10

English
Quarter 1 – Module 3:
APPRAISING THE UNITY OF THE PLOT,
SETTING AND CHARACTERIZATION
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 3: Appraising the Unity of Plot, Setting And
Characterization
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

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Published by the Department of Education

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

Development Team of the Module

Writer: Evely C. Amante, Dev.Ed.D.
Editors: Esther M. Villarin
Reviewers: Renelda D. Espinas and Esther M. Villarin
Illustrator: None
Layout Artist / Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela A. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel R. Rasid
Nilita L. Ragay, Ed. D. Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 10
ENGLISH
Quarter 1 – Module 3
APPRAISING THE UNITY OF THE
PLOT, SETTING AND
CHARACTERIZATION
Introductory Message

For the facilitator:

Welcome to the ENGLISH 10 Alternative Delivery Mode (ADM) Module 3 on

Appraising the Unity of Plot, Setting and Characterization!

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:

“Accept the challenges so that you can

feel the exhilaration of victory.”
- George S. Patton

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 the ENGLISH 10 Alternative Delivery Mode (ADM) Module 3 on

Appraising the Unity of Plot, Setting and Characterization!

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.
ii
This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

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

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

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

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

What is It This section provides a brief discussion of

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

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

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

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be given
Activities to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

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

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

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 TABLE OF CONTENTS
CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 4
Task 1 ------------------------------------------------ 4

WHAT’ S NEW ------------------------------------------------ 5

Task 1 ------------------------------------------------ 5
Task 2 ------------------------------------------------ 5
Task 3 ------------------------------------------------ 6

WHAT IS IT ------------------------------------------------ 10

WHAT’S MORE ------------------------------------------------ 12

Task 1A ------------------------------------------------ 12
Task 1B ------------------------------------------------ 12
Task 2A ------------------------------------------------ 13
Task 2B ------------------------------------------------ 13
Task 3A ------------------------------------------------ 13
Task 3B ------------------------------------------------ 14

WHAT I HAVE LEARNED --------------------------------- 15

WHAT I CAN DO ---------------------------------------- 15

ASSESSMENT ------------------------------------------------ 16

ADDITIONAL ACTIVITIES --------------------------------- 17

GLOSSARY --------------------------------------------------- 18

ANSWER KEY ------------------------------------------------ 19

REFERENCE LIST -------------------------------------------- 21

v
 WHAT I NEED TO KNOW

Good day! As a citizen of the country, you play a great role in the
country’s growth and improvement. You’ve probably realized in your
previous lessons that there will always be diversity across cultures which
can make connections difficult to establish. However, it is our uniqueness
that makes each of us special. Once you’ve successfully established
connections on the basis of uniqueness, you can transcend borders or go
beyond limits, develop understanding, harness your leadership skills, and
become a better person, thus contributing to the nation’s growth and
development.

In this module, you will read an interesting story that will help you
become a better individual. You will be provided with activities that will
assist you as you learn about identifying the characters, determining how
plot of a story develops, and evaluating the unity of plot, setting and
characterization in a material viewed to achieve the author’s purpose.

These sub-topics are relevant to you for these will help you know how
plot, setting, and character deal with the story of stories. It is hoped that
you will gain knowledge on what drives story events, what directs the
characters, what a character is like, and what enhances a story or wraps the
story in a readable package. Thus, it is essential that you complete all the
tasks fruitfully. Have a good time! Work well.

Learning Competency EN10VC-IVc-29

Appraise the unity of plot, setting and characterization in a material

viewed to achieve the writer’s purpose.

At the end of the module, you should be able to:

1. Identify the plot, setting and characters of a given selection. (Cognitive)

2. Tell the author's purpose in writing the text. (Psychomotor)
3. Appreciate the use of the elements in literature through completing
graphic organizers (Affective)
4. Display the value of love and compassion for others through writing an
essay (Attitude)

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 Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this
module.

WHAT I KNOW

Pre-assessment:
Directions: Identify what is asked in the following sentences. Write the
letter of your choice in your notebook.

1. Static characters differ from dynamic ones because they

a. are funny b. are relatable c. do not change d. have no purpose

2. What type of character changes over time and has complex

personality?
a. dynamic b. flat c. foil d. static

3. How do you call the way in which the writer portrays the character in
a book, play or movie?
a. description b. characterization c. discussion d. attention

4. What literary element refers to the time and place (or when and where)
of the story?
a. characters b. setting c. plot d. theme

5. What term refers to the series of events in the story?

a. character b. plot c. setting d. characterization

6. The following are elements of plot except one. Which one is it?
a. exposition b. rising action c. setting d. climax

(For items 7 & 8) Identify whether each of the following statement is true or false.

