6

English
Quarter 3 – Module 2, Lesson 3:
Evaluating Narratives Based on How
the Author Developed the Elements:
Theme and Point of View
English – Grade 6
Alternative Delivery Mode
Quarter 3 – Module 2 Lesson 3: Evaluating Narratives Based on How the Author
Developed the Elements: Theme and Point of View!
First Edition, 2020

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

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

Published by the Department of Education

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

Development Team of the Module

Writer: Charlyn R. Cuyco
Editor: Judith Louella D. Mendiola
Reviewer: June D. Cunanan/ Bernabeth B. Manio
Layout Artist: Roland M. Suarez

Management Team: May B. Eclar, PhD, CESO III

Librada Rubio, PhD
Ma. Editha B. Caparas, PhD
Ramil G. Ilustre, PhD
Celia R. Lacanlale, PhD
Ruby M. Jimenez, PhD
June D. Cunanan

Printed in the Philippines by Department of Education – Region III

Office Address: Diosdado Macapagal Government Center, Maimpis,

City of San Fernando (P)
Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05
E-mail Address: region3@deped.gov.ph
Introductory Message
For the facilitator:

Welcome to English 6 Alternative Delivery Mode (ADM) Module on Evaluating

Narratives Based on How the Author Developed the Elements: Theme and Point of View!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to English 6 Alternative Delivery Mode (ADM) Module on Evaluating
Narratives Based on How the Author Developed the Elements: Theme and Point of View!

A narrative refers to a story or an account of something, dealing with sequences of

events and experiences, though not necessarily in strict order. It may be actual or fictional,
and can be expressed orally or in writing. (Harris and Hodges, eds, 1995).
A narrative contains several elements, such as characterization, plot, and setting
that all work together to construct the narrative’s theme.

i
 Establishing a point of view for a narrator allows the writer to filter the events
through a particular character. The most common point of view in fiction is the omniscient
(all-knowing) narrator who has access to all the thoughts and experiences of each of her
characters. Some narrators are almost always written in the third person and do not
usually have a role in the storyline. On the other hand, the theme of the story is what the
author is trying to convey; the central idea of the story.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

What I Need to Know

This module will assist you in encouraging the learners to evaluate narratives
based on how the author developed its elements: Theme and point of view.
Recognizing what each of these elements adds to the story helps the reader
understand the structure and meaning of a narrative. Understanding how these
elements work together also gives the reader an appreciation for the purpose of
the narratives.

Please help the learners in sharing their ideas and knowledge from their
experiences so that there will be collaboration and learning will be easy.

Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.
For the learner
The basic purpose of narratives is to entertain, to gain and hold a reader’s
interest. However, they can also teach or inform to change attitudes or social opinions
such as soap operas and television dramas that are used to raise topical issues.
Narratives sequence people or characters in time and place but differ from recounts
in that through the sequencing, the stories set up one or more problems, which must
eventually find a way to be resolved.

In this lesson, we will study the two elements; theme and point of view.

At the end of this module, you are expected to:

1. identify the narrator’s point of view and theme; and
2. evaluate narratives based on the theme and author’s point of view.

1
 What I Know

Read the short narratives below. Then identify the point of view and theme. Write your
answers in your answer sheet.

Selection A

Jill looked up at the principal with tears in her eyes and said, "I didn't do it,
Mr. Castro. I can't tell you who did, but it wasn't me." Mr. Castro put his hands on
his hips. "It doesn't matter, Jill. We found the spray can in your backpack. If you
can't tell me a name, then you're going to take the fall for this one." Jill was now
sobbing openly.

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

A. First Person B. Second Person C. Third Person
2. What is the dominant theme?
A. Fearlessness
B. Firmness of actions
C. Courage in taking full responsibility of one’s actions

Selection B

Welcome to Skyranch Pampanga Park! You are going to have so much fun
if you follow the rules. Keep your hands and feet to yourself at all times. Do not try
to climb out of rides while they are in operation. Only eat in designated areas.
Follow these simple rules and you will have a great time. If you violate any of these
rules, you may be asked to leave the park without a refund. Now, that you know
the rules, go have yourself a fun time at Skyranch Pampanga!

