english1 narrative deped module
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Distance Learning Module in English I
2010 Secondary Education Curriculum
QUARTER 1 NARRATIVE
What does this picture/ illustration suggest to you?
EXPLORE YOUR UNDERSTANDING
Activity 1 INSTANT RECALL
a. When we talk of narrative features and elements , what words come to your mind? Recall what you know about the basic features and elements of narrative. Copy the puzzle on your paper and trace the letters of these narrative features and elements.
R E S O L U T I O N B
L X T C I L F N O C V
S G R U X A M I L C G
W Z Y P L O T Z P V N
R Q H C Y C H F O Q I
C G O L A I D M R A T
Z Y T F K N E J B X T
J O Z S E X R A L W E
T C H A R A C T E R S
K S F G W C D H M R E
In this phase, you are to check what you know about the distinctive
features, aesthetic elements and underlying objectives of varied types of
Philippine Narratives , appropriate information gathering skills to facilitate
comprehension of narratives, devices and techniques used in narratives.
b. Group the words into narrative features and narrative elements. On your paper,copy the box as shown, and fill it out with entries called for.
Activity 2 Try clear description now!
Read each of the following descriptions and determine which narrative feature /
element from the word pool is being described. Match each narrative feature /
element with its description , then write your answer for each numbered item on
1. sequence of events in a narrative
2. the most suspenseful part of a narrative
3. describes the time and place of action in a narrative
4. a dispute or tension /struggle between characters
5. the crisis / trouble / obstacle or dilemma faced by characters 6. the exchange of ideas between characters that may reveal their traits and advance the action 7. characters‟ exploits comprising the series of events in a story
8. the people who take part in the action of a story
9. concluding or closing part terminating action in a story
10. presents the beginning of an event
11. the basic truth in life presented in a narrative 12. it presents the general insight or change after the problem is given a solution
Narrative Features Narrative Elements
action characters climax conflict
dialogue end initial incident plot
problem resolution setting theme
Activity 3 LIKE / DISLIKE? Copy the organizers below on your paper. Write whatever in your richest imagination the three (3) sources of information to like to use frequently in contrast with another three (3) sources of information you don‟t like to use in gathering information. I don’t like to use _______________, _______________. _______________ Activity 4 EXTRAORDINARY MEANING! Read the following quotation, and mull on its truth or falsity. Is this quotation true? Prove your answer. (Write your answers on your paper.) _______________________________________________________________ ______________________________________________________________ _____________________________________________________________ _____________________________________________________.
I like to use ___________ _____________________, ___________________ ______
“ Narrative devices and techniques
add extraordinary meaning
and emotions even to ordinary
moments in stories?”
Activity 5 A CLOSER LOOK... Look closely at this illustration/ picture and answer the following questions.
Write your answer to the following questions on your paper.
What comes to your mind as you look at this illustration / picture?
Which details suggest a particular narrative feature or element.? Details: __________________________________________ ___________________________________________ ___________________________________________ __________________________________________
What words / phrases best describe the illustration ? __________________________________________________ __________________________________________________ __________________________________________________
Activity 6 FIND THE FIT! Look for the appropriate words in the box that complete the following essential question. Write your answer on your paper. Activity 7 WHAT TO EXPECT.... Read closely the following list of effective ways to share stories.
Which of them have you tried / done already? _____________________ ,
_________________, __________________, __________________________
Which do you think you can do proficiently and creatively to demonstrate your
understanding of the distinctive features, aesthetic elements and underlying objectives of varied types of Philippine narratives , appropriate information gathering skills , narrative devices and techniques . Choose at least four ( 4 ). _______________________ ______________________________ _______________________ ______________________________
How does the _____ of the basic _____ and _________ of _______create its ______ interesting, effective and meaningful _____?
