6

English
Quarter 1-Module 3
Elements of a Story

Department of Education ● Republic of the Philippines

English - Grade 6
Alternative Delivery Mode
Quarter 1 - Module 3: Elements of the Story
First Edition, 2020

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Published by the Department of Education – Division of Lanao del Norte
Schools Division Superintendent: Edilberto L. Oplenaria, CESO V

Development Team of the Module

Writer/s: Nancy H. Dairo, Mary Rose Octavio and Thelma O. Aragon
Illustrator and Layout Artist: RhenantteDaison
Proofreader/Language Editors:
Wilma S. Samporna, Marjorie C. Tagacay, Evalyn U. Pabes, Marilyn A. Alaba
In-House Content Evaluators:
Jasmin M. Marohom, Amihan D. Mangontawar and Edna S. Chan
Management Team
Chairperson: Edilberto L. Oplenaria, CESO V
Schools Division Superintendent

Co-Chairperson: Mary Ann M. Allera

Assistant Schools Division Superintendent

Members Mary Arlene C. Carbonera, Ed.D. OIC-CID Chief

Maria Eva Sayre-Edon, Ph.D., EPS-English
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Jocelyn R. Camiguing, Librarian II
Myles M. Sayre, PDO II

Division Quality Assurance Team

Josephine V. Viscaya, Fatima P. Asum, Vilma V. Mangubat, Dennis B. Dozano,
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Regional Evaluators: Rey Ann Montanez, Tangub City Division

Shiela Mae E. Cabingas, Misamis Oriental Division
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 6
English
Quarter 1-Module 3
Elements of a Story

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department
of Education, Division of Lanao del Norte.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

iii
 What I Need to Know

Dear Teachers and Learners, the writers humbly welcome you all to this English 6 First
Quarter Self-Learning Module. This material guides you to learn on how to evaluate narratives
based on how the author developed the elements of the story and to familiarize yourself with
the different reading texts. As stewards of learning, we fervently hope that this simple material
would inspire you to learn and can make you enjoy while learning from this at home.
Remember, learning by doing this challenge with a heart, is what matters most.

So, here are some few reminders for you to follow in using this learning module:

1. Take your time to read every detail that this module contains.
2. This Module contains Lesson 1, 2, and 3 of which each lesson is provided with
activities/tests that will surely lead you to learn and enjoy.
3. Please be reminded to follow the directions and procedures given in every Activity
from Lesson 1 up to Lesson 3 so that your experience in using this module will be
meaningful and successful.
4. You have to answer all the tests in this module. There are Answer Keys provided
for all the tests made from Lesson 1 to Lesson 6 which can be found at the last
page for every lesson. However, make sure to do the Activity first before checking
your answers based on the given Answer Key. The goal is to make sure that you
work for this material honestly so that your work and effort will be rewarding and
learning will possibly take place although you work in this at home.
5. Take note of this very important reminder: PLEASE DO NOT WRITE ANYTHING
ON ANY PART OF THIS MODULE. Write your answers on your Activity Notebook
or on a separate sheet of paper as specified in the direction for every Activity.
6. Finally, may this module will bridge the physical spaces between teachers and
learners and would facilitate meaningful learning among learners studying from
home.

Special Reminders For You Learners:

1. Answer every activity smartly and diligently.

2. Write your answer as specified in the Direction for every activity.
3. Check your own answer based on the prepared Answer Key found at the end of
every Lesson in this module.

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 TABLE OF CONTENTS
Page

COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
INTRODUCTORY MESSAGE
TABLE OF CONTENTS

Lesson 1 –Evaluating Narratives Based on how the Author 1

Developed the Elements: Setting, Characters (Heroes and
Villains)
What I Need to Know 1
What I Know 1
What’s In 3
What’s New 4
What is It 5
What’s More 6
What I Have Learned 6
What I Can Do 7
Assessment 7
Additional Activities 8

Lesson 2 –Evaluating Narratives Based on how the Author 9

Developed the Elements: PLOT OF THE STORY
(chronological-sequential, en medias res, flashback)

What I Need to Know 9

What I Know 9
What’s In 10
What’s New 11
What is It 12
What’s More 13
What I Have Learned 14
What I Can Do 15
Assessment 15
Additional Activities 16

Lesson 3 –Evaluating Narratives Based on How the 17

Author Developed the Elements: Theme and Point of View
What I Need to Know 17

What I Know 17
What’s In 18
What’s New 19
What is It 21
What’s More 23
What I Have Learned 25
What I Can Do 25

v
Assessment 26
Additional Activities 28

Answer Key 29
References 32

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 Lesson
SETTING AND
1 CHARACTERS OF THE
STORY

In this module, you will learn about elements of the story and how the authors
developed these elements. As you go over this module, it will introduce you to the different
narratives about heroes and villains. Hopefully, this will help you appreciate the importance of
reading stories and aid you to evaluate narratives based on how the author developed the
elements.

What I Need To Know

After going through this module, you should be able to:

1. Evaluate narratives based on how the author developed the elements:

 Setting EN6RC-Ig-2.24
 Characters EN6RC-Ig-2.24.2
2. Read with automaticity grade level frequently occurring content area words
EN6F-Ig-1.8.2

How Do You Work on this Module?

Now that you know the different parts of this module, you will benefit from it if you follow these
steps.

1.Take the pre-test. Check your answers against the Key to Corrections on the Self-Check
section at the back of the module. Keep a record of your score.

2.Do the activities. For the exercises, you are to check your answers against the Self-Check
section.

3.Take the post-test after you are done with all the activities in the module. Remember to
check your answers against the key to correction on the Self- Check section.

4. You are to write all your answers to the module tests and exercises on a separate notebook.
For this purpose, you should have an English notebook or journal. Please do not write on the
module itself. Your notebook will have an important record of your accomplishments for
English.

Good luck as you begin this module!

1
 What I Know

Directions: Read and understand each question properly. Choose the best
answer then write it on your notebook.

