busy signal, she seeks the help of the operator who connects her
through to what she assumes is her husband’s office phone. Instead of hearing her
familiar voice, she listens in on a conversation where two men are plotting murder. The
victim is a woman, home alone, who lives near a bridge. The men plan for the attack to
take place just as the train crosses the bridge, so the sound will mask any screams from
the victim. Horrified by what she hears, Mrs. Stevenson calls the operator to demand
that she trace the source of this call. The operator explains that only the police can push
through a request like that, and so begins the 20 minute of calls to the police, telephone
operators, and even to the phone company’s Chief Operator as Mrs. Stevenson
attempts to alert someone to the gravity of the situation. None of the people she talks to
will acknowledge that she is in danger. Meanwhile, the audience learns that Mrs.
Stevenson has been confined to her bed for 12 years with anxiety issues. No one on the
phone has the answers she’s seeking and her anxiety mounts, building suspense that
her health may at risk.
The drama culminates in a scene were Mrs. Stevenson becomes certain that
she’s the target of the murder; after all, she lives near a train bridge, and when she
hears that her husband has left town on business, she knows that she will be at home
alone at the designated time for the attack. In the final minutes she hears an intruder
listening on the downstairs phone, and then she picks out footsteps coming up the
stairs. She hastily calls the police for help, and just before they answer the phone. Her
terrified screams let the audience know that she has been caught by the killer.
The drama ends when the police ask about the nature of the caller’s emergency.
The killer picks up the phone, explain that he’s fine, and says the he never meant to dial
the police. He apologizes for dialling a wrong number and hangs up.

The follow up questions:

a. Which parts of the story can you find heightened tension and suspense?
What is it affected on you?
b. Was Mrs.Stevenson able to connect to get help?
How?
c. Would you be willing enough to face danger just to help somebody in trouble?
Explain your answer.
d. What would be the reason the police did not believe on Mrs. Stevenson report?
If you where Mr. Duffy would you believed on Mrs. Stevenson call?

11
 What’s more?
Activity 4: Tracking Events. (ML in English p. 252 to 253)
Arrange the events according to their occurrence in the play. Enter your answer in the box,
and then explain the acceptability of your arrangement.
1. 2. 3. 4. 5.

a. She accidentally overheard a conversation between two men planning a murder.

b. Desperate to prevent the crime, she began a series of calls – to the operator, to
the police, and others.

c. Mrs. Stevenson is an invalid confined to her bed and her only life-line was the
telephone.

d. One night, while she was waiting for her husband to return home, she picked up
the phone and called his office.

Activity
e. Her 5: Revisiting the
conversation withPlay
Sgt.(ML in English
Duffy made herp. realize
258) the description of the crime
scene and victim.
The elements of one –act play are found in the script. Fill – in the grid below with the
needed information.
Elements of one-act play Details
Setting
Plot and plot structure
Character and characterization
Conflict
Theme
Suspense and atmosphere

Summary

This work module aims in helping the student in understanding the elements of
drama or play through the different activities that will help them enhance their
understanding in different works. The activities will also help them in evaluating
themselves against the issue that would relate to their everyday life.

12
Assessment: (Post – Test)
Read each of the selections and questions that follow. Choose the letter of the correct
answer from the given choices.

The sky was crimson and tree-scattered fields stretching out into the
distance were like a red sea. Golden grains dropped heavily, ready for gathering.
They were artistically colored by the sunlight that flooded the sky. A flock of
chirping birds were flying in to roost. Along the palay-scented path, a man
carrying a plow and leading the carabao walked homeward at peace with the
world. A church bell ringing from afar found its way to him. He took off his hat and
bowed.

_______ 1. What time of day is it?

a. Dawn b. twilight c. noontime d. siesta time
_______ 2. What season of the year is it?
a. Plow time b. planting season c. harvest time d. fiesta time
_______ 3. Where is the scenery most likely to be found?
a. In a metropolis b. in an urban area c. in a semi-urban area
d. in a rural area
_______ 4. What does sentence 4 imply?
a. That the birds are going to rest for the night
b. That the birds will look for food
c. That the birds will hatch their eggs
d. That the birds are going to fly away
________ 5. Who is referred to in sentence 5?
a. a labourer b. a harvester c. a farmer d. a butcher
________ 6. How does man feel in sentence 5?
a. Hopeful b. optimistic c. happy d. contented

Our earth is only a speck in the universe but it is very special part. For our
earth is largely made up of forms of matter that are rare in the universe. The
universe has starts as hot as 35, 000,000 F. It has empty spaces as cold as
459.6F. But our earth has just the right temperature for the rare and delicate
forms of matter such as the plants and animals. It is the tiniest living things in a
drop of water to the vastness of the universe…..and marvel at its wonders.

_______ 7. What is the paragraph mainly about?

a. How much looks upon the earth and the vastness of the universe
b. Why there is life on earth unlike in the other parts of the universe
13
 c. How the earth differs from other parts of the universe
d. Why the earth is important in spite of its small size

_______ 8. Which is a good title for the selection?

a. Life on Earth
b. Earth – A Unique Planet
c. Our Home Planet
d. Beautiful Earth

_______ 9. Scrooge took his melancholy dinner in his usual melancholy tavern and then
went home to the chambers which had once belonged to the dead Marley. It was a
gloomy suite of rooms in a dreary pile of a building, set back from the street in forbidding
darkness. What is the feeling express by the character in the story?
a. Excitement b. impatience c. loneliness d. fearful

________ 10. What mood does the writer wish to convey in the passage below?

Diana studied the Earth people. One was quite large, the other much
smaller. The tall one would be an adult, he thought. Such height made the little
alien feel uncomfortable. He had never seen anyone so big in all his life, and he
was glad to have his spacesuit working again. For a while, there he had felt like
a lost child, small and weak and lonely. His home and his parents were millions
of miles away…..and he might never see them again.

a. Excitement b. happiness c. loneliness d. sorrow

Key to the answers

1. B
2. C
3. D
4. A
5. C
6. D
7. A
8. C
9. C
10. C

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References
A Journey through Anglo – American Literature, Learners Material, 1st Edition, Vibal Group,
Inc.2014

http://walangsugatzarzuela.blogspot.com/2014/10/walang-sugat-summary.html
Kahayon, Alicia H. Philippine Literature: Choice Selections from a Historical Perspective,
Diliman Quezon City, Kalayaan Press Mkg. Ent. Inc. 1989
Lapid, Milagros G. English Communication Arts and Skills Through Anglo-American and
Filipino Literature, Quezon City, Phoenix Publishing House, Inc. 2011
Salazar, Evelyn S. Skill Builders for Efficient Reading, Quezon City, Phoenix Publishing
House Inc. 1990
Villamin, Aracelli M.et.al, Developmental Reading, Quezon Avenue, Quezon City, Phoenix
Publishing House Inc. 1995

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 For inquiries and feedback, please write or call:

Department of Education – Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph
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