Eng6 Q3 Module2

Zach Yuan B.
De Vera Grade VI – Albert Einstein English
6
English
Quarter 3 – Module 2
Evaluate Narratives Based on
How the Author Developed
the Elements
Zach Yuan B. De Vera Grade VI – Albert Einstein English
CO_Q3_English6_Module2
English – Grade 6
Alternative Delivery Mode
Quarter 3 – Module 2: Evaluate Narratives Based on How the Author Developed the
Elements
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

Ma. Melanie L. Padohinog, Ma. Rita N. Santiana, Rosemary S.
Authors:
Villanueva, Reyza H. Patchicoy
Sarah Michelle C. Nietes, Dream Rose Ostan-Malayo
Editors:
Francisco E. Misajon Jr.
Reviewer:
Ronnie Boy Vicente
Illustrator:
Phoenix Allanah Zandria Q. Salcedo-Tordesillas, Ferdinand D.
Layout Artist:
Astelero
Management Team: Felisa B. Beriong

Corazon C. Tingson Gaudencio C. Riego Francisco E. Misajon Jr
Schubert Anthony C. Sialongo
Phoenix Allanah Zandria Q. Salcedo-Tordesillas
Marian Rose B. Sarmiento
Printed in the Philippines by
Department of Education – Region VI-Western Visayas
Office Address: Binirayan, San Jose de Buenavista 5700, Antique

Telefax: (036) 540-9837
E-mail Address: antique@deped.gov.ph
English
Quarter 3 – Module 2
Evaluate Narratives Based on
How the Author Developed
the Elements
Introductory Message
This Self-Learning Module (SLM) is prepared so that, you, our dear learners,
can continue your studies and learn while at home. Each SLM is composed of
different parts. Each part should guide you step-by-step as you discover and
understand the lesson prepared for you.
Pre-tests are provided to check how much you already know about the lesson.
It will also give your facilitator an idea about the progress that you are making in the
SLM. At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys provided for each activity and test. We trust that you will be
honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and test. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you!
What I Need to Know
In this module, you will learn how to evaluate narratives based on how the
author developed the elements.
The module is divided into three lessons, namely:

 Lesson 1 – Identifying Elements of the Story
 Lesson 2 – Determining Elements of a Plot
 Lesson 3 – Evaluating Narratives Based on How the Author Developed the
Elements
After going through this module, you are expected to:

1. identify the elements of the story,
2. determine Elements of a Plot, and
3. evaluate narratives based on how the author developed the elements.
(EN6RC-Ic-6.5, EN6RC-Ic-6.6, EN6RC-Ic-6.7)
What I Know
Do you enjoy reading stories? In this activity, you will learn how to identify
the elements of a story. But before that let us first check how much you know about
them.
Read the following statements. Be able to understand them very well. Answer
the questions by choosing your responses from the choices given. Write the letter of
your answer on the answer sheet.
1. What is the element of a story which tells about the series of events
and actions that relate to the central conflict?
a. character c. setting
b. plot d. theme
2. What do you call an element of a story which is a person, or an animal

that takes part in the action of a short story?
a. character c. setting
b. plot d. theme
3. What is the part of a story that depicts the struggle between two
persons or things in a short story?
a. conflict c. setting
b. plot d. theme
4. What is the part of the story that tells the time and place in which the story
happens?
b. plot d. theme
5. What is referred to as the central idea or belief in a short story?
b. plot d. theme
That was an impressive start, my dear learner!
This time, be ready to recall what you know about the elements of a story.
Lesson
1 Elements of a Story
The stories that we read may sometimes bring us to another world. They make
us dream and imagine things. They can even make us believe the unbelievable.
But as a lover of stories, you need not stop at simply enjoying the story. It will
be good for you to know more about its elements.
What’s In
Below are sentences depicting the elements of a story. For numbers 1 to 4,

write C if the sentence tells about a Character, S for Setting, P for Plot, and T
for Theme. For number 5, write the letter of the correct answer on your answer
sheet.
1. Being resourceful is looking for ways or means to solve the problem.

2. Elisa is a simple Grade 6 pupil who studies in a small public school in their
province.
3. The West Visayas Regional Athletic Association Meet 2019 was held at Roxas
City.
4. When Elisa’s parents arrived in Roxas City to support her, she was very
happy. She was really inspired to play. Sad to say, a day before their first
game she and her two team mates suffered from head ache. Because of it, they
did not play well. They gave their best to help their team mates win the game
but still they end up losing. After the game, they were advised to drink a lot of
water, take medicines, take a rest and have enough sleep at night.
Fortunately, their headaches were gone the next day. They played their next
games so well that they ended up 2 nd runner up.
5. Based on the story in item number 4, from which point of view is it written?
a. first person c. third person
b. second person d. omniscient
Bravo! You did a good job! It is about time that you get yourself ready for the
new lesson.
What’s New
Do you love animals? Find out in the story how Kamela treats animals.
Read the story and answer the italicized questions found within the selection.
Kamela: The Kind-Hearted Child

By Ma. Melanie L. Padohinog
Kamela is a Grade 6 pupil in a small barrio. She lives a simple life

with her three siblings and their parents.
One day, as she was entering their school gate, she heard a soft
cry. She almost leaped when she stumbled upon a cute puppy. As she
looked closer, she found out that it was badly hurt. It has a wound on its
left ear and fresh blood was dripping from it.
What character trait does Kamela possess?
When she was about to pick up the puppy, a group of three boys
called her. One of them said, “Kamela, never mind that puppy. Look at
how disgusting it is!”
What do you think will happen next?
Kamela replied, “Yes, for you this puppy is dirty and smells odd.
But like us, they have feelings, too. When people hurt them, they also feel
the pain. And when somebody loves and cares for them, they also love
back and care for that person.”
How will Kamela’s classmates react after hearing about her

feelings for the puppy?
Kian, Kamela’s classmate, timidly said, “We’re very sorry,

Kamela. We made fun of the puppy. We did not realize that they also
need love and care like us. Don’t worry, we will help you bring the
puppy to the veterinarian so that it could be treated and be well again.
Can you identify the elements of the short story?
Kindly answer the following questions in your answer sheet.
1. Who are the characters in the story?

