English 6

QUARTER 3
LEARNING ACTIVITY SHEET
No. 7

Elements of the Story: Theme and Point of View

Subject Area and Grade Level: English 6
Activity Sheet No. 7
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 8 – Division of Samar

Republic Act 8293, section 176 states that: No copyright shall subsist in
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impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 8 – Division of

Samar.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical,
without written permission from the DepEd Regional Office 8 – Division of Samar.

Development Team of English Activity Sheet

Writer: Elizabeth C. Jabon T-I. Calantawan Elementary School

Illustrator: _________________________

Layout Artists: Janssen Louel C. Dabuet and Gibson J. Gayda

Reviewer:
Editor: _______________________________
Carmela R. Tamayo EdD., CESO V – Schools Division Superintendent
Moises D. Labian Jr. PhD., CESO VI – Asst. Schools Division Superintendent
Antonio F. Caveiro PhD. - Chief Education Supervisor, CID
Rustum D. Geonzon PhD. - EPS – English
Josefina F. Dacallos EdD. – PSDS/LRMS Manager Designate
Marina Muriel Y. Labid PhD. - District Head
Cynthia O. Laureta- School Head
 ENGLISH 6

Name of Learner: ____________________________ Grade Level:_____ Section:______

School: ___________________________________________________ Date:________________

ELEMENTS OF THE STORY: THEME AND POINT OF VIEW

I. Introduction:

You have learned about inferring the speaker’s tone, mood and purpose in
the story. This time you will try to deepen your understanding about elements of
the story: theme and point of view by doing the activities in this worksheet. Read
the different exercises carefully and if there are parts of which you will encounter
difficulty, tell it to your parents for their assistance and to your teacher as well if
his/her guidance is needed. Enjoy doing your tasks!

II. MELC (with code):

Identify the elements of the story in the narratives.
EN6RC-Ig-2.24.1, EN6RC-Ig-2.24.2 (MELC page. 136).

III. Strategy:

A. Explore:

1. Read the story and answer the following questions.

The Foolish Donkey

A salt seller used to carry the salt bag on his donkey to the market every
day. On the way they had to cross a stream. One day the donkey suddenly
tumbled down the stream and the salt bag also fell into the water. The salt
dissolved in the water and hence the bag became very light to carry. The donkey
was happy.
Then the donkey started to play the same trick every day.
The salt seller came to understand the trick and decided to teach a lesson
to it. The next day loaded a cotton bag on the donkey. Again, it played the same
trick hoping that the cotton bag would be still become lighter. But the dampened
cotton became heavy to carry and the donkey suffered. It learnt a lesson. It didn’t
play the trick anymore after that day, and the seller was happy.

https://wealthygorilla.com/best-short-moral-stories/#forward

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Questions:
1. Why did the donkey always play the trick?
2. If you were the salt seller what would you do to the donkey?
3. What image did the story wants to persuade?
4. What is the moral lesson of the story?

B. Learn:

Stories are accounts of imaginary or real people and events told

for entertainment. When we read stories, analyzing the elements
would help the readers understand the story better.

The Theme is an idea, belief, moral lesson or insight. It’s the

central argument that the author is trying to make the reader
understand. The theme is the “Why” of the story.

In any work of art, the theme is the underlying message that

the writer would like to get across. Maybe it’s a theme of bravery,
perseverance, or undying love.

Activity 1
Directions: Read each short story. Identify the theme in each of the story.

An old man lived in the

village. He was one of the most
unfortunate people in the world.
Theme
The whole village was tired of him;
he was always gloomy, he
constantly complained and was
always in a bad mood. The longer
he lived, the more bile he was
becoming and the more poisonous
were his words. People avoided
him, because his misfortune
became contagious. It was even
unnatural and insulting to be
happy next to him.

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 A story tells that two friends
were walking through. During some
point of the journey, they had an
argument, and one friend slapped the
other one in the face. The one who got
slapped was hurt, but without saying Theme
anything, wrote in the sand; “today my
friend slapped me in the face”. They
kept on walking until they found an
oasis, where they decided to take a
bath. The one who had been slapped
got stuck in the mire and started
drowning, but the friend saved him.
After he recovered from the near
drowning, he wrote on a stone “today
my friend saves me”.

