English10 q3 Mod3 Literaryapproaches v2

NOT
10
English
Quarter 3 - Module 3:
Literary Approaches
Department of Education ● Republic of the Philippines

English- Grade 10
Alternative Delivery Mode
Quarter 3 - Module 3: Literary Approaches
First Edition, 2020
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authors do not represent nor claim ownership over them.
Published by the Department of Education – Division of Bukidnon
Development Team of the Module
Author: Jelsin L. Dumape

Editor: Ma. Glaiza M. Macamay
Reviewers: Sarah M. Mancao, PhD, EPS in English
Vergilia O. Pancho, PhD, SSP I
Roselle A. Ferber, SSP I
Illustrator: Dave L. Generalao
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director
Randolph B. Tortola, PhD, CESO IV

Schools Division Superintendent
Shambaeh A. Usman, PhD

Assistant Schools Division Superintendent
Mala Epra B. Magnaong, PhD, Chief ES, CLMD

Neil A. Improgo, PhD, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM
Members: Elbert R. Francisco, PhD, Chief ES, CID

Sarah M. Mancao, PhD, EPS in English
Rejynne Mary L. Ruiz, PhD, LRMDS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Division Librarian II
Daryl Rey T. Macario, Division ICT Coordinator
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Office Address: Fortich St., Sumpong, Malaybalay City
Telephone: (088) 813-3634
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Website: depedbukdinon.net.ph
10
English
Quarter 3 - Module 3
Literary Approaches
This module was collaboratively developed and reviewed by educators
from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at bukidnon@deped.gov.ph.
We value your feedback and recommendations.

Department of Education ● Republic of the Philippines
TABLE OF CONTENTS
Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS
WHAT THIS MODULE IS ABOUT

Note to the Teacher/Facilitator
Note to the Learner
Note to the Parents/Guardian
Module Icons
WHAT I NEED TO KNOW 1
WHAT I KNOW (Pretest) (Monday) 1
Lesson 1: Structuralist/Formalist Approach
What I Need to Know 4

What I Know 4
Task 1 Self-Check
What’s In 6
Task 2 What’s the Word
What’s New 6
Task 3 Read Me
What Is It 12
Task 4 Surface Critique
What’s More 15
Task 5 Mix and Match
Task 6 Connect and Kinect
What I Have Learned 16
Task 7 My Reflection
What I Can Do 16
Task 8 Story Grammar
Task 9 Story Diagram
Assessment 17
Task 10 Test Yourself
Additional Activities 18
Task 11 Puzzle Up
Lesson 2: Marxist Approach (Tuesday)

What I Know 20
Task 1 Self-Check
What’s In 22
Task 2 Recall and Relate
What’s New 22
Task 3 Picture Analysis
What Is It 23
Task 4 Looking Through A Different Perspective
What’s More 23
Task 5 True or False
Task 6 Figure It Out
Task 7 My Reflective Letter
What I Can Do 24
Task 8 Jingle All the Way
Assessment 25
Task 10 Read and Cite
Lesson 3: Moralist Approach (Wednesday)

What I Know 27
Task 1 Self-Check
What’s In 31
Task 2 Say What You See
What’s New 32
Task 3 Read Between the Lines
What Is It 33
Task 4 Moral Lesson
What’s More 33
Task 5 Effective or Not
What I Can Do 34
Task 7 For Nature’s Sake
Assessment 34
Task 9 Lesson Learned
Lesson 4: Feminist Approach (Thursday)

What I Know 38
Task 1 Self-Check
What’s In 40
Task 2 Girl Power
What’s New 41
Task 3 Reading Text
What Is It 42
Task 4 Feminist Side
What’s More 43
Task 5 Strongly Agree or Disagree
Task 6 Compare and Contrast
What I Can Do 44
Task 8 A Song for Mother Earth
Assessment 44
Task 10 Read and Cite
Assessment (Posttest) (Friday) 46

Key to Answers 49
References 52
What This Module Is About
Hello, learner! It’s nice to It’s my pleasure

see you again. Today, we will take meeting you again,
another module which will help Teacher J. I would be glad
you develop your reading to develop my reading
comprehension skills. comprehension skills in
Once again, please be this module. I can’t wait
guided on how to use the module to have fun learning!
as stated below. Break a leg!
For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Literary
Approaches!
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.
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 on Literary
Approaches!
The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands, we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies 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!
How to Learn from this Module

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.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
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 such as 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 Learned This includes questions or blank

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 Activities In this portion, another activity will be given to you to
enrich your knowledge or skill of the lesson learned.
This also tends retention of learned concepts.
Answer Key This contains answers to all activities in the

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!
What I Need to Know
This module was designed and written with you in mind. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
The module is divided into four lessons, namely:
 Lesson 1 – Structuralist/Formalist Approach
 Lesson 2 – MarxistApproach
 Lesson 3 – Moralist Approach
 Lesson 4 – Feminist Approach
After going through this module, you are expected to:
 appreciate the overall artistic value of the structure and elements of the
selection (structuralist/formalist) (EN10RC-IIIa-22.1);
 examine a selection with a focus on the power struggles of characters
(Marxist) (EN10RC-IIIc-22.3);
 draw conclusion on how effective is the treatment of the underlying or
overarching issue concerning human experience (moralist)
(EN10RC-IIIb-22.2); and
 recognize gender relationships of characters (feminist)
(EN10RC-IIId-22.4).
Please take the pretest

and do your best! Good luck!
What I Know
Directions: Read and answer the following questions. Write the letter of the most
appropriate answer on a separate sheet of paper.
1. Which element of a story do time and location take place?

A. character B. plot
C. setting D. theme
2. “Don’t judge a book by its cover”, is an example of what element?

C. setting D. theme
3. Which element tells the angle of the story?

A. camera view B. character view
C. point of view D. reader’s view
1
4. If I write a paper about rhyme and rhythm in a sonnet, I am using which type
of literary criticism?
A. feminist B. formalist
C. Marxist D. structuralist
5. It refers to critical approaches in literature that analyze, interpret, or evaluate the

inherent features of a text.
6. What is the message of the passage?
A crow perishing with thirst saw a pitcher, and hoping to find water, flew to it
with delight. When he reached it, he discovered to his grief that it contained so
little water that he could not possibly get at it. He tried everything he could think of
to reach the water, but all his efforts were in vain. At last, he collected as many
stones as he could carry and dropped them one by one with his beak into the
pitcher, until he brought the water within his reach and thus, saved his life.
A. Nobody is perfect.
B. If at first you don’t succeed, try and try again.
C. Physical activity will help you when you least expect it.
D. You can lead a horse to water but you can’t make it drink.
For nos. 7 & 8:

Salmon are born in fresh water but travel to salt water to live their lives and
then travel back upstream to where they spawn more salmon before they die.
Salmon traveling upstream are very determined to get back to where they were
born. They fight against currents, whirlpools, and waterfalls; even though man has
placed some obstacles in the salmon’s way by building dams or rivers. Once the
salmon reaches its birthplace, it lays eggs. These eggs hatch, and the process
begins again.
7. You can conclude that __________________.