1. What are the story elements?

A. characters, setting, plot
B. characters, problem, solution
C. main characters, solution, protagonists
D. main characters, supporting characters, solution
2. The ___________ in a story are the people or animals in the story.
A. problem B. characters C. setting D. solution
3. What is a main character?
A. The lead star of the story
B. He/She gives the lead star some problems.
C. He/She writes the story.
D. The enemy of the lead star
4. What is a supporting character?
A. The second main character
B. The character that supports the main character
C. The character that is not focused on in the story
D. The friend of the main character
5. The ________ is the time and place where the story takes place.
A. solution B. character C. setting D. problem

What’s In
Directions: Match the word in column A with its corresponding
euphemism in column B. Write on your notebook the letter of your answer,
before the number.
A B
___1. fat A. couch potato
___2. liar B. underachiever
___3. loser C. casualty
___4. lazy D. curvy
___5. victim E. economical with truth
F. put to sleep

What’s New

Activity 1
Directions: Before you read the story, answer this activity first to help you understand the
story better. Write on your notebook the word that best completes each sentence. Choose
your answer from the box below.
1. A man traveling from Jerusalem fell among the ___________ on his way.
2. They took his clothes and _________ him.
3. A Jewish priest ________ but did not stop.
4. A ______________ journeyed and stopped when he saw the man.

2
5. He gave the _____________ some money and asked him to take care of the man.

wounded inn keeper Samaritan thieves passed by

Activity 2
Directions: Read the story below and answer the questions that follow.

The Good Samaritan

A certain man traveling down from Jerusalem to Jericho fell among thieves on the way.
They took his clothes away and wounded him, leaving him half-dead.

By chance, a Jewish priest passed by and saw the man but did not stop. A Levite passed
by him and he too, did not stop.

A certain Samaritan journeyed and stopped when he saw the half-dead man. He went
down and treated his wounds, pouring on it oil and wine. Then he brought him to an inn and
took care of him.

When the Samaritan left, he gave some money to the inn keeper and asked him to take
care of the wounded man and if there are still expenses to be paid, the Samaritan would pay
him when he gets back.

The questions below are about the story you have just read. Answer them correctly on your
notebook.

1. Where did the story happen?

2. Who are the characters in the story?
3. Who do you think is the hero in the story?
4. Who is the villain in the parable?
5. What does this parable teach us?

What is It

Stories are accounts of imaginary or real people and events told for entertainment.
When we read stories, analysing the elements would help the readers understand the story
better. Among the elements of the story, only the setting and the characterization will be
our focus in this lesson.
The character is each a person, animal, or imaginary creature that appears in a
story. In the story of “The Good Samaritan“, theSamaritan and the wounded manare the
main characters and the priest, the Levite , the inn keeper and the thieves are minor
characters.

3
 The character, whether male or female, that is typically identified with good qualities,
and with whom the reader is expected to sympathize, is the hero or the protagonist.
In the story, the Good Samaritan is the hero because he was the one having good
qualities.
The villain or antagonist on the other hand, is also another character in the story.
This often refers to as the evil in the story that is identified with bad qualities. He/She is the
one giving the protagonist some problems.
In the story, the thieves are the villains because they took the clothes away and
wounded the man, leaving him half-dead.
There are kinds of characters. One is dynamic and the other is static. A dynamic
character is the one whose qualities change according to his/her experiences, mistakes and
encounters with other characters. For instance, one character who is mean in the beginning
may become kind and forgiving at the end of the story due to his/her experiences.
A static character, on the other hand, is one who, generally, does not change or
develop at all. His/Her character remains the same all throughout the story. For instance, if
the character is kind and forgiving at the beginning of the story, he remains the same when
the story ends.

Another element is the setting. It is the time and place in which the story unfolds. The
time could be in the past, the present, or the future; during the day or the night; in any season.
The place, or scene may be imaginary or real.

In the story, “The Good Samaritan”, between Jerusalem and Jericho is the place
where the story happened.

What’s More

Activity 3: It’s Reading Time!

A. Read the story aloud in 5 minutes. This time you should be able to read with fluency,
so request somebody to listen to your reading and to rate it using the rubric below the
passage with 5 as the highest score. Write your rating on your notebook.

Parable of the Rooster

The rooster had a severe case of delusion of grandeur. He believed he was superior to
everyone in every way. It first became evident right after hatching. He packed all the other
chicks into submission. He lorded it over all the others. This he continued to do when he
became a rooster.
He not only pecked the other chickens. He also attacked them with his spurs until the
others were bloody and fled away.
The rooster would not even allow the other cocks to crow. In the morning, he alone
announced the start of the new day or the setting of the sun.
During feeding time, he satiated himself first before letting the others eat his leftovers.
At night, he perched on the highest branch of the tree. The others contented themselves
with lower levels.

4
 Unfortunately, the rooster grew bigger than the rest. So he became even more
domineering and aggressive. Attempts to fight him were disastrous and futile. He sent all the
challengers fleeing for their lives.
After lording it over the whole poultry, he turned his attention to the other animals. He
bullied the cats and the dogs. Because of his wings, he swooped into the canines and felines
from behind. His beak and spurs scared those that presented a semblance of resistance.
Then the rooster challenged the goats. They were docile and were even easier to
dominate.
He flew and landed on the back of the carabao. “I am taller than you,” the rooster said.
“Now I am your master. You must do my bidding. I command you to parade me around.” The
carabao ambled about as though to herald the lord of the domesticated animal kingdom.
But the rooster was not satisfied. His successive triumphs over the other animals
emboldened him. He wanted total dominance.
“Since I now control all the animals in this land,” the rooster proclaimed, “I will now control
man. They too will be under my command!”
With that, the rooster attacked the first woman who passed by. But it was not too easy.
For the woman quickly grabbed him by the neck. No matter how strongly he wriggled his body
and flapped his wings, the woman’s grip only got tighter. Not only that.
The more he moved, the more pain he felt on his neck.
The woman marched directly to her kitchen and before the rooster knew what was
happening, his head was chopped off.
That evening, the lord of all was part of a steaming tinola (stewed chicken).

