Senior High School

Creative Nonfiction
Quarter 1 – Week 4
Nonfictional Elements: Characters,
Characterization, Point of View and Setting

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Creative Nonfiction
Alternative Delivery Mode
Quarter 1 – Module 4: Nonfictional Elements: Characters, Characterization, Point of
View and Setting
First Edition, 2020

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Education Program Supervisor, LRMDS
Education Program Supervisor, English
: April Mae A. Dupal-ag
: Jocelyn P. Balmores
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: Benigno S. Gonzaga
: Rosalie M. Pasaol, EdD, CESO V
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 Senior High School

Creative Nonfiction
Quarter 1 – Week 4
Nonfictional Elements: Characters,
Characterization, Point of View and
Setting

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Introductory Message
For the facilitator:

Welcome to the Creative Nonfiction Alternative Delivery Mode (ADM) Module on

Nonfictional Elements: Characters, Characterization, Point of View and Setting.
This module was collaboratively designed, developed, and reviewed by the Office of
the Curriculum Implementation Division, DepEd City of Naga 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 in 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.
Also, you will see this box in the body of the main text in this 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,
encourage and assist them as they do the tasks, and track their progress while
allowing them to manage their learnings.

For the learner:

Welcome to the Creative Nonfiction Alternative Delivery Mode (ADM) Module on

Nonfictional Elements: Characters, Characterization, Point of View and Setting.

The hands are one of the most symbolized parts of the human body. They often used
to depict skill, action, and purpose. Through your hands, you may learn, create, and
accomplish. Hence, the hands in this learning resource signify that you, as a learner,
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning. You will be enabled to process the contents of the
learning resource while being an active learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need competencies you are expected to learn in the
to Know module.

This part includes an activity that aims to

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

This is a brief drill or review to help you link

What’s In
the current lesson with the previous one.
I

In this portion, the new lesson will be

What’s New In

introduced to you in various ways; a story, a

song, a poem, a problem opener, an activity or a
situation.

This section provides a brief discussion of the

What Is It
lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More 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 sentence /

paragraph to be filled into process what you
Learned learned from the lesson.

What I Can This section provides an activity which will help

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

This is a task which aims to evaluate your level

Assessment of master in achieving the learning competency.

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 Additional In this portion, another activity will be given to
Activities you to enrich your knowledge or skill of the
lesson learned.

This contains answers to all activities in the

Answer Key
module.

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!

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 What I Need to Know

What is creative nonfiction? What are its elements? How can you distinguish
creative nonfiction from other genre of writing?
After going through this lesson, you are expected to:
 use information gained from short narratives to demonstrate
understanding of its characters, setting, and points of view;
 describe characters, settings, and points of view using key details in
the text;
 explain the narratives’ viewpoints;
 write a short narrative using an alternate perspective.

What I Know
Directions: Read the following questions and write the letter that contains the best
answer in your answer sheet.

1. Point of view is .
a. The direction in which the story is going.
b. The viewpoint/perspective of the character or narrator telling the story.
c. The viewpoint/perspective of the author.
d. The direction the protagonist is taking the story.
2. There are three types of point of view:
a. First, second, second limited
b. First, first limited, and second
c. First, second, and third
d. First, second, and second omniscient
3. An example of first-person point of view would be ….
a. You can see the top of the houses from this balcony.
b. The boy ran, but could not get anywhere.
c. When she was tired, she finally sat down.
d. I couldn’t believe what was in front of me.

4. In third-person omniscient, the narrator …

a. Knows nothing of what’s happening.
b. Knows a little of what’s happening, but only what he/she can see.
c. Knows everything one character is doing and thinking.
d. Knows all – what each character does and thinks.