2. How will you describe Kamela?
3. What does Kamela find along the way?
4. What is Kian sorry for?
5. If you were Kamela, would you do the same? Why?
What is It
Kamela’s story includes five basic elements of a story. As a reader, you should
be keen enough in identifying each element.
Knowing the elements of a story is significant to you as a reader. Why? These

elements allow you to follow the whole story in a clear and logical manner.
Understanding the elements of stories will also help you understand and appreciate
narratives more.
Here are the elements of a short story.
1. Characters refer to people, animals or objects that talk and take part in
the story. The central character is called the protagonist.
Example: Kamela is a Grade 6 pupil in a small barrio.

(This is taken from the story “Kamela: The Kind-Hearted Child”) In the
story, the central or main character is Kamela.
2. Setting is the time and place in which the story happens.
Example: One day, as she was entering their school gate, she heard a
soft cry.
In the example, one day tells about when the story happened and school
gate is the place where the story happened.
3. Plot is a series of events that relate to the central conflict in the story.
Example:
a. Beginning: Kamela lives a simple life with her family in a small barrio
who happens to stumble upon a cute puppy who was badly hurt.
b. Rising Action: When Kamela was about to pick up the wounded
puppy she was stopped by her classmates telling her that it was
dirty.
c. Climax: Kamela explained to her classmates that animals need love
and care too just like humans.
d. Falling Action: Kamela’s classmates felt sorry about what they said
and told Kamela they will accompany her to a veterinarian.
e. Resolution: Kamela’s actions towards the wounded puppy made her
classmates realize that indeed animals need love and care just like
humans.
4. Theme is the central idea or belief in a story. It is illustrated by the events

of the story and the moral or lesson that you acquire or get relates directly
to the theme. So, when you are trying to determine the theme of a story,
ask yourself what the author is trying to tell through the characters and
events of the story.
Example: Animals love, care and compassion.
5. Point of View tells how a story is told. It may be in the first person point
of view, second person point of view, third person point of view or
omniscient point of view.
 First Person point of view. The narrator tells the story from his/her
own perspective. It uses the pronouns I, me, we and us. In this point
of view, the narrator (storyteller) is either the hero or heroine
(protagonist) relaying his/her experiences or a secondary character
telling the hero or heroine’s story.
Example: Call me Kamela. I am a Grade 6 pupil who lives a simple
life together with my family.
 Second Person point of view. The narrator tells the story to

another person or character using the pronoun you.
Example: Don’t forget that you are Kamela, a simple girl who lives
happily with your siblings and parents.
 Third Person point of view. The narrator tells the story by relating
all the actions of the characters using the third person pronouns such
he, she or they. It is the most common point of view in works of
fiction. Example: She is Kamela who lives simply with her family.
 Omniscient point of view. The narrator is all knowing. All the

thoughts and actions of the characters are known to him/her. The
pronouns used are he, she or they.
Example: Kamela is a simple girl who loves animals. She really cares
for them. Whenever she sees animals being hurt, she immediately helps
them.
Now, you are done with identifying the important elements of a story. In order
to enrich your knowledge, let us have another exercise to enhance your skill.
What’s More
Are you ready? Let us try this activity.

Read the fable below. Answer the comprehension questions that follow. Write
only the letter of the correct answer on your answer sheet.
Read the following questions and write your answers on your answer sheet.
THE FOX AND THE
1. Who is the character in the story?
GRAPES
2. Where does the story take place?
3. What is the story about?
A hungry Fox saw some fine bunches of Grapes hanging from a
4. was
vine that What is the main
trained alongproblem of the and
a high trellis, story?
did his best to reach
5. From which point of view is the story
them by jumping as high as he could into the air. written?
But it was all in
6. What
vain, for is thejust
they were moral
outofof
thereach:
story?so he gave up trying, and
walked away with an air of dignity and unconcern, remarking, “I
Great! Youthose
thought have now mastered
Grapes were the
ripe,essential elements
but I see of a story.
now they are quite
What I Have Learned
Now that you are almost done with this module, let’s try to recall the
important parts of the lesson.
A story has different elements. These are character, setting, plot, theme
and point of view. These important elements keep the story running smoothly.
Character is the one who takes part in the story. It may be a person, an animal or a
thing. Setting is the time and place in which the story happens. Plot is a series of
events that relate to the central conflict in the story. Theme is the central idea or
belief in a short story. Point of View tells how a story is told.
A story will not be complete without any of these elements. Bear in mind that
they contribute in making a good story.
What I Can Do
Are you now set to apply what you have learned about the elements of a story?
Yes, you are!
Read the story and identify its elements. Write your answer on the answer
sheet.
Respect Begets Respect

Kian is a smart boy who loves to learn almost everything. He always

excels in class the reason why his teacher adores him. He does all his best
just to make his parents proud of him. He dreams of becoming a policeman
just like his father.
One day, in school, Mrs. Pe, their English teacher, is teaching them
about “adjectives”. The whole class is enjoying their lesson. When Mrs. Pe
asked the class to give examples of adjectives, Romeo excitedly raised his
hand. He said, “Fat, Ma’am. Kian is fat. Ha!Ha!Ha!” The whole class laughed
with him. Mrs. Pe told the class, “Children, will you please excuse me?
Romeo, please come with me outside for a while.”
When they are outside, Mrs. Pe said, “Romeo, do you think what you
did is good? You know, shaming someone is bad. It is not good to humiliate
your classmate. What do you think is the best thing that you will do now?”
Romeo answered, “Ma’am, I am very sorry. I did not realize that it will
hurt you and Kian. Don’t worry, Ma’am, I will ask an apology from Kian.”
“All right then, it’s okay. I’m happy that you understood that it is not
good to tease anybody. You may go to Kian now,” said Mrs. Pe with a smile.
Romeo went back inside the classroom and talked to Kian.
“I’m so sorry, Kian. I know what I did was wrong and even if you did not
say anything I feel that you were hurt. I promise I won’t do it again,” Romeo
said humbly.
“It’s okay, Romeo. I accept your apology,” Kian said happily.
To respect someone is to show consideration. It can boost the self-
esteem of another person.
1. Who are the characters in the story?

2. Where and when does the story happen?
3. Why does Ms. Pe ask Romeo to apologize to Kian?
4. What point of view is used in narrating the story?

5. If you were Kian, how would Romeo’s answer to Ms. Pe make you feel? Will
you accept his apology? Why or why not?
6. What is the over-all message of the story for students like you?
That was amazing! You did a great job!