Rubrics for Oral Reading Fluency 1 2 3 4 5

Facial Expression and Enunciation
Fluency and Accuracy
Variation of Voice (clarity and voice projection)
Articulation and confidence
Discipline and organization
Total Rate

aggressive-quarrelsome
ambled-walk leisurely felines- cat
canines- pertaining to animals belong to the dog family futile - useless, ineffective
delusion- a false belief grandeur- magnificence, dignity
docile- easily led herald - proclaim
domineering- act arrogantly perched - rest
emboldened - to inspire with courage satiated - to satisfy/eat more than enough

What I have Learned

Directions: The questions that follow measure your understanding of the concepts discussed
in the previous pages. Choose the best answer then write on your notebook its letter.

1. In this lesson, narratives can be evaluated by analyzing how the author developed the –
A. theme and plot C.setting and characters
B. point of view and theme D. conflict and theme
2. The elementthat refers to the person, animal, or imaginary creature that appears in a story.

5
 A. setting B. character C. conflict D. theme
3. The element that refers to the time, place, weather condition, and historical background of
the story.
A. setting B. character C. conflict D. theme
4. The character who gives problems to the main character.
A. evil B. protagonist C. villain D. author
5. It is what the author is trying to tell the readers. It is his/her message to them in the story.
A. plot B. theme C. setting D. character/s

What I Can Do

Activity 4
Directions: Identify the character/s and the setting in every selection below. Write your
answers on your notebook.

1. Mr. Diaz bought a new car. It cost him much money. At the garage of their house at 7:45
a.m., something happened the first time he drove his car. It would not start. Mr. Diaz was
already late for his meeting. He called a mechanic to check his car. The mechanic worked
fast. He found some loose wires in the car which he connected properly. Mr. Diaz happily
drove his car to the office.
* Who are the characters in the story? _________
* Describe the setting of the story. _________

2. In the classroom, Jeffrey is in trouble again. His teacher sent a letter to his parents telling
them that he is very talkative in class. Jeffrey’s parents gave him another chance to prove his
conduct. Jeffrey promised to talk only when necessary.
* Who are the characters in the story? ___________
* Describe the setting of the story. ___________

3. One day, in Pualas, Liza was drawing a picture of her mother. The picture had plants
flowers and a beautiful house. She made a picture out of small feathers. Liza’s brother came
to see the picture. Suddenly, he started sneezing. The feathers started to fly then all of a
sudden, the picture was gone.
* Who are the characters in the story? ____________
* Describe the setting of the story. ____________

Assessment
A. Directions: For each question, choose the best answer and write
its letter on your notebook.
1. The setting of a story could either be the following below except __________ .
A. place B. time C. characters D. social situation
2.The character who opposes the main character is called the __________.
A. protagonist B. antagonist C. dynamic character D. Static character
3. You can really learn a lot about the character by ________________________.
A. what they do in the story
B. what they say in the story
C. how they behave or act in the story
D. all of the above

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4. __________________ is an example of a character trait?
A. hungry B. surprised C. brave D. frightened
5. A villain in the story is __________________________.
A. the main actor in it
B. the character who opposes the hero
C. the one who shows great courage in the story
D. the person who is admired for his achievement

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 Lesson

2
Plot of the Story
(chronological-sequential,
en medias res, flashback)

What I Need To Know

After going through this module, you should be able to:

1. evaluate narratives based on how the author developed the elements:

 plot (chronological- sequential, en medias res, flashback)
EN6RC-Ih-2.24.3
2. read grade level text with 135 words correct per minute EN6F-Ih-1.13; and
3. observe politeness at all times EN6A-Ih-16.

How do you work on this lesson?

1 Take the pre-test. Check your answers against the Key to Corrections at the back of the
lesson. Keep a record of your score.
2. Do the activities. For the exercises, you are to check your answers against the Self-Check
section.
3.Take the post-test after you are done with all the activities in the lesson. Remember to
check your answers against the key to correction at the back of this lesson.
4. You are to write all your answers on a separate notebook. Your notebook will have an
important record of your accomplishments for English.

Good luck!

What I Know

Take the following pretest before you proceed to the lesson.

Directions: Read and understand each question properly. Choose the correct
answer. Then, write the letter only on your notebook.

1. Which list shows the plot elements in the correct order?

A. exposition, falling action, climax, rising action, resolution
B. exposition, falling action, rising action, climax, resolution
C. exposition, rising action, climax, falling action, resolution
D. rising action, falling action, exposition, climax, resolution

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2. What is the definition of climax?
A. the turning point of the story
B. the struggle between two characters
C. the beginning of the story
D. the point when the conflict is resolved
3.Which part of the story do interest and suspense are built?
A. exposition B. rising action C. climax D. falling action
4. What is the classic fairy tale resolution?
A. once upon a time
B. the end...or is it?
C. and they all lived happily ever after
D. this is a story about a family
5. Choose the two words that best complete the sentence.
During the introduction, it is important to introduce the ________ and the ________.
A. characters, conflict
B. characters, falling action
C. climax, conflict
D. conflict, resolution

What’s In

Let’s Recall

Directions: Read the story below. Then answer the questions that follow.

Maria stood up and stretched her arms and legs. She was already dry. She shook the
sand out from her legs and dropped the shells she was holding beside her. She covered her
eyes with her hands to avoid the glare. The reflection of the sun on the water has been hurting
her eyes. She has been here for hours. Tired, but hopeful that one day her dad will come
home.

1. Who is the main character in the story?

2.Where do you think the story happen?
3. What made Maria’s eyes hurt?
4. How many hours she has in her place?
5. How does she feel that day?

What’s New

Activity 1: Matching Up!

Directions: Match the following words with the correct meaning from the box. Write the
letter of the correct answer on your notebook.