draw pictures to illustrate actions
interview people about what happened
collect folk narratives
do a storytelling
write additional scene to a story
do a story retelling
connect a story read to the lyrics of a song
connect a work of art to a story read/ heard
create comics strips highlighting story events
deliver news story
FIRM UP YOUR UNDERSTANDING
You are now ready to illustrate and crystallize your
understanding of the basic features , elements , types, purposes
of narratives , sources of / ways to gather information as well
as the narrative devices and techniques using appropriate
language forms and functions. It’s time for you to try the
following varied, challenging, engaging and meaningful
activities that will give you opportunities to understand and
appreciate the story of the people, their existence, nature,
feelings, beliefs, judgements, actions, and common
Were you able to check what essential concepts about narratives you have known already compared to those ideas you need to learn / master more? Very Good! If you miss some, that‟s fine. You‟ll surely master all of them as you move on. Did it help you clarify where you‟re headed to? Eventually, you‟ll find out more interesting ideas about narratives in the following activities that will engage you all the more. Are you ready now?
Lesson 1 allows you to strengthen your understanding of
the basic features and elements of narrative
types of narratives
purposes of narratives
forms and functions of verbs in the past tense
time markers/ signals to use in the simple past tense In lesson 2, you‟ll uncover the
sources of information
book parts and function of each
how to make verbs agree with their subjects
appropriate WH questions to use in asking for and giving information
In lesson 3, you‟ll focus on the
narrative techniques and devices like - narrative hook - surprise ending - flashback - figurative language - symbolism
how to use direct discourse Finally, lesson 4 will make you try the
techniques and guideposts for effective and meaningful storytelling, and
points to consider in using reported speech
Lesson 1 BASIC FEATURES AND ELEMENTS OF NARRATIVE Activity 1 DESCRIBING THE SETTING
Read “ A Creation Story from Luzon”, a folk narrative. Find out how the
setting is described. Then, copy the chart on your paper and fill it out with entries.
A CREATION STORY FROM LUZON
( Retold from Miguel Lopez de Loarca)
In the beginning nothing else existed but the sea and the sky. For years, these two were very close friends. Then one day a bird suddenly appeared. Where it came from no one knew. Having no place on which to alight, the bird decided to make the two friends quarrel. It flew close to the sea and told her that the sky said she had an ugly face. Then it flew to the sky and told her the same thing, that her friend, the sea, thought she was quite ugly.
Accordingly, the sea declared war against the sky. She threw water upward. The sky retaliated by showering big boulders upon the sea. These became the islands of the archipelago. Surprised, the sea ran to and fro in order to cover the stain on her face. Soon enough she grew very tired and begged the sky to stop. Pitying her, the sky stopped throwing down islands, but she refused to remove the stain from the sea‟s face to remind those who would see it that evil deeds , particularly treachery, do not pay at all. This explains why, even now, the sea keeps dashing water against the sides of the islands.
from: “Relacion de las yslas Filipinas”(Iloilo, June 1582), trans.
and annot. in The Philippine Islands,1433 – 1898, ed. by Helen Blair
and James Alexander Robertson ( Cleveland, Ohio: The Arthur E.
SETTING is one important element of a narrative. It is
the time and place of action. Time can include the
past, present and future even the specific year, season,
or time of day. Place includes a region, country, state,
town ; even social, economic or cultural environment.
It can serve as a backdrop for action, a context in
which the characters move and speak and it serves as
clue to the feelings ,problems, action and theme.
Title: A Creation Story From Luzon____ Date_____________
Other details Words/ images/other a feeling
details that evoke of
Activity 2 MAKING READING LOG
Re read “ A Story Creation From Luzon” . Copy the Reading Log Inventory Form on your paper and fill it out with entries called for.
Reading Log Inventory Guideposts
Questioning 1._________________________ 2._________________________ 3._________________________ 4._________________________ 5._________________________
Ask questions about the characters and events of the story.
Predict what might happen next and how the story might end.
_________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
Stop at times for a quick review of what you have understood so far about the story.
Ask questions like: 1. What‟s happening? 2. Why do the sea and the sky do such things?
Evaluating ___________________________ __________________________
___________________________ ___________________________ __________________________ ___________________________ ___________________________
Form opinions about the story. How does the story relate to your life?
Activity 3 WHAT THE CHARACTER SAYS...
Dialogue is the direct/ quoted conversation between two or more characters.If a
story is to be believable, its dialogue has to sound just the way people talk in real life.
It lets you hear, think and feel that you are witnessing events, not simply reading
about them. Now, read “ The Monkey and the Crocodile” ( a Zambal version) .
THE MONKEY AND THE CROCODILE ( Zambal version )
as told by Leopoldo Uichanco
One stormy day, a monkey was standing by the shore of the river,
wondering how he could get to the other side. He could not get over by himself,
for water was deep, and he did not know how to swim. He looked about for some
logs, but all he saw was a large crocodile with its mouth wide open, ready to
seize him. He was very frightened, but he said, “O Mr. Crocodile! Pray, do not kill
me! Spare my life, and I will lead you to a place where you can get as many
monkeys as will feed you all your life.”
The crocodile agreed, and the monkey said that the place was on the other
side of the river. So the crocodile told him to get on his back, and he would carry
him across. Just before they reached the bank, the monkey jumped to land, ran
as fast as he could, and climbed up a tree where his mate was. The crocodile
could not follow, of course, so he returned to the water saying, “ The time will
come when you shall pay.”
Not long afterwards, the monkey found the crocodile lying motionless, as if
dead. About the place were some low chilli pepper –bushes loaded with
numerous bright –red fruits like ornaments on Christmas tree. The monkey
approached the crocodile and began playing with his tail; but the crocodile made
a sudden spring and seized the monkey so tightly that he could not escape.
CHARACTER is a person or an animal
that takes part in the action of a literary
“Think first, think first!” said the monkey. “Mark you, Mr. Crocodile! I am now
the cook of the majesty, the King. Those bright-red pieces of bread have been
entrusted to my care,” and the monkey pointed to the pepper shrubs. “The
moment you kill me, the King will arrive with thousands of well-armed troops, and
will punish you.”
The crocodile was frightened by what the monkey said, “Mr. Monkey, I did
not mean to harm you,” he said. “ I will set you free if you will let me eat only as
many pieces of bread as will relieve my hunger.”
“ Eat all you can,” responded the monkey kindly. “Take as many as you
please. They are free to you.”
Without another word, the crocodile let the monkey go, and rushed at the
heavily laden bushes. The monkey slipped away secretly, and climbed up a tree
where he could enjoy the discomfiture of his voracious friend. The crocodile
began to cough, sneeze, and scratch his tongue. When he rushed to the river to
cool his mouth, the monkey only laughed at him.
Now, copy the HSFT chart on your paper and fill it out with entries called for.
What We See, Feel and Think Chart
Situation / Event What the character
Activity 4 A CHALLENGE in ...
Try to recall the important points of “A Creation Story From Luzon”, and compare them to those in “The Monkey and the Crocodile”( Zambal version). Then,copy the following table on your paper and complete it with entries.
Character Challenge/ Conflict
Problem Feeling Changes Solution
You can use the following questions as your guide for you to complete the table with
What I Learned What would I do
CONFLICT exists in all stories. It is the struggle
between opposing force. Some conflicts take place
between two people or between a person and a force
of nature. Sometimes a person is in conflict with
himself or with the whole society.
The CLIMAX of a story, novel or play is the high point of interest
or suspense. The events that make up the rising action lead up to
the climax. The events that make up the falling action follow the
The RESOLUTION is otherwise known as denouement following
the falling action in which the general insight or change is
CONFLICT is the struggle between opposing forces.
1. Who faced a challenge / problem? _____________________________________________ 2. What was the challenge/ problem faced by the character/s? ________________________________________________ 3. How did the character/s feel about it? ___________________________________________________________________ 4. At what point was there a change in the character‟s feeling / decision / motive? ( Character’s motive is the reason that explains why the character thinks, feels, acts or behaves in a certain way) __________________________________________________________________ 5. How is the change related to the purpose of the story? ___________________________________________________________________ ___________________________________________________________________ 6. What solution did the character/s arrive at? ___________________________________________________________________ 7. What have I learned from the story? __________________________________________________________________ _________________________________________________________________ 8. Do you think what the character did would be effective in today‟s society? Why? Why not? ___________________________________________________________________ ___________________________________________________________________ __________________________________________________________________ 9. What would I do if I were in the character‟s shoes? Why? __________________________________________________________________ _________________________________________________________________ 10.In what way does the experience of the character relate to your life now? ________________________________________________________________ ________________________________________________________________
For sure, you were able to answer all of them perfectly? If not so, you need not
worry. You may try gain. Let‟s move on.
Here‟s another one!
Activity 5 PLOT SUMMARY
Recall the important points of “ A Creation Story From Luzon “ and “ The
Monkey and The Crocodile” for you to complete the entries of the Plot Summary
Grid. Copy the grid on your paper.
PLOT SUMMARY GRID
Activity 6 In FOCUS: THE PLOT
Read “ The Little Frog and the Small Pond” by Evelyn R. Luab. Focus on the
events that lead to the climax and the outcome of the conflict (resolution). Copy the
following organizer on your paper, and fill it out with entries called for.
f a l l I n g action
Please remember that a story‟s PLOT is the series
of events that happen in the story. Most plots have
the following pattern: the exposition, the beginning
of the story that introduces the setting, the
characters and the conflict. Next is the rising action
where complications set in. This is when the
suspense builds as the characters struggle,
otherwise known as the conflict. Then, comes the
climax, the highest point of action when the conflict
is resolved. Finally, in the falling action, the
suspense is over and the characters‟ actions are
Action leading to
the climax/ rising
THE LITTLE FROG AND THE SMALL POND by : Evelyn R. Luab
Once upon a time, a young frog was having a wonderful time in a small
pond beside a large pond. She was hopping and croaking to her heart‟s content.
Everyone in a small pond would call to her in friendship. Even the
fishes and snakes were his friends. Her parents and her family loved her so much.
One day, she hopped and hopped and finally landed on the c rack of a
boulder. She crawled and hopped her way to the top and saw all the splendour of
the big pond.
Calling down to her family, she said, “ I‟m going to hop my way to the big
All of her family called back in fear, “No, no! The pond is so big. You will only get lost and you don‟t know what lies ahead.”
Happy and full of adventure, the young frog ventured into the big pond. For
a while she got awed by the splendour of the big trees, the floating water lilies, the
smell of the dew on the lush greenery. However as time passed, she hopped and
croaked but found no friends.
The big fishes snubbed her. The snakes hissed at her. At one time a big alligator passed by and she cowered in fright. Finally, she sat down at the side of the pond and said, “ This pond is not for me.‟ A beautiful woodpecker overheard her and said, “ I am here, I can be your friend.”For a time, the little frog was happy because the woodpecker was a very good friend.” One day, the little frog said to her friend, “I miss my family, my friends in the little pond. Do you think I could go back?‟ The woodpecker answered, “Whatever your heart desires, you can do. Do you really want to go home?‟ With tears in her eyes, the little frog nodded. “You can always visit me there, can you?”
The woodpecker answered, “Yes I can, and I will.”
The little frog hopped and hopped and, after so much hopping, finally landed in the small pond.
Activity 7 NARRATIVE’S PURPOSES
Read closely the list of narratives‟ possible purposes inside the box.
a. comment directly on important issues b. cure psychological illness c. describe personal experience/objectives d. explain cause-effect of happenings e. inspire people to do good f. narrate events g. present ideological instances h. promote and preserve culture I. reveal people‟s attitudes and values j. reveal people‟s beliefs k. reveal people‟s motives l. spiritual transformation
m. tell a story n. transform a person into a better one
Recall the title of the explored selections in class / read from magazines /comics
and match each with the narrative‟s purpose from the box. On your ppaper,
copy the table as shown below, and fill it out with entries called for.