At this point, let us try to find out how well you have learned about the
elements of a story.
Assessment
This test will help you determine how much you understood the lesson Recall
the things that you learned from the lesson. Breathe deeply and prepare to answer
the checkup test below. Remember to read each item carefully and follow the
instructions given.
Read the story and identify the character, setting, plot, theme and author’s
point of view by filling in the table below. Write your answer on the answer sheet.
Graduation During the Pandemic

I was very excited to complete my sixth grade. But that feeling

was suddenly replaced with worry when our country was hit by COVID-
19. The situation was frightening. It has worsened when the said virus
has become a pandemic. People began to panic. Others hoarded foods
and hygiene materials from grocery stores. Students stopped schooling.
Senior citizens and children below 18 years old were not allowed to go
outside of their homes. Those who were allowed needed to wear face
masks and follow health protocols such as social distancing and washing
of hands with soap and water and using alcohol every now and then.
One day, while I was watering the plants in our backyard garden,
I received a call coming from my class adviser.
“Hello, dear. Good morning. It is with a heavy heart to inform
you that your completion program for this school year will be suspended
due to COVID-19. I suggest you stay at home and be safe,” my teacher
told me.
“Hello, Ma’am. Good morning. I am sad to hear that but we

could do nothing about it anymore. We’ll just pray that this pandemic
ends soon. Thank you, Ma’am, for calling,” I said.
The news really broke my heart. I asked myself “Why are these
things happening now?”
I told my parents about the sad news. They too were unhappy to
hear it.
“Don’t worry, my child, everything will be back to normal in
God’s perfect time. Let’s just trust Him,” my Dad said.
Summer came. I still hoped for our completion program in
school but it did not happen. Luckily, our teachers thought of a “house
to house” distribution of our certificates and awards.
“Issac, do receive your certificate of completion and your award
as “With High Honors”. I am happy to tell you that you topped your
class this school year. Congratulations!” my adviser announced
happily.
“Wow! Congratulations, my son. Your Dad and I are very proud
of you. Let’s celebrate then!” Mom excitedly said.
I am really grateful that despite the pandemic, we have
successfully completed our elementary education.
Elements of the Story Answer
1. Character(s)
2. Setting
3. Plot
4.Theme
5.Point of View
Great! You have almost reached the end of the lesson.

Additional Activities
Let us further check how much you know as you answer this activity. Below
is a short story. Identify its elements by filling in the story circle below.
The WVRAA
Experience
It was February 2019 when my sister, Ate Elay, joined

the West Visayan Regional Athletic Association Meet (WVRAA)
held at Roxas City.
My family and I went to support her. We were fortunate
enough that we have relatives who helped us find a place to stay
there. Our accommodation was comfortable enough and the
foods were sumptuous.
Mom was worried when before the volleyball game
starts, Ate Elay and two of her team mates got sick. They
suffered a headache. During the game, the three of them cannot
play well because they were ill. There were instances when Ate
Elay would ask for a substitute because she really felt bad.
Unfortunately, they lost their first game. But Ate Elay did not
give up. She was determined enough to get well the next day.
She took her medicine and reminded herself that her team
needed her.
The next days were more exciting. We enjoyed watching
Ate Elay’s every game. During their last game, they won third
place and went home with a happy heart.
Story Circle
The WVRAA
Experience
Theme
Amazing! You have completed the tasks in identifying the elements of a story.
Congratulations!
However, you still need to equip yourselves with the skill in evaluating the
elements of a story.
What I Know
Hello dear learner! You are half-way through with this module. This time,
let’s dig deeper on the one of the most significant elements of a story.
Let us check how much you know about our new lesson.
The line shown below is a diagram of a plot. Label the parts of the plot
diagram using the terms from the word bank below by filling in the given template
on your answer sheet.
Plot Word Bank
Resolutio Rising Falling

n Climax Action Action
Exposition Conflict
4.
3.
5.
1.
6.
2.
That was an impressive start, my dear learner!
This time, be ready to recall what you know about the elements of a story.
Lesson
2 Plot of a Story
Every time we read a story or watch a movie, we always look forward for a
very good plot. Why? It is because plot is the most important element of the story. It
shows the chronological order or sequence of events, and in that sequence, we learn
better about the other elements of the story specifically the characters and the
setting. More importantly, we also learn the moral of the story.
What’s In
In determining the plot of a story, it is important for you to be able to

understand and identify the elements of a story. So before we continue, let us make
a quick “look back” on your past lesson.
Match the statement on column A that best describes the term on column B.
Write your answer on your answer sheet.
A B
It is the main idea of the story.

a. Characters
The people in the story that carry out the actions.
b. Setting
3. It is the when and where of the story. c. Plot
4. It shows the sequence of events in the story. d. Theme
e. Point of View
5. It tells how a story is being told.
Wow! You did a great job back there! It is time for you to be ready for our
next lesson.
What’s New
Are you fond of using cellphones?
In the story, let us find out how Elisa manages screen time on her cellphone.
A Wake Up Call
1
Elisa is a simple girl who loves to stay in her room all day. She
spends her time playing with her cellphone. She only gets out of her room
when it is time to eat. Her parents would usually scold her because of her
attitude.
2
“Elisa, will you please go out for a while? It seems that you are too caught
up with your cellphone. Can’t you help me in the kitchen? I’m so busy right
now,” her mother said.
3
“Wait for a while, Mom,” Elisa answered. “I just need to finish this
video,” she added.
“How many hours will I wait for you, Elisa? I need you right now!”,
yelled mom.
“For a while mom! I just really need to finish this”, answered Elisa.
4
This angered mom. “If you will not get out of your room in a minute, I will
confiscate your cellphone and I will not return it to you anymore,” her mother
said.
5
Elisa quickly went out of her room and said, “I’m sorry, Mom. I had been
unhelpful to you. I promise I will not spend most of my time watching You Tube
and playing Mobile Legends. I hope you will forgive me.”
6
“It’s all right, Elisa. I just hope next time you will be responsible enough
in using your gadgets. Remember that there is right time for that”, mom
explained.
Elisa is a simple girl who loves to stay in her room all day.
What element of a story does this sentence show?
That’s right! This statement displays the character in the story.
Notice that the paragraphs in the story “A Wake up Call” were grouped in
boxes. What box can answer the first question below?
1. Who is the main character in the story?

2. What is the problem in the story?
3. Why did mom yell?
4. What made mom angry?
5. What was Elisa’s reaction after mom got angry at her?
6. Did mom forgive Elisa? Why? Why not?
Yes, you are correct. The first box can answer Question #1.
What about the next question? How about the third?
What is It
A plot is an essential element of a story that shows the sequence of events.