3. What is the narrator’s perspective?

A. First Person B. Second Person C. Third Person

2
 4. What is the prevailing theme?
A. Carelessness
B. Fun and enjoyment
C. Following rules for fun and enjoyment

Selection C

It was a dark and windy night when the traveler came to our door. At first,
we were afraid to open the door, but he kept knocking. Finally, I got afraid that he
was going to knock down the door so I opened it. That turned out to be a mistake.

5. What point of view is used in the passage?

A. First Person B. Second Person C. Third Person
6. What is the theme of the passage?
A. Quietness
B. Fear of darkness
C. Suspiciousness or apprehension

Selection D

More than just a road in Quezon City, Tandang Sora, whose real name is
Melchora Aquino, was fondly called the Mother of the Revolution. She was a single
mother who managed the farm left by her deceased husband while raising her six
children. Tandang Sora earned her nickname after taking care of Andres Bonifacio
and other Katipuneros in 1896, risking her life as she provided them with food and
nursed the wounded. Her bravery was best displayed after she was arrested by
Spanish authorities, who subjected her to grueling interrogations in hopes that she
would reveal the location of the Katipunan hideout. She refused to give in and was
deported to Guam under the decree of Governor General Ramon Blanco.

7. What is the point of view used in the passage?

A. First Person B. Second Person C. Third Person

3
 8. What is the prevailing theme?
A. Fearlessness
B. A woman’s bravery
C. Love and compassion of a mother

Selection D

I am Joery Amad, a nurse with the BARMM Ministry of Health. I am one of

the frontliners in the Bangsamoro region who work hard in the battle against the
COVID-19 pandemic. In times of uncertainty it’s a normal feeling to be scared, but
don’t be. This is what I tell my three children and grandchildren. They don’t need
to feel afraid of the rapid spread of COVID-19."

I have been working in public health for 25 years. Now, I am at the forefront
to stop the spread of the virus in their region, especially among people with pre-
existing conditions.

I'm always mindful of safety precautions because I also care for my three
grandchildren at home. This fight is mainly for them so that when they are old
enough to understand what had happened in 2020, they would recognize that
their Lola (grandmother) fought alongside the brave doctors, nurses, midwives,
and all health workers in the Bangsamoro.

9. What point of view is used in the passage?

A. First Person
B. Second Person
C. Third Person
10. What is the theme of the passage?
A. Love for work
B. Love for grandchildren
C. Bravery amidst a pandemic

4
 Evaluating Narratives
Lesson Based on How the Author
Developed the Elements:
3 Theme and Point of View
In the previous module, you’ve learned about one of the elements of narratives
which is the plot. Today, you are about to learn another element of narratives. You will
evaluate narratives based on how the author developed the Theme and Point
of View.

What’s In

Read the selection and answer the questions that follow in your answer sheet.

The Fox and the Grapes

Aesop

One afternoon a fox was walking through the forest and spotted a bunch of
grapes hanging from over a lofty branch.

―Just the thing to quench my thirst, ―he thought.

Taking a few steps back, the fox jumped and just missed the hanging grapes.
Again, the fox took a few paces back and tried to reach them but still failed.

Finally, giving up, the fox turned up his nose and said, ―They’re probably
sour anyway,‖ and proceeded to walk away.

Moral: It’s easy to despise what you cannot have. Nothing comes easy without a
hard work. So, work hard and reach your goals.

5
 1. Where is the setting of the story?
A. forest C. riverside
B. garden D. school
2. What did he find in the forest?
A. bananas C. guavas
B. grapes D. mangoes
3. Which of the following actions was not performed by the fox?
A. He walked through the forest.
B. He asked the monkey to get the fruits for him.
C. He tried again and again reaching for the fruits.
D. He gave up and turned his nose saying, ―They’re probably sour anyway.‖
4. Why did he say that the fruits were sour?
A. because they’re not ripe yet
B. because he doesn’t like them
C. because he failed to get them
D. because he was not thirsty anyway
5. Who was telling the story?
A. Fox C. Aesop, the writer
B. Grapes D. Doesn’t tell
6. What is the theme of the story?
A. sincerity
B. cowardice
C. hopelessness
D. hardwork and patience

What’s New

How Do I Tell You? Tell Me What You Feel.

Read the following narratives then identify the point of view and theme used by the
writer. Write the number of your answers in your answer sheet.

