DEPARTMENT OF EDUCATION

REGION III
Schools Division of Cabanatuan City
Maharlika Highway, Cabanatuan City

Text Content, Elements, Features

and Properties

ENGLISH

Writer: Marylen E. Laysa (Teacher III, Mabini Homesite Integrated

School)

Project EL AR:
Enhance Learning
10
thru Adequate Resources
 GUIDE FOR THE LEARNER, PARENTS,
GUARDIANS AND LEARNING FACILITATOR

To You, Learner:

Welcome to English 10 Self-Learning Module (SLM) on Text Content, Elements,

Features and Properties. This module was made to give you with fun and meaningful time
for guided and independent learning at your convenience. You will be able to process
the contents of this Module while being an active learner.

To You, Parent/s, Guardian/s and Learning Facilitator/s:

This Module was collaboratively developed and reviewed by the teachers, school
heads and supervisors of DepEd Division of Cabanatuan City to assist you in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their different
constraints in schooling. 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.

This Module is about the text content, elements, features and properties. On this
lesson learners will be able to evaluate them using set of criteria.

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 OBJECTIVES

At the end of the lesson the learner/s should be able to:

1. Evaluate critically the text of a story;

2. Supply the elements of the using the picture of a mountain;and
3. Create a well- written paragraph using the rubrics given.

COMPETENCY

Evaluate text content, elements features and properties using set of criteria.

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 WHAT DO YOU ALREADY KNOW?

Directions: Read each of the following short passages carefully and copy
the letter of the word or phrase that best completes each numbered item.

1. Human character does even more to publish itself- it will not be concealed; it rushes into
light. 2. A man passes for what he is worth. 3. What he is, engraves itself on his face, his form,
his fortune in letters of light by which all men may read but himself. 4. If you could not be
known to do anything, never do it. 5. A man may play the fool in the drift of a dessert but
every grain of sand shall seem to see.

1. The paragraph is about_____________

a. the unpredictability of the human character
b. the transparency of the human character
c. the permanence of the human character
d. the struggle of the human character
2. “It rushes into light” in sentence 1 means____________
a. something flows freely. c. something gets known.
b. something runs toward the light. d. something conceals the light.
3. To read a man is an intention to_________
a. stare at him c. scan his face
b. judge his actions d. move eyes from left to right
4. Sentence 5 implies that wrong doings will be ____________
a. revealed c. forgiven
b. overlooked d. forgotten

If you have endured a great despair,

Then you did it alone.
Getting transfusion from a fire,
Picking the scabs off your heart.
Then wringing it out like a sock
-from “Courage” by Anne Saxton

5. The feeling that the writer intends us to have toward life is __________.
a. contentment c. fear
b. courage d. hopelessness
6. The word in the poem that gives hints at the mood it evokes is _________
a. aspired c. sink
b. sail d. succeed
7. The last two lines of the poem express ___________
a. arrogance c. optimism
b. courage d. warning

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1) There is no garment more becoming than love, no cosmetic more glamorizing. 2)
Some say that when beauty fades, love goes. 3) Isn’t it the other way around? 4) Beauty
fades only when love is gone.

8. The main idea of the paragraph is __________.

a. Garment and cosmetic make a person beautiful.
b. One falls in love with a beautiful person.
c. Love makes things beautiful.
d. Beauty is a prerequisite to love.
9. “When beauty fades, love goes” implies that _________.
a. Love is based on beauty. c. Love co-exists with beauty.
b. Beauty is based on love. d. Love and beauty are temporary.
10. The phrase “no cosmetic more glamorizing” best appeals to the sense of _________.
a. hearing b. touch c smell d. sight

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 WHAT YOU NEED TO KNOW

Reading and Literature

Short stories can be great ways to engage students in literature. It is an enduring

expression of man’s thoughts, feelings, and actions, well-chosen and arranged. Through
literature, we come to feel how a person’s longing for something becomes the ultimate reason
for expressing how e/she feels. And no matter which race we belong to, what language we
speak and in what age we live, we can capture the universality of the message and the values
a writer conveys in lines.

Evaluating short stories is not that easy but the more short stories you read, the better you will
become at evaluating them. This is a skill that you need to learn.

Below is a checklist that can help you evaluate a short story.