Each particular part reveals the character, setting, problem, and the moral. It is
basically the structure or organization of events that makes up a story.
Plot has six (6) elements: Exposition, Conflict, Rising Action, Climax, Falling
Action, and Resolution.
1. Exposition is an element of a plot that introduces the character (s) and the
setting of the story.
Example:
Elisa is a simple girl who loves to stay in her room all day. She spends her time playing with he
2. Conflict does not only tell about the problem in the story but also shows
how the character(s) struggles. Furthermore, it adds suspense and excitement
to a story.
There are five (5) types of conflict.

a. Character versus Character
This means that one character may struggle against another.
Example: A young school boy comes in conflict with a strict teacher.
b. Character versus Nature

A character may struggle against nature.
Example: An old sailor comes into conflict with forces of nature
at sea after he kills a dolphin.
c. Character versus Society

A conflict may occur between a person and the forces of society.
Example: Kiana wants to study in a school exclusive for girls.
Unfortunately, her family could not afford to send her to a private
school.
d. Character versus Themselves

This is a conflict that occurs within a character.
Example: Elisa thought for a while and said, “Will I finish watching the
video in my cellphone or stop and help mom in the kitchen instead?”
e. Character versus Supernatural Forces

A character may fight against supernatural forces such as the
characters in Philippine mythology (Bathala, kapre, duwende,
tikbalang).
Example: Pedro stumbles upon a small hill where a duwende lives.
The duwende gets angry because his house is destroyed. When Pedro
arrives home, he feels unwell. His nanay calls an albularyo. The
albularyo says that it is done by an angry duwende.
What kind of conflict does the story “The Wakeup Call” have?
Yes, that’s correct. This kind of conflict is Character versus Character.
“Elisa, will you please go out for a while? It seems that you are too caught up with your cellphone. Can’t you
3. Rising Action
These are events that lead to a climax. These also increase the tension
in the story.
Example:
“Wait for a while, Mom,” Elisa answered. “I just need to finish this video,” she added.
“How many hours will I wait for you, Elisa? I need you right now!”, yelled mom.
“For a while mom! I just really need to finish this”, answered Elisa.
4. Climax
It may be one or many problems that create the high point of the
story. It usually foretells the ending of the story.
Example:
This angered mom. “If you will not get out of your room in a minute, I will confiscate your cellphone and I
5. Falling Action
It is an element when the tension decreases and everything begins to
settle down.
Example:
Elisa quickly went out of her room and said, “I’m sorry, Mom. I had been unhelpful to you. I promise I wi
6. Resolution
It occurs after the plot. It is when you discover what happens to the
characters after the conflict is settled. It also tells the end of the story.
Example:
“It’s all right, Elisa. I just hope next time you will be responsible enough in using your gadgets. Remembe
What’s More
Now that you know the elements of plot, it is time for you to deepen you
understanding about it. Are you ready? Let us try this activity.
I. Identify what element of plot is being presented in column A. Choose the letter
of the correct answer in column B. Write your answer on your answer sheet.
A B
1. Her dad commanded her to stop. He

told her of his story how his life a. Exposition
before he became successful. What
shocked Mary more was the fact that
her dad was also once a beggar when
he was still a child.
b. Conflict
2. Mary is the only child of the richest
businessman in town, Mr. Diego de
la Cruz. One day, she and her
parents went to Disneyland for a
tour.
c. Rising Action
3. Mary regretted what she has done to
the dirty man. She also apologized to
the manager whom she treated
badly.
d. Falling Action
4. Every time Mary sees beggars, she
shares whatever food there is in her
bag.
5. When Mary was about to enter the

restaurant they are going to have e. Resolution
lunch with, she saw an old man
wearing dirty and ragged clothes
came to her. She got angry that she
shouted at the old man to get away
from her.
6. Not only that, she told the manager f. Climax

of the restaurant to shoo the man
away, if not, she will call godfather,
the owner of the restaurant, to fire
him.
II. Determine what type of conflict is in each of the following by choosing the
letter of the correct answer inside the box below. Write your answer on
your answer sheet.
Character versus Character c. Character versus Society

Character versus Nature d. Character versus Themselves
e. Character versus Supernatural Forces
1. Romeo teased Kian in front of their classmates.

2. Mang Kanoy encountered a mermaid while fishing in the middle of the
sea.
3. “Will I help Issa though she bullies me or I won’t lend a hand to her?”
said Mel to herself.
4. People of barangay Pagsubok experienced landslide after they cut down
trees a few months ago.
5. A thief is keeping himself hidden from the public after he stole huge
amount of money from a bank.
Great! You have now mastered the essential elements of a story.
What I Have Learned
At this point, you are halfway done with this module. Let’s have a quick
glimpse of the most essential parts of the lesson.
In order to appreciate and understand the story, it is important to determine

the elements of a plot. Most stories have plot. A plot is a sequence of events. Each
plot has the following elements: Exposition, Rising and Falling Actions, Climax, and
Resolution.
A Conflict has five (5) major types namely: Character versus Character,
Character versus Nature, Character versus Society, Character versus Themselves,
and Character versus Supernatural Forces.
What I Can Do
Identify what element of plot is being depicted in each given part of the story.
Write your answer on your answer sheet.
1
2
Three little pigs leave home for the first time. Wolf gets frustrated and jumps down the chimney
Pig #3 pities big bad wolf so, he helps him get out of the fire.
5
Pig #1 builds a house of straw. Big bad wolf blows the house down and eats Pig #1.
Pig #2 builds a house of wood. Big bad wolf blows the house
Big down andiseats
Bad wolf Pig #2.that he plans to eat th
so hungry
Pig #3 builds a house of brick. Big bad wolf can’t blow down the brick house.
Wolf tries to trick Pig #3 to come out of the house.
Wolf falls into boiling pot over fire.