1. As I walked through my bedroom door, my Mom came to stand beside me. The
walls, once decorated with posters, and the bookshelves once covered with
toys and games were now barren. Only two boxes remained – an old collection
of toys and one last box ready to go with me to college. Mom gasped and threw
her arms around me as she saw the empty room. My excitement dampened,
when I realized how sad my Mom was to see me go. I couldn’t believe today
was the day I would be leaving for college, and even though I was excited, I
sure was going to miss my family.

6
 A. What point of view was used in narrating the story?
1. First person 2. Second person 3. Third person
B. What is the dominant theme in the selection?
1. Sadness 2. Excitement 3. Apprehension
2. Peering through the cardboard box, Jon could see Rex coming through the
door, followed closely by his mom. He watched eagerly, excited to see what
would happen. When Mom began to cry while hugging Rex, John knew
something was wrong. He quickly realized he would be leaving, separated from
his friends stuffed in the box sitting on the floor. John turned his head away from
the sad scene and came face to face with an old picture of himself, John and
his beat buda. His eyes lowered and his heart sank with sadness.
A. What point of view was used in narrating the story?
1. First person 2. Second person 3. Third person
B. What is the dominant theme in the selection?
1. Sadness 2. Excitement 3. Apprehension

As you read and evaluate narratives, think about these:

How does the point of view affect your responses to the characters?
How is your response influenced by how the narrator tells the story?

What is It

Understanding Narratives and its Elements

A narrative refers to a story or an account of something, dealing with

sequence of events and experiences, though not necessarily in strict order. It may be
factual or fictional, and can be expressed orally or in writing.
(Harris and Hodges, eds, 1995).

A narrative contains several elements, such as characterization, plot, and

setting, that all work together to construct the narrative’s theme.

Theme
Narratives always contain at least one theme. Single themes can build on one
another to convey a larger message, or a work may stick to one key theme.

The theme is the central message or idea of a narrative. It tells the reader
what the literary piece is all about. It is expressed through what the characters say,
do and think, and through the actions that take place within the story. The theme is
also revealed in how the plot and setting of the narrative are constructed and
presented.

7
 By telling the reader what the story is about, the theme expresses what ideas
or issues are raised within the story. Though a longer narrative, like a novel, might
deal with several themes at once, it contains only one major theme.

Examples of themes include friendship, family, love, respect for others,

helping one another, world peace, equality, patriotism and nationalism, loyalty,
cooperation, determination to succeed, etc.

Point of View
The point of view is the perspective from which a narrative is told. This also
refers to the mode of narration that authors employ to let the readers hear and see
what takes place in the story.

Authors strategically choose the point of view that allows them to most
effectively develop the characters and tell the story. They may choose to tell their
story on three perspectives:

1. First person point of view involves the use of either of the two pronouns ―I‖
and ―We.‖ In the firstperson point of view, the narrator, who may also be a
character, participates in the action of the story.
Example:
―I felt like I was flying above the clouds.‖

2. Second person point of view employs the pronoun ―you.‖ In the second point
of view, the writer uses a narrative onlooker who is saying something about
you, the reader.
Example:
―You went to school that morning.‖

3. Third person point of view uses pronouns like ―he,‖ ―she,‖ ―it,‖ ―they‖ or a
name of a character. In the third person point of view, the narrator does not
participate in the action of the story as one of the characters, but lets us
know exactly what the characters think, and how the characters act and feel.
We learn about the characters through this outside voice.
Example:
Once, there lived a hen with her five chicks. The hen was as red as beetroot.
She had three friends: a duck, a cat, and a dog. They all lived happily.

There are two different ways third person narratives may be written or
told: omniscient and limited. Sometimes, third person point of view is broken
down further to objective point of view in which the author acts only as a
narrator. This style is prevalent in many fairy tales.

In the omniscient point of view, the author narrates from an outsider’s

point of view but offers the perspective of multiple characters.

8
 Example:
Cindy got her test back and started crying immediately. It was failed. Her
mother would never stand for it. She felt disappointed. She knew that she
would be in big trouble. Then Jen got her test back. Jen cheered. She got a
high score. Her mother would be so proud. Jen had studied hard for the test
and she was satisfied with the results. She felt proud.

Meanwhile, a third person limited point of view story is written from an

outsider’s perspective, but the reader only follows the story based on what the
main character knows.