1. couple
A. feeling or showing great surprise or wonder
2. astonished B. any of various fruits of plants of the gourd family widely
cultivated as vegetables
C. having or showing a selfish desire for wealth
D. two persons9married
E. prosperity attained partly through luck
3. squash

4. fortune

5. greedy

If you get 5, you’re excellent!

Direction: Read the story.

The Tale of White Squash

(adapted from a story by Maximo D. Ramos)

There was once lived a couple who had a squash plant that gave them food to eat every
day. Despite being childless, both were happy for they liked nothing so much as boiled squash
for dinner.
One day, they discovered that they had eaten their last squash. They waited patiently but
no new fruit came.
“Oh, God,” they prayed. “If you can’t give us a baby, at least give us some more squash
fruit.”
Not long after, a white squash appeared. They were astonished for it was the first white
squash they had ever seen. The couple could hardly wait for the fruit to ripen and as soon as
it was big enough, the husband said:
“Wife, pick the fruit and cook it for I haven’t eaten squash for a long time.”
She picked the fruit and before she opened it, she heard a voice from it. “Please do not
hurt me,” said the voice.
“Husband,” cried the woman. “Come here! This squash can talk!”
“Don’t be a fool,” replied her husband. “At your age, you ought to know that no squash
can talk!”
“Open the squash but please do not hurt me,” said the voice.
Upon hearing this, the man himself took the knife and carefully cut the fruit open. And a
beautiful baby stood up and smiled.
“Thank you for letting me out.”
After recovering from their surprise, the wife proceeded to fetch water from the well.. She
spread a mat on the floor and laid the baby on it. She started to bathe the baby but to her
surprise, the water splashed on the baby’s body rolled down to the mat as shining pieces of
gold. The woman continued bathing the baby until all the water had turned into gold. Soon,
they had so much money that they did not know how to spend it.
They finally decided to build a palace and planned how many servants they should
employ.
The wife thought for a while and said, “We need wide land for our palace.”
“I was thinking of that, too,” replied the husband. “We had better get some more money
to buy land.”
The woman fetched more water from the well, bathed the baby again, the water that
touched the baby’s body turned into gold. They counted their money and it was more than
enough to buy all the land in the village.
But the wife said: “I don’t think that one palace is enough. Let us get some more money
to build two palaces.”
The husband agreed so the woman went to the well again and when she was about to
bathe the baby a third time, the baby stood up and said:
“I am very sorry that you could not be satisfied with your fortune. First, you obtained
enough money to build a palace. Then, you got enough money to buy all the land in the village.
But with all that, you were not contented. Even if I had given you a room full of gold, you would
still ask for more. Because you are so greedy, I shall leave you and the gold shall go with me.”
The baby and the gold vanished and the couple was left as poor and as childless as they
had always been

10
 What is It

Activity 2: Answer it correctly!

Directions: Answer the following questions based from the story. Put your answer in your
English notebook.
1. Where is the setting of the story?
2. Who are the characters in the story?
3. What negative trait did the couple possess?
4. Why do you think the third wish of the couple was not granted?
5. If you were the wife, would you do the same? What would you have done? Why?

Activity 3: Oral Reading Fluency Practice

Directions: Copy the following chart on your notebook, then fill it with the number of words
you read in one minute. Read the passage the second and third time. Record your progress.

Name: ________________________________ Date: _____________________________

Number of Words Read in One Minute

N
First Reading Second Reading Third Reading

________________ ______________ ______________

Analyzing Story Plot

The plot is one of the elements of a narrative. It consists of several events. The events tell the
action and conflict that leads to its climax and conclusion. It is the storyline plan or scheme.

The plot may be presented through literary devices such as the following:

1. Chronological-sequential arrangement of events. This is the normal way as shown by

the story mountain below.

Climax:
Shows the highest point of intere
st, suspense, and turning point o
f the story.

Rising Action: Introduces and Falling Action:

develops conflict/ main problem 11 Shows how the character
faced by the character/s s solve the problem/ confl
ict or ties up loose ends
 Exposition:
Provides background information
Resolution: Shows
, setting, and information how things end up in the story
about the characters

2. En medias res. This is a Latin phrase which means “into the middle of things”.
Unlike the direct narration pattern of story events, another related story is narrated
inside the main plotline. It is narrating from the midpoint rather than the beginning-
usually opening with a dramatic action rather than the exposition.

3. Flashback. This device presents to the reader all or most of the events that have taken
place before the events that are currently unfolding in the story. The events may be
past narratives by characters of their dreams or memories to create a background to
the present situation, place or person. These may be placed at the beginning or may
be inserted into the normal chronological order of events.

What’s More

Activity 4: Let’s Graph!

Evaluate the story “The Tale of White Squash” to show the plot using the chronological-
sequential arrangement of events. Copy the graph below in your notebook and fill it in with
your answers. Provide more spaces if necessary.

Climax

_____________

Rising Action Falling Action

____________ ______________

The Tale of
White Squash
12
 Exposition Resolution

___________ ____________

What I have Learned

What does plot in a story mean?

The ______ is the sequence of events in the story. It consists of several events. The
events tell the action and conflict that leads to its climax and conclusion. It is the storyline plan
or scheme.

The plot may be presented through literary devices such as:

_____________arrangement of events, ___________ and ______________.

What I Can Do

Activity 5: Let’s Do the Challenge!

Directions: Analyze the story plot below about a girl named Maria who happened to visit in
the city for the first time. Write the correct number corresponding to the event on your
notebook.

1- Exposition 5- Resolution
2- Rising Action 6- En medias res
3- Climax 7- Flashback
4- Falling Action

1. Maria finally went home with a smile in her face.

2. Maria got lost in the city and find no place to stay.
3. A stranger came to Maria and offered some help.
4. Back in the home, Maria recall all the things that happened to her in the city.
5. Maria lived with contentment in her own place together with her family.