Assessment
After answering the previous activities that were given to you, for sure, you
are now equipped to take the next task. This will determine how much you have
learned in this lesson.
Read the story and identify the Elements of Plot such as: Exposition, ,
Becoming Friends with a Bully n
Conflict By Ma. Melanie L. Padohinog
Rising Action, Climax, Falling Action, and Resolution. Use the given Plot Mountai
“Ha! Ha! Ha! Look! Here comes Boy who walks with a limp. Ha! Ha! Ha!” teased Romeo while laughing out
Boy, is a Grade Six pupil, who despite his disability still goes to school. His classmates and school mates alw
Boy and Romeo are not only classmates but also neighbors.
One day, Boy was on his way home riding on his old and almost worn out skateboard. He saw Romeo walkin
When they reached an isolated area, Romeo noticed that Boy was behind him. “Oh, Boy, do you want to rac
Boy hurriedly went to check on Romeo. He saw blood dripping on Romeo’s face with wound and bruises on
“Romeo, are you OK?”, asked Boy pitifully.
“Uhh… I feel dizzy. I can’t move my arms and legs”, answered Romeo.
“Don’t worry, Romeo. I’ll call my mother to inform your parents about
what happened to you”, said Boy worriedly.
After a few minutes later, an ambulance came with Romeo’s parents. He was right
away brought to the hospital right away.
After a week, Boy was surprised to see Romeo knocking on their door.
“Boy, I am here to thank you. If not for you, my parents may not be able to
come straight away. I owe you my life.,” Romeo said shamefully.
“You’re welcome, Romeo. It is my duty to help others who are in need. I

am glad that I was able to help you.”, answered Boy.
“I also want to say sorry for not treating you right and always making fun
of you. In spite of everything I did to you, you did not hesitate to lend your
helping hand to me. I’m really sorry. I hope you could forgive me.”, Romeo said
humbly.
“It’s Ok Romeo. I accept your apology.”, answered Boy gladly.
“I promise I won’t bully you anymore. From now on, I will be the one to
defend you. Friends?”, said Romeo sincerely.
“Friends!” Boy replied gladly.
“By the way before I forget, I brought you something”, Romeo said.
“Oh, wow! Is this for me? Thank you so much, Romeo. This means a lot to
me”, Boy said tearfully.
“I know that you have a hard time riding on your old skateboard
so, I decided to withdraw some amount from my savings account to buy you this
new one. I hope that this could somehow help you”, said Romeo.
“Yes, this really a big help to me”, answered Boy.
“Come, let’s go out and watch how the sun sets today”, said Romeo joyfully.
ELEMENTS OF A STORY
Plot Mountain
Climax
In an instant, a speedy motorcycle came
from nowhere and hit Romeo. With just a
blink of an eye, Boy saw Romeo fall on the
ground, while the driver immediately fled
after seeing Romeo knocked down
Rising Action
Falling Action
Boy hurriedly went to check on
Romeo. He saw blood dripping on
Romeo’s face with wound and
bruises on his arms and legs.
Conflict
“Ha! Ha! Ha! Look! Here comes
Boy who walks with a limp. Ha!
Ha! Ha!” teased Romeo while
laughing out loud.
Resolution
Exposition
Boy, is a Grade Six pupil, who despite his Boy and Romeo became
disability still goes to school. His classmates friends.
and school mates always bully him but he
just ignores them.
“Oh, Boy, do you want to race

with me?”
Congratulations my dear learner! You can now identify the different

elements of the plot. Before we push through our last and most important part of
this module, are you ready to take the final challenge?
The elements of the plot can be structured through a diagram. Read the story
and identify the Elements of the Plot such as: Exposition, Conflict, Rising Action,
Climax, Falling Action, and Resolution.
Using the given parts of the story, make your own diagram to show the
elements of the plot. You may use the given mountain plot below or you can create
your own.
Salve and Her Classmates
Herclassmates laughed at her. Salve’s classmates

realize that what they did to her was not good.
Her classmates’ reactions made Salve feel sad.

In school, during recess time, Salve sat alone under a
Suddenly, Salve shouted in pain. Her ankle was hit by a can.
TheyapologizedtoSalveand promised not to do it again.

PLOT MOUNTAIN
CLIMAX
RISING ACTION
FALLING ACTION
CONFLICT
EXPOSITION RESOLUTION
Hooray! You made it! You are now ready to step up on our next lesson!
What I Know
As you have learned, plot is a series of interrelated events that happen in a

story. A plot is like a string where all the details of the story are connected to each
other. You have to follow that string to reach the climax and the ending of the story.
Now, let’s play with words which are connected to the concept of “plot” in
stories. Look for ten (10) interrelated words. Write the answers on your answer
sheet.
C O N C L U S I O N
H C B A D F B N K F
R I E V E N T S O L
O X G E T M U E R A
N S I N A I I Q T S
O T N G I D P U Y H
L Y N V L D L E U B
O U I A S L M N I A
G I N E E E J C O C
I O G I H P K E B K
C N E N D I N G N A
A R R A N G E D S T
L B E N I O W A J O
Great! You have unlocked the puzzle. Are you ready for the next activity? Let’s
begin.
Lesson Evaluating Narratives Based

3 on How the Author
Developed the Elements
What do you usually do after reading a story that you like or dislike? Do you
answer the questions asked? Do you talk about it with friends? Do you ask them to
read it, too? If your answers are yes, then you are a reader who knows how to
evaluate the stories you read. This is the first step to becoming a critical reader.
In order for you to fully understand and appreciate a story, you must learn
how to evaluate its elements.
What’s In
Before evaluating narratives, it is necessary for you to identify the elements of

the story.
Inside the box are the scrambled letters of the elements of the story for your
reference in answering the activity.
Read the story, “Mother Knows Best”, and be able to identify what element
does each situation indicates.
ETGITSN OPINT FO IEVW

OTLP
EMEHT RCAHCARETS
Mother Knows Best

By Rosemary S. Villanueva
1) “Francisco, you’re playing in the dirt again. You will get germs and get sick!
Come inside now. It’s time to eat!”
2) I heard my mother call me so I ran back to our house. I sat at the dining table
and waited to eat.
“Look at you. Your clothes are stained and your hands are dirty. Go wash your
hands with water and with disinfecting alcohol after,” said my mother. But I was
already hungry so I lazily do what she told me. I washed my hands with water and
they’re already clean. I don’t understand why I still have to wash them with
disinfecting alcohol after.
3) While we were eating, we heard the news anchor on the television.

“Everyone must keep safe against COVID-19. Always wear a mask, disinfect, and
maintain social distancing when in public.”
“Ma, what’s happening?” I turned to my mother and asked her.
“There’s a virus, Francisco. It can make people really sick. That’s why when
we go out of our house, we always wear a mask. We should also disinfect our hands
with alcohol to fight the invisible virus and maintain a distance from other people
when outside,” she said.
4) I don’t want to get sick, Ma!” I cried to her.

“I know. That’s why we need to follow these rules and you need to listen to us
always, okay?”
“Okay,” I said. I wiped away my tears. I realized that we should always stay clean
and safe because we are surrounded by a lot of invisible germs and virus around us.
From now on, I will listen to my mother because I know she knows best.
5) How a story is told tells the .
Impressive! These words are guides in helping you evaluate stories or

narratives.
What’s New
Below is an interesting story for you to read. Before reading it, keep this
question in mind: What makes a good story?
Read the story and find out how the author developed the elements of the
story.
What do you want to be in the future? Why?