Example:
Jon-Jon examined the math book. It had been badly treated. The cover was torn
and it appeared to be missing some pages. Still, Jon-Jon knew that looks were
less important than utility. He had learned that lesson long ago. "Thanks, Mr.
Castro!" he said with gratitude. Mr. Castro looked up from his desk and said,
"Sorry we don't have new books, Jon-Jon, but there's still plenty of good math
left in that book." Mr. Thompson smiled. Jon-Jon felt appreciative.

What’s More
Read the following passages and identify the narrator’s point of view in your answer sheet.
1. It’s simple to wash your hands the right way, and it usually takes no more
than a minute. But did you know that simple scrub can help reduce the spread
of everything from respiratory illness to diarrhea?
Handwashing is also one of the best ways to remove germs, help avoid
getting sick, and prevent the spread of germs. So, handwashing is important to
remember, and an important habit to teach your kids.
For effective handwashing, follow these five steps: First, wet your hands
using clean, running water when available. Second, lather the front and back of
hands, between fingers, and under fingernails with soap. Third, scrub hands
together for at least 20 seconds. Fourth, rinse hands under clean, running
water. Finally, dry hands completely with a clean towel, or air dry.
Point of View:

2. ―Do you love candy?‖ I asked my friend Roxis. I always make friends with
other people.
Point of View:

9
 3. Daniel was nervous about going to Patricia's birthday party. He was afraid that
he wouldn't know anyone but Patricia, and she would be so busy with her
guests. "Mom, I don't want to go to the party." Daniel's mother furrowed her
brow and said, "Daniel, we already told her we'd be there. We bought her a
present. We have to go and give it to her." Daniel shook his head. He still didn't
want to go. His mom put her hand on his shoulder.

Point of View:

4. Pete didn't feel like doing homework. He felt like playing baseball. He grabbed
his mitt off the shelf and began to fantasize about being out in the field. His
fantasy was interrupted shortly by the opening of his bedroom door. It was his
mom. She started to yell, "Pete, you're not failing baseball class! You're failing
math class! You need to study. Put the mitt away!" Pete put the mitt away, but
he didn't know the first thing about studying math.

Point of View:

5. If you are confused about something in class, don't wait. Raise your hand and
ask for help immediately. Do it while your teacher is still explaining the material.
Your teacher will probably be happy that you are taking an active part in your
education and should attempt to explain the material in a different way. If you
are still confused, ask your teacher if he or she is available after class to give
you additional instruction. You are worth it. Don’t give up on yourself.

Point of View:

Independent Assessment 1

Refer back to the narratives you have read on Independent Activity 1. Reread the texts
then determine the theme of each one by choosing from the pool of answers below.
Use the diagram below for your answers. Do this in your answer sheet.
Safety hygiene Friendship Shyness Fear of math
Being active in class Study habits Fear of people

10
 Narrative No. Theme
1
2
3
4
5

Independent Activity 2

Read the following narratives, then answer the questions that follow
in your answer sheet.

Narrative 1:
Long ago in a little town in the East, there lived a couple. They lived in a
modest house together with their son and the father of the husband. For a while, the
old man lived happily with his son, his daughter-in-law and his grandson.

But when he grew very old, he became very feeble. Every time he ate at the
table, he always broke a plate because his hands trembled so much. The old man’s
awkwardness soon made his son angry, and one day he made a wooden plate for
his father. The poor old man had to eat all his food on his wooden plate.
When the grandson noticed what his father had done, he took some tools and
went down under the house. Then, he took a piece of board and began to carve it.
His father saw him and said, ―What are you doing, son?‖ The boy replied, ―Father I
am making wooden plates for you and mother when you are old. As the son uttered
these words, tears gushed from the father’s eyes. From that time on, the old man
was allowed to eat at the table with the rest of the family. He was no longer made to
eat from a wooden plate.

1. What point of view was used in narrating the story?

A. First Person
B. Second Person
C. Third Person

2. What human right is highlighted in the last two sentences of the selection?
A. Right to vote
B. Right to education
C. Right to be respected and treated well
D. Right to acquire property

11
 3. What is the theme of the narrative?
A. Presence of mind does more good than harm.
B. Treat others as you would wish them to treat you.
C. Treat parents well only when they are young and capable.
D. The old man and the weak never deserve good treatment.