Another element of story is the point-of-view it is the “eye” or

narrative voice through which you tell a story.
It refers to who is telling or narrating a story. A story can be told
from the first person, second person or third person.
First-Person Point of View
When the author uses the pronouns I, me, myself, we or mine
to narrate a story. Of all the ways to tell a story, this point of view is
the easiest to use because the writer is “in conversation with the
reader” and it’s easy to stay with the character.
Second-Person Point of View
When the narrator uses the pronouns you or your to tell the
story, that is a case of using the second-person point of view. The
story unfolds from perspective of an onlooker who speaks directly to
the reader.
Third-Person Point of View
In the third-person point of view narrator uses the pronouns he,
she, they, or it. Think of it as you (the writer) functioning as an
outsider looking in at the action taking place.

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Activity 2
Directions: Read each passage. Identify the Point-of-View (First-person point of
view, Second-person point of view, Third-person point of view) for each and
write it on the box provided.

1. When I try to analyze my own cravings, Point-of-View

motives, actions and so forth, I surrender to
a sort of retrospective imagination which
feeds the analytic faculty with boundless
alternatives and which causes each
visualized route to fork and re-fork without
end in the maddeningly complex prospect
of my past.

2. It is a truth universally acknowledges that Point-of-View

a single man in possession of a good
fortune must be in want of a wife.

3. You get home to your apartment on West Point-of-View

12th street. It’s a wreck, like you. No
kidding. You wonder if Amanda will ever
explain her desertion. She was a model
and she thought you were rich. You never
spotted she was an airhead. So, what does
that make you?

4. There must have been about two minutes Point-of-View

during which I assumed that I was killed.
And that too was interesting—I mean it is
interesting to know what your thoughts
would be at such a time. My first thought,
conventionally enough, was for my wife. My
second was a violent resentment at having to
leave this world which, when all is said and
done, suits me so well. I had time to feel this
very vividly.

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 5. Santos Family had long been settled in Point-of-View
America. Their estate was large, and their
residence was at Norland Park, in the
centre of their property, where, for many
generations, they had lived in so
respectable a manner as to engage the
general good opinion of their surrounding
acquaintance.

C. Engage:

Directions: Read the short story below and answer the following questions.

The Fish That Were Too Clever

(The Pachantara)

Two fish lived in a pond. Their names were Satabuddhi (having the
understanding of a hundred) and Sahasrabuddhi (having the understanding of a
thousand). The two of them had a frog for a friend, whose name was Ekabuddhi
(having the understanding of one).
For a time, they would enjoy friendly conversation on the bank, and then they
would return to the water. One day when they had gathered for conversation, some
fishermen came by just as the sun was setting. They were carrying nets in their
hands and many dead fish on their hands.
When fishermen saw the pond, they said to one another,” There seem to be a lot
of fish in this pond, and the water is very low. Let us come here tomorrow morning!”
after saying this, they went home.
These words struck the three friends like a thunderbolt, and they took counsel
with one another.
The frog said, “Oh, my dear Satabuddhi and Sahasrabuddhi, what shall we do?
Should we flee, or stay here?
Hearing this, Sahasrabuddhi laughed and said, “Oh, my friend, don’t be afraid
of words alone! They probably will not come back. But even if they come back, I will
be able to protect myself and you as well, through the power of my understanding, for
I know many pathways through the water.

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 After hearing this, Satabuddhi said, “Yes, what Sahasrabuddhi says is
correct, for one right says: where neither the wind nor the sun’s rays have
found a way, intelligent understanding will quickly make a path. And also:
Everything on earth is subject to the understanding of those with
intelligence. Why should one abandon in the place of one’s birth that has
been passed down from one generation to generation, just because of words?
We must not retreat a single step! I will protect you through the power of mu
understanding.”
The Frog said, “ I have but one wit, and it is advising me to flee. This very day
I shall go with my wife to another pond.” After saying this, as soon as it was
night, the frog went to another pond.
Early the next day the fishermen came like servants of the God of
death and spread their nets over the pond. All the fish and turtles, frogs,
crabs, and other water creatures were caught in the nets and captured, also
Satabuddhi and Sahasrabuddhi, although they fled, and through their
knowledge of the various paths escaped for a while by swimming to and fro.
But they too, together with their wives, fell into a net and were killed.
That afternoon the fishermen happily set forth toward home. Because
of his weight, one of them carried Satabuddhi on his head. They tied
Sahasrabuddhi onto a string and dragged him along behind.
The forg Ekabuddhi, who had climbed onto the bank of his pond, said
to his wife, “look, dear! Mr. Hundred-Wit lies on someone’s head and Mr.
Thousand-Wit is hanging from a string. But Mr. Single-wit, my dear, is
playing here in the clear water.

https://www.education.com/worksheet/article/pachantara-story-1/

Questions: Answer the following questions.