A. Break the story into three parts:

1. Beginning: Shows the Intent – How does the story start? What is the central event?
2. Middle: Growth/Conflict – What is the subtext? What events happened in the
past/backstory? Does it influence the central event?
3. End: Resolution/Surprise – What kind of ending does the story have?

B. Identify the following five elements in the story:

1. Plot: Describe the plot in a few lines.
2. Character: Identify the main characters.
3. Goal and Conflict: What is the main character’s goal and what is the conflict that
hinders that goal?
4. Theme: Write down the theme. This should be a full sentence. What is the big idea or
message? This could be a revelation or an opinion.
5. Setting: Where and when does, the story take place? Does it influence the story?

C. Give your opinion:

1. Author’s style.
2. Tone of the story.
3. Use of the senses.
4. Do you like the story?
5. Is it coherent?

Evaluation Example:

Read the story “The Landlady” by Roald Dahl

Break the story into three parts:

1. Beginning: Shows the Intent – Billy Weaver, who is 17 years old, arrives in Bath. He needs a
place to stay.
2. Middle: Growth/Conflict – He finds a charming B&B with a lovely, friendly landlady. He feels
right at home, although, the tea tastes funny, the names of the previous guests seem
familiar and the landlady enjoys stuffing her pets.
3. End: Resolution/Surprise – She enjoys stuffing more than deceased pets.

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Identify the following five elements in your story:
1. Plot: Billy Weaver arrives in Bath and needs a place to stay. He meets a lovely landlady
who has a room for him. She makes him feel at home, but seems to be a bit batty. She
has only had two other visitors, who apparently have never left and she stuffs her dead
pets. Billy has some tea and realises that his eyes, and his landlady, have been
deceiving him.
2. Character: Billy Weaver and the Landlady.
3. Goal and Conflict: He has found a place to stay, but it almost seems too good to be
true. The names of the two other residents seem familiar. The tea tastes strange. She
stuffs her pets. She shares odd bits of information about her other tenants.
4. Theme: If something seems too good to be true, it is. Trust your instincts, not your eyes.
5. Setting: Bath, England. It is cold and miserable. The cold was a contributing factor to
getting him in the door. The interior looked welcoming, especially because there were
pets.

Your opinion:
1. style: This is a typically English story, written by a typically English writer. He portrays the
character as very matter-of-fact, yet the eerie undertone remains. Third person
viewpoint.
2. Tone of the story: Consider the use of the words like, Jack-in-the-box. A child’s toy, but
still unnerving when the thing pops up. Pay close attention to the foreshadowing in this
story.
3. Use of the senses: We know it is cold; he is comforted by the warmth and homeliness of
the house. The tea is bitter. She touches him on his knee. His eyes deceived him.
4. Do you like the story? Yes.
5. Is it coherent? Yes, even though he never says what is going to happen to Billy outright,
we have good idea that Billy is, at this time, a perfectly preserved specimen.
NOTE: In different stories the criteria will vary. Try using this list for evaluating any stories you
have read.
Think about a time when someone you knew was bragging. How did this person’s bragging
make other people feel?
YOUR TEXT

Myths highlight significant truths about human experiences you can rely on for you to
understand yourself better. They start from the examples of human desires, intuitions, and
motives that make them as reliable, self-tested guides for people who are following their
destiny and searching for meaning in life. With these valuable ideas, read “Arachne”, a
myth from ancient Greece, as retold by Olivia Coolidge. Find out how human desires,
intuitions, and motives lead to dealing with personal challenges.

Arachne
Olivia E. Coolidge
Arachne is a young Greek woman who was not rich or famous or beautiful. She came
from a small village where her father was known for his ability to dye, or color, w ool into
beautiful colors. But Arachne was more talented than her father. She spun the wool into soft
thread and then wove it into beautiful cloth on a loom.

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 Arachne was small and pale from much working. Her eyes were light and her hair
was a dusty brown, yet she was quick and graceful, and her fingers . . . went so fast that it
was hard to follow their flickering movement. So soft and even was her thread, so fine her
cloth, so gorgeous her embroidery, that soon her products were known all over Greece. No
one had ever seen the like of them before.

People came from far away to watch her. They said that the goddess Athene must
have taught Arachne her great skill. But Arachne was very proud and did not like people to
think she learned her skill from anyone else, even from a goddess. She told them that Athene
herself could not weave cloth more beautiful than her own.

One day a poor old woman warned Arachne that it was not wise to say that she was
better than one of the gods. The old woman told Arachne that she should be satisfied to be
the best human spinner and weaver. But Arachne was angry and yelled at the old woman.
She told her that she had challenged Athene to a spinning and weaving contest, but
Athene was not brave enough to come.

At these words the old woman threw down her staff and stood erect. The wondering
onlookers saw her grow tall and fair and stand clad in long robes of dazzling white. They
were terribly afraid as they realized that they stood in the presence of Athene. Arachne
herself flushed red for a moment, for she had never really believed that the goddess would
hear her.

But Arachne was also proud and stubborn, so she led Athene to a loom where they
began their spinning and weaving contest. Both of them created beautiful cloth, but the
goddess moved faster.

Athene wove a picture into her cloth as a warning to Arachne. The picture showed
the goddess in the middle. In the corners were pictures of awful things that had happened
to humans who had challenged the gods. Athene finished weaving and stepped back.
When Arachne saw Athene’s picture, she became angry. In her own cloth she created a
picture of evil things the gods and goddesses had done in the past.

When the goddess saw this insult glowing in bright colors on Arachne’s loom, she did
not wait while the cloth was judged, but stepped forward, her gray eyes blazing with anger,
and tore Arachne’s work across. Then she struck Arachne across the face. Arachne stood
there a moment, struggling with anger, fear, and pride. TAKE NOTES “I will not live under this
insult,” she cried, and seizing the rope from the wall, she made a noose and would have
hanged herself.

The goddess touched the rope and touched the maiden. “Live on, wicked girl,” she
said. “Live on and spin, both you and your descendants. When men look at you they may
remember that it is not wise to strive with Athene.”

Arachne’s body began to change. The people soon saw a small dusty brown spider
hanging on a thin thread. All spiders come from Arachne. When Greeks saw spiders, they
remembered that it was not wise for humans to say they are equal to the gods.

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Processing Questions:

1. What caused Arachne’s fears and failures? Underline the paragraph that states the
cause
2. How did Arachne try to fight her fear and carry out the conditions of the challenge?
3. How does she feel about her weaving skill?
4. What prevailing mood is conveyed in “Arachne”? Find words/phrases in the selection
that convey that mood clearly.
5. What tone is used in the selection? Underline paragraphs that support your contention.
6. Describe how the mood and the tone contribute to the total effect of the story.
7. Myths are fictional tales that describe the actions of gods or heroes. Underline a clue
that tells you that this story is a myth.

Justify the elements of the story:

1. What is the nature of the conflict in “Arachne”?

2. What does Arachne do that makes it difficult for her to solve her problem?
3. What happens to her as she lives through her experience?
4. What character trait is clearly shown by Arachne?
5. What are some details in the story that will prove that Arachne’s pride is the reason for
her downfall?
6. What is your opinion on the characteristics of the following based on their words and
actions especially in dealing with challenges?
a. Arachne
b. The old woman (Athene)

Evaluate the theme of the story:

1. Is the use of poetic justice (a happy ending where a virtue is rewarded and the
vice/wrong doing is punished) as a literary device effective in “Arachne”? Explain.
2. Had Arachne changed her attitude, do you think the old woman would have punished
her? Explain.
3. Does the story help you understand the value of dealing with challenges? Explain.
4. What generalization or statement about human experience (theme) does the story
make?
5. Ponder on the title “Arachne”. In what way does it relate to the theme (general truth or
observation about human experience/message) of the selection?
6. Is it used as a symbol to clarify the theme? Explain.

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 WHAT HAVE YOU LEARNED?

Directions: Read each of the following short passages carefully and copy the
letter of the word or phrase that best completes each numbered item.

Exploring the Sea of Goodness

Lee Emm

1.) Do you believe that a sea of goodness is possible in this world? 2.) I always believe it is
possible. 3.) Doing something good, no matter what the consequences are will always make
contented and secure. 4.) There are a lot of ways I can do such, especially in doing
something “good” for others. 5.) The steps are easy but zealousness, humility, and consistency
are the subtle ways. Here are the simple ones. 6.) The first one is I imagine that I am in the
place that the other person I’ll do good to. 7.) Next, I’ll imagine how she’ll feel and react. 8.)
That way, I’ll think doing good to others will make me at least a better person. 9.) That will
make me grateful that I have done something good. 10.) With these simple but notable
ways, I can prove to myself, to others, and to God that I can explore the sea of goodness in
this ever-changing world. 11.) How about you, can you explore it also? 12.) I bet you can!

1. The main point of the article is best expressed in sentence no. __

a. 3 c. 10
b. 4 d. 12
2. The Word subtle in Sentence 5 means __________.
a. conscientiousness c. kindness
b. humility d. sympathy
3. The kind of evidence used by the writer to support her stand is through __________.
a. anecdotes c. statistics
b. examples d. video
4. The generalization or statement about the passage on life or human experience
is to _________.
a. bring out the best in you c. struggle against the odds
b. stand up for one’s belief d. take strength to bear up the odds

Tradition holds for many interesting stories. On the bank of the Pasig River lives
an old gray-haired lady, whom, tradition has named “The Waving Lady”. More than
thirty years ago, her husband, a sailor went to sea on a large ship. Upon leaving, he
told his wife that she would know he is returning when she hears the boats’ whistle
blow. She waited and waited but her husband did not return. Now, many ships sail
up and down the river going to the sea, and everyone that passes the lady’s hut
blows its whistle. The quaint old lady stands at the front end of her porch. Some
people say she still hopes for her husband’s return.

5. The paragraph states that the husband went away but __________.

a. left a fortune to the family c. forgot to say goodbye

b. promise to return d. kept his wife posted on his whereabouts

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 6. She would know of his return by __________.

a. bell b. call c. horn d. whistle

7. It can be inferred that the man __________.

a. did not realize the sacrifices of his wife c. met an accident at sea
b. took another life d. did not communicate with his wife

8. The paragraph as a whole is about _________.

a. a sailor’s adventure c. a woman’s old age

b. a husband’s unfaithfulness d. a woman’s undying hopes

“It would be wonderful to think that my son is just going through a phase, that in six
months or a year, he will get over his idea that his parents are not worth anything”. A middle-
aged woman confided to another.

9. The speaker is ________.

a. determined c. faithful
b. sympathetic d. understanding

10. In the passage, “going through a phase”, means __________.

a. undergoing a test
b. developing physically
c. encountering problems
d. undergoing a stage of development

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 ENRICHMENT ACTIVITY 1

Critically evaluate the text of the story “Arachne”. Write your answer on
the space provided.

1. What is the author trying to say? (Summarize the main argument in two or three sentences.)

2. Is the author trying to persuade you or inform you? Explain.

3. Does the author present a clear picture of the topic?

4. Is there an evidence to support the points made by the author? Explain.

5. Do you agree with the points made by the author? Why? Why not?

ENRICHMENT ACTIVITY 2

Supply each part of the mountain using the plot of the story” Arachne” on
the space provided.

CLIMAX

RISING ACTION FALLING ACTION

EXPOSITION RESOLUTION

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 ENRICHMENT ACTIVITY 3
Create a short well-written paragraph (about your own challenges in life)
employing the properties of a well-written text. Your essay will be rated
according to this analytic rubric below as your guide in writing.
Traits 4 3
There is one clear, well-
focused topic. Main ideas are
Focus and
clear and are well supported
Details
by detailed and accurate
information.
The introduction is inviting,
states the main topic, and
provides an overview of the
Organization paper. Information is
relevant and presented in a
logical order. The conclusion
is strong.
The author’s purpose of
writing is very clear, and
there is strong evidence of
attention to audience. The
Voice
author’s extensive
knowledge and/or
experience with the topic
is/are evident.
The author uses vivid words
and phrases The choice and
Word Choice placement of words seems
accurate, natural, and not
forced.
All sentences are well
Sentence
constructed and have varied
Structure,
structure and length. The
Grammar,
author makes no errors in
Mechanics, &
grammar, mechanics and/or
Spelling
spelling.
2 1
There is one clear, well-
focused topic. Main There is one topic.
The topic and main
ideas are clear but are Main ideas are
ideas are not clear.
not well supported by somewhat clear.
detailed information.
The introduction states
There is no clear
the main topic and The introduction states
introduction,
provides an overview the main topic. A
structure or
of the paper. A conclusion is included.
conclusion.
conclusion is included.
The author’s purpose
The author’s purpose
of writing is somewhat
of writing is somewhat
clear, and there is
clear, and there is
some evidence of The author’s
evidence of attention
attention to audience. purpose of writing
to audience. The
The author’s is unclear.
author’s knowledge
knowledge and/or
and/or experience with
experience with the
the topic is/are limited.
topic is/are evident.
The author uses vivid The writer uses a
words and phrases The The author uses words limited vocabulary.
choice and placement that communicate Jargon or clichés
of words is inaccurate clearly, but the writing may be present and
at times and/or seems lacks variety. detract from the
overdone. meaning.
Sentences sound
awkward, are
Most sentences are
Most sentences are distractingly
well constructed but
well constructed and repetitive, or are
they have similar
have varied structure difficult to
structure and /or
and length. The author understand. The
length. The author
makes few errors in author makes
makes several errors in
grammar, mechanics numerous errors in
grammar, mechanics
and/or spelling that grammar,
and/or spelling that
interfere with mechanics, and/or
interfere with
understanding. spelling that
understanding.
interfere with
understanding.
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 14
What Have You Learned? What Do You Already Know?
Post-Test Pre-Test
1. A 1. B
2. B 2. C
3. B 3. B
4. A 4. A
5. B 5. B
6. D 6. D
7. C 7. C
8. D 8. C
9. B 9. B
10. D 10. D
ANWER KEYS
 REFERENCES

BOOKS

1. Celebrating Diversity Through World Literature English 10- Learner’s Material, Department
of Education—Republic of the Philippines.

Online Sources

https://www.steilacoom.k12.wa.us/site/handlers/filedownload.ashx?moduleinstanceid=2150&
dataid=3366&FileName=orpheus%20myth.pdf

https://www.google.com/url?sa=i&url=https%3A%2F%2Fcreazilla.com%2Fnodes%2F34292-
mountains-clipart&psig=AOvVaw3GXU7egxpzWzEgXL-
2Jh5P&ust=1593692575034000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCODu69OFrOo
CFQAAAAAdAAAAABAS

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pngegg.com%2Fen%2Fpng-
yacvb&psig=AOvVaw2OMi3t36XMQmsrxr-
InrdG&ust=1593692672176000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLDj2IaGrOoC
FQAAAAAdAAAAABAE

https://www.google.com/url?sa=i&url=http%3A%2F%2Fsupervaca-
comic.blogspot.com%2F2018%2F01%2Fdrawing-king-crown-tattoo-
design.html&psig=AOvVaw1pPsSXZLtQwrBy0EMf_HfO&ust=1593692736449000&source=images
&cd=vfe&ved=0CAIQjRxqFwoTCNjXw6SGrOoCFQAAAAAdAAAAABAE

https://www.google.com/url?sa=i&url=https%3A%2F%2Fstudylib.net%2Fdoc%2F9047709%2Fpo
etry-portfolio-
rubric&psig=AOvVaw1h3HuKkULlXa_gmqdWWQ_q&ust=1593777305048000&source=images&
cd=vfe&ved=0CAIQjRxqFwoTCJDp7aTBruoCFQAAAAAdAAAAABAX

https://www.york.ac.uk/res/elanguages/index/Modulecd/cu4s4/cu4s40401.htm

https://www.writerswrite.co.za/the-complete-guide-to-evaluating-your-short-story/

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 Text Content Elements, Features
and Properties
This module tackles how to evaluate the text content, elements, features and properties
of literature. In here, you will discover how to make the most of your strengths and improve your
weaknesses. How far would you go to know the real you? What risks are you willing to take to
successfully overcome the hardships of life?

You will begin with a pre-test to know what you already know; followed by the
presentation of the lesson, be sure to carefully read so you could easily answer the post-test and
the enrichment activities.

Good luck on learning and answering the activities prepared in this module. If you have
questions and clarifications, don’t hesitate to ask your teachers. A key to correction is also
provided at the end of this module for you to self-check your progress. Again, we are together
in this journey in understanding and appreciating English Literature.

DEPARTMENT OF EDUCATION Region 3 Division of Cabanatuan City

Curriculum Implementation Division (CID)
Learning Resource Management and Development System (LRMDS)
This self-learning module (SLM) is developed by the SDO Cabanatuan City CID-LRMDS Team under
Project EL AR: Enhanced Learning thru Adequate Resources.
Cover and page elements illustrations by Jan Carl B. Briones ● Project EL AR logo by Gemmarie G. Rivas