TITLE of the Selection PURPOSE
Activity 8 REMEMBERING TYPES OF NARRATIVES
Answer this question : What are the types of narratives?
List down all the types of narratives that you know.
Recall the narratives you have explored.
Describe each as to what type of narrative it is.
Plot your answers in the organizer shown below.
FABLE LEGEND MYTH
ANECDOTE SHORT STORY TALE
LANGUAGE IN USE
Activity 9 PAST IS PAST!
Pay close attention on each of the lifted passages from the different stories read.
Focus on how each of the underlined and encircled words / phrases is formed and
1. In the beginning he little frog talked to her friend.
2. She cried over it
3. a young frog had a wonderful time.
4 he hopped and landed on a crack of a boulder. 5. The monkey slipped away secretly
Once upon a time,
1. What is common to the
a. underlined words? ____________________________________
b. encircled words/ phrases? _______________________________
2. How are the actions expressed? ______________________________
3. How are the verbs formed? _________________________________
4. What do you call those verbs that form their past by adding d or ed?
What about those that changed their spelling? _________________
How about those that do not change at all? __________________
5. What can we say in line with the time of action when we use the
past form of the verb? ______________________________________
7. When do we use expressions/ words like yesterday, then, last / that____?
8. What other examples of time markers/ expressions do you know?
___________, ___________________, ___________________,
Activity 10 CORRECT THE PAST!
a. Give the correct form of the verb to complete each sentence.
1. Last night, we _______ (reach) the front yard unconsciously.
2. Lines of eager faces of boys and girls ____( greet ) us.
3. With arms akimbo, Bert, _____( look) at all the barefooted crowd.
4. The whole of Puerto Galera ____( be ) there to meet us.
5. I _____ (keep) quiet all of a sudden.
6. They ____ (be) also dumbfounded.
7. Mother ____( say) that they have to bear with our poverty.
8. I moved over to mother and _____ (kiss) her hand.
9. That evening, we _____ listen) to the stories about the city.
10. Soon, we ____( get) all tired.
b. Supply appropriate time marker to complete each sentence.
1. _______, there was a country man who went out to his garden
to dig up some yams.
2. One of the yams shooed him out _______.
3. ________the farmer turned around, he looked at his carabao
4. The farmer asked the carabao ____ if he said something.
5. ______,his dog said that it wasn‟t the carabao who spoke to him
but the yam.
Are you more aware of the distinct elements, features, types and purposes of narratives as well as how to use the simple past tense of the verb correctly?
Be sure not to miss anything!
LESSON 2 INFORMATION GATHERING SKILLS
Activity 1 REFRESH!
One way for you to locate information fast is through using book parts.
Read “ Using the Parts of A Book” by Linda Owens, and check your mastery of
the different parts of a book.
USING THE PARTS OF A BOOK
By Linda Owens
A content book or a book of information has many parts. The title page of a book has the information about when and where the book was published. It will give you the name of the author. It will tell you the copyright date or the date the book was written or published.
The table of contents in a book will help you to find the names of the chapters of the book and the page number where each chapter begins. Each chapter of the book will have a name and usually has a chapter number.
The glossary of a book will give meanings to words used in the book. Vocabulary words or new words in the book will be here. The glossary can help you to understand your reading and will make it easier for you to learn and study the information.
The index of a book is very valuable to learners. You will find a listing of each topic in the book, names of people, maps in the book, or any other information in the book listed here. This listing will be in alphabetical order and will have the page number in the book where you can find the information you are looking for. This is very helpful to learners.
Take a few minutes to review a book and see if you can find all the parts of a book. Locating information can be easy and fun.
Source: http:// www.teach-nology.com/worksheets/research/book
Day in and day out, you need a lot of information about almost
everything else. Doubtlessly, you need to be familiar with the varied
sources of information like books, newspapers, magazines, journals,
radio, TV, movies, interviews, even on line / web sources.
How do you do this? You better start now!