13
 Assessment

Directions: Choose the best answer. Write the letter only on

your notebook.
1. What do you call the most exciting part of a story?
A. rising action B. falling action C. climax D. setting
2. In what portion of the story does the conflict or problem increase?
A. exposition B. rising action C. falling action D. resolution
3.”And they all lived happily ever after”.In what part of the story we could usually found
this line?
A. rising action B. climax C. falling action D. resolution
4.What part of the plot creates interest to the audience and readers?
A. exposition B. humor C. conflict D. imaginary person

5. Which part of the plot shows how the conflict was resolved?
A. rising action B. climax C. exposition D. falling action

14
 Lesson

3 Theme and Point of View

What I Need to Know

Good day to you! How are you today? Welcome to another module of new learning
and discoveries. I know you had a great time answering your previous modules. I hope you
will enjoy this module, too. This module will help you evaluate narratives based on how the
author developed the elements of the story and its focus, theme and point of view.

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

1. identify the theme and point of view in short stories (EN6RC-li-2.24-2.25 );
2. recall events of the story; and
3. appreciate the value of preserving life and nature.

How Do You Work on this Module?

Now that you know the different parts of this module, you will benefit from it if you follow these
steps.

1.Take the pre-test. Check your answers against the Key to Corrections on the Self-Check
section at the back of the module. Keep a record of your score.

2.Do the activities. For the exercises, you are to check your answers against the Self-
Check section.

3.Take the post-test after you are done with all the activities in the module.
Remember to check your answers against the key to correction on the Self-
Check section.

4. You are to write all your answers to the module tests and exercises on a separate notebook.
For this purpose, you should have an English notebook or journal. Please do not write on the
module itself. Your notebook will have an important record of your accomplishments for
English.

Good luck as you begin this module!

agility- moving quick

majestic - beautiful
pristine- pure
rendezvous - meeting place
repertoire - stock
tenacity - firmness

15
 What I Know

Read the passage and answer the following questions on your notebook.

A GIRL WITH HER RIVER

THELMA O. ARAGON
FM Posadas Elementary School
Lala North District

I recall, a girl who has become half blonde and deeply tanned for over exposure to the
heat of the sun while swimming happily in the majestic river in Bulod, a barrio in the town of
Tubod, Lanao del Norte.
The Bulod river became a rendezvous for young, active and adventurous children living
near the river banks.
I am that girl.
I was six and innocent.
The river has become the witness of my agility and tenacity as a young girl full of
energy. Even during the long peak hours of the blazing heat of the sun, I was soaked in the
river everyday, and I couldn’t help but unconsciously enhance my swimming prowess.
Bulod River – a river that bears the memories of my younger days. It is the river that
holds a repertoire of my laughter after laughter, of my screams before I held my breath upon
jumping from the bridge unto the pristine crystal water.
Bulod river is a reflection of life: a basin for both human beings and other living
creatures. There are a total of 24 families of aquatic insects, mollusks, flatworms and aquatic
earthworms found and identified in the heart of the river. Aquatic insects mostly dominated the
area which accounted 91% of the total abundance.
The people that happily enjoy the richness of the river day by day are both Christians
and Maranaos living nearby, harmoniously existing despite their differences in faith, language,
family traditions, and cultures.

Questions:

1. The girl narrator in the story is _____ years old

A. 3 B. 5 C. 6 D. 4
2. Where did the young girl spend most of her time during the day?
A. in the market C. in a store
B. in the river D. in the forest
3. Why did the young girl go to the river everyday?
A. to swim. C. to play
B. to wash clothes D. to eat
4. What barangay in Tubod is the river located?
A. Bulod B. Pualas
C. Malingao D. Pigcarangan
5. Base on the passage, what is being reflected in the river?
A. poverty B. sadness C. life D.fear

16
What’s In

What have you learned from your lesson last time? I want you to answer the exercise below
to check if you still remember your past lesson.

Below is a sequel to the story A Girl and her River by Thelma O. Aragon. Read it and on
your notebook, answer the questions that follow.

What Have Your People Done?

Bulod River – our life, we know it

Your untouched beauty speaks of
Bliss, joyful struggles, hopes and dreams
A mirror of your awesome existence,
Oh Bulod River!

Now look at you, Oh Bulod River,

Your once untouched basin is never the same
What have your people done?
What have they contributed to your present dilemma?
Your inner beauty, your pristine water
Your aquatic and non – aquatic richness
Called all of us to pause and reflect.
Shall we wait for your revenge -- turning life to death?

Questions:
1. Where do you think is the setting of the story?
2. Who are the characters in the passage?
3. What happened to theriver?
4. How could the people restore the beauty of the river?

What’s New

Activity 1

A. Read the passage and answer the following questions.

A New-Found Friend

It was the beginning of the school year and Maria was not happy that Juan
was her reading partner. School had only been in session for two weeks and Juan
had already made fun of her glasses and her blue shoes. Maria told Mrs. Damian,
her sixth grade teacher, about these rude interactions in hopes of switching reading

17
partners. Unfortunately, Mrs. Damian told Maria that Juan would remain her partner
for the realistic fiction unit.
Still feeling upset about having to work with Juan, Maria avoided eye contact
with him when he walked into their room after recess. Until, thud! When Maria heard
this loud noise, she looked up to see that all of Juan’s books had fallen out of his
backpack. Juan’s face turned bright red as he bent down to pick up the mess. Maria
rushed over to him. Despite Juan’s rude behaviour to her during the first two weeks
of school, Maria helped Juan pick up his books and said, “No worries, Juan, isn’t it
hard to have to lug all of these books around?
That afternoon during their reading partnership, Juan thanked Maria for her
kind gesture. He even mentioned that the ideas she shared that day helped him to
think of literary reflections. Maria realized she was learning a lot from Juan, too. As
the realistic fiction unit came to a close, Maria and Juan both realized that they
learned a great deal from each other and had even found a new friend.