7. Setting affects mood and event possibilities and character

temperament.
a. true b. false

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8. Writers or authors should see to it that the readers are satisfied by
giving them a pleasing blend of character, plot, and setting.
a. true b. false

(For items 9-15) Identify the author’s purpose based on the given texts.

9. Bathed in the sunlight of a morning that made the waters of the river
sparkle and the breezes rustle in the bending bamboo on its banks,
there she goes with her white silhouette throwing out great clouds of
smoke—the Ship of State, so the joke runs, also has the vice of
smoking!
a. to entertain b. to inform c. to persuade d. to argue

10. Three soldiers died in an encounter with rebels in the secluded town of
Parang in Maguindanao early morning Tuesday.
a. to entertain b. to inform c. to persuade d. to argue

11.Mr. Candelaria has a good track record as a public servant. He started

as a humble office worker in the Department of Agriculture before he
moved up the ranks through hard work. He is currently vying for a
position as chairman of the Commission on Grains and Seeds. If you
are a farmer who wants to see change in the industry, Mr. Candelaria
is the change you are looking for.
a. to entertain b. to inform c. to persuade d. to argue

12.Go straight to First Avenue and walk for 100 meters. Once you reach
the police station, turn left. Walk for another 100 meters. You’ll find the
clinic on the left side of the chapel.
a. to entertain b. to inform c. to persuade d. to argue

13.Irene was asked to help create a poster for the volleyball tryouts. What
should be the purpose of the poster?
a. to entertain b. to inform c. to persuade d. to argue

14.Raul was tasked to make a program for the orphans their club is going
to visit next week. What purpose should he bear in mind when doing
the program?
a. to entertain b. to inform c. to persuade d. to argue

15.The teacher asked the students to write about the place they visited
last summer. What would be the purpose of the text?
a. to entertain b. to inform c. to persuade d. to argue

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 WHAT’S IN

Task1. PUZZLE COMPLETION

Directions: Let us now review our past lesson on the elements of a short
story. You will find a crossword puzzle on the next page. Some items are
already done for you. Complete the puzzle by reading the clues then putting
in the correct responses in the appropriate boxes. Use your notebook for
your answers.

Across: Down:

3. People or animal in a story 1. What happens near the end of a

6. The highest point of action: the
turning point
7. The struggle between two forces
8. A character who actively opposes or
is hostile to someone or something
9. Leading character or one of the
major characters in a story.
10. Time, place and climate of a story
12. How the story starts
13. The events that lead to climax
story after the climax
2. The main problem is resolved or
worked out
4. The narrator’s position in relation
to the story
5. What happens in the story
11. What happens near the end of a
story after the climax

4
 WHAT’S NEW

This time, I want you to look at the photos below.

1 2 3

https://upload.wikimedia.org/wikipedia/com https://www.google.com.ph/sear
mons/thumb/f/f7/Jean_Geoffroy_- ch?q=les+miserables+pic+the+mu
_Jean_Valjean_et_Cosette.jpg/490px- sical+2012
Jean_Geoffroy_-_Jean_Valjean_et_Cosette.jpg

Task 1: PHOTO ANALYSIS

Instructions: Answer the following questions and write down your ideas in
your notebook.

1. What do you see from each picture?

2. What is picture #1 all about? What does it tell you?
3. What about picture #2 and #3? What do they tell you?
4. Do you think these pictures are connected with each other?
5. Are they relevant to our lesson in this module?

Task 2: Unlocking of Difficulties

Instructions: The following sentences contain unfamiliar words found in the

selection that you are about to read. Read the sentences and determine the
meaning of the underlined words through context clues. Let us learn the
words for this session.