On your paper, copy and complete the following: The part of the book to consult when looking for 1. an alphabetical list of topics and their corresponding pages ____________________
2. meanings of words used in a book _______________
3. information about the publisher, copyright date and place of publication___________
4. what holds the pages of the book together ______________________
5. what is between the spine outside the book _______________________
6. the main part of the book _________________
7. the complete title of the book, the authors, and the name of publishers ---------------------------------------- 8. an alphabetical listing of references used by the author ____________ 9. the expression of the author‟s gratitude to the persons who in one way or the other helped him in wring the book _____________________
Were you able to get them all correctly? Good job! Activity 2 SECRET GARDEN General Reference books are important sources of information on various subjects. This time, try to use your imagination and visualize your own secret garden where you can discover and share reference books . List down all the reference books you have visualized in your secret garden. _________________________ ______________________________ _________________________ ______________________________ _________________________ ______________________________ _________________________ _____________________________ Activity 3 WHICH IS WHICH ? Match each of the words written in back-to-front writing with its description . Write your answer on your paper a. It is full of information on current events. It also contains social, political and commercial statistics, sports records, recent laws and other important facts. ________________________
b. It is a book of maps; contains vast amount of inform- ation about the cities of the world.__________________ REFERENCE BOOKS c. It contains alphabetically ordered words with their meanings, pronunciation, grammar and etymology. ______________________ d. it gives very useful brief information on certain subjects and people. ___________________ e. It is an alphabetical list of place names with some information about each place like its location and brief historical description._________________ f. It is a special kind of dictionary._______________ g. It is a book of facts that is published annually to ,meet the need for current information /. It may be an encyclopedia supplements. ___________ Activity 4 BE A DETECTIVE When you don‟t know or you are in doubt about a word‟s meaning, where do you turn to? This time, copy the chart on your paper, and read the words in the first column. Find out and write the origin, meaning and correct pronunciation of each. Write also the source where you get the information.
Word Origin Pronunciation Meaning
Activity 5 INFO SEARCH Here is a list of topics for you to search for important information. Copy them from the source and identify the source/ reference material you used. Indicate also the page number , name of publication company, place and date of publication. Questions : 1. What is an anime comics ? 2. Where can you find samples of folk narratives? 3. What is the antonym of the word dramatic? 4. How can you tell a story effectively?
1. HUSESATUR (f)
3. TORYADINIC (c)
4. LATSA (b)
5. REGATEZET (e)
6. MACALNAS (a)
7. BORAYEKO (g)
Copy the chart below and fill it out with entries. Use a chart for each topic.
Topic: ________________________ Source/ Reference Material: _________________Page no.__________ Name of Publishing Co. _____________________________________ Place of Publication : ____________________ Date of Publication ____________
Activity 6 INFORMATION...INSTANTLY It is important that you visit the school library for you to know the whereabouts of the source materials you can use. Visit your school library, and do the following: a. Ask the help of the school librarian for you to be familiar with the source materials whereabouts. b. Create and label a map of the school library. c. Search for possible source materials available in the library for you to find information about each of the following: 1.) anecdotes 2.) fables 3.) folk narrative 4.) legends 5.) myths 6.) short stor Remember that you need to copy the information you‟ll gather, and note the number of materials as well as the titles of the books/ materials the school library has for each subject/ topic.
Have you tried locating and finding books in the library?
Do you know what are the available source materials
and how are they arranged in the school library?
It‟s time for you to explore and discover the school
LANGUAGE IN USE
Activity 7 MODEL LIBRARY Imagine that you are inside a model library. Explore it, think and write a description of the things that you can see, hear and feel while you‟re inside it. Then, copy your sentences which answers the questions starting with the word WHAT, WHO, WHEN, WHERE, WHY and HOW. Copy the organizer shown below, and plot your answers on it.
Description of My Model Library
WHAT WHO WHEN WHERE WHY HOW
Activity 8 QUESTIONS AND ANSWERS Read the following questions and match each with the most appropriate answer from the box. Note how the questions are formed. 1. What should you look for in the library? ______________ 2. Who can help you locate articles you are looking for? ______________ 3. When is it necessary to visit the library? ______________ 4. Where can I find issues of local newspapers and magazines?_____________ 5. Why should I look for the card catalog? _____________ 6. How can you make sure you will not miss the important facts. _____________ For you to get a clear picture of the WHEN and the HOW of using WH Questions, answer these questions.
What is common to all the underlined words in items 1-5? ____________ What kind of questions are these?
List all the facts
In your gathering of materials
For you to be sure that there are books written about your topic
Which of them calls for an answer that clarifies/ points to a/ an a. idea/ object/ happening b. person c. place d. time of action e. reason/ cause f. manner/ process
Activity 9 QUESTION TIME Construct at least six(6) WH Questions focusing on the importance of using the library to find the information you are looking for. Provide a complete sentence answer to each , and underline the key words. Write them on your paper. 1. ________________________________? Answer: ____________________ 2. _______________________________ ? Answer : ___________________ 3. ________________________________? Answer : ___________________ 4.________________________________? Answer : ___________________ 5. ________________________________? Answer : ___________________ 6. ________________________________? Answer: ___________________
Lesson 3 LITERARY DEVICES AND TECHNIQUES IN NARRATIVES
How do you find the activity? Feeling good? Great! Let‟s move on to the next topic!
Why use literary devices?
Literary devices and techniques employed by the author are effective
tools that help in creating the story‟s meaning and the interconnection
among the story‟s elements.. They can also help you see or understand
something in special way- “giving extraordinary meaning and emotions
to ordinary moments”. You can be sure that they add clarity and
vividness in communicating the story‟s meaning. Watch out for the
literary devices and techniques employed by the authors in the stories
you will read and find out how they help bring the significant
experiences to life.
Activity 1 EXTRA ...ORDINARY Read, “ A Shawl For Anita” by Lolita M. Andrada , and answer the questions after it. Write your answers on your paper.
A SHAWL FOR ANITA by: Lolita M. Andrada
Questions: 1. What connection can you make between what happened to the characters and your world? __________________________________________________ 2. How do you feel about it?___________________________________________ 3. What kind of bridge can you make between the two?_______________________ Activity 2 TRANSFORM ATION Note that the characters change on the way they view things as the story moves. Prove how the characters change in the course of the story . Use the following questions as your guide. 1. As you read the story, how did your expectation change? 2. Did it lead you to think that things may not be as you once believed? 3. What new way of looking at things have you developed as a result of reading the selection? On your paper, copy the chart as shown, and fill it out with entries called for. NEW WAY
What I thought about... What I know now What I will do about it...
Activity 3 WT / LD RULE CHECK Re read “ A Shawl For Anita” by Lolita M. Andrada , and jot down what you notice, think, feel and ask about b. writer‟s technique c. literary devices used
d. ideas you agree with, wonder about, remember e. memories, thoughts, feelings triggered while reading it f. theme of the selection You may copy the table as shown, and fill it out with entries called for.