What should you do to achieve that dream? Now, let us read the story of Maxine
and find out why she was called, the dreamer. Answer the italicized questions found
in the selection. Write the answers on your answer sheet.
The Dreamer
By Ma. Rita N. Santiana
“Your team destroyed a turret!”

Maxine is feeling a rush of excitement. “Come on! Attack! The opponents
are closing in.”
“Hurry up now! You’ll be late for school!” said her grandmother.
“Just a minute, Nay,” she replied. “I’m hit! Ugh! Come on now. Attack!”
She continues to attack and at the end, “Victory!” She feels triumphant
and powerful. As she put down her cellphone, Maxine thought, I wish I would
always win in game and in life.”
Maxine finished her meal of hawul-hawul or smoked fish. She brushed

her teeth, grabbed her bag, kissed her Nanay, and left the house while still
combing her hair. It is a Monday morning and she is now off to school.
When Maxine was still a small child, her parents left her under her
grandmother’s care. Her grandmother earns through their small sari-sari store
and also by making sinakol or steamed cassava. Maxine knows how hard their
life is so at a young age, she understands that she needs to do well in her studies
and persevere in order to have a better future for her and her Nanay.
Where is the setting of the story? What words in the story tell about the
setting?
They are just one of the millions of Filipino families who are suffering
from poverty today. For families like these, especially in Antique, their sources of
income are usually by fishing, farming, panubok or nipa weaving, cooking native
delicacies such as sinakol or through small sari-sari stores. Their income is just
enough to buy food every day and they struggle to find extra income to finance
their children’s education and other needs. For them, every centavo counts.
What is the problem of the family of Maxine? How did she handle this difficult
situation?
On her way to school, Maxine saw her friend, Cathy.
“Maxine I have a new chat mate! His name is John,” said Cathy.
“Really? Is he handsome?” she replied.
Cathy showed Maxine the photo. “He’s so cute, right?”
“Yes but Gab is cuter than him,” replied Maxine, smiling.
“But wait Cathy, remember our motto?” asked Maxine.
“Yes of course. Study first before anything.” replied Cathy with a hand
salute.
“Come. Let’s take the shortcut at the Evelio B. Javier Freedom Park.”
rushed Maxine.
They arrived in school just in time for the flag raising ceremony. They
lined up with their classmates. After some announcements from the principal,
they went back to their classrooms. Just before Maxine entered the room, she
saw Gab. It was last year when Gab transferred to their school. Maxine was
walking to school when she heard footsteps behind her. She looked back and saw
the most handsome boy she ever saw!
Their teacher arrived and caught Maxine at the door. “Maxine, what are
you looking at there?” “Ma’am, she’s looking at Gab!” replied Cathy.
“Uyyyyyy!” the class chorused. Embarrassed, Maxine bowed her head,

trying to hide her blushing face.
Their teacher smiled, “Children, you’re still too young for things like that.
There is time for love. For now, you must be focused on other things like your
studies. Okay? Now, go to your seat Maxine,” said the teacher.
Their teacher started asking the class for their parents’ occupation and
Maxine just listened as her classmates started answering. She just listened to her
classmates as they mention their parents’ occupation.
“Teacher, police officer, office clerk, and seafarer…” her classmates

chorused. Maxine suddenly felt sad because she doesn’t have parents and her
grandmother only earns by selling sinakol and running their small sari sari
store. This makes her feel a bit sad, until she remembered an important
conversation she had with her Nanay.
What did Maxine realize upon hearing the different occupations of her
classmates’ parents? Did that realization stop her to achieve her dream? Why?
Maxine clearly remembered that one night, a long time ago, when she
cried to her Nanay because she wanted a beautiful dress just like what her
classmates wore, but they cannot afford it.
“I’m sorry, Pangga, but Nanay doesn’t have enough money,” her Nanay
said.
“But Nanay, life is so unfair. Why can others have pretty toys while I can’t
have one?”
“Life is indeed unfair to others, Pangga. That is why you need to study
well and strive to be successful so that in the future, you can have all the
things that you want.”
After that time, Maxine accepted that she needs to be contented with what
they have and she needs to work hard to have the things she wants.
During recess time, Maxine sold all of her sinakol. In their last class,
their teacher announced that she will be distributing the report cards for the
third grading period. She wanted her Nanay to see it first. Finally, she went
home running and shouting, “Nanay, I have my card! I have my card!” Her
Nanay smiled and hugged her.
“Your parents may not be here to say this but I am very proud of you,
Pangga! Just keep on working hard and believe that you can reach your
dreams.” said her Nanay.
“Yes, Nanay. I will,” promised Maxine.
That night before going to bed, Maxine thanked God for everything.
Then, she lay awake for a while, and remembered her grandmother dreaming of
her to be a doctor.
“I know He will make all things possible. In time…,” Maxine whispered

determinedly.
Do you think Maxine will succeed in life? Why do you say

Did you like the story? How did the author present the main character in the
story? By answering this question, you have already made an evaluation of the story!
What parts of the story did you like?
In the next lesson, we will learn how to evaluate a story.

What is It
When you tell your friends that the story you read is good, what are your
criteria? Believe it or not, your simple criterion is based on the elements of the story.
Let me share a secret with you. To evaluate a story is to use a set of criteria. These
criteria are usually found in a rubric.
A rubric is a tool you can use in evaluating a short story.

Below is an example of a rubric. Rate each element according to
descriptions with corresponding points, 1, 2, or 3.
Sample Rubric for Evaluating the Elements of a Story

Criteria 1 2 3
1. Does the main The character The character The character has
character undergo has not has undergone undergone a great
a change or undergone a a good learning learning
learning learning experience. experience.
experience? experience.
The setting is The setting is The setting is
2. Is the setting well-
described with described with described with
described?
vague details. some details. complete details.
3. Are the events in Some of the Most of the All of the events
the plot clearly events are events are are properly
presented and properly properly sequenced.
sequenced? sequenced. sequenced.
4. Is the point of The point of The point of The point of view
view consistent all view is view is is consistent in all
throughout the consistent in consistent in the parts of the
story? some parts of most parts of story.
the story. the story.
5. Is the theme The story barely The story gives The story gives
clearly developed? gives any details a few details enough details
about the about the about the theme.
theme. theme.
That’s it! I know you’ve learned a lot on the elements of a short story and the
way they should be evaluated.
Let’s try this next activity to find out if you are on the right track .
What’s More
Have a try. Let’s evaluate the story together. I know you can do this.
Go back to the story “The Dreamer”, which is found in the “What’s New”
section of this module. Try to evaluate it using the rubric presented. Write your
evidences/reasons why you rated each element 1, 2, or 3 on your answer sheet.
Check () the appropriate column that corresponds to your rating.
RUBRIC FOR EVALUATING THE ELEMENTS OF A STORY