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 1. Cosette's thin and sickly face was vaguely outlined by the livid light in the
sky.
a. not clearly perceived in mind/dark, bluish appearance
b. clearly/very angry
c. seriously/pale

2. From time to time she raised her eyes towards the man, with a sort of
tranquillity and an indescribable confidence.
a. stupidity
b. peacefulness
c. noisiness

3. Another pause ensued. Cosette lifted up her voice.

a. stopped
b. continued
c. followed

4. The man had ceased to ply her with questions, and now preserved a gloomy
silence.
a. to persist in offering something to
b. to embarrass
c. to entertain

5. As they approached the tavern, Cosette timidly touched his arm.

a. the house / loudly
b. the inn/ shyly
c. the bar / angrily

Task 3: Reading the text

INFOBITS

About the author: Victor Hugo was born in 1802 in the

French town of Besançon. Hugo is, without doubt, the most
famous figure ever to have lived in the Channel Islands
remains one of the most popular and respected authors in
French literature. He is famous worldwide as both a literary
and political celebrity and has succeeded in the difficult task
of being both intellectually respectable and at the same time immensely
popular, especially through two of his major works, Notre Dame de Paris and
Les Misérables, which was completed in Guernsey.

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About the text: Les Misérables employs Hugo’s style of imaginative realism
and is set in an artificially created human hell that emphasizes the three
major predicaments of the nineteenth century. Each of the three major
characters in the novel symbolizes one of these predicaments: Jean Valjean
represents the degradation of man in the proletariat, Fantine represents the
subjection of women through hunger, and Cosette represents the atrophy of
the child by darkness. In part, the novel’s fame has endured because Hugo
successfully created characters that serve as symbols of larger problems
without being flat devices.

Note: The text below is an excerpt from Chapter VII of the Les Misérables. In
here, Jean Valjean will be seen fulfilling his promise to the dying Fantine to
find her daughter and take care of her. As you read the excerpt, notice and
take down notes about the behaviour of the characters as well as the
experiences that they will share through their dialogue.

Chapter VII. Cosette Side by Side with the Stranger in the Dark
Excerpt from Les Miserables by Victor Hugo

1 Cosette, as we have said, was not frightened.

2 The man accosted her. He spoke in a voice that was
grave and almost bass.
3 "My child, what you are carrying is very heavy for

you."
4 Cosette raised her head and replied:--

5 "Yes, sir."

6 "Give it to me," said the man; "I will carry it for

you."
7 Cosette let go of the bucket-handle. The man

walked along beside her.

8 "It really is very heavy," he muttered between his teeth. Then he added:--

9 "How old are you, little one?" https://upload.wikimedia.org/wikipedia

10 "Eight, sir."
11 "And have you come from far like this?"
12 "From the spring in the forest."
/commons/thumb/f/f7/Jean_Geoffroy_
-_Jean_Valjean_et_Cosette.jpg/490px-
Jean_Geoffroy_-
_Jean_Valjean_et_Cosette.jpg

13 "Are you going far?"

14 "A good quarter of an hour's walk from here."
15 The man said nothing for a moment; then he remarked abruptly:--

16 "So you have no mother."

17 "I don't know," answered the child.

7
18 Before the man had time to speak again, she added:--
19 "I don't think so. Other people have mothers. I have none."
20 And after a silence she went on:--

21"I think that I never had any."

22 The man halted; he set the bucket on the ground, bent down and placed both

hands on the child's shoulders, making an effort to look at her and to see her face
in the dark.
23Cosette's thin and sickly face was vaguely outlined by the livid light in the sky.

24 "What is your name?" said the man.

25 "Cosette."

26The man seemed to have received an electric shock. He looked at her once more;
then he removed his hands from Cosette's shoulders, seized the bucket, and set
out again.

27 After a moment he inquired:--

28 "Where do you live, little one?"
29 "At Montfermeil, if you know where that is."

30 "That is where we are going?"

31 "Yes, sir."

32 He paused; then began again:--

33 "Who sent you at such an hour to get water in the forest?"

34 "It was Madame Thenardier (Ten-are-dee-ay)."

35 The man resumed, in a voice which he strove to render indifferent, but in which

there was, nevertheless, a singular tremor:--

36 "What does your Madame Thenardier do?"

37 "She is my mistress," said the child. "She keeps the inn."

38 "The inn?" said the man. "Well, I am going to lodge there to-night. Show me the

way."
39 "We are on the way there," said the child.

40The man walked tolerably fast. Cosette followed him without difficulty. She no
longer felt any fatigue. From time to time she raised her eyes towards the man, with
a sort of tranquility and an indescribable confidence. She had never been taught to
turn to Providence and to pray; nevertheless, she felt within her something which
resembled hope and joy, and which mounted towards heaven.

41 Several minutes elapsed. The man resumed:--

42 "Is there no servant in Madame Thenardier's house?"

43 "No, sir."