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5. When choosing a point of view, the author needs to consider
a. Which viewpoint would make the most interesting story.
b. Which character’s most likely to sound intelligent enough to tell a story.
c. What the protagonist will be doing.
d. How far the narrator will be able to see.
6. The character's qualities are also know as their...
a. colors b. point of view c. traits d. life
7. Ways that writers bring their characters to life are known as...
a. really cool
b. main characters
c. first-person point of view
d. methods of characterization

8. “What does the character look like?” is an example of which

method of characterization?
a. physical appearance
b. thoughts, speech, and actions
c. other characters
d. narrator's comments
9. “What does the character think, say, do? and What's important to
him/her?” are examples of which method of characterization?
a. physical appearance
b. thoughts, speech, and actions
c. other characters
d. narrator's comments

10. “What direct comments does the narrator give?” is an example of

which method of characterization?
a. physical appearance
b. thoughts, speech, and actions
c. other characters
d. narrator's comments

11. Read the sentence below. Choose the best answer(s) that is/are an element of
setting. “The moon was shining brightly as the fox slowly crept toward the chicken coop.”

a. Fox slowly crept

b. Chicken coop
c. Moon was shining brightly
d. b and c

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12. Why is setting important to a story?
a. It tells us about the characters.
b. It lets us know the context of characters’ actions and sets the mood.
c. It settles the conflict.
d. It helps predict the ending of a story.

13. What is the best way to put setting into a story?

a. Take a picture and copy it into the pages of the story.

b. Use descriptive words and details that create a picture in the readers’
minds and pull on their senses.
c. Use long words and sentences to make a picture.
d. Describe how the characters look.

14. When should setting be used in a story?

a. Setting should be used in the beginning of the story, when there are new
events in the story line, or when the reader needs information to understand
the plot.
b. Setting should be used at the end of the story to help explain the
resolution.
c. Setting should be used when there are new characters.
d. Setting should be used to help solve the conflict and to show the climax.

15. Which of the following does not form a part of the 'settings' element in creative
nonfiction writing?
a. a place or a building. b. a city or a village.
c. an unfolding story. d. a planet or a universe.

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 Lesson Nonfictional Elements: Characters,
1 Characterization, Point of View and
Setting

What’s In

In the previous lesson, you were able to determine that creative nonfiction is the
literature of fact and that its writer utilizes many of the literary devices of fiction
writing. You were given different activities that helped you determine some elements
of nonfiction such as plot and characters thereby enabling you to understand the
different types of conflict in a nonfictional narrative.

To further strengthen your knowledge and understanding about other elements of

creative nonfiction, the tasks in this module will let you undergo analyzing,
determining and explaining the characterization, point of view and setting in the
different texts/narratives.

Note to the Teacher

This module comprises seven (7) parts with series of self- paced activities that will help your student
Happy Teaching!

What’s New

Below is a brief narrative of an event. Read the short text and identify the literary
devices such as the character trait that is revealed by the action, the setting, and
the point of view. Write your answer to each question in your notebook.

When Kaitlin got to Patrick's apartment, she noticed a foul smell. She looked
around and saw several half-filled cans of soda and some uncooked chicken breasts
that had gone bad in a pan in the kitchen. She also noticed that all the lights and
televisions were on and that Patrick wasn't home.

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What character trait does Patrick demonstrate?

What is the setting of the story?

What point of view is revealed in the story?

How significant are the following literary devices/elements to invoke emotions or

feelings in a narrative text?

What Is It

1. A character is an individual (usually a person) in a narrative, in a work of fiction

or creative nonfiction. The act or method of creating a character in writing is known
as characterization.

2. Characterizations are the methods by which story tellers reveal the

traits of characters. There are two types of characterizations: direct and
indirect. Direct characterization is when a narrator or character describes another
character directly. Indirect characterization is when character traits are revealed
through a character’s behavior.

https://bit.ly/3C1Xd0f

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 Types of Character

a. Major characters

These are the most important characters in the story. There are two types, of which
there may be a couple for each.

 Protagonist – This is the main character, around which the whole story
revolves. The decisions made by this character will be affected by a conflict
from within, or externally through another character, nature, technology,
society, or the fates/God.

 Antagonist – This character, or group of characters, causes the conflict for

the protagonist. However, the antagonist could be the protagonist, who is torn
by a problem within. Most times, something external is causing the problem.
A group of people causing the conflict would be considered society, perhaps
the members of a team, community, or institution. Additionally, the antagonist
could be a part of nature, such as an animal, the weather, a mountain or lake. A
different kind of antagonist would be an item such as a pen, car, phone, carpet,
etc. These are all considered technology, since they are instruments or tools to
complete a job. Finally, if the conflict comes from something out of the
character’s control, the antagonist is fate or God.

b. Minor characters

These are the other characters in a story. They are not as important as the major
characters, but still play a large part in the story. Their actions help drive the story
forward. They may impact the decisions the protagonist or antagonist make, either
helping or interfering with the conflict.

Characters can have different traits. Major characters will usually be more dynamic,
changing and growing through the story while minor characters may be more static.

 Foil – A foil is a character that has opposite character traits from another,
meant to help highlight or bring out another’s positive or negative side. Many
times, the antagonist is the foil for the protagonist.

 Static – Characters who are static do not change throughout the story. Their
use may simply be to create or relieve tension, or they were not meant to
change. A major character can remain static through the whole story.

 Dynamic – Dynamic characters change throughout the story. They may learn
a lesson, become bad, or change in complex ways.
 Flat – A flat character has one or two main traits, usually only all positive or
negative. They are the opposite of a round character. The flaw or strength has
its use in the story.
 Round – These are the opposite of the flat character. These characters have
many different traits, good and bad, making them more interesting.
 Stock – These are the stereotypical characters, such as the boy genius,
ambitious career person, faithful sidekick, mad scientist, etc.

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3. Point of view is the perspective from which a speaker or writer recounts a
narrative or presents information. Also known as a viewpoint.

Depending on the topic, purpose, and audience, writers of nonfiction may rely on the
first-person point of view (I, we), the second-person (you, your, you're), or the third-
person (he, she, it, they).

Modes of Narration

There are six key terms used in the study of narrative viewpoint: first-person,
second-person, third-person, third-person objective, third-person limited, and
third-person omniscient. Each term refers to a specific mode of narration
defined by two things: the distance of the narrator from the story (the pronoun case)
and how much the narrator reveals about the thoughts and feelings of the characters
(narrative access).
 First-Person Narration

In this mode, the narrator is usually the protagonist or central character in the
story. But even if this character is not the protagonist, he or she is directly
involved in the events of the story and is telling the tale “first hand.” First-person
narration is easy to identify, because the narrator will be telling the story from
“I’s” perspective. Readers should watch for the narrator’s use of first-person
pronouns- “I, me, my, our, us, we, myself, and ourselves,” as these will usually
indicate that the passage is narrated from first-person perspective. Remember,
with this skill readers are trying to identify the perspective of the narrator;
therefore, one must ignore the dialogue of characters (indicated by “quotation
marks”) and solely focus on narration, otherwise one is not analyzing the
narrator’s point of view.

 Second-Person Narration

In this mode of narration “you” are the agent, such as in this example: you
walked down the stairs. As it is generally awkward for a story to be narrated from
“your” perspective, this mode of narration is not used very often in narratives and
stories.

More frequently, directions and instructions and usually narrated from

second-person perspective. In most cases, directions will be written in short
imperative sentences, where the implied subject is “you.” But even when “you” is
not explicitly stated, it is understood that “you” are the subject of directions and
instructions.

 Third-Person Narration

With this mode of narration, the narrator tells the story of another person or
group of people. The narrator may be far removed from or not involved in the
story, or he or she may be a supporting character supplying narration for a hero.
Frequent use of “he, she, them, they, him, her, his, her, and their” by the narrator
may indicate that a passage is narrated from third-person perspective. There are
three distinct modes of third-person narration: objective, limited, and
omniscient. Which mode the narrator is using is determined by a single
variable- how much the narrator accesses the thoughts, feelings, and internal
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workings of

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 the characters and shares them with the reader through narration. Characters’
feelings and motivations can be inferred and understood through their behavior
and dialogue in each of the three modes of third-person narration; however, in
determining which mode the narrator is operating, readers should be concerned
with finding instances where the narrator explicitly reveals a character’s thoughts
or feelings.

 Third-Person Objective Narration

In this mode of narration, the narrator tells a third-person’s story (he, she, him,
her), but the narrator only describes characters’ behavior and dialogue. The
narrator does not reveal any character’s thoughts or feelings. Again,
readers will be able to understand characters’ thoughts and motivations based on
characters’ actions and dialogue, which are narrated; however, the narrator will
not explicitly reveal character’s thoughts and/or motivations in narration.

 Third-Person Limited:

When a narrator uses third-person limited perspective, the narrator’s perspective

is limited to the internal workings of one character. In other words, the
narrator reveals the thoughts and feelings of one character through
explicit narration. As with objective narration, readers may be able to infer
characters’ thoughts and based on the behaviors and dialogue of those
characters, which are feelings narrated, but the narrator also directly reveals the
central character’s internal perspective.

 Third-Person Omniscient:

In this mode of narration, the narrator grants readers the most access to
characters’ thoughts and feelings. With third-person omniscient narration, the
narration will reveal more than one characters’ internal workings. The
base word omni means “all,” and scient means “knowing,” so omniscient roughly
translates to “all knowing.” In this case the etymology is accurate, because in
omniscient narration, the narrator is all knowing.

4. Setting is an environment or surrounding in which an event or story takes place.

It may provide particular information about placement and timing, such as Naga,
Cebu, in the year 1820. Setting could be simply descriptive, like a lonely cottage on
a mountain. Social conditions, historical time, geographical locations, weather,
immediate surroundings, and timing are all different aspects of setting.

In a work of creative nonfiction, evoking a sense of place is an important persuasive

technique: "A storyteller persuades by creating scenes, little dramas that occur in a
definite time and place, in which real people interact in a way that furthers the aims
of the overall story," says Philip Gerard in "Creative Nonfiction: Researching and
Crafting Stories of Real Life" (1996).

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 Two Types of Setting

1. Backdrop Setting

Backdrop setting emerges when it is not important for a story, and it could
happen in any setting. For instance, A. A. Milne’s story Winnie-the-Pooh
could take place in any type of setting.

2. Integral Setting

It is when the place and time influences the theme, character, and action of a
story. This type of setting controls the characters. By confining a certain
character to a particular setting, the writer defines the character. Beatrix
Potter’s short story The Tail of Peter Rabbit is an example of integral setting,
in which the behavior of Peter becomes an integral part of the setting.
Another good example of this type of setting can be seen in E. B.
White’s novel Charlotte’s Web.

What’s More

A. Directions: Read a short description of an event. Identify a character trait that

is revealed by each action. Explain your answer. Do this on a separate sheet of
paper.

1. Craig is a football player training over the summer for next season. The coach
demands that all players come in at 6:00 AM and lift weights until 8:00 AM, when
practice begins. Craig gets there at 5:00 AM to begin his training.

What character trait does Craig demonstrate?

Explain your answer by referencing the text.

2. Anna volunteered to help Kylie clean her house. When Anna washed the mirrors,
Kylie asked her if she used paper towels instead of newspapers. When Anna
admitted that she had, Kylie asked her to redo them. Then, while Anna was
sweeping, Kylie corrected her on her technique. "Don't just push the dirt around,
Anna. SWEEP it," Kylie told Anna.

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What character trait does Kylie demonstrate?

Explain your answer by referencing the text.

3. Kelvin found a wallet on the ground. He opened up the wallet and saw an old
woman's ID card. Kelvin took the ID out of the wallet, walked to the woman's house,
and returned the wallet to her.

What character trait does Kelvin demonstrate?

Explain your answer by referencing the text.

B. Directions: Read the following passages and determine the narrative

perspective, then explain how you were able to identify the point of view. Do this on
a separate sheet of paper.

Narrative Perspective (point of view): first-person, second-person, third-person

objective, third-person limited, and third-person omniscient

1. Most Improved Player by Robert Grisly

"Do you want to take the shot, Vince?" The coach asked me. I looked into his eyes.
They were ice-cold blue. His face did not betray his feelings, but I knew that he
meant it. "I do, Coach. I can make the shot." I replied. He nodded and then put his
hand on top of my head. "I don't know how long any of us will live, but we will all
remember what happens next for as long as we do." He then slapped me on the back.
The referee blew the whistle and it was time to find out just how I would be
remembered.

Narrator’s Point of View:

Explain your Answer

2. Tatakai Warriors: Fighting for Peanut Butter Instruction Manual by Tatakai Warriors
Inc.

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Congratulations on purchasing the Tatakai Warriors: Fighting for Peanut Butter
computer game. Before you install this program, you'll need to make sure that you
have at least 24 kb of free space on your installation target. Insert the cd rom disc
into your drive. The disc should run automatically. Select "Full Install" from the
installation menu. The program will begin installing on your target drive. This might
take up to twenty-four hours. Once installation is complete, an alert box should
appear. If you see a successful installation message, remove the disc from the drive
and enjoy the adventure!

Narrator’s Point of View:

Explain your Answer

3. For the Stars and Heavens by Bradley Fox

Odin brushed the snowflakes off of his sword and replied, "I will never accept a
peace treaty from the Hamburgs. They are our sworn enemies and so long as I can
hold a sword, I will point it at Hamburgs." Epée looked at him and wrinkled her face.
A long moment passed in silence. Snow continued to fall from the sky. Finally, Epée
responded, "But, Odin, think about what peace might mean for the children." Odin
sneered and said, "Humph," but made no further comment. Epée drew her weapon.

Narrator’s Point of View:

Explain your Answer

C. Directions: Read each passage and look for clues that reveal the setting. Then
explain your answer on a separate sheet of paper. Remember the setting is the time
and place that a story happens.

Alex shut the lid to his laptop with a loud clap. Some of the people sitting at
the tables near him looked up from their books and gave him annoyed looks. Alex
realized that he had disturbed them and held up his hand apologetically. The
librarian turned toward him and shushed him loudly, perhaps louder than the noise
that he had made. Alex put the laptop in his bag and began walking toward the door.
He held his head down low.

1. Where is this story taking place?

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 How do you know?

2. When is this story taking place?

How do you know?

Mr. Marquez walked up to the teller and handed her a paper slip. She
punched a few figures into the computer and ran the slip through a machine. It
printed some numbers on the back of the slip. She handed the slip back to him along
with five 1,000-peso bill. Then she asked him, "Is there anything else that I can help
you with today?" Mr. Marquez grabbed the money off of the counter and tipped his
hat to the woman, "Not today, thank you."

3. Where is this story taking place?

How do you know?

4. When is this story taking place?

How do you know?

What I Have Learned

Answer the following questions in your notebook.

1. Why is understanding point of view in a narrative important?

2. How do characterization, and setting influence the plot of a story or narrative?

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 _

3. As a senior high school student, what do you think is the advantage of

understanding the elements of creative nonfiction? How will this be of help to you as
a future writer?

What I Can Do

A. Directions: Read the following passages and identify the narrators’ point of
view. Write the letter of the correct answer on a separate sheet of paper.

1. To Make French Toast: First, take out a skillet to cook and turn the stove on low.
Second, you will melt the butter in the pan and stir it with a spatula. Third, beat the
eggs. Fourth, lay the bread, white or wheat, on both sides in the eggs. Fifth, sit the
bread on top of butter for 30 seconds and then turn over. Now you have a slice of
French toast, repeat.
a) first-person b) second-person c) third-person objective
d) third-person limited e) third-person omniscient

2. “Do you love candy?” I asked my friend Roxis. I always make friends with other
people.
a) first-person b) second-person c) third-person objective
d) third-person limited e) third-person omniscient

3. Without a Net: Life of a Circus Performer by Brett Reyes

The trapeze artist stood high on the platform. The whole crowd was silent. The
trapeze artist rubbed his hands on his knees, grabbed the flying trapeze, and sprung
into the air. Just as the trapeze had swung its full length, the trapeze artist released
his grip and did a triple flip. He narrowly caught a second trapeze bar and swung
from it by his legs. The crowd cheered. Another trapeze artist ascended the platform.

a) first-person b) second-person c) third-person objective

d) third-person limited e) third-person omniscient

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B. Directions: Read each passage and look for clues that reveal the setting.
Write on the blanks provided after each passage.

4. "I hit you, Sean! You're out!" Lillian yelled across the room. Sean yelled
back, "You did not! I spun out of the way!" Just then one of Lillian's teammates
threw another ball at Sean. It flew towards Sean's stomach, but Sean cradled it
like a loaf of bread. "You too, Brad! You're out too! I caught your ball!" Brad
shouted back, "Did not! I didn't even throw a ball." A whistle blew. It was Coach
Hannon. He threw his thumb in the air shouted, "Brad, you're out." Brad kicked a
dodge ball and said, "Aw man!" Then he jogged over to line up with the other
eliminated players.

Where is this story taking place?

When is this story taking place?

5. Carrie walked through the doors of the building with her package in hand. There
was no line so she walked right up to the counter. She handed the man her package.
He placed it on a creaky scale, turned a knob, and adjusted some weights. "One
pound and four ounces," He said, writing down the number on a ledger. He did some
multiplication on a notepad and looked up at her from behind his glasses. Then he
asked, "It's going to Boston?" She nodded. "That'll be 44 cents." He said. She opened
up her change purse and removed the coins, placing them on the counter. "Thank
you kindly, Sir," she remarked before departing.

Where is this story taking place?

When is this story taking place?

6. Courtney asked her neighbor if she could borrow an egg to complete a recipe that
she had already started. The next day Courtney returned an egg to her neighbor
along with a thank you card expressing her sincere gratitude.

What character trait does Courtney demonstrate?

7. Rocky's cousin brought him to a party. Rocky didn't know anyone at the party.
Shortly after getting there, Rocky's cousin disappeared. Rocky made a lot of new
friends at this party and had a great time.

What character trait does Kelvin demonstrate?

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 Assessment

Directions: Read the details in each number and write the letter of the correct
answer in your answer sheet.

1. Setting can be defined as:

a. the characters in a story
b. the context in which a story takes place
c. the conflict in a story
d. the events of a story
2. All of the following are components of setting except:
a. conflict b. time c. place d. social environment
3. The social environment can be defined as:
a. the time during which the story takes place
b. the location where a story takes place
c. the political and cultural conditions of a story
d. none of these answers
4. Setting can give clues about a story's .
a. plot b. conflict c. mood d. all of the above
5. Which questions about a story will the setting answer?
a. What is the author’s attitude toward the characters?
b. Where and when does the story take place?
c. Who are the people the story is about?
d. Why and when did the author write the story?
6. What is characterization?
a. The process by which an author reveals and develops the personality of a
character.
b. The way to describe how a character is feeling.
c. The way that an author sets a time frame and setting of a book.
7. In indirect characterization....
a. the writer describes the character
b. the character's personality is directly described by the author
c. the writer reveals the character through STEAL

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8. In direct characterization....
a. the writer describes the character by giving character traits
b. the writer reveals the character through STEAL
c. the writer doesn't care how you learn about the character
9. Character development is how a character throughout a story.
a. Causes problems b. Solves problems c. Changes d. Gets older
10. Static Characters...
a. do not change during the story
b. have little or no detail
c. have lots of detail
d. change during the story
11. What is point of view?
a. The vantage point of position from which the story is told
b. When the narrator is in the story
c. When the narrator is in not in the story
d. A story with no perspective
12. In what point of view does a character within the story retell his or her
experiences or impressions from their own perspective?
a. Second Person
b. First Person
c. Third Person Objective
d. Third Person Limited
13. In what point of view is the story written from the perspective of “you?”
a. Third Person Omniscient
b. First Person
c. Third Person Limited
d. Second Person
14. Who is the person with which the main character has conflict?
a. protagonist b. bad guy c. antagonist d. principal
15. A protagonist in the story is .
a. the main character who experiences conflict
b. a flat character who remains unchanged
c. the opposing force in the story
d. not essential to the story line

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 Additional Activities

A. Directions: Read the following details in each number and write the letter
that has the correct answer on a separate sheet of paper.

1. What character trait is revealed here?

After glancing around to make sure she wasn't being watched, Marissa slid
the candy bar into her pocket. She walked out of store casually, not stopping to pay.
a. selfish b. sneaky c. thrifty d. rude

2. What character trait is revealed in this passage?

Jonathan looked at the homeless dog walking down the street of his
neighborhood. He approached the dog, slowly cautiously, with his hands stretched
outward. After gaining his trust, Jonathan took the dog home, gave him a warm
bath, and big bowl of food.
a. impulsive b. obsessed c. humble d. compassionate

3. Travis began the school year the same as always. He never studied or completed
his homework. Each report card showed the same poor grades. Although his
parents encouraged him, by the end of the year, he was still doing poorly.
What type of character is he?
a. dynamic character b. static character
4. Betty is a talented singer. She enters a talent show at school and decides to sing
an Ariana Grande song. When the high note comes, her voice cracks and she is
humiliated. She runs off the stage. Betty cries. The next day, she tells her voice coach
what happened. Her voice coach tells her that it happens to everyone. They practice
the song again so Betty can nail the high note in her next performance.
a. Betty is an example of a static character.
b. Betty is an example of a dynamic character.
c. Betty is neither a static or dynamic character.
5. A figure in the story who has no emotional depth and does not change too much
from the start to the end
a. flat character b. round character c. foil character d. major character

B. Explore a scene or story from your memory by reimagining it from an alternate

perspective. On a separate sheet of paper, write the event from the point of view of a
passing bystander, another person close to the event, a pet, or even an inanimate
object. When choosing your narrator, pay attention to how objective they would have
been, what they would have paid attention to, and what sort of background
knowledge they would have had about the scene.

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 Rubric in evaluating the composition
Directions: Your composition will be graded based on this rubric. Consequently, use
this rubric as guide in writing your narrative and check it again before submitting
your final output.

Traits 4 3 2 1

Focus & There is one clear, well- There is one clear, well- There is one topic. The topic and main
Details focused topic. Main focused topic. Main Main ideas are ideas are not clear.
ideas are clear and ideas are clear but are somewhat clear.
are well supported by not well supported by
detailed and accurate detailed information.
information.

Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction, structure,
topic, and provides provides an overview conclusion is included. or conclusion.
an overview of the of the paper. A
paper. Information is conclusion is included.
relevant and presented
in a logical order. The
conclusion is strong.

Voice The author’s purpose The author’s purpose The author’s purpose The author’s purpose
of
of writing is very clear, of writing is somewhat of writing is somewhat writing is unclear.
and there is strong clear, and there is some clear, and there is
evidence of attention evidence of attention evidence of attention
to audience. The to audience. The to audience. The
author’s extensive author’s knowledge author’s knowledge
knowledge and/or and/or experience with and/or experience with
experience with the the topic is/are evident. the topic is/are limited.
topic is/are evident.

Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a
words and phrases. The words and phrases. The that communicate limited vocabulary.
choice and placement choice and placement clearly, but the writing Jargon or clichés may
of words seems of words is inaccurate lacks variety. be present and detract
accurate, natural, and at times and/or seems from the meaning.
not forced. overdone.

Sentence All sentences are well Most sentences are Most sentences are well Sentences sound
Structure, constructed and have well-constructed and constructed, but they awkward, are
Grammar, varied structure and have varied structure have a similar structure distractingly repetitive,
length. The author and length. The author and/or length. The or are difficult to
Mechanics, &
makes no errors in makes a few errors in author makes several understand. The author
Spelling
grammar, mechanics, grammar, mechanics, errors in grammar, makes numerous errors
and/or spelling. and/or spelling, but mechanics, and/or in grammar, mechanics,
they do not interfere spelling that interfere and/or spelling
with understanding. with understanding. that interfere with
understanding.

Reviewer’s
Comments

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Answer Key

(Quarter 1 – Module 4, Lesson 1)

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 ANSWER KEY

References / Resources:

www.proprofs.com/quiz
www.literaryterms.net
www.litcharts.com
www.thebalancecareers.com
www.ereadingworksheets.com

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For inquiries or feedback, please write or call:
Department of Education – Region VII, DepEd City of Naga, Cebu

Office Address: Ecology Center, West Poblacion, City of Naga, Cebu

Telefax: (032) 345 - 4776

Email Address:

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