Narrative 2:
―We are in a different war with COVID-19. This is not like ISIS where we can
see the enemy,‖ said Dr. Alicia Macmac, rural health unit officer in Lumba Bayabao,
Lanao Del Sur.

The impact of the Marawi City siege in 2017, an armed conflict between
Philippine government forces and ISIL-affiliated militants, aggravated the poverty
situation in Lanao del Sur, which is the poorest province in the country. More than
17,000 Maranao people displaced by the conflict remain in temporary shelters in the
province. The COVID-19 pandemic has increased their vulnerability on top of the
ongoing humanitarian situation.

Dr. Macmac and other health care workers face enormous pressure to stop
COVID-19 infections. As government-run hospitals face shortages of critical supplies
to help contain the spread of the virus, UNICEF is providing disinfection supplies,
tents, personal protective equipment, and infection prevention and control training for
community health workers, sanitary engineers, and inspectors.

1. Based on the story, the character is likely to be a __________.

A. Bicolano
B. Capampangan
C. Muslim
D. Bicolano
2. What is the point of view used in narrating the story?
A. First person
B. Second person
C. Third person

3. What is the theme of the narrative?

A. Heroism
B. Faith in God
C. Love for peace
D. War and conflict

12
Independent Assessment 2

Read the following excerpts from the narratives then identify the narrators' point of
view. In your answer sheet, write F if the excerpt from the narrative is in the first person,
S if it is in the second person, and T if it is in the third person.

1. You are a mountain climber. Three years ago, you spent the summer at a
climbing school in the mountains of Colorado. Your instructors said that you
had natural skills as a climber. You made rapid progress and by the end of the
summer you were leading difficult rock and ice climbs. (excerpt from The
Abominable Snowman by R.A. Montgomery)

2. It all began when Ms. Frizzle showed our class a film strip about the human
body. We knew trouble was about to start, because we knew Ms. Frizzle was
the strangest teacher in the school. (excerpt from The Magic School Bus Inside
the Human Body by Joanna Cole and Bruce Degen)

3. They spoke no more until camp was made. Henry was bending over and
adding ice to the bubbling pot of beans. Henry grunted with a tone that was not
sympathy, and for a quarter of an hour they sat in silence, Henry staring at the
fire, and Bill at the circle of eyes that burned in the darkness just beyond the
firelight. (excerpt from White Fang by Jack London)

4. 168. That’s how many hours there are in a week. If you’re a student, you
probably feel like this isn’t enough. I know … You have so many assignments
to do, projects to work on, and tests to study for. Plus, you have other activities
and commitments. And I’m sure you want to have a social life, too. Wouldn’t it
be nice if you could study smarter (not harder), get good grades, and lead a
balanced life? (excerpt from How to Study Smart: 20 Scientific Ways to Learn
Faster by Daniel Wong)

5. Today, I’m five. I was four last night going to sleep in wardrobe, but when I wake
up in bed in the dark. I’m changed to five, abracadabra. Before that I was three,
then two, then one, then zero. (excerpt from Room by Emma Donoghue)

Independent Activity 3
Read the narratives that follow. Then, answer each question inside the box. Write
your answer in your answer sheet.

13
Narrative 1

Gabriela Silang is perhaps the most well-known among all the Filipino
heroines, but she is almost always mentioned in tandem with her husband, Diego.
Since their achievements are usually written about together, many forget that she
had her own fair share of heroic acts as ―the first Filipina to lead an uprising against
a foreign power. She was a fearless Ilocaña warrior who assumed her husband’s
role as commander of rebel troops after his assassination in 1763. She rallied
fighting forces (including the native Itneg people) to carry on the war against Spain in
their home province of Ilocos, launching guerrilla attacks against Spanish garrisons
— attacks that caused Spanish soldiers to fear her name.

For her final battles at the liberation of Vigan, she led over 2,000 men to go
against an army of over 6,000 Spanish soldiers backed by a powerful artillery. The
battle proved unsuccessful for the General, so she and 80 remaining troops retreated
to unexplored regions of Abra, where they were eventually captured. The Spanish
made her witness the public executions of her men before publicly hanging the
General herself in September 1763. Despite the loss, Gabriela Silang is still
recognized for her immense courage in fighting for the independence of Ilocos.

What point of view was What is the prevailing

Who tells the story?
used? theme?

14
Independent Assessment 3

Read each passage from the different narratives and identify the narrators' point
of view and the theme. Complete the table by writing the title of the passage under
the appropriate column. Do this in your answer sheet.

Narrative Title Point of View Theme

1.

2.

3.

Narrative #1
Get Rid of Gadgets

Carrie loved her phone and her tablet. She was always looking at one or
the other. Her parents would try to talk to her about her life, but she would just
ignore them or give them monosyllabic answers until they left her alone. When
she was at school, she'd sneak peeks at her phone under her desk whenever
she could get away with it. When she was at parties, she spent more time
interacting with the devices in front of her than with the people around her. Even
at concerts and sporting events, Carrie seldom removed her eyes from these tiny
screens. One day Carrie was walking home from a friend's house and watching
a funny video of people slipping on ice. She began crossing the street just after
the light changed. She was so into the video that she did not notice the
oncoming traffic. She walked directly into the traffic while laughing at the falling
people on her tiny screen and was hit by a bus. Carrie sustained mild injuries,
but both of her devices were destroyed. As far as she was concerned, her life
was over.

15
Narrative #2
Honesty is the Best Policy
Katie exhaled calmly. After several long nights of studying, she finally felt ready
for the exam. Walking into her English class the next morning, Katie coolly focused on
the task before her. As the teacher walked up and down the rows distributing the test,
Katie heard a noise, "Psst…" Katie turned to see Shannon staring at her desperately.
Shannon whispered, "I forgot to study. Please let me copy off of you. I'll do anything."
Katie refused, "I can't risk it Shannon." Each knew that if the teacher caught them, they
would both fail, but Shannon persisted, "Come on, Katie. Help me out. I'll give you fifty
bucks." The teacher turned toward them from across the room, "Ladies, please, it's test
time." Katie didn't want to jeopardize her future, but fifty dollars was a lot of money to
her, so she silently nodded at Shannon. During the exam Katie kept her test document
on the corner of her desk near Shannon, giving Shannon a clear view of all of her hard
work. Shannon copied Katie's test exactly, even the writing portion word for word. After
the test Katie approached Shannon in the hallway. "When am I going to get the fifty
dollars?" Shannon sneered at her. "Ha, never. What are you going to tell someone that
you let me copy? Please..." Shannon snapped at Katie. Katie ran away crying, upset
that she had been deceived and worried that she would get caught cheating.

Narrative #3
Enjoy Life Now
While most of his peers enjoyed high school, David did not. "I can't wait to get
to college and really start my life," he'd often tell himself. When David got to college,
he found out that it wasn’t much different from high school. "I can't wait to graduate
and get a job so that I can really get started on my life," David would tell
himself. When he graduated from college and found a job, David realized that he did
not really like working that much. "I hate slaving away at work. I can't wait until my
retirement. That's when my life is really going to begin," David told himself. He
worked away his days and nights, enjoying them very little and always thinking about
how things would be better when he retired. When he finally retired, he found that he
was in too much pain to do the things that he had planned on doing earlier in
life. Having nothing else to look forward to in life, David spent his final days on a
bench in the sun, thinking about how much happier he would be in heaven.

16
 What I Have Learned

Write YES if the statement is correct and write NO if it is not. Write your answer in your
answer sheet.
1. Point of view may be classified into five perspectives.

2. Point of view refers to the mode of narration that the authors employ to
let the readers hear and see what takes place in the story.

3. Theme refers to the central message of the story.

4. The second person’s point of view employs the pronoun you. The writer
uses a narrative onlooker who is saying something about you -
the reader.

5. The first person’s point of view involves the use of either of the two
pronouns I and We. The narrator who may also be a character,
participates in the action of the story.

6. The third person point of view uses the pronouns like he, she, it,
they or a name of a character.

7. Third person point of view may be told using omniscient or limited.

8. In a limited point of view, the author narrates from an outsider’s point of

view but offers the perspective of multiple characters.

9. A story narrated from an outsider’s point of view but the reader only
follows the story based on what the main character knows employs an
omniscient point of view.