Quotes /Proof from the story
Literary devices/ Techniques
What I like about it
What I dislike about it
Activity 4 THE GIFTS OF WORDS! Guess what literary device or narrative technique is highlighted in each description. Fill out the missing letters to complete each term. Write your answers on your paper. 1. _ I G_ _ E OF S _ E _ C H A literary device that always involves some sort of imaginative comparison between things , ideas and person. 2. F _ _ S _ _ A C _ This narrative technique breaks the normal chronological movement of a narrative. It is an interruption in the present action of a plot to flash backward and tell what happened at an earlier time. 3. NAR _ _ T _ V _ H _ O _ A literary/ narrative technique in the opening of a story that hooks the readers‟ attention so that he/she will keep on reading. 4. S U _ P _ I _ E EN _ I N _ It is a conclusion that violates the expectations of the reader but in a way that is both logical and believable. 5. SY_ B _ L _ S _ This literary device calls for the use of thing, object, animal, plant or an idea that stands for something else as symbol. It can represent an abstract idea Activity 5 MOVING ON IN STYLE! Scout for the copy of at least two of the following narratives: 1. “How My Brother Leon Brought Home A Wife” by Manuel Arguilla 2. “ My Brother‟s Peculiar Chicken” by Alejandro Roces 3. “ Courage” 4. “The Boy Who Couldn‟t Sing” 5. “The Monkey and the Turtle”
Examine what and how narrative device/s and technique/ s is /are used to communicate meaning in life. Copy the grid as shown, and fill it out with entries. Title : _____________________ LITERARY DEVICES / NARRATIVE TECHNIQUES USED
Literary Device/ Narrative Technique
Part/section of the story
Activity 6 SECRET MESSAGE QUEST! Recall / re read the stories you have explored, and hunt for objects, things, plants, animals or happenings which have symbolic meaning in the context of the stories they represent. Draw and point out clearly what each represents. How do you fare in the activities? Great job! Here‟s more! LANGUAGE IN USE Activity 7 MOST REMEMBERED LINES For few minutes, close your eyes and think back or recall your favourite line/s from the narratives you‟ve explored. Try to identify the character/ literary figure who said those words, then write the character‟s words in speech balloons.
Always remember that symbols are used by writers to give
symbolic meaning within the context of specific literary work.
Symbols can be in the form of objects, things plants, animals,
person or anything which can be seen, heard or felt and that
stands for something beyond itself.
Activity 8 YOU SAID IT RIGHT! Read closely each numbered sentence and find out how each is expressed. Take note of the underlined as well as the boxed parts. 1. “ You don‟t know that.” 2. “ Oh, I surely do!” 3. “ Really?” “ Are you serious?” 4. “ Remember „ Liars go to hell‟ ,” Answer the following questions. 1. What do the underlined words have in common? ________________________ How about the boxed expressions? ________________________ 2. How do we call the underlined expressions? ________________________ What about the boxed expressions, what name do we give them? __________ 3. What are the three basic positions of the boxed expressions? ______________ 4. Where can we usually find the quoted part? ________________________ 5. What do you need to remember in terms of the functions and positions of the following punctuation marks as used in direct discourse?
Comma ________________ _________________
Quotation marks ________________ _________________
Period ________________ __________________
Question mark ________________ __________________
Single quotation mark ________________ _________________
Exclamation point ________________ _________________ Activity 9 FAV TOONS Imagine you are listening to your friends talking about their favourite cartoon characters. Jot down at least five (5) important exchanges you‟ll hear from them. Use direct discourse. Remember to punctuate them correctly. Activity 10 Interview a friend, brother, sister or neighbour which literary device/ narrative technique they are familiar with/ would like to use in their narratives. Listen to and note the important points of the interview, then write a report of the interview through using direct discourse. Remember to punctuate the sentences correctly. You‟re definitely on the right track! Congratulations! Keep up the good work!
The frog says,
the snake answers.
the owl asks,
the frog interrupts him.
LESSON 4 TECHNIQUES AND GUIDEPOSTS FOR EFFECTIVE AND MEANINGFUL STORYTELLING Everyone loves to read, listen to, write and tell stories just as everyone has a story to tell. “Tell me a story” has always been the request of both children and adults. Of course you know that sharing and communicating thoughts, feelings and experiences are the gems of storytelling. How familiar are you with the techniques and guideposts to use for effective storytelling? „Care to find them out? Activity 1 WHY TELL STORIES? Interview at least ten people (friends, relatives, neighbours, teachers, strangers). Ask each of them the questions:
- Why do we tell stories? - What effective strategy do you use in telling a story?
Note their responses and report them. Use direct discourse in your report. Activity 2 MAPPING IT OUT
Read the following sentences. Determine the order in which they are arranged to come up with an effective storytelling. Tell about the problem. Include details from the story. Name the characters. Retell events in sequential order. Tell about the solution. Tell about the beginning, middle and end of the story. Tell about the setting.