B. Drill. Directions: Read aloud the words inside the box.

upset rude rushed

lug partnership reflections
gesture fiction switching
realistic

C. Vocabulary Building. Directions: Read each sentence with understanding. The

underlined word is taken from the story you have just read. Look for its definition
among the choices, then write your answers on your notebook.
1. I am so upset upon hearing the death toll of the corona virus pandemic.
A. disappointed B. confused C. busy D. scared
2. She had been rude to her friend.
A. ill-mannered B. strict C. worried D. frightened
3. The people rushed to line up to receive the relief goods from the government.
A. went B. hastened C. positioned D. jumped
4. The soldiers lug the food packs out of the trucks
A. drag B. throw C. hide D. give
5. During the lockdown, my siblings are in partnership to make ourselves safe from
the corona virus.
A. venture B. cooperation C. conference D. meeting

D. Answer the questions about the story. Write your answers on your notebook.

1. What problem did Maria encounter in this story? How did she solve it?
2. What is the writer trying to tell the readers?
3. What is the theme of this story?
4. Who is telling the story? Prove your answer.

E. Read each sentence. Identify and write which point of view it is written from.
Choose your answers from the box and write them on your notebook.

• First Person- I, We, me

• Second Person- you
• Third Person- he, she, it , they, them

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Example Susana bought some vegetables from the market.
Answer: Susana- Third Person Point of View

1. I am going to tell you an unforgettable story that made me happy.

____________________ ______________________________

2. You must always wash your hands.

_____________________ ____________________________

3. They are helping the people who are in need during the lockdown.
___________________ ______________________________

4. She became a front liner during the pandemic crisis.

_____________________ ____________________________

5. Jose and Pedro walked to the park to fly their kite.

____________________ _____________________________

What Is It

C. Discussion

Now, we will discuss about how an author evaluate narratives. Let us focus on the
theme and point of view.

-is the “Big Idea” or the lesson the

author wants you to take away after
reading the story.
THEME

-is the main idea that weaves the

story together, the why, the
underlying ideas of what happen in
the peace of literature.

Common Themes

HARDWORK TEAMWORK FRIENDSHIP

COURAGE HONESTY LOVE

JEALOUSY FAMILY
LOYALTY

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 A Theme is… A Theme is not….

*the lesson or the message # a summary

the author wants you to learn
*a real world connection # a message
*specific only to your story

Identifying the Theme in Five Steps

To identify the theme, be sure that you’ve first identified the story’s plot, the way the
story uses characterization, and the primary conflict in the story. Use these steps to determine
the theme for a work:

1. Summarize the plot by writing a one-sentence description for the exposition, the conflict,
the rising action, the climax, the falling action, and the resolution.
2. Identify the subject of the work.
3. Identify the insight or truth that was learned about the subject. • How did the protagonist
change? • What lesson did the protagonist learn from the resolution of the conflict?
4. State how the plot presents the primary insight or truth about the subject.
5. Write one or more generalized, declarative sentences that state what was learned and how
it was learned.

Point of View is determined by the authors’ descriptions of characters, setting, and events
told to the reader throughout the story.

An author can
write the story
Five Possible View Points from first
person or third
First - Person- the narrator tells person point of
“ I ” or “ my ‘ story. Also, this may be “we” or “our” story. view.
Example : We went to the store
.
Second - Person- the narrator tells “you” or “your” story, usually used for
instructions.
Example: First, you should wash your hands.

Third – PersonObjective- the narrator tells “his” or “her” story and does not
reveal any character’s thoughts or feelings. Characters may reveal their feelings
through actions or dialogue;

Example: He walked down the street. A man drove by and yelled, “Hey watch
where you’re going.”

Third – person Limited- the narrator tells “his” or “her” story and reveals one
character’s thought or feelings.

Ex. Sad that his girlfriend had left him, Ben wasn’t paying attention as he walked
down the street. A man drove by yelled,20 “Hey, watch where you’re going!”

Third-Person Omniscient- the narrator tell “his” or “her” story and reveals more
than one character’s thought or feelings.
What’s More

Activity 1

A. Directions: Determine the theme in each passage and prove your answer. Write
your responses in complete sentences. Put your answer in your notebook.

Oh river that flows eminently

Through the passing of hopes, dreams and possibility,
You nursed us at the bosom of your uncertainty,
That satisfies one’s life, especially of me.
.
I am nurtured by your richness and beauty
An experience, that I speak of, and cannot be,
taken away from me,
A rich memory that becomes a limitless boundary,
That I can be proud of, and become a legacy.

B.
In February 2017, settlers at the river bank of Bulod were awakened by the threatening
bell and the scary reality: the water of Bulod river is going beyond its normal level. The once
friendly and enticing water of the river is at every door of enemy house, racing with a heavy
force. Without a knock and permission it entered the house and stopped to the level that
satisfied it. Shivering fright engulfed all the members of every house.

C. The children cried as they did not understand what was happening. Questions came
rushing to their mind: Why? When will this stop? The water was the friend they love, the
friend that tickled and penetrated their skin and made them shiver from happiness, not of
fright. A dilemma has come and trauma was on its way.

D.
Children of today hear me
Nature’s life and our lives are intertwined
We must listen to each other’s cry
Ours and hers

Let us preserve and protect nature

It’s yours and mine, our future.
It’s yours and mine to protect and be proud of.

Activity 2
Directions: Read each sentence. Write on your notebook if it is in the first, second or third
person point of view.

Example A. I want to play now.

Answer: First Person Point of View

1. You should tell me your problem.

21
2. Lilia knows the way home.
3. We will visit the mall after this community quarantine period.
4. He saw a frog in the swamp.
5. You are a friend and an inspiration to me.

What I Have Learned

What have you learned in this module?

What elements of a
story have you What is a
learned today? theme?

What are the five

possible point of
views?
The common themes
are…? What are the
5 steps in identifying What is a point of
theme? view?

What do we remember when we use the First person point of view? How about the Second
Person point of view? What about the Third Person point ofview?

What I Can Do

A. Read each sentence. Then write on your notebook if it is written from first, second
or third person point of view.

Example A: I want to play now.