10. Theme and point of view are the only two elements of narratives.

17
 What I Can Do

Read each story carefully, then write what you think the theme is. Prove your answer
by writing at least one sentence explaining an event in the story that leads you to the
theme. Do this in your answer sheet.
Example:

A crow perishing with thirst saw a pitcher, and hoping to find water, flew to it
with delight. When he reached it, he discovered to his grief that it contained so
little water that he could not possibly get at it. He tried everything he could think
of to reach the water, but all his efforts were in vain. At last he collected as
many stones as he could carry and dropped them one by one with his beak into
the pitcher, until he brought the water within his reach and thus saved his life.

THEME: If at first you didn’t succeed, try and try again.

EXPLANATION: The crow might have died if he had given up, but he persisted
and through his ingenuity, he was able to succeed.

1. Once, there was a mean little boy who lived in a small village. This mean
little boy loved to mess with people, so one day he ran up to a sheep
herder and shouted, "WOLF! WOLF! A wolf is attacking the town!" The
sheep herder grabbed his staff and ran to defend the town, but realized
he had been fooled when the boy started pointing and laughing at him.
"Ha ha! I made you jump," said the boy. Then the boy ran up to a farmer
and shouted, "WOLF! WOLF! A wolf is attacking the town!" The farmer
grabbed his pitchfork and ran to defend the town, but when the boy
started pointing and laughing at him, he realized he had been tricked. As
the boy went back to his family's farm laughing about the funny trick he
played, he saw a real wolf in his father's chicken coop. As the wolf ate all
of his father's chickens, the boy screamed over and over again, "WOLF!
WOLF! Please help us!" But nobody came to help him.
THEME:
EXPLANATION:

18
 2. Jenny hated her Reading Class. She didn’t understand point of view or
figurative language, and not knowing how to do the work frustrated her. She
asked the teacher for help, but he spoke so fast and used such big words
that she still couldn’t understand. The teacher asked if she understood, and
she nodded her head, but she didn’t. Jenny’s friend Katie knew that Jenny
was having trouble understanding the lesson and, rather than just giving
Jenny all of the answers, Katie explained to Jenny how to solve the
problems. Katie spoke clearly and at Jenny’s level, and Jenny was happy
that she finally learned how to do the work. Later in the week, Katie was
having trouble in Math class. She didn’t understand coordinates and was
really frustrated. Seeing that Katie was having problems, Jenny, who
understood Math very well, taught Katie coordinates. Both girls made it to
honor roll that quarter.
THEME:
EXPLANATION:

Assessment

Determine the point of view from which the given texts are narrated. Then identify the
dominant theme used by the writer. Write your answer in your answer sheet.
Viewpoints: first person, second person, third person

1. The stars were burning brightly in the night sky. The evening breeze felt cool
on my skin. It was the last night of summer break and I was calm, oddly calm.
It's not that I was excited to go back to school. I wasn't. School is a lot of work
for me. But I was excited to see my friend again, and I knew that she would be
there.
Narrator's Perspective:
Theme:

19
2. It was noon. The sun was high in the blue sky. The air was filled with the sounds
of lawn mowers and birds chirping. A door opened. A young boy walked outside.
A woman's voice could be heard from the house yelling, "Wait for me, Michael."
The young boy did not wait. He ran to the sidewalk and began jumping. "Yeah!
Yeah! Machine gun!" he yelled, pointing an invisible gun in all directions. He
took imaginary shots every few seconds and pantomimed the recoil.

Narrator's Perspective:
Theme:

3. Chuck analyzed the engine. With his experienced gaze, he was able to tell that
the vehicle needed a new fan belt. He figured that the job would take twenty
minutes and cost about ten dollars, but he had bills to pay. He summoned the
customer over to him with a wave. "Ma'am," he said, "your vehicle needs a new
radiator. It's going to take about four hours and cost around five hundred dollars,
he lied. The woman smiled. "So, I get my car back tonight?" she asked. "That
shouldn't be a problem," replied Chuck. The woman, still smiling, said, "Thanks,

Chuck. You're a good guy." Chuck felt a little guilty, but he smiled back at her
and said, "You're so welcome."
Narrator's Perspective:
Theme:

4. At the courthouse or the library, there was a large bulletin board, and for a dollar
you could sign the board and write down your guess to win the car-through-the-ice
raffle. Of course, you never met anyone who had won, but only those who knew
somebody who had won, and therein, in the winning, the simplicity was lost.
Narrator's Perspective:
Theme:

5. First, you will need to wash your hands and gather all of your materials. Once
you’ve done that, follow all of the directions i n your cookbook. Put your crispy
treats in the oven and cook for 30-35. Once the treats are cooled, you and your
friends can enjoy.
Narrator's Perspective:
Theme:

20
 Additional Activities

Search for Narratives

Recall two narratives you have read before. Then, complete the table below by
writing down the titles and identifying the themes of the narratives in your answer
sheet.