44 "Are you alone there?"

45 "Yes, sir."

46 Another pause ensued. Cosette lifted up her voice:--

47 "That is to say, there are two little girls."
48 "What little girls?"

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49 "Eponine and Zelma."
50 This was the way the child simplified the romantic names so dear to the female
Thenardier.
51 "Who are Ponine and Zelma?"

52 "They are Madame Thenardier's young ladies; her daughters, as you would say."

53 "And what do those girls do?"

54 "Oh!" said the child, "they have beautiful dolls; things with gold in them, all full of

affairs. They play; they amuse themselves."

55 "All day long?"

56 "Yes, sir."

57 "And you?"

58 "I? I work."

59 "All day long?"

60 The child raised her great eyes, in which hung a tear, which was not visible
because of the darkness, and replied gently:--
61 "Yes, sir."

62 After an interval of silence she went on:--

63 "Sometimes, when I have finished my work and they let me, I amuse myself, too."

64 "How do you amuse yourself?"

65 "In the best way I can. They let me alone; but I have not many playthings. Ponine

and Zelma will not let me play with their dolls. I have only a little lead sword, no
longer than that."
66 The child held up her tiny finger.

67 "And it will not cut?"

68 "Yes, sir," said the child; "it cuts salad and the heads of flies."

69 They reached the village. Cosette guided the stranger through the streets. They

passed the bakeshop, but Cosette did not think of the bread which she had been
ordered to fetch. The man had ceased to ply her with questions, and now preserved
a gloomy silence.

70 When they had left the church behind them, the man, on perceiving all the open-
air booths, asked Cosette:--
71 "So there is a fair going on here?"

72 "No, sir; it is Christmas."

73 As they approached the tavern, Cosette timidly touched his arm:--

74 "Monsieur?"

75 "What, my child?"

76 "We are quite near the house."

77 "Well?"

78 "Will you let me take my bucket now?"

79 "Why?"

80 "If Madame sees that someone has carried it for me, she will beat me."

81 The man handed her the bucket. An instant later they were at the tavern door.

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 WHAT IS IT

Les Miserables was considered as the greatest novel in the 19th

century. It was played in broadway as a musical and was also made into a
movie. In Les Misérables, Hugo asserts that love and compassion are the
most important gifts one person can give another and that always displaying
these qualities should be the most important goal in life

Plot, setting, and character are deep topics with many facets.

Characters are a central part of any short story, novel, screenplay,

or stage play—they drive the conflict and provide the point of view for the
story. Characters are the beings, the actors, of story. They can be
human, animal, mechanical, or any combination thereof. Readers typically
search for a character they can identify with to better relate to a story. Two
essential types of characters to understand when writing an interesting
story are dynamic characters and static characters. Static character is a
character who remains the same throughout a narrative. Static characters
do not develop or change beyond the way in which they are first presented.
A dynamic character undergoes substantial internal changes as a result of
one or more plot developments. The dynamic character's change can be
extreme or subtle, as long as his or her development is important to the
book's plot or themes.

Characterization is the way an author or

an actor describes or shows what a character is like. Writers and readers
expect a story to take place somewhere and at some time. They recognize
that setting affects mood and event possibilities and character
temperament. Setting is a necessity, but it doesn’t necessarily attract
readers the way plot and character do.

Without intimate knowledge of character, a reader can’t get involved in

the events happening to him. Connection with character gives a reader a
stronger connection to the story. The character drives the story events. The
plot directs the character. Story requires memorable characters to engage
the reader (or viewer).

Plot is the whole of the events of the story. This is the action
(action includes dialogue), the part of story that answers the question what
happened. Plot unfolds through scenes, through story events and dialogue.
Plot events can take place right in front of the reader or be related to him
through flashback or by exposition. Plot is concerned with events that
happen to the main characters and that have an impact on their decisions.
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 Setting is the place of story. It answers the questions where and
when. Setting influences character type, word choice, pace, tone, even
genre. Setting enhances story by enfolding plot and character in a place
where they fit, where their strengths can best be highlighted. It is an
essential characteristic. Oftentimes, changing the setting will drastically
impact the story.

As a reader, you may come to read for the characters, to see how
they’ll overcome the obstacles of their lives. Or, viewed from the other side, a
reader may come for a plot that entertains, one that influences character
behavior and thought or for a story that changes a character’s life.