Answer: First Person Point of View

1. You should tell me the truth.

2. Mother cooks our food during the lockdown.
3. I am afraid of the Covid-19 virus.
4. My big brother John is the person responsible in going out to buy our essential goods
during the Enhance Community Quarantine (ECQ).

22
5. You must practice cleanliness all the time to avoid the Covid-19 virus.

B. Identify the theme of the passage titled “1972” by Wilma S. Samporna. Select
statements that prove it. Then draw the picture you see in the theme.

1972
By: Wilma S. Samporna

It was barely a month after classes opened. Together with my previous classmates, I
had just started to enjoy my being a Grade II pupil at Baroy Central Elementary School when
bizarre things started to take place usually along the national highway where we lived in a
rented house owned by Nang Angela Gonzales – Tatay, Nanay, Junior, Esing and myself, the
eldest.
At that time, I did not really understand why strange-looking men with long slender
guns would march from the direction of Tubod going to the direction of Lala or vice versa.
While marching, they would chant lines I did not also understand. They would usually come at
dawn or late afternoons. I did not also understand why we, including our neighbors, would
close our windows and doors and hide inside the house as soon as we hear them from afar.
Through some slits in the wall, we watched them pass by. In my mind, they must be bad guys
because why were we hiding from them, in the first place? In my mind, they were ready to kill
us because why would they carry guns, in the first place?
“Who are they, Nanay? I could not stand the puzzle any longer.
“Baracuda”, Nanay answered in a whisper.
“Why are they called Baracuda? Are they going to kill us? I asked again.
There was silence. She did not answer me anymore. Perhaps she was not also sure
of her answer, or she was afraid somebody might hear her reply.

Assessment

Directions: What is the point of view used in each passage? On your notebook, write the
letter corresponding to your answer.
A – First Person B – Second Person C. Third Person Objective
D – Third Person Limited E – Third Person Omniscient

1. I sought Tatay’s mind about the Baracuda and he said, “They are human beings who
opted to become enemies of the country.” In my mind, I asked a number of questions
including the reasons why some people would love to create trouble.
“Why would they not allow others to enjoy a peaceful life?” I nagged myself. Before
dinner time, my brother Junior and I developed the habit of going to my Aunt
NanayMameng’s big store, just two blocks away from our house, because people
would gather there to buy things they needed at home like rice and corn grits by the
ganta, canned goods, “ginamos” (salted anchovies) and dried fish, bread, soft drinks,
liquors, slippers, etc. Others went there to while away time by playing music from the
Jukebox that released Victor Wood’s “You Are My Destiny” or Eddie Perigrina’s
“What Am I Living For?”.

23
 2. There in the store, haggard-looking long-haired bearded men with their stout guns
called “pali-untod” (sp?) could be seen gleefully drinking Kulafu or tuba or Fighter Wine.
Guests at the store whispered to one another that these drinkers were the famous
“Ilaga”, men who were believed to be invulnerable due to the amulets and bottled oils
that they possessed and the “oracion” (secret prayers) that they recited and the rituals
that they performed.
3. While gulping their favorite drinks, people would gather because they would brag about
their encounters with the Baracuda in the outskirts of the neighboring towns. They
talked about combat tactics, death and victories.

There was one thing that struck us most: the dried dark things the men took as hors
d’oeuvres, which they claimed as ears and manhood of the enemies they encountered.
To my young mind, that was excessively brutal and that scared me to even gaze at
them both: the Ilaga and the Baracuda.
4. One afternoon, after dismissal time in school, I saw Nanay along with a number of
parents rushing to meet us children at the school gate. They appeared frightened as
they told the teachers that droves of Baracuda in vehicles were aiming their guns at
people they passed by; hence, they were afraid the Baracuda would hurt the school
children on their way home – the very reason they were fetching them.
5. Every day the Baracuda passed by either marching or riding in dirty-looking vehicles.
At that time, they did not hurt anybody from Baroy; however, we heard news that the
bodyguard of the governor got killed in an encounter. This drastically changed the
picture of the highway. People from the remote mountains came down in their
karomata (cart pulled by a carabao), filled with hungry-looking crying children,
possessions in sacks, while tugging along domestic animals such as goats, pigs, dogs,
etc. They were the evacuees who sought immediate refuge across Panguil Bay – to
the province of Misamis Occidental and the cities of Tangub, Ozamiz, and Oroquieta
via rented pump boats from the coasts of Baroy and Tubod.

B. Read the following short stories/ selections and identify which of the themes inside the
box belong to each story. Write your answers on your notebook.

Be Prepared Unhappiness
Family
Love Faith

1. It was a beautiful spring day. The grasshopper was flitting about, enjoying himself,
when he crossed paths with an ant. The ant was working very hard, carrying bits of
food deep down into his anthill. “Why are working so hard?” the grasshopper said. “I
want to have plenty to eat,” the ant replied. The grasshopper laughed. “Plenty to eat!”
he cried. “Why there is food everywhere that you look!” “That’s true,” the ant said.
“There is enough food for today. But there will come a day when it won’t be true.” The
grasshopper hopped away, not wanting to bother with the morose little ant.

Soon spring gave way to summer, summer to fall, and fall to winter. When the
fields were covered with snow, the ant sat far down in his anthill, safe and warm, his
stomach full, confident that he had enough to eat to see him through the winter. The

24
 grasshopper, who had not made any preparations for winter, shivered, and went from
one friend to another begging for food and feeling very foolish indeed.

2. The breaking news had shaken everybody. The whole Philippines is under Enhance
Community Quarantine. No one is allowed to go out of one’s home to be safe. There
is a virus that will endanger anyone’s life anytime. It is a virus that may kill anyone. You
may be young or old and whatever status you have in life. Filipino people were
frightened. The usual routine is at halt. People are ordered to stay at home. One week
lockdown was extended to two weeks then became a month and another month. But
still the virus is much frightening. The Covid-19 cases of infection is increasing and
getting worst.