Criteria 1 2 3
1. Does the main The character The character The character
character has not has undergone a has undergone a
undergo a undergone a good change? great change?
change? change?
2. Is the setting The setting is The setting is The setting is
well-described? described with described with described with
vague details. some details. complete details.
3. Are the events in Some of the Most of the All of the events
the plot events are events are are properly
properly properly properly sequenced.
sequenced? sequenced. sequenced.
4. Is the point of The point of view The point of view The point of view
view consistent is consistent in is consistent in is consistent in
all throughout some parts of the most parts of the all the parts of
the story? story. story. the story.
5. Is the theme The story barely The story gives a The story gives
clearly gives any details few details about enough details
developed? about the theme. the theme. about the theme.
You have greatly improved! You are now aware of how a story is evaluated. I
know you can do more. Keep on!
Now, let us discuss your reasons for each evaluation rating you gave for each
criterion. Fill in the boxes on the second column with your ratings and in the boxes
on third column, explain why you gave each rating.
Answer sheet
Criteria YES or No Evidences
1. Does the main YES The character (Maxine)

character undergo has undergone a great
a change? change from self-
centeredness to
selflessness.
2. Is the setting well-

described?
3. Are the events in

the plot
properly
sequenced?
4. Is the point of
view consistent all
throughout the
story?
5. Is the theme
clearly developed?
What I Have Learned
Hey, buddy! Let’s reflect on this.
Since you have learned the five elements of a story, you can now easily
identify them in a story. You can point out the plot, where and when the setting is,
who the characters are, what the conflict of the story is, and what the overall theme
is.
You have also evaluated a story using a rubric. Having done that, did you
find the rubric helpful in evaluating the story?
Did you have a better understanding of the story when you used the rubric
for evaluation? What do you think is the most important thing to remember when
evaluating a story?
As a student, you will continue to encounter stories in the future. How

important is the process of evaluation in understanding the whole story?
What I Can Do
Come on! Here is another activity to refine what you have learned. Always
remember that when you are evaluating a story, you need to know the full details of
each element of the story. If you do, evaluating stories will be easier.
Using the same rubric, evaluate the story below.
How do you react when you are upset?
Is it important to discipline children at their very young age? Why?
My Lego
“Mama, who took my Legos? “ I’ve been looking all over for them,”
yelled Kenken as he threw his toys one by one from the box.
“Ask your Kuya Toto to help you find your Legos,” Mama Rits told him.
“I just placed it here yesterday, Mom. I couldn’t find my Legos!” he
answered with frustration.
Today is the day before Kenken’s birthday and he is excited. Not finding
where his favorite toys are almost ruined his mood because he planned on
inviting his cousins to play Legos with him.
“I will not celebrate my birthday anymore!” he shouted as he banged the
door of his room.
“Your work is more important than me, you’re not helping me find my
Legos. You don’t love me anyway!” murmured Kenken while his tears started
to fall.
The Legos were a birthday present from his favorite Ninong Dix when he
was eight. Kenken has been close to his Ninong Dix since he was small. Not
knowing who got his most treasured Legos made him feel like that was the
worst day in his entire life.
How did Mama Rits manage Kenken’s disappointment?
“Ken, may I talk to you?” Mama Rits asked in a soft voice.

“No, I hate all of you!” screamed Kenken.
“Anak, I brought you some Grahams. I know it’s your favorite,” Mama
Rits said convincingly.
“You may come in, Mom,” Kenken answered tenderly.
That soft voice made Mama Rits smile.

Being a mother, she surely knew her son’s weaknesses. Full of patience
and love, she managed to talk to Kenken without giving him any serious
punishment.
“Discipline is not spanking or shouting. It is a way of expressing how
we truly love and care for our children. We have to teach them what’s good
without breaking their hearts and lowering their self-esteem. It is pushing
them to do what they think is good and have them realize the consequences.
If it yields more negative results, then, that decision is not good and should
not be continued. If it gives more positive results and that is what God wants
us to do, then, it is good.” Mama Rits recalled.
Did you learn something from the story? Here is a short activity to help you
better understand the different elements of the story and how you would evaluate
the story.
Before you do your evaluation, let us first identify the different elements of
the story.
Practice Analysis
Wonderful! Now, you are ready to evaluate the story, “Two Pesos for Better
Life.” 1. Who is the main character of the story?
2. Where is the setting of the story?
3. Enumerate the important events in the story.
4. From whose point of view is the story written?
5. What is the theme of the story?
Assessment
Now, it’s time for you to work independently. Keep in mind that in evaluating
a story, you need to examine the experience of the character, the clear series of
events, the description of the setting, the consistency of the point of view used, and
the development of the theme. With all these in mind, you are sure to nail this
activity. Good luck!
DIRECTIONS: Using the same rubric, evaluate the story, “Two Pesos for Better
Life,” based on how the author developed the elements.
Are you willing to sacrifice your personal needs and wants just to make your
love ones happy? Why?
How important is two pesos in Meg’s life?
Two Pesos for Better Life

“…Ninety-eight, ninety-nine, one hundred.” Meg counted the one peso

coins from her piggy bank. She was saving up two pesos a day from her daily
allowance to buy her school supplies next year. She knew her grandmother
only earns a little so she wanted to help by saving up for her own things.
In school, when recess time arrived, Meg went to the canteen to buy
food. Her Lola gave her five pesos for the entire day. She looked at all the
delicious food she wanted to buy.
I need to spend three pesos only so I can keep the two pesos for my
piggy bank, she thought. She bought a simple snack and went back to their
classroom.
Why does Meg need to save two pesos from her allowance? Do you think
it’s worth the saving?
On her way home one Friday afternoon, Meg passed by a store. She
peeked through the window and saw a beautiful pair of slippers. “This is a
perfect birthday gift for Lola”, she exclaimed.
Sometimes, she feels sad hearing her Lola complain about her back pain
and arthritis. She also feels sad seeing the torn slippers that her Lola uses
every day. That is the reason why Meg is determined to finish her studies so
she can make their life more comfortable especially for her Lola.
The next morning, she bought a pair of slippers and ran home with a big
smile on her face.
“Happy birthday, Lola!” she said excitedly as she gave the gift to her Lola.
“Oh, dear Meg! These are beautiful! But where did you get your money
to buy these?” asked her Lola.
“From the two pesos I have been saving every day,” Meg replied.
“I wanted to buy my own doll but, it is your birthday so I bought a pair of
slippers for you, instead.”
“Oh, Meg. You didn’t have to. My slippers are still fine.”
“Don’t worry, I can always save up again. I realized that you are worth
more than all the beautiful dolls in the world,” answered Meg.
“Oh, you are such an angel, Meg. I love you so much!” said her Lola.
The two hugged each other in tears.
They enjoyed the delicious soup that Meg’s Lola prepared for dinner.
That night, Meg fell asleep with a contented smile on her face.
If you are Meg, will you do the same? What character trait does Meg
show?
Congratulations for finishing the story. So far, you have done two evaluations
already. That is amazing! Now, compare your evaluation of the two stories.
Which of the two stories has a character who has undergone a great learning
experience, described the setting with complete details, properly sequenced the
events, consistent point of view in all the parts of the story, and successfully gave
details about the theme?
Wonderful! Now, you are ready to evaluate the story, “Two Pesos for Better
Life”.
Answer sheet
Criteria YES or NO Evidences
1. Does the main

character undergo
a change or
learning
experience?
2. Is the setting
clearly described?
3. Are the events in

the plot
properly
presented and
sequenced?
4. Is the point of
view consistent all
throughout the
story?
5. Is the theme
clearly developed?
Great! You have accomplished your task. I’m sure you will be able to do the
next activity without any difficulty.
You are already confident enough to do this task on your own. Before
reading the story, keep this question in mind: is it enough to have great characters
but an unclear theme for a story to be good?
DIRECTIONS: Using the same rubric, evaluate the story, “I Can Be a Star,” based
on how the author developed the elements
Who do you consider your lucky charm in life? Why?

What makes you more determined in every challenge you have? Why?
I Can Be A Star
“I can do this”. This is my motto whenever things get hard because I

believe that God is with me.
“Come, let’s practice”, I called my friend Armand one late afternoon
after our English class. He called other participants to proceed to the school
gymnasium.
Each one took his assigned place and started reciting the first stanza
of the poem. Then, the second and so on until we successfully finished
reciting the entire piece.
“Good job, children! You can win this,” Miss Villanueva, our English
teacher commented.
How did Miss Villanueva motivate the children to give their best?
I could still recall one of the most challenging moments in my life
three years ago when I got sick of dengue. Nobody could tell that I can
survive that time. But because I offered everything to God, I have nothing to
worry.
That moment made me realize that only in His hands can I be sure
that I can be a star and will continue to shine even in the midst of darkness.
If you are the narrator in the story, will you entrust everything to God? Why?
Why not?
Did you enjoy the story? Ponder on the most challenging moment in your life.
How did you overcome it?
You are not only great. You are also a brave child! You are now ready to do
the evaluation of the story, “I Can Be a Star.”
Self-Assessment Questions
Wow! CONGRATULATIONS for finishing this whole module. Which lesson did
1) Who is the main character of the story? Does the main character undergo
you enjoy the most and which part did you find the hardest to understand?
a great change? Cite evidences.
You are a splendid student. I am proud of you!
2) Where is the setting? What are the words that tell where the setting is?
3) Enumerate the important events in the story. Are the events in the
plot properly sequenced?
4) From whose point of view is the story written? First person, second person,
or third person point of view?
5) What is the theme of the story? Is it implicitly or explicitly stated in the story?
6) If given a chance to develop the parts of the story, “I Can Be a Star”, how would
it be? Why?
Answer Key
Lesson 1
Lesson 2
Lesson 3
References
Ron Dentinger, Reader’s Digest, Dec. 1992
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifac
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-498
Email Address: *

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Zach Yuan B.

De Vera Grade VI – Albert Einstein English

Published by the Department of Education

Development Team of the Module

Management Team: Felisa B. Beriong

Printed in the Philippines by

Department of Education – Region VI-Western Visayas

Office Address: Binirayan, San Jose de Buenavista 5700, Antique

What I Need to Know

The module is divided into three lessons, namely:

After going through this module, you are expected to:

2. What do you call an element of a story which is a person, or an animal

5. What is referred to as the central idea or belief in a short story?

That was an impressive start, my dear learner!

Below are sentences depicting the elements of a story. For numbers 1 to 4,

1. Being resourceful is looking for ways or means to solve the problem.

Kamela: The Kind-Hearted Child

Kamela is a Grade 6 pupil in a small barrio. She lives a simple life

What character trait does Kamela possess?

What do you think will happen next?

How will Kamela’s classmates react after hearing about her

Kian, Kamela’s classmate, timidly said, “We’re very sorry,

Can you identify the elements of the short story?

Kindly answer the following questions in your answer sheet.

1. Who are the characters in the story?

Knowing the elements of a story is significant to you as a reader. Why? These

Here are the elements of a short story.

Example: Kamela is a Grade 6 pupil in a small barrio.

2. Setting is the time and place in which the story happens.

4. Theme is the central idea or belief in a story. It is illustrated by the events

Example: Animals love, care and compassion.

 Second Person point of view. The narrator tells the story to

 Omniscient point of view. The narrator is all knowing. All the

Are you ready? Let us try this activity.

What I Have Learned

Respect Begets Respect

Kian is a smart boy who loves to learn almost everything. He always

1. Who are the characters in the story?

3. Why does Ms. Pe ask Romeo to apologize to Kian?

4. What point of view is used in narrating the story?

That was amazing! You did a great job!

Graduation During the Pandemic

I was very excited to complete my sixth grade. But that feeling

“Hello, Ma’am. Good morning. I am sad to hear that but we

Elements of the Story Answer

Great! You have almost reached the end of the lesson.

It was February 2019 when my sister, Ate Elay, joined

Plot Word Bank

Resolutio Rising Falling

That was an impressive start, my dear learner!

In determining the plot of a story, it is important for you to be able to

It is the main idea of the story.

3. It is the when and where of the story. c. Plot

4. It shows the sequence of events in the story. d. Theme

Are you fond of using cellphones?

That’s right! This statement displays the character in the story.

1. Who is the main character in the story?

What about the next question? How about the third?

A plot is an essential element of a story that shows the sequence of events.