1. What did the three friends hear from the fishermen that they took
counsel with one another? __________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why did Satabuddhi and Sahasrabuddhi chose to stay with the pond
despite of the threat to their lives? ___________________________________
_____________________________________________________________________
____________________________________________________________________.
3. What do you think is the theme of the story? ________________________
_____________________________________________________________________
____________________________________________________________________.
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 4. Who is the person telling the story? _________________________________
____________________________________________________________________.
5. If you were the frog Ekabuddhi would you do the same? Why?________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____

D. Apply:

A. Directions: Read each text and determine the theme and narrator’s
point of view.
Example: You should just go somewhere. You ruined our relationship,
and I don’t want to talk to you anymore,” Bertha said to Mitchell as he begged
her for forgiveness, “But, Bertha, you are the best girl in the world. You make
my dreams come true.” Bertha ignored his pleas.
Point of View – Second-Person point of view
Theme: - Hatred

1. Do you love candy? “ I asked my friend Roxis. I always make friends with
other people.

Point of View_______________________________________________________
Theme:_____________________________________________________________
____________________________________________________________________

2. Some dark night Shelly said, “ I hate squirrels. “but really she loved
them. Carol said, “they smell,” but really, she loved them too. Both of
them thought that squirrels were pretty cute.
Point of View________________________________________________________
Theme:______________________________________________________________
___________________________________________________________________
3. We are not close as we once were, at least not since the thing happened.
We were sitting in Science class when I decided to look at her notebook. I
noticed that she wasn’t taking notes.
Point of View________________________________________________________
Theme:______________________________________________________________
__________________________________________________________________
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4. When I went to the store, I witnessed a girl crying on the street and I
took a closer look and saw it was my friend. I walked to where she was
and asked her what was wrong she said “Family Problems”. Being good
friend, I told her to call me later if she wanted to talk about.

Point of View_______________________________________________________
Theme:_____________________________________________________________
___________________________________________________________________

5. Alex was rushing to get to school because he was going on a field trip.
Alex felt so happy and excited that he was going on his field trip of the
year. Alex thought that everything was going to go good that day.
Point of View_______________________________________________________
Theme:_____________________________________________________________
__________________________________________________________________

B. Directions: Match the item in Column A to its meaning in Column B.

Write your answer in the space provided before the number.
COLUMN A COLUMN B
_______1. Third Person A. It is the author’s message or central
insight that he is trying to
communicate through the story.

_______2. Point-of-view B. When the narrator tells the story of

“you”.
_______3. Theme C. When the story is narrated from the
perspective “I”.
_______4. Second D. A position or positions from which a
literary work is told to the reader

_______5. First E. When the narrator tells the story of

“he” or “she”.

IV. Guide Questions (if needed):

V. Rubrics (if needed):

VI. References:
https://www.scribd.com/presentation/385737481/evaluate-narrativs-
based-on-how-the-author-developed-the-element
https://www.coursehero.com/file/63971946/Q1-LP-ENGLISHdocx/
https://writersedit.com/fiction-writing/10-most-popular-literary-theme-
examples/
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D. Apply
A.
1. First-person point of view
Friendly
2. Third-person point of view
Pretending
3.Second-person point of view
“Getting to know with new
found friend”
4. First-person point of view
Empathy/ friendship
5. Third-person point of view
Excited
B.
1. E 3. A 5. C
2. D 4. B
B. Learn
C. Engage
I. 1.Bitterness
A.
2. Value your A. Explore
1. The fishermen will go to A.
Friendship
the pond on the next
1. The donkey wants to
morning and will catch sea II. lessen the loaded bag
creatures with their nets. 1. First-person he carried.
point of view 2. Pupil’s answers may
2. They trust their vary
2. Third-person
knowledge and chose not to 3. Foolishness doesn’t
point of view
abandoned their birthplace 3. Second-person give any good result
4. “always love your
3. Braveness point of view
work”
4. First-person
Cleverness point of view
5. Third-person
4. Third-person point of point of view
view
5. Pupil’s answer may vary
VII. Key to Correct Answers: