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44 English
Quarter 3 – Module 4
Evaluating the Setting of a Story

English – Grade 6
Alternative Delivery Mode
Quarter 3 – Module 4: Evaluate Narratives Based on How the Author Developed the Setting

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Kim V. Sevcik
Editors: Ma. Rowena L. Balduman, Pablito Villalon, Ph.D.
Reviewers: Josephine D. Eronico, Ph.D., Ma. Rowena L. Balduman,
Pablito Villalon, Ph.D., Susana J. Limbago
Layout Artist: Ismael T. Posion, Bella
1 C. Alberca, Henrissa M. Sible
Management Team:
Bianito A. Dagatan, Ed.D., CESO V
Printed in the Philippines by Schools Division of Bohol
Department of Education – Region VII, Central Visayas
Office Address: 0050 Lino Chatto Drive Barangay Cogon, Tagbilaran City, Bohol
Telephone Nos. (038) 412-4938, (038) 411-2544, (038) 501-7550
Telefax: (038) 501-7550
E-mail Address: depedbohol@deped.gov.ph

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English
Quarter 3 – Module 4
Evaluating the Setting of a Story

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Introductory Message
For the facilitator:
Welcome to the English 6 Alternative Delivery Mode (ADM)
Module on Evaluating the Setting of a Story.

This module was collaboratively designed, developed, and

reviewed by educators both from public and private institutions to assist
you, the teacher or facilitator, in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
This learning resource hopes to engage the learners into guided
and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and
circumstances.
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning. Furthermore, you are

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expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to the English 6 Alternative Delivery Mode (ADM)
Module on Evaluating Narratives Based on How the Author
Developed the Settings.
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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways; a story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson.

This aims to help you discover and understand new concepts and
skills.

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 What’s More This comprises activities for practice to solidify
independent

your understanding and skills of the topic. You may check the answers
to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank sentence/

paragraph to be filled in to process what you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real life situations or
concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module, you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering
the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
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 6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always bear
in mind that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

What I Need to Know

This module was designed and written with you in mind. It is here
to help you. This module was designed and written to assist you to
identify the setting in the story.It prepares also for you to evaluate
narratives bases on how the author developed the setting.

In this module, you are expected to:

o identify the settings in a narrative;
o tells where and when the events in the story happens;
o evaluate the setting of the story.

Lesson
Evaluating the Setting
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 1 of a Story

Module 4 focuses on how to evaluate the setting of a story. The

given exercises and activities are carefully chosen to motivate your
interest in learning.

As we progress in our study about the author and how to analyze

stories it is important that we cover one of the five elements that make
up a story – The Setting.

In this lesson, we will dig dipper into this element and learn to
provide specific details from a story. Stories happen in all sorts of
settings. The setting of the story tells where and when the events in the
story happen.

What’s In
Directions: Look at the pictures and answer the following
questions.Write the letter of the correct answer on your answer sheet.

shorturl.at/pwGX6

1. Where is the location of this picture?

a. at the park b. at the beach c. at the plaza d. at the school

2. When or what is the time of the day in this picture?

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 a. in the morning b. at noon c. in the evening d. at midnight

shorturl.at/hBGQ6

3. Where is the location of this picture?

a. in the living room c. in the bedroom
b. in the bathroom d. in the stock room

4. When or what is the time of the day in this picture?

a. at daytime b. at night time c. at noon d. in the afternoon

What’s New

Directions: Write T if the underlined word is Time and P if it is a Place.

____1. Mario went to the gym after school to play basketball.

____2. Dina throws the baseball from the field to the catcher.

____3. In 1950, my grandma went to Tagbilaran City to visit a friend.

____4. Once upon a time, in a faraway kingdom, there was a kind

prince.

What is It
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 The setting of a story gives a description of a place and time of the
story.The setting of the story also includes few elements.
1. Physical location
Place where the story happens. It can be real or imaginary.
a. Real Settings: classroom, playground, bedroom, on a boat, on a
plane in the sky, etc.
b. Imaginary Settings: in a kingdom or in a far faraway place.

2. Time
Time frame of the events in the story which may not always be
stated in the story. Sometimes you can guess the time through clues and
hints that are in the story. It can sometimes more specific such as during
the summer, during a holiday like Christmas Eve or during a basketball
game.When you go to bed, it is usually night time. When you breakfast,
it is in the morning.

3. Time period
The time in a setting can also mean a time period or a moment in
history that a story takes place in.
It can be classified as general such as in the past, in the present or in
the future.
If you are telling a story about something that happened to you, the story
usually takes place in the past.
Example: I won the tennis tournament last year.
When you tell stories about famous people in history, the setting is
always in the past.
Example: Dr. Jose Rizal is the Philippine National Hero
Future : A science fiction story about living in an inter-stellar planetary
community in the year 2025.

What’s More

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Directions: Read each sentence and identify when and where the story
takes place. Circle the place where the story happens and box the
time when it happens. Write your answers on your answer sheet.

Example: Dina bought a kilo of tuna fish at Poblacion Market earlier

1. Miguel López de Legazpi and Datu Sikatuna performed a blood

compact in Bohol on March 16, 1565.
2. My friends posted on Facebook today that they are having lunch on
the floating restaurant in Loboc at the moment.
3. My family visited the white sand beach in Anda last Christmas.
4. More COVID-19 vaccines will arrive in the Philippines next week.

What I Have Learned

Directions: Write the answer on the space provided.

___1. The setting of the story is the _______ (or when and where) of the
story.
a. time and place c. things and animals
b. person & actor d. action and opinion

___2. Why is setting important to a story?

a. It tells us about the characters?
b. It lets us know the context of characters’ actions and sets of
moods.
c. It settles the conflict.
d. It helps predict the ending of the story.

___3. What is the best way to put setting into a story?

a. Take a picture and copy it into pages of the story.
b. Use descriptive words and details that create a picture in the
readers’ minds and pull on their senses.

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 c. Use long words and sentences to make a picture.
d. Describe how the characters look.

___4. When should setting be used in a story?

a. Setting should be used in the beginning of the story, when there
are new events in the story line, or when the reader needs
information to understand the plot
b. Setting should be used at the end of the story to help explain the
resolution.
c. Setting should be used when there are new characters.
d. Setting should be used to help solve the conflict.

What I Can Do

Directions: Identify the setting in each situation. Write your answers on

the blanks.

A. A week ago, Agnes was alone at home when the doorbell rang.
Jumping up from her seat, she ran to open the door. “Have you tried this
brand of coffee before?” asked the stranger. Agnes was frightened. She
was actually expecting her mother at the door. She wanted to shut the
door but it was too late. The salesman had already pushed his way into
the house.

1. Where is the location of the story?____________________________

2. When or what is the time of the day the story happed?
_________________________________________________________

B. When the sun started to set, Luisa and Joseph slowly turned and
walked their way home. All was silent and still. Through the window, they
see their son playing computer games. Though they were both tired from
work, seeing their son made them very happy.

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3. Where is the location of the story?
_________________________________________________________

4. When or what is the time of the day the story happed?

_________________________________________________________

Assessment

Directions: Analyze the setting of the story. Choose the setting each
text
conveys. Write your answers on your answer sheet.

1. Joselyn scanned her forehead in front of the thermal imaging

scanner. The guard sprayed alcohol on her hands. She entered the main
entrance and she took a push cart. She bought rice, meat, vegetables
and fruits. What is the setting?
a. Baclayon Church c. Tagbilaran City Hall
b. Island City Mall d. Gallares Memorial Hospital

2. My father went inside the room of Ms. Mijares and there he put the
modules in the box where it says “Drop” and he took the new set of
modules where it says “Pick”. He signed the monitoring sheet and left.
What is the setting?

a. Tawala Elementary School c. Valencia Police Station

b. Panglao International Airport d. Jagna Public Market

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3. Observing social distancing, Jinalyn stepped on the line while waiting
for her turn. The cashier took her orders. Jinalyn carried the tray with
rice, chicken and soda. What is the setting?
a. Mercury Drug Store c. Mang Inasal Restaurant
c. Painitang Bol-anon d. Red Ribbon Bake Shop

4. Sarah is making a sand castle. Her sisters Ann & Jen were splashing
water at each other. Her parents, Ondoy and Mesia were sun bathing.
What is the most likely setting for this scene?
a. Chocolate Hills c. David’s Salon
b. Citi Hardware d. Alona Beach

Key Answer

What’s In
1. b 2. A 3. C 4. b

What’s New
1. T 2. P 3. T 4. T

What’s More
1. in Bohol March 16, 1565

2. in Loboc Today

3. Beach in Anda last Christmas

4. Philippines next week

What I have learned

1.a 2. d 3. b 4. a

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What I Can Do
1. at home 3. Outside the house
2. 2. a week ago 4.sunset/ late afternoon

Assessment
1. d 2. a 3. c 4. d

References
Books

Aesop. n.d. Google Chrome. Accessed March 10, 2021.

https://tinyurl.com/2jv4v7vt.
Anita A. Bagabaldo, Miriam B. Capili, Regina R. Condez, Saturnina R.
Ferrer, and Concordia C. Logue.2007. Developing Reading Power
6. Philippines:Saint Mary’s Publishing Corporation.

Education, Department of. 2011. LRMDS. March 4. Accessed March 10,

2021. https://lrmds.deped.gov.ph/detail/1565.
Evelyn B. Angeles, Agnes P. Galapon and Carmelita A.
Relente.2016.Joy in Learning English 6.Quezon City:Vibal Group,
Inc.

Lavina P. Laforga, Araceli C. Montoya, Cynthia J. Reynoso and Jovita

Consorcia F. Mani.2008. Lesson Guides in Elementary English
Integrating HOTS-Based Activity. Manila. Splash Foundation, Inc.

Maria Fe G. Eusebio, Perla A. Zotomayor, Rebecca D. Mendoza. 2015.

Essential English 6. Manila: Rex Bookstore, Inc.

For inquiries or feedback, please write or call:

Department of Education – Region VII, Division of Bohol

Office Address: 50 Lino Chatto14Drive, Cogon District,

Tagbilaran City, Bohol
Telephone Nos. (038) 412- 4938 (038) 411-2544 (038) 501-7550
Telefax: (038) 501-7550
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