3. We are together inside our home. My mother always reminded us to stay at home and
be clean all the time. Mother repeatedly reminded us to wash our hands with soap and
water. She reminded us to cover our mouth every time we cough or sneeze. She made
us drink our vitamins and eat nutritious food to become healthy. Mother bought us
facemask to make sure we are safe.

4. At 6:00 in the morning and afternoon, mother will gather us to pray. From the first day
of the ECQ, mother will make sure that we gather together to pray. She told us that
prayer is important today since we are facing a pandemic. She said, “We are having
an enemy that we cannot see. We must be ready always and God’s grace and
protection is our very hope today.”

5. I am very sad to hear that many front liners became victims of the virus. They sacrifice
their own lives to protect and take care of us against the virus. Others did not make it
and become defeated of the virus. My heart is broken seeing the young children crying
because they cannot anymore hug and see their loved ones that choses to serve the
Filipino people as part of their service above all.

25
 26
What’s New
Act. 1
1. Thieves
2. Wounded
What I Have Learned
3. Passed by
1. C 4. Samaritan
5. Inn keeper
2. B
Act. 2 Pretest
3. A 1. A
1. Street between Jerusalem to 2. B
What’s In 3. A
4. C Jericho
1. D 4. B
2. Samaritan, Levite, Jewish 5. C
5. b 2. E
Priest,thieves 6. B
3. B 7. A
3. Samaritan 8. A
4. A
4. Thieves 9.C
5. c 10. C
5. Answers may vary
Lesson 1
Answer Key
Lesson 2

Pretest Activity 3
1. C The
2. A number of
3. B words
4. C read in
5. A one
minute
depends Acti
Activit on how vity Postt
y1 fast 5 est
1. D or slow 1. 4 1. C
2. A the 2. 2 2. B
3. B learner 3. 3 3. D
4. E reads the 4. 7 4. C
5. C story. 5. 5 5. D

What's In Activity 2
1. Maria 1. in the farm
2. in the beach 2. wife, husband, and the baby
3. the reflection of the sun on the water 3. greedy
4. an hour 4. They were not satisfied with
5. Tired, but hopeful that one day her dad their fortune.
will come home. 5. Pupils answers vary

Resolution: Because the couple were so greedy, the baby and the gold vanished
and the couple was left as poor and as childless as they had always been.

Falling Action: The wife bathe the baby and all the water had turned into gold and
made the couple rich.
Climax:Not long after, a big white squash appeared. He carefully cut the fruit open
and a beautiful baby stood up and smiled.
Rising Action: One day, they discovered that they had eaten their last squash and
they waited patiently but no new fruit came.
Activity 4
Exposition: There was once lived a childless couple who had a squash pant that
gave them food to eat every day.

27
 28
Post Assessment What’s More….
What I Can Do…..
A. Act.1
1. A A. Satisfaction
A. B. B. Fear
2. C 1. Second 1. Theme: Confusion C. Fear
3. C 2. Third 2. I did not also understand D. Nurture
4. A 3. First why we including our Act.2
4. Third neighbors, would close our 1. Second Person Point of View
5. C 5. Second windows and doors and 2. Third Person Point of View
4. Drawing vary 3. First Person Point of View
4. Third Person Point of View
B. 5. Second Person Point of View
1. Be prepared
2. Fear
3. Love
4. Faith
5. Unhappiness
What’s New
C. D.
1 .A 1.Maria’s problem is Jake’s bullying her.
2. A 2. Maria solved the problem by show-
3. B ing kindness to Jake. Pre-Test
4. A 3. Friendship, Forgiveness, Chance
5. B 4. Answers vary
What’s In…
1. C 5. C
E. 1.River
1. I- First Person 2. People, girl 2. B
2. You- Second Person 3. A
3. They- Third Person
3. Nature
4. She-Third Person Destruction 4. A
5. They-Third Person 4. Preservation
Lesson 3
References:
Lesson 1

Activity Sheets Grade 6 prepared by: VIOLETA M. ALMARIO

DLP in English Grade 6 First Quarter

https://quizizz.com/admin/quiz/5c8fdf57ff32c9001bb4ad15/story-elements-pre-assessment

https://www.bookreports.info/hansel-and-gretel-summary/

https://www.proprofs.com/quiz-school/quizshow.php?title=story-elements-quiz_1&q=10

https://quizizz.com/admin/quiz/599d4919eb653811000345f7/story-elements

Lesson 2

English for All Times 6 pages 48 – 50

Lesson Guides Elementary English 6

Activity Sheets in English Grade 6 prepared by: MICHELLE B. BALATBAT

DLP in English 6 First Quarter

https://quizizz.com/admin/quiz/571a7adc164af09d2eaec108/plot-structure

https://www.google.com/search?q=story+plot+visual&tbm=isch&hl=en&ved=2ahUKEwjL-

JyS0ufpAhV0zIsBHaXrD5AQrNwCKAF6BAgBEDc&biw=1349&bih=657#imgrc=n_jHRCdOtL

fKRM

https://quizizz.com/admin/quiz/56c3ac5de3516314523cd185/text-structure-fiction

https://quizizz.com/admin/quiz/586d743d46ae417f20ea2d1f/plot-elements

Lesson 3

www.free-training-tutorial.com/writing theme-identify-exercise.htw/

http;//www.englishworksheetsland.com

https://www.k12reader.com/worksheet/discovering-the-elements-of-the-story/view/

www.google.com/search

www.ereadingworksheets.com/point-of-view-worksheets/

Find worksheets, games ,lessons and more at education.com/resources

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Copyright www.englishlinx.com/writing -points-of-view/writing-themes worksheet

For inquiries or feedback, please write or call:

Department of Education – Division of Lanao del Norte
Office Address: Gov. A. QuibranzaProv’l. Gov’t. Compound,
Pigcarangan, Tubod, Lanao del Norte
Telephone Nos.: (063)227 – 6633, (063)341 – 5109
E-mail Address :lrmdsldn@gmail.com

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