Title of the Narrative Point of View Theme

1

21
 23
Independent Activity 3
Who tells the story? What point of view was What is the prevailing
used? theme?
Author/Writer Third Person Heroism
Independent Assessment 3
Narrative Tittle Point of View Theme
Get Rid of Gadget Third Person Practice moderation in all
desired things
Honesty is the Best Policy First Person Do not trust dishonest
person
You cannot cheat an
honest person
Enjoy Life now First Person Plan for future but live in
the present
What’s New What I
Independent 1. A. 1 Know
Assessment 1 B. 1 1. C
2. A. 3 2. C
Independent 3. B
1. Safety Hygiene B. 1
Activity 1 4. C
2. Friendship
3. Shyness 1. Second Person 5. A
2. First Person What’s in
4. Study Habits 1. A 6. C
5. Being Active in 3. Third Person 7. C
4. Third Person 2. B
Class 3. B 8. B
5. First Person 9. A
4. C
5. C 10. C
6. D
Answer Key
 24
What I have Learned
Assessment:
1. No
1. Narrator’s Perspective: First Person
2. Yes
Additional Theme: Answers may Vary
3. Yes
Activities 2. Narrator’s Perspective: Third Person
4. Yes
(Answers Theme: Answers may Vary
5. Yes
may vary) 3. Narrator’s Perspective: Third Person
6. Yes
(Answers Theme: Answers may Vary
7. Yes
may vary) 4. Narrator’s Perspective: Third Person
8. Yes
Theme: Answers may Vary
9. Yes
5. Narrator’s Perspective: Second Person
10. No
Theme: Answers may Vary
What I Can Do
1. Theme: People refuse to believe a liar
even when he/she is already telling the Independent
truth. Assessment Independent
Explanation: The boy asked for help when
2 Activity 2
a real wolf attacked, but nobody came to
help him. 1. S
2. Theme: When you do good things for 2. F 1. A
others, it will also come back to you. / 3. T 2. C
Lifting each other up will give good 4. S 3. B
results. 5. F 4. C
Explanation: Jenny and Kate helped each 5. C
other when they had difficulty in 6. A
understanding their lesson and both even
made it to honor roll that quarter.
Note: Answer s may vary.
References

“Ereading Worksheets, “
https://www.ereadingworksheets.com/free-reading-worksheets/theme-
worksheets/

“Examples of Point of View,”

https://examples.yourdictionary.com/examples-of-point-of-
view.html

“Filipino Heroes”
https://cnnphilippines.com/life/culture/2017/06/07/5-filipino-
heroines.html

“Filipino Heroes”
https://www.unicef.org/philippines/stories/stories-frontline

“Heroes around the World”

https://www.facebook.com/humansofbombay/posts/691540064388307

https://www.slideshare.net/suareze986/english-reading-theme-
worksheet2
“K-12 Most Essential Learning Competencies
(MELC) - Teach Pinas". Teach Pinas, 2020.https://www.teachpinas.com/
k-12-most-essential-learning-competencies-melc/

“Literacy Teaching Toolkit Stories and narratives,”

https://www.education.vic.gov.au/childhood/professionals/learning/eclite
racy/interactingwithothers/Pages/storiesandnarratives.aspx

“Point of View: Definition of Point of

View,”
https://literarydevices.net/point-
of-view/

“The Fox and the Grapes”

https://www.moralstories.org/the-fox-and-the-grapes/

“THEMES,”
https://www.slideshare.net/tateln/theme-16220534

“Young Heroes”
https://freestoriesforkids.com/children/stories-and-tales/hero-who-
was-going- save-world

25
For inquiries or feedback, please write or call:

Department of Education-Region III

Diosdado Macapagal Government Center, Maimpis, City of San Fernando (P)

Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05

Email Address: region3@deped.gov.ph