So how does the setting influence the plot and the characters?
Setting wraps the story in a package that provides plot & character clues
and motivations and instigators that hold the story elements together in a
cohesive unit.

Why do you think an author would write a certain text? What are
the different purposes for writing a text?

Key Points on Writer's Purpose:

• Authors and writers have a purpose in writing specific texts.
• Authors use literature and texts to persuade, entertain or inform their
readers.

Example:

Most newspaper articles and textbooks are written to provide information.

Novels and fiction are usually written to entertain readers.
Press releases and advertisements are written to persuade or convince readers.

▪ Take note, in reading pieces of texts, it is important to understand the

author's purpose. That way, one can have a deeper understanding of
the text.

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 WHAT'S MORE

Task 1A: SCANNING THE SELECTION

Instructions: Scan the selection and identify the lines or sentences

containing the following elements. Use the format below and write the
number of your chosen sentences in your notebook. The given questions will
serve as your guide.

1. Setting: (Where and when did the story happen?)

_____________________________________________________________________
2. Characters: (Who are the characters in the story? Describe each.
_____________________________________________________________________
_____________________________________________________________________
3. Plot: (What is the most important event in the story?)
_____________________________________________________________________

Task 1B: USING GRAPHIC ORGANIZERS

Instructions: Using the graphic organizers below, answer or provide what is

asked by giving a word or phrase only. Copy the diagram in your notebook.

Tree Diagram Venn Diagram

Character Character
1 2

Setting

Difference Difference

Similarities
of character
1&2
weather time place

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Guide questions and statements:

For Tree Diagram:

Where and when did the story happen? Give the time and place where the
story occur. Describe the weather as mentioned in the story.

For Venn Diagram:

Who are the characters in the given story? What are their similarities and
differences? Organize information visually to see the relationship between
the two characters by completing the Venn diagram. In the outer circles,
write the things about the characters that are different. In the center circle
(the overlapping part), write the things that are alike or the same between
them.

Task 2A: SCANNING THE SELECTION

Instructions: Scan the selection “Chapter VII. Cosette Side by Side with the
Stranger in the Dark”. Identify the lines or sentences showing the author’s
purpose in writing the story. Write the numbers of your chosen sentences in
your notebook.

Task 2B: WHAT’S THE PURPOSE

Instructions: Tell the purpose of the author in writing the story by

answering the activity below in your notebook.

Author’s Purpose : In Writing the story

To Persuade To Inform To Entertain
Details Details Details

Task 3A: SCANNING THE SELECTION

Instructions: In your previous lessons you’ve learned about the elements of

plot. Now, scan the selection and identify the lines or sentences containing
the following elements of the plot. Use the format below and write the
number of your chosen sentences in your notebook. The given questions will
serve as your guide.

Plot:
a. Exposition: (Which part of the story introduced the characters and
the setting?)
_________________________________________________________________

13
 b. Rising action: (What incident in the story builds toward the point
of greatest interest?)
__________________________________________________________________
c. Climax: (What is the story's central turning point or the moment of
peak tension or conflict?)
__________________________________________________________________
d. Falling action: (What event in the story occurs right after the
climax, or the event when the main problem of the story was
resolved?)
__________________________________________________________________
e. Resolution: (Which sentence/s revealed that the conflict/s
is/are resolved and the story concludes?)
__________________________________________________________________

Task 3B: DIAGRAM COMPLETION

Instructions: Fill-out the diagram of the plot below by providing sentences

from the given story. Copy the diagram in your notebook.

Plot Diagram

The most exciting part of the story;

When we learn the outcome

Climax
Where the main
character faces a
series of conflicts or Events leading to
the story incident the end of the story
that builds towards
greatest interest

Resolution
Exposition
End of the story
The beginning of the
story where the
characters and setting
are introduced

14
 WHAT I HAVE LEARNED

Well done! You’ve made it this far! It’s time for you to share your
learning insights, reflect on them and assess your skills, knowledge and
comprehension. Think of why you need to learn the concepts presented and
ponder on what you have learned, what you have realized, and what you
intend to apply in the future. Use the sentence starters below and write your
reflections in your journal notebook.
Example:

I have learned that ________________________________

I have realized that _______________________________
I will apply _______________________________________

WHAT I CAN DO

Directions: This time let’s have an activity which will help you transfer your
new knowledge or skill into real life situations or concerns. Under given
situations, describe the characters in the story and answer the questions
below comprehensively. (5 pts. each)

Situation 1:
According to the Chapter seven of the Les Misearables, Cosette was
sent to get some water by her Mistress Madame Thenardier. It was deep
in the forest and a very unlikely request to give to a young small girl.
Questions: How will you describe Cosette here? If you were Cosette, will you
obey Madame Thenardier? Will you not be afraid in the dark forest?

Situation 2:
There Cosette met a man implying how heavy the bucket she was
carrying and proceeds to take it in her stead.

Questions: What attitude does the stranger (Jean Valjean) have? Have you
also tried helping others while walking down a road? What did you do?

15
Situation 3:
At the end of chapter VII, Cosette asks for the stranger (Jean) to
return the bucket to her, because if her Mistress will see someone carry it
for her, she will beat her up for it.

Questions: Describe Cosette as a child in this part of the story. Do you

consider her a fearful slave? If you happen to see or know someone like
Cosette what will you do to help?

ASSESSMENT

Finally, you were able to deal with the different related activities to
sharpen your skills on appraising the unity of plot, setting and
characterization in a material viewed to achieve the writer’s purpose. Now,
it’s time to evaluate your learning. Ready? Here we go.

Directions: Write a short essay on your notebook on the topic inside the
box. Be guided by the rubric below.

How to impart love and compassion to others. Be sure to persuade

your readers on the importance of love and compassion and on how to
impart these two to others especially to people who are not related to
you by blood and are experiencing difficulty in living.

Score Content Organization Development Use of Language

4 Answer is Clear sense of order. Develop each point Uses technical or
appropriate to the Begins with a thesis or with many specific scientific technology
question. Content topic sentence. details. Answers appropriately and
is factually correct. Supporting points are questions completely. correctly. No major
presented in a logical grammatical or spelling
progression. errors.
3 Answer is May lack thesis Each point supported Accurate word choice.
appropriate to the sentence, but points are with some details and No more than 2 major
question. Content presented in a logical evidence. All important errors and a few minor
may have one or progression. points included. errors.
two factual errors.
2 Content relates Logic of argument is Sparse details or Ordinary word choice;
peripherally to the minimally perceivable. evidence. Question use of scientific
question; significant Points presented in a only partially terminology avoided.
factual errors. seemingly random answered. Some serious
fashion, but all support errors(but they don’t
argument. impair communication)
1 Content unrelated Lacks clear Statements are Limited vocabulary;
to question. organizational plan. unsupported by any errors impair
Reader is confused. detail or explanation. communication.
Repetitious,
incoherent, illogical
development.

Derived from Pierce College 3/20/09

16
 Great! You have done a very good job. You can make use of what you
have learned about plot, setting, characterization, author’s purpose and of
course the importance of love and compassion in your daily lives. Continue
appraising the unity of plot, setting and characterization in any material
that you read or view to achieve the writer’s purpose.

You can take a short break, decompress and cope with whatever you
are struggling with and stretch your muscles. Take your snacks, drink a
refreshing juice or a glass of water and attend to your personal necessities.
When you are already feeling relaxed, return to your study area and do this
related activity.

ADDITIONAL ACTIVITIES

Directions: Read any story that interests you or recall a story that
you’ve read, watched or even heard before that caught your attention. React
to it and identify its elements. Be guided by the questions below.

A. Setting:
1. How is setting created? Consider geography, weather, time of day, social
condition, etc.

2. What role does the setting play in the story? Is it an important part of the
plot or them? Or is it just a backdrop against which action takes place?

B. Characterization:
1. Who is the main character? What type of character is he? What qualities
stand out?

2. Who is the narrator or speaker in the story? What do you think is his
purpose in writing the story?

B. Plot:
1. What is the most important event in the story? How about the most
interesting part of the story?

2. How are the events developed? Are they believable?

17
 GLOSSARY

The following terms used in this module are defined as follows:

Ensued (iv) past and past participle - followed closely after something

Livid (adj.) having a dark, bluish appearance; pale

Montfermeil (n.) a commune in the eastern suburbs of Paris, France

Ply (tv.) to persist in offering something to, especially for the purpose of
persuasion.

Tavern (n.) a building containing a bar licensed to sell alcoholic drinks, and
usually offering accommodation; an inn

Timidly (adv.) in a manner that shows a lack of courage or confidence.

Tranquility (n.) peaceful state: a state of peace and calm

Vaguely (adv.) in a way that is uncertain, indefinite or unclear; roughly.

18
ANSWER KEY

What I Know What’s More

Pre-Assessment
1. c Task 1A:
2. a
3. b 1. setting- lines 12,33,60
4. b 2. characters:
5. b a. Cosette-1,4,7,23,25,40,46,69, 70,73
6. c b. Stranger – 2,3,6,22,40,69,70
7. a. true 3. plot -40
8. a. true
9. a. Task 1B:
10. b.
11. c Tree Diagram
12. b.
13. c. Setting:
14. a. weather: cold
15. b. time: night time/
dark night
What’s In place: forest/
Task 1- Puzzle Completion deep forest/
-on the way to
Across: the village
3. character
6. climax Venn Diagram
7. conflict
8. antagonist Characters:
9. protagonist
Charactrer 1: Cosette
1o. setting
Character 2: Stranger (Jean Valjean)
12. exposition
13. rising action
Similarities of Cosette and the Stranger
-both are helpful
Down:
-shy at first
1. Falling action
-searching for love and compassion
2. Resolution
-experience difficulty in living
4. point of view
-finds comfort in each other
5. plot
11. theme
Differences of Cosette and the Stranger
What’s New
Cosette:
Task 1- Photo Analysis
-young (8 yrs old)
1.
-fearless
2.
-hungry for help
3. Answers may vary
-not sure if she has a mother
4.
-fearful slave
5.
-suffers in the hand of her guardian
Task 2- Unlocking of Difficulties
-mostly considered as slave more than a
1. a
young girl
2. b.
-strictly limited to serve her Mistress’
3. c
family
4. a
5. b
Stranger:
Task 3- Reading the text
-adult
-former convict
What Is It
-inquisitive/ full of questions
–Answers not required
-took pity on Cosette as a little girl
-compassionate

19
 Task 2A: Scanning the
Selection

To inform- lines 1-39, 40

To persuade- lines 41-up

Task 2B: What’s The Purpose

– Answers may vary

Task 3A: Scanning the

Selection

a. Exposition: lines 1 to 25
b. Rising action: lines 26-39
c. Climax: line 40
d. Falling action- lines 73-77
e. Resolution: lines 78 -81

Task 3B: Plot Diagram

Completion

Note: Refer to the sentences

cited in Task 3A for the
following elements:
Exposition
Rising action
Climax
Falling action
Resolution

What I Have Learned

-Answers may vary

What I Can Do

Situation #1.
-Answers may vary

Situation #2.
-Answers may vary

Situation #3.
-Answer may vary

Assessment
-Answers may vary

Additional Activities
-- A n s w e r s m a y v a r y

20
 REFERENCES

Almonte, Liza R. et. al. Celebrating Diversity Through World Literature. Pasig City:
Department of Education, 2015.

Buhion, Debbie. “Cosette Side by Side with the Stranger in the Dark”. February 14,
2016. Accessed July 28, 2020. https://prezi.com/p3uqse-ss9hq/cosette-
side-by-side-with-the-stranger-in-the-dark/

“Chapter VII. Cosette Side by Side with the Stranger in the Dark.” The Literature
Network. Accessed June 30, 2020. http://www.online-
literature.com/victor_hugo/les_miserables/99/

Definitions.net, STANDS4 LLC, 2020. "Montfermeil." Accessed July 9,

2020. https://www.definitions.net/definition/Montfermeil.

“Dynamic Characters vs. Static Characters: Definition, Examples, and

Differences in Character Types.” Reference. MasterClass. Last updated
August 1, 2019. https://www.masterclass.com/articles/dynamic-
characters-vs-static-characters.

“Les Miserables.” Accessed July 6, 2020. lesmischaracters.weebly.com/jean-

valjean.html

Les Miserables. Victor Hugo. Retrieved on June 21, 2014. Retrieved from
https://www.sparknotes.com/lit/lesmis/context/html

“Plot, Setting and Character – Fiction’s Top 3”. Last modified February 26, 2011.
https://theeditorsblog.net/2011/02/24/plot-setting-and-character-fictions-
top-3/

“Sample Rubric – Short Essay (Analytic Rubric).” Accessed July 6, 2020.

https://www.professays.com/wp-
content/uploads/2009/12/SampleRubrics.pdf

“Understanding the Author’s Purpose.” Quipper School. Accessed July 1, 2020.

https://link.quipper.com/en/organizations/547ffb07d2b76d0002002366/
curriculum#curriculum

21
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net