A. Salmon are lazy fish.
B. Salmon fight against the currents.
C. Salmon like to stay where they are born.
D. When man develops more land, it will be more difficult for the salmon to
survive.
8. You can conclude that salmon ___________________.

A. are born in saltwater B. live for a very long time
C. is an expensive fish to eat D. can’t survive in fresh water
2
9. It is a type of literary critique that judges the value of the literature based on its
moral lessons or ethical teachings.
A. feminist B. Marxist
C. moralist D. structuralist
10. Cinderella told us about the social class and how they struggle in order to
achieve their goal of life, this statement is an example of what criticism?
11. What is Marxist criticism?

A. One that comes directly from The Communist Manifesto.
B. One that questions society and culture in a work of literature.
C. One that questions whether Communism exists in a work of literature.
D. One that analyses whether Karl Marx would have approved of a piece of
literature.
12. What is the name for the class of people oppressed in Marxist view of society?
A. Communists B. Bourgeoisie, or the haves
C. Proletariat, or the have-nots D. No name for these people.
13. Feminist criticism includes all these except for __________________.

A. how women read about themselves
B. how women do not like male writers
C. how to make feminist readings visible to readers
D. how to make feminist readings invisible to readers
14. One of the strengths of the feminist criticism is ________________.
A. it ignores the author’s intentions
B. it only examines one element of the text
C. it examines how women are represented
D. it divorces literature from its large cultural context
15. If a piece of literature is written by a woman, I cannot use feminist literary theory
to analyse the piece. This statement is _____________.
A. False B. Maybe
C. Not sure D. True
Congratulations! If you
got perfect, you’re simply
fantastic. If not, you need to
study and improve more.
Now, let’s get started.
3
Lesson
Structuralist /Formalist
1 Approach
What I Need to Know
In this lesson, you will be given the opportunity to show your appreciation to
literature by knowing its structure and elements that make a selection artistic and
creative. You will be exposed to activities that will help you develop reading
comprehension and analytical skills which are beneficial to your everyday life.
In charting the course of your journey in this lesson, you are expected to:
 identify elements of a selection through structuralist/formalist approach; and
 appreciate the overall artistic value of the structure and elements of the
selection (structuralist/formalist) (EN10RC-IIIa-22.1)
What I Know
Task 1 SELF-CHECK
Directions: Read and answer the following questions. Write the letter of the most
appropriate answer on a separate sheet of paper.
1. Which element of a story does time and location take place?

C. setting D. theme
2. “Don’t judge a book by its cover”, is an example of what element?

C. setting D. theme
3. Which element tells the angle of the story?

A. camera view B. character view
C. point of view D. reader’s view
4. Which part of a plot is the most exciting?

A. exposition B. climax
C. resolution D. rising action
4
5. What is the sequence of events involving characters and a central conflict called?
A. character B. conflict
C. plot D. setting
6. The opposition of forces, essential to the plot is called _______.

A. character B. climax
C. conflict D. setting
7. Man versus man is an example of which category of conflict?

A. external B. natural
C. internal D. supernatural
8. A person or animal which takes part in the action of a story is called __________.
A. character B. conflict
C. plot D. setting
9. Which character opposes the main character?

A. antagonist B. dynamic
C. protagonist D. static
10. What type of character does not change?

A. dynamic B. flat
C. round D. static
11. This is the final outcome or untangling of events in the story.

A. climax B. denouement
C. falling action D. resolution
12. The problems and complications begin to be resolved in __________.

C. falling action D. resolution
13. This is where the events in the story become complicated and the conflict in the
story is revealed.
C. falling action D. rising action
14. It refers to critical approaches in literature that analyze, interpret, or evaluate the
inherent features of a text.
15. It is a literary approach where the material is analyzed by examining underlying

structures, such as characterization or plot.
5
What’s In
Task 2 WHAT’S THE WORD

Choose the vocabulary word that completes each sentence from the pool of
words below. Write your answers on a separate sheet of paper.
incessantly adv. endlessly; constantly

disconsolate adj. so unhappy that nothing can comfort; hopeless and depressed
aghast adj. filled with fear, horror, or amazement
gamut n. the entire range or series of something
privation n. the lack of the comforts or basic necessities of life
1. Did the twenty-foot lizard in the movie terrify you? I was ____________________.
2. She was astonished to inherit a fortune after suffering years of _______________.
3. Being with Aunt Maude is like listening to the radio. She talks _______________ !
4. Hats, belts, shoes—you name it! This shop sells the whole _________________ .
5. Swamped by fears of failure, the man was _________________ about his future.
What’s New
Task 3 READ ME
Read the story “The Necklace” and take note of the significant events that
happened in the story.
The Necklace
by Guy de Maupassant
The girl was one of those pretty and charming young creatures who
sometimes are born, as if by a slip of fate, into a family of clerks. She had no dowry,
no expectations, no way of being known, understood, loved, married by any rich and
distinguished man; so she let herself be married to a little clerk of the Ministry of
Public Instruction. She dressed plainly because she could not dress well, but she
was unhappy as if she had really fallen from a higher station; since with women there
is neither caste nor rank, for beauty, grace and charm take the place of family and
birth. Natural ingenuity, instinct for what is elegant, a supple mind are their sole
hierarchy, and often make of women of the people the equals of the very greatest
ladies.
Mathilde suffered ceaselessly, feeling herself born to enjoy all delicacies and
all luxuries. She was distressed at the poverty of her dwelling, at the bareness of the
6
walls, at the shabby chairs, the ugliness of the curtains. All those things, of which
another woman of her rank would never even have been conscious, tortured her and
made her angry. The sight of the little Breton peasant who did her humble
housework aroused in her despairing regrets and bewildering dreams. She thought
of silent antechambers hung with Oriental tapestry, illumined by tall bronze
candelabra, and of two great footmen in knee breeches who sleep in the big
armchairs, made drowsy by the oppressive heat of the stove. She thought of long
reception halls hung with ancient silk, of the dainty cabinets containing priceless
curiosities and of the little coquettish perfumed reception rooms made for chatting at
five o'clock with intimate friends, with men famous and sought after, whom all women
envy and whose attention they all desire.
When she sat down to dinner, before the round table covered with a tablecloth
in use three days, opposite her husband, who uncovered the soup tureen and
declared with a delighted air, "Ah, the good soup! I don't know anything better than
that," she thought of dainty dinners, of shining silverware, of tapestry that peopled
the walls with ancient personages and with strange birds flying in the midst of a fairy
forest; and she thought of delicious dishes served on marvellous plates and of the
whispered gallantries to which you listen with a sphinx like smile while you are eating
the pink meat of a trout or the wings of a quail.
She had no gowns, no jewels, nothing. And she loved nothing but that. She
felt made for that. She would have liked so much to please, to be envied, to be
charming, to be sought after.
She had a friend, a former schoolmate at the convent, who was rich, and
whom she did not like to go to see any more because she felt so sad when she
came home. But one evening her husband reached home with a triumphant air and
holding a large envelope in his hand.
"There," said he, "there is something for you." She tore the paper quickly and
drew out a printed card which bore these words:
The Minister of Public Instruction and Madame Georges Ramponneau request the
honor of M. and Madame Loisel's company at the palace of the Ministry on Monday
evening, January 18th.
Instead of being delighted, as her husband had hoped, she threw the
invitation on the table crossly, muttering: "What do you wish me to do with that?"
"Why, my dear, I thought you would be glad. You never go out, and this is such a
fine opportunity. I had great trouble to get it. Everyone wants to go; it is very select,
and they are not giving many invitations to clerks. The whole official world will be
there."
She looked at him with an irritated glance and said impatiently: "And what do
you wish me to put on my back?" He had not thought of that. He stammered: "Why,
the gown you go to the theatre in. It looks very well to me." He stopped, distracted,
seeing that his wife was weeping. Two great tears ran slowly from the corners of her
eyes toward the corners of her mouth.
"What's the matter? What's the matter?" he answered. By a violent effort she
conquered her grief and replied in a calm voice, while she wiped her wet cheeks:
7
"Nothing. Only I have no gown, and, therefore, I can't go to this ball. Give your
card to some colleague whose wife is better equipped than I am." He was in despair.
He resumed: "Come, let us see, Mathilde. How much would it cost, a suitable gown,
which you could use on other occasions--something very simple?"
She reflected several seconds, making her calculations and wondering also
what sum she could ask without drawing on herself an immediate refusal and a
frightened exclamation from the economical clerk.
Finally she replied hesitating: "I don't know exactly, but I think I could manage
it with four hundred francs." He grew a little pale, because he was laying aside just
that amount to buy a gun and treat himself to a little shooting next summer on the
plain of Nanterre, with several friends who went to shoot larks there of a Sunday.
But he said: "Very well. I will give you four hundred francs. And try to have a
pretty gown." The day of the ball drew near and Madame Loisel seemed sad,
uneasy, and anxious. Her frock was ready, however. Her husband said to her one
evening: "What is the matter? Come, you have seemed very queer these last three
days."
And she answered: "It annoys me not to have a single piece of jewelry, not a
single ornament, nothing to put on. I shall look poverty-stricken. I would almost rather
not go at all." "You might wear natural flowers," said her husband. "They're very
stylish at this time of year. For ten francs you can get two or three magnificent
roses."
She was not convinced. "No; there's nothing more humiliating than to look
poor among other women who are rich." "How stupid you are!" her husband cried.
"Go look up your friend, Madame Forestier, and ask her to lend you some jewels.
You're intimate enough with her to do that."
She uttered a cry of joy: "True! I never thought of it." The next day she went to
her friend and told her of her distress. Madame Forestier went to a wardrobe with a
mirror, took out a large jewel box, brought it back, opened it and said to Madame
Loisel: "Choose, my dear."
She saw first some bracelets, then a pearl necklace, and then a Venetian gold
cross set with precious stones, of admirable workmanship. She tried on the
ornaments before the mirror, hesitated and could not make up her mind to part with
them, to give them back. She kept asking: "Haven't you any more?"
"Why, yes. Look further; I don't know what you like." Suddenly she
discovered, in a black satin box, a superb diamond necklace, and her heart throbbed
with an immoderate desire. Her hands trembled as she took it. She fastened it round
her throat, outside her high-necked waist, and was lost in ecstasy at her reflection in
the mirror.
Then she asked, hesitating, filled with anxious doubt: "Will you lend me this,
only this?" "Why, yes, certainly." She threw her arms round her friend's neck, kissed
her passionately, then fled with her treasure.
8
The night of the ball arrived. Madame Loisel was a great success. She was
prettier than any other woman present, elegant, graceful, smiling and wild with joy.
All the men looked at her, asked her name, sought to be introduced. All the attaches
of the Cabinet wished to waltz with her. She was remarked by the minister himself.
She danced with rapture, with passion, intoxicated by pleasure, forgetting all in the
triumph of her beauty, in the glory of her success, in a sort of cloud of happiness
comprised of all this homage, admiration, these awakened desires and of that sense
of triumph which is so sweet to woman's heart. She left the ball about four o'clock in
the morning. Her husband had been sleeping since midnight in a little deserted
anteroom with three other gentlemen whose wives were enjoying the ball.
He threw over her shoulders the wraps he had brought, the modest wraps of
common life, the poverty of which contrasted with the elegance of the ball dress. She
felt this and wished to escape so as not to be remarked by the other women, who
were enveloping themselves in costly furs.
Loisel held her back, saying: "Wait a bit. You will catch cold outside. I will call
a cab." But she did not listen to him and rapidly descended the stairs. When they
reached the street they could not find a carriage and began to look for one, shouting
after the cabmen passing at a distance.
They went toward the Seine in despair, shivering with cold. At last they found
on the quay one of those ancient night cabs which, as though they were ashamed to
show their shabbiness during the day, are never seen round Paris until after dark. It
took them to their dwelling in the Rue des Martyrs, and sadly they mounted the stairs
to their flat. All was ended for her. As to him, he reflected that he must be at the
ministry at ten o'clock that morning. She removed her wraps before the glass so as
to see herself once more in all her glory. But suddenly she uttered a cry. She no
longer had the necklace around her neck!
"What is the matter with you?" demanded her husband, already half
undressed.
She turned distractedly toward him.
"I have--I have--I've lost Madame Forestier's necklace," she cried.
He stood up, bewildered. "What!--how? Impossible!"
They looked among the folds of her skirt, of her cloak, in her pockets,
everywhere, but did not find it.
"You're sure you had it on when you left the ball?" he asked.
"Yes, I felt it in the vestibule of the minister's house."
"But if you had lost it in the street we should have heard it fall. It must be in
the cab."
"Yes, probably. Did you take his number?"
"No. And you--didn't you notice it?"

9
"No."
They looked, thunderstruck, at each other. At last Loisel put on his clothes.
"I shall go back on foot," said he, "over the whole route, to see whether I can find it."
He went out. She sat waiting on a chair in her ball dress, without strength to go to
bed, overwhelmed, without any fire, without a thought.
Her husband returned about seven o'clock. He had found nothing.

He went to police headquarters, to the newspaper offices to offer a reward; he went
to the cab companies--everywhere, in fact, and whither he was urged by the least
spark of hope.
She waited all day, in the same condition of mad fear before this terrible
calamity. Loisel returned at night with a hollow, pale face. He had discovered
nothing.
"You must write to your friend," said he, "that you have broken the clasp of her
necklace and that you are having it mended. That will give us time to turn round."
She wrote at his dictation.
At the end of a week they had lost all hope. Loisel, who had aged five years,
declared: "We must consider how to replace that ornament." The next day they took
the box that had contained it and went to the jeweller whose name was found within.
He consulted his books.
"It was not I, Madame, who sold that necklace; I must simply have furnished
the case."
Then they went from jeweller to jeweller, searching for a necklace like the
other, trying to recall it, both sick with chagrin and grief. They found, in a shop at the
Palais Royal, a string of diamonds that seemed to them exactly like the one they had
lost. It was worth forty thousand francs. They could have it for thirty-six.
So they begged the jeweller not to sell it for three days yet. And they made a
bargain that he should buy it back for thirty-four thousand francs, in case they should
find the lost necklace before the end of February. Loisel possessed eighteen
thousand francs which his father had left him. He would borrow the rest.
He did borrow, asking a thousand francs of one, five hundred of another, five
louis here, three louis there. He gave notes, took up ruinous obligations, dealt with
usurers and all the race of lenders. He compromised all the rest of his life, risked
signing a note without even knowing whether he could meet it; and, frightened by the
trouble yet to come, by the black misery that was about to fall upon him, by the
prospect of all the physical privations and moral tortures that he was to suffer, he
went to get the new necklace, laying upon the jeweller’s counter thirty-six thousand
francs.
When Madame Loisel took back the necklace Madame Forestier said to her
with a chilly manner: "You should have returned it sooner; I might have needed it."
10
She did not open the case, as her friend had so much feared. If she had
detected the substitution, what would she have thought, what would she have said?
Would she not have taken Madame Loisel for a thief?
Thereafter Madame Loisel knew the horrible existence of the needy. She bore
her part, however, with sudden heroism. That dreadful debt must be paid. She would
pay it. They dismissed their servant; they changed their lodgings; they rented a
garret under the roof.
She came to know what heavy housework meant and the odious cares of the
kitchen. She washed the dishes, using her dainty fingers and rosy nails on greasy
pots and pans. She washed the soiled linen, the shirts and the dishcloths, which she
dried upon a line; she carried the slops down to the street every morning and carried
up the water, stopping for breath at every landing. And dressed like a woman of the
people, she went to the fruiter, the grocer, the butcher, a basket on her arm,
bargaining, meeting with impertinence, defending her miserable money, sou by sou.
Every month they had to meet some notes, renew others, obtain more time. Her
husband worked evenings, making up a tradesman's accounts, and late at night he
often copied manuscript for five sous a page.
This life lasted ten years. At the end of ten years they had paid everything,
everything, with the rates of usury and the accumulations of the compound interest.
Madame Loisel looked old now. She had become the woman of impoverished
households--strong and hard and rough. With frowsy hair, skirts askew and red
hands, she talked loud while washing the floor with great swishes of water. But
sometimes, when her husband was at the office, she sat down near the window and
she thought of that gay evening of long ago, of that ball where she had been so
beautiful and so admired.
What would have happened if she had not lost that necklace? Who knows?
Who knows? How strange and changeful is life! How small a thing is needed to
make or ruin us!
But one Sunday, having gone to take a walk in the Champs Elysees to refresh
herself after the labors of the week, she suddenly perceived a woman who was
leading a child. It was Madame Forestier, still young, still beautiful, still charming.
Madame Loisel felt moved. Should she speak to her? Yes, certainly. And now
that she had paid, she would tell her all about it. Why not? She went up.
"Good-day, Jeanne."
The other, astonished to be familiarly addressed by this plain good-wife, did

not recognize her at all and stammered:
"But--Madame!--I do not know---- You must have mistaken."
"No. I am Mathilde Loisel." Her friend uttered a cry.
"Oh, my poor Mathilde! How you are changed!"
11
"Yes, I have had a pretty hard life, since I last saw you, and great poverty--
and that because of you!"
"Of me! How so?"

"Do you remember that diamond necklace you lent me to wear at the
ministerial ball?"
"Yes. Well?"
"Well, I lost it."
"What do you mean? You brought it back."
"I brought you back another exactly like it. And it has taken us ten years to
pay for it. You can understand that it was not easy for us, for us who had nothing. At
last it is ended, and I am very glad."
Madame Forestier had stopped.
"You say that you bought a necklace of diamonds to replace mine?"
"Yes. You never noticed it, then! They were very similar."
And she smiled with a joy that was at once proud and ingenuous. Madame
Forestier, deeply moved, took her hands.
"Oh, my poor Mathilde! Why, my necklace was paste! It was worth at most
only five hundred francs!"
Source: https://americanliterature.com/author/guy-de-maupassant/short-story/the-necklace
Comprehension Check:
1. Describe Mathilde.
2. What do the Loisels end up doing about the lost necklace?
3. What did the diamond necklace symbolize? How did it change Madame
Loisel’s life?
4. What is ironic about the ending of the story?
5. Explain the significance of Mathilde’s reflection upon losing the necklace:
“How small a thing is needed to make or ruin us”.
What Is It
Task 4 SURFACE CRITIQUE
Structuralist Criticism
In literary theory, structuralism challenged the belief that a work of literature
reflected a given reality; instead, a text was constituted of linguistic conventions
and situated among other texts. Structuralist critics analyzed material by
examining underlying structures, such as characterization or plot, and attempted to
show how these patterns were universal 12 and could thus be used to develop
general conclusions about both individual works and the systems from which they
emerged.
Formalist Criticism
In literary theory, formalism refers to critical approaches that analyze,
interpret, or evaluate the inherent features of a text. These features include not
only grammar and syntax but also literary devices such as meter and tropes. The
formalistic approach reduces the importance of a text’s historical, biographical, and
cultural context and instead focuses on modes, genres, discourse, and forms.
The following are the major literary terms of structuralist and formalist criticism:
I. Plot - It is the sequence of events in a story or play. The short story usually has
one plot so it can be read in one sitting. There are five essential parts of plot:
1) Exposition (introduction) - Beginning of the story; characters, background,
and setting revealed.
2) Rising Action - Events in the story become complicated; the conflict is
revealed.
3) Climax - Turning point of the story. Readers wonder what will happen
next; will the conflict be resolved or not?
4) Falling action - Resolution begins; events and complications start to fall into
place. These are the events between climax and denouement.
5) Resolution (Conclusion) - Final outcome of events in the story.
II. Setting - Time and location a story takes place.

1) Place - Geographical location; where is the action of the story taking place?
2) Time - Historical period, time of day, year, etc.; when is the story taking
place?
3) Weather conditions - Is it rainy, sunny, stormy, etc.?
4) Social conditions - What is the daily life of the characters like? Does the
story contain local color (writing that focuses on the speech, dress,
mannerisms, customs, etc. of a particular place)?
5) Mood or atmosphere - What feeling is created at the beginning of the
story? Cheerful or eerie?
III. Character - There are two meanings for "character": 1) a person in a fictional
story; or 2) qualities of a person.
1) People in a work of fiction can be a:
• Protagonist – Principal character of a story
• Antagonist - Opposition or "enemy" of main character.
2) Characteristics of a character can be revealed through:
• his/her physical appearance
• what he/she says, thinks, feels, dreams and what he/she does or
does not do
• what others say about him/her and how others react to him/her
3) Characters can be:
• Round - Fully developed personalities that are affected by the
story's events; they can learn, grow, or deteriorate by the end of
13
the story. Characters are mostly convincing when they resemble
real people by being consistent, motivated, and life-like.
Example: In the Disney movie Beauty and the Beast, the
protagonist, Belle, is a round character. She is fully developed and
has several layers to her personality. At times Belle may be caring
and gentle with her father, but at the same time she shows wit and
strength when warding off the undesirable suitor, Gaston.
• Flat - One-dimensional character
Example: In Disney’s Finding Nemo, the sea turtle, Crush, is an
example of a flat character. Crush personifies the stereotypical
“surfer-dude” in the film with his constant use of the word “dude”.
This turtle is a minor character in the film and does not have
complexity to his personality like the main characters.
• Dynamic - Character who does go through change and "grows"
during a story.
Example: In the movie Harry Potter and the Chamber of Secrets,
Harry, the protagonist has experienced inner conflict which makes
him a dynamic character. Harry perceives that he shares some
abilities similar to Tom Riddle, who becomes the evil, Lord
Voldemort, and this makes him worry that he might also turn out to
be an evil character.
• Static - Character does not go through a change.
Example: Scar, in the movie The Lion King, is an excellent example
of a static character. Scar is a sly and a clever brother of the Lion
King. This cunning character plots to kill Simba and his father. As
the film goes on, Scar does not go through any changes, keeping
his personality traits until the end.
IV. Point of View - The angle from which the story is told.
1) First Person - Story told by the protagonist or a character who interacts
closely with the protagonist or other characters; speaker uses the
pronouns "I", "me", "we".
2) Second Person - Story told by a narrator who addresses the reader or
some other assumed "you"; speaker uses pronouns "you", "your", and
"yours".
3) Third Person - Story told by a narrator who sees all of the action; speaker
uses the pronouns "he", "she", "it", "they", "his", "hers", "its", and "theirs".
This person may be a character in the story.
V. Theme - Central message, "moral of the story," and the underlying meaning of a
fictional piece; may be the author's thoughts on the topic or view of human nature.
Now, do the activities and

exercises to help you master the
skills needed to develop in this
lesson.
14
What’s More
Task 5 MIX AND MATCH
Select the appropriate term that best completes the statement. Write your
answers on a separate sheet of paper.
A. character F. plot
B. setting G. problem/conflict
C. theme H. solution
D. main idea I. climax
E. exposition J. point of view
1. When and where a story takes place

2. What’s happening, the how and the why of a story
3. Who or what a story is about
4. How the problem of a story is solved or the goal is reached
5. Topic or subject of a story
6. The overall difficulty that the main character(s) face
7. This is the turning point of a story, just before the falling action
8. Can be summed up on one or 2 sentences and contains the most important
information in a piece
9. Beginning of the story; characters, background, and setting revealed.
10. The angle from which the story is told.
Task 6 CONNECT AND KINECT

Accomplish the table below to have an overall grasp of the short story “The
Necklace” using the structuralist and formalist approach. Write your answers on a
separate sheet of paper.
Place:
SETTING Time:
Mood/Atmosphere:
Exposition:
PLOT Rising Action:
Climax:
Falling Action:
Denouement/Resolution:
CONFLICT External:
Internal:
POINT OF VIEW Identify who is telling or narrating the story
(first, second or third person).
CHARACTERS/CHARACTERIZATION Protagonist:
Antagonist:
THEME List any themes in the story:
15
What I Have Learned
Task 7 MY REFLECTION
Having successfully accomplished the tasks in this lesson, you now have
something to remember. For this, complete the following statements below. Write
your answers on a separate sheet of paper.
The lesson presented was all about _____________________________________.

The insights I gained are ______________________________________________.
These insights made me ______________________________________________.
What I Can Do
Task 8 STORY GRAMMAR

Recall any of your favorite short stories and construct a story grammar using
the diagram below. Use a separate sheet of paper for this task.
Title of the Story
Setting Theme Plot Resolution
Location Goal Episode A Outcome

Character
Time Episode B
Task 9 STORY DIAGRAM

After your story diagram, write an outline of the story. Use the format below.
Title:
Author:
Settings:
Main Characters:
Conflict:
Events:
Conclusion:
16
Assessment
Task 10 TEST YOURSELF
Read carefully the questions in each item and choose the letter of the correct
answer. Write the letter of the most appropriate answer on a separate sheet of
paper.
1. It refers to place, time, weather condition, social condition, and even mood or
atmosphere.
A. characters B. conflict
C. plot D. setting
2. It is the sequence of events in a story or play.

C. plot D. setting
3. It is the opposition of forces which ties one incident to another and makes the plot
move.
C. plot D. setting
4. It refers to the person in a work of fiction and the characteristics of a person.
C. plot D. setting
5. It is the turning point of the story and the highest point of interest.
6. This is where the events in the story become complicated and the conflict in the
story is revealed.
7. It is when the setting and the characters are revealed.

A. characters B. exposition
C. plot D. point of view
8. The good-natured character is called __________.

A. antagonist B. external
C. internal D. protagonist
9. If I told you this story that takes place in a jungle on a mysterious island sometime
in the 1930s/1940s involving an eccentric hunter, I would be describing what
aspect of the story?
17
A. plot B. setting
C. character D. theme
10. Which part of the story is the conflict resolved?
11. The point of view that is told from one character’s perspective and uses
pronouns such as “he” and “she” is ___________.
A. narrator B. first person
C. second person D. third person
12. The conflict begins and develops which part of the plot?
A. conclusion B. exposition
13. What is a feeling of a story called?

A. time B. mood
C. weather D. social conditions
14. What is the perspective from which a story is told?

A. plot B. reader’s view
C. point of view D. character’s view
15. What literary approach analyses the material by examining underlying

structures, such as characterization or plot, and attempted to show how these
patterns could be used to develop general conclusions?
Additional Activities
Task 11 PUZZLE UP
Complete the crossword puzzle on the next page by filling in a word that fits
each clue. Write your answers on a separate sheet of paper.
18
STORY ELEMENTS
1
2 3 4
5 6
7 8
9 10
11
12 13 14
15 16 17
18
19 20
21 22
23
24 25
26
Across Down
5. the development of the story 1. the time and place a story occurs
10. the final end of the story 2. the main person, animal, or object in
12. the author's message to the a story
reader 3. the action in the story
15. the sequence of events in a story 4. explains the basics of a story
16. events that lead to the end of a 6. part of the story that introduces the
story characters, setting, and conflict
19. the character does not change 7. the "bad guy" in a story
20. this message can be stated 8. this kind of character changes
directly or implied because of the story's events
23. part of the story where the author 9. this struggle can be internal or
ties up loose ends external
24. one who opposes the main 11. part of story where the conflict is
character solved
25. a struggle in the story 13. the kind of character that stays the
26. where and when the story takes same throughout the story
place 14. an example of internal conflict
17. the turning point of the story
18. the "good guy" in the story
21. the highest point of interest in a
story
22. the problem in a story
19
20
Lesson
2 Marxist Approach
What I Need to Know
In this lesson, you will learn to appreciate literature in a different approach

which focuses on the power struggles of characters. You will be able to see a new
perspective of understanding a selection which is beneficial to human’s life.
As you go through with this lesson, you are expected to:
 examine a selection with a focus on the power struggles of characters
(Marxist) (EN10RC-IIIc-22.3); and
 analyze characters from a selection through Marxist approach.
What I Know
For sure you want to feel

great and be smart. So, take the
pretest now. Good luck!
Task 1 SELF-CHECK
Read the questions carefully and choose the letter of the correct answer.
Write
your answers on a separate sheet of paper.

D. One that analyses whether Karl Marx would have approved of a
piece of literature.
3. What is the name for the class of people that are oppressed in Marxist view of
society?
A. Communists B. Bourgeoisie, or the haves
C. Proletariat, or the have-nots D. There was no name for these
people
4. Which of these is not a criticism of a Marxist view of law?
A. Protect property rights of subordinate class
B. Very easy to find non-repressive benevolent laws
C. Attributes of particular judges in reaching decisions can be repressive
D. Biographical perception of judges criticized as they operate within
restraints.
5. What made the Disney Movie Cinderella Marxist?

A. Cinderella married a prince.
B. Cinderella got a fairy god-mother.
C. Cinderella lived happily ever after at the end of the movie.
D. Cinderella was maltreated by her step mother and step sisters.
6. The only way to put an end to war is to overthrow the bourgeoisie. Which word in
the sentence relates to Marxism?
A. bourgeoisie B. end
C. overthrow D. war
7. Which of the following situations shows Marxism?

A. When a child is sent to a prestigious school
B. When the poor is less powerful than the rich
C. When parents were left behind by the children
D. When a wife works and the husband stays at home
8. Which of the following movies can Marxist approach be best applied?

A. Harry Potter B. Iron Man
C. The Hunger Games D. Twilight
9. Which of the following is NOT true about Marxist approach?

A. Karl Marx is the founder of Marxist criticism.
B. Marxist criticism answers the question, “Is the author male or female?”
C. To show how a social class affects a story is one purpose of Marxist
criticism.
D. The Marxist critic is a careful reader or viewer who keeps in mind issues of
power and money.
10. Which of the following analysis depicts Marxist approach?

A. In the story, the characters have proven that true love waits.
B. The story tells a message that with God nothing is impossible.
C. In the story, the society depicted an unequal distribution of goods.
D. The story serves as a reminder that when there is light there is hope.

A. Power is important. B. Nothing is important.
C. Social class is important. D. Tension between the rich and the
poor is focused in the story.
12. In Marxist theory, those who own property and the means of production are the
____________________.
A. bourgeoisie B. poor
C. proletariat D. wealth
13. Which of the following questions is used in critiquing literature using Marxist
approach?
A. Is the author male or female?
B. What literary devices are used in the text?
C. How do characters overcome oppression?
D. How does the text play out ethical principles?
14. Which of the following movies shows oppression of the poor?

A. E.T. B. Frozen
B. Les Mesirables D. Life of Pi
15. Which of the following literary characters had experienced power struggles?
A. Cinderella B. Mulan
C. Snow White D. all of the above
Very good! Keep up the

good work by studying this
module very well.
What’s In
Task 2 RECALL AND RELATE

Recall the story “The Necklace” and relate the theme of the story to your
personal experience where you tend to sacrifice something because of your personal
desires and ambitions. Did you have any regrets of doing it? Why? Why not?
Write your answer on a separate sheet of paper.
What’s New
Task 3 PICTURE ANALYSIS
Study the picture below and answer the questions that follow. Write your
answer on a separate sheet of paper.
Process Questions:
Source: https://www.njlifehacks.com/materialism-happiness/
What does the picture show?
What conclusions can be drawn from the picture itself?
Do you have a personal experience which you can relate to the
scenario shown from the picture? Share your answer.
What Is It
Task 4 LOOKING THROUGH A DIFFERENT PERSPECTIVE
What is Marxist Criticism?

When you read a piece of literature, you’re not just reading a story, but you’re
getting a glimpse into a different culture and society. So what is that society like? Is it
like yours? Do the rich and powerful have all the control? And what even inspired the
author to create this society in the first place? These are all sorts of questions asked
in Marxist Criticism, which reviews a work of literature in terms of the society it
presents.
Marxist gets its name form Karl Marx, the German philosopher who wrote The
Communist Manifesto. In it, Marx and co-author Friedrich Engels argue that all of
history is about the struggle between the haves and have-nots. They predicted that
one day, the proletariat or the have-nots, will throw off the oppression of the
bourgeoisie or those with means and power. In other words, Marxist Criticism is a
careful reader or viewer who keeps in mind issues of power and money.
Why do this?
 to show how money or lack of it affects a story
 to show how social class affects a story
 to give the poor, invisible, or disenfranchised a voice in literature
 to evaluate whether class and inequality is a driving force in our society
What’s More
Task 5 TRUE OR FALSE

Write T if the statement is TRUE and F if the statement is FALSE. Write
your answer on a separate sheet of paper.
_______ 1. The Marxist critic is a careful reader or viewer who keeps in mind issues
of power and money.
_______ 2. Marxist criticism answers the question, “Is the author male or female?”
_______ 3. To show how a social class affects a story is one purpose of Marxist
criticism.
_______ 4. Marxist focuses on the structure and elements of a literary work.
_______ 5. Karl Marx is the founder of Marxist criticism.
_______ 6. The Communist Manifesto was written by Karl Marx.
_______ 7. Proletariat and bourgeoisie are common terms in Marxist approach.
_______ 8. Author’s background is relevant to Marxist approach.
_______ 9. Gender is the common issue in Marxist approach.
_______ 10. The struggle between the haves and the have-nots is the main
concern of Marxism.
Task 6 FIGURE IT OUT

Analyze a character by completing the character chart. Use a separate sheet
of paper for your output.
Characters Actions Words Motives

Mathilde
Madame Forestier
Process Questions:
 How did they face the conflicts through their words, actions, and motives?
 Based on your analysis of the two characters, who is more effective in
responding to the people’s needs?
What I Have Learned
Task 7 MY REFLECTIVE LETTER

Write a letter to the author of the story. Follow the format below. Use a
separate sheet of paper for your output.
Dear Guy de Maupassant,
After reading the story “The Necklace”, I realized that ___________________.

I learned that ___________________________________.
Sincerely yours,
_____________
What I Can Do
Task 8 JINGLE ALL THE WAY

Compose a short jingle that depicts the theme of the story. Use a separate
sheet of paper for your output.
Assessment

Read the questions carefully and choose the letter of the correct
answer. Write your answers on a separate sheet of paper.
1. What is the name for the class of people oppressed in Marxist view of society?
A. Communists
B. Bourgeoisie, or the haves
C. Proletariat, or the have-nots
D. There was no name for these people
2. Which of these is not a criticism of a Marxist view of law?

A. protection of property rights of subordinate class
B. very easy to find non-repressive benevolent laws
C. attributes of particular judges in reaching decisions can be repressive
D. biographical perception of judges criticised as they operate within
restraints
3. Which of the following questions is used in critiquing literature using Marxist

approach?
B. What literary devices are used in the text?
C. How do characters overcome oppression?
D. How does the text play out ethical principles?
____________________.
C. proletariat D. wealthy

D. One that analyses whether Karl Marx would have approved of a piece of
literature.
6. Which of the following analysis depicts Marxist approach?

A. In the story, the characters have proven that true love waits.
B. The story tells a message that with God nothing is impossible.
C. In the story, the society depicted an unequal distribution of goods.
D. The story serves as a reminder that when there is light there is hope.
7. Which of the following movies shows oppression of the poor?

A. E.T. B. Frozen
B. Les Mesirables D. Life of Pi
8. Which of the following literary characters had experienced power struggles?

A. Cinderella B. Mulan
C. Snow White D. all of the above
10. What made the Disney Movie Cinderella Marxist?
A. Cinderella married a prince.
B. Cinderella got a fairy god-mother.
C. Cinderella lived happily ever after at the end of the movie.
D. Cinderella was maltreated by her step mother and step sisters.
11. The only way to put an end to war is to overthrow the bourgeoisie. Which word in
the sentence relates to Marxism?
A. bourgeoisie B. end
C. overthrow D. war
12. Which of the following situations shows Marxism?

A. When a child is sent to prestigious school
B. When the poor is less powerful than the rich
C. When parents were left behind by the children
D. When a wife works and the husband stays at home
13. Which of the following movies can Marxist approach be best applied?
A. Harry Potter B. Iron Man
C. The Hunger Games D. Twilight

A. Karl Marx is the founder of Marxist criticism.
B. Marxist criticism answers the question, “Is the author male or female?”
C. To show how a social class affects a story is one purpose of Marxist
criticism.
D. The Marxist critic is a careful reader or viewer who keeps in mind issues of
power and money.

A. Power is important.
B. Nothing is important.
C. Social class is important.
D. Tension between the rich and the poor is focused in the story.
Task 10 READ AND CITE

Read a story or watch a movie that you like. Cite certain scenarios or
situations that depict power struggles of characters. Use a separate sheet of paper
for your output.
Lesson
3 Moralist Approach
What I Need to Know

In this lesson, you will learn another literary approach that will enable you to
appreciate literature more. This lesson will make you realize that literature is more
than just the physical aspect and structure instead, it is the content that really
matters that give the readers significant lessons in life.
 draw conclusion on how effective is the treatment of the underlying or
overarching issue concerning human experience (moralist) (EN10RC-
IIIb-22.2); and
 relate significant lessons from a selection to real-life experience.
Just like the previous lesson, you will

take the pretest to measure how far you know
the lesson. Please do your best.
What I Know
Task 1 SELF-CHECK
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. What is the message of the passage?
A crow perishing with thirst saw a pitcher, and hoping to find water,
flew to it with delight. When he reached it, he discovered to his grief that it
contained so little water that he could not possibly get at it. He tried everything
he could think of to reach the water, but all his efforts were in vain. At last, he
collected as many stones as he could carry and dropped them one by one
with his beak into the pitcher, until he brought the water within his reach and
thus, saved his life.
A. Nobody is perfect.
B. If at first you don’t succeed, try and try again.
C. Physical activity will help you when you least expect it.
D. You can lead a horse to water but you can’t make it drink.
2. What conclusion can be drawn for the passage below?
Salmon are born in fresh water but travel to salt water to live their lives
and then travel back upstream to where they spawn more salmon before they
die. Salmon traveling upstream are very determined to get back to where they
were born. They fight against currents, whirlpools, and waterfalls; even though
man has placed some obstacles in the salmon’s way by building dams or
rivers. Once the salmon reaches its birthplace, it lays eggs. These eggs
hatch, and the process begins again.
A. Salmon are lazy fish.
B. Salmon fight against the currents.
C. Salmon like to stay where they are born
D. When man develops more land, it will be more difficult for the salmon
to survive
3. You can conclude that salmon ______________________________________.

A. are born in saltwater B. live for a very long time
C. is an expensive fish to eat D. can’t survive in fresh water
For numbers 4 and 5:
Justin was always prepared. His motto was “never throw anything out,
you never know when it might come in handy.” His bedroom was so full of flat
bicycle tires, bent tennis rackets, deflated basketballs, and games with
missing pieces that you could barely get in the door. His parents pleaded with
him to clean out his room. “What use is a fish tank with a hole in the bottom?”
his father asked. But Justin simply smiled and repeated his motto, “Never
throw anything out, you never know when it might come in handy.”
4. What does Justin’s motto mean?

A. Being organized is a good trait.
B. Keeping old things might help you become rich.
C. It is always nice to keep things of no use already.
D. Things that you think are useless may be of use again in urgent cases.
5. What character trait does Justin show?

A. carefulness B. frugality
C. perseverance D. resourcefulness
6. The line “Nothing in the world is single; All things by a law divine in another’s being
mingle” signifies that ______________.
A. no man is an island
B. stimulus triggers a response
C. interrelationship among entities exists
D. every being is complement of another
7. “The winds of heaven mix forever with a sweet emotion.” This means that _____.
A. Air from heaven is sweet and fresh.
B. Air that people breathe makes people emotional.
C. People regardless of race are blessed with a free air to breathe.
D. God, regardless of race, recognizes people as His children and blesses
them with life.
8. “No sister flower could be forgiven if it disdained its brother.” This connotes ____.
A. Relatives should be helped.
B. Law of God and man shall prevail if one sinned.
C. Brothers and sisters should not be forgiven if erred.
D. No matter how beautiful one is, if sinned should be punished.
9. “Through your loving existence and nonexistence merge, all opposites unite.”
This reflects _______________.
A. unity of enemies B. diversity is good
C. possibility of love everywhere D. oneness of nature and all other
beings
For numbers 10 - 13, read the poem “Coming Home” and then, answer the questions
that follow.
Coming Home
When we’re driving, in the dark, on the long road to Provincetown,

which lies empty for miles, when we’re weary, when the buildings
and the scrub pines lose their familiar look,
I imagine us rising from the speeding car,
I imagine us seeing everything from another place – the top
of one of the pale dunes or the deep and nameless fields of the sea
and what we see is the world that cannot cherish us
but which we cherish, and what we see is our life
moving like that, along the dark edges of everything – the headlights
like lanterns sweeping the blackness –
believing in a thousand fragile and improvable things,
looking out for sorrow, slowing down for happiness,
making all the right turns right down to the thumping
barriers to the sea, the swirling waves,
the narrow streets, the houses, the past, the future,
the doorway that belongs to you and me.
10. What could be the reason for the speaker’s anxiety in the poem?
A. It is still a long way to their house.
B. The driver is in trouble of losing direction.
C. There are no gasoline stations for refueling.
D. She and her companion are heading towards a dark provincial road.
11. The persona said that the world cannot cherish them but which they do,
this means that ______________.
A. She hates province.

B. She doesn’t like the provincial scenery.
C. She has prejudices towards provincial life.
D. She has positively treated nature and the mother earth.
12. The line “believing in a thousand fragile and improvable things, looking out for
sorrow” affirms that life’s journey is ________________________________.
A. full of pessimism
B. unpredictable and uncertain
C. full of promises to be broken
D. undeniably challenging and worth travelling
13. The line “along the dark edges of everything – the headlights like lanterns
sweeping the blackness” signifies that _____________________________.
A. Hard work brings glory.
B. Headlights bring security and safety.
C. Dark places are lighted by headlights
D. There is hope because there is solution to every problem.
For numbers 14 and 15, read the selection and answer the questions that follow.
There are no guarantees in life but it is a sure thing that you will get back what you
give. If you give 100% of your attention, energy, and time to a thing, you will get back
exactly the same. Spending your time and attention focused on what you cannot do and
do not have assures that more of the same will come. When you concentrate only to lack,
weakness, fault, and blame, it is sure to become a reality.
Nobody has everything, but everybody has something. Use what you have right
now! Use it wisely, freely, and with love. Wherever you are, use your time, energy, and
talents to do the best you can right now. Give no thought to what is missing. Spend no
time wishing what was better. Make sure you give all that you have: your talents and
assets, and make sure you will get all that you need.
14. What value is emphasized in the selection?

A. asking for help from others
B. giving thought to what is missing
C. giving and doing the best you can
D. spending one’s time thinking what one can’t do
15. What common belief is expressed in the selection?

A. One reaps what one sows.
B. One learns from experience.
C. One can’t give what one doesn’t have.
D. One should follow in others’ footsteps.
What’s In
Task 2 SAY WHAT YOU SEE
Share your viewpoints on the following pictures. Relate your perspective on
today’s events. Use a separate sheet of paper for your responses.
Photos taken by the author
Guide Questions:
1. How important is nature to you?
2. Do you live in an environment same as the pictures shown above?
Describe the current environment you are living today.
3. As a youth of today’s generation, how can you help to save Mother Earth?
What’s New
Task 3 READ BETWEEN THE LINES
Read the poem entitled, “God’s Grandeur” by Gerard Manley Hopkins and
try to infer the overall message of the poem.
God’s Grandeur
Gerard Manley Hopkins
The world is charged with the grandeur of God.

It will flame out, like shining from shook foil;
It gathers to a greatness, like the ooze of oil
Crushed. Why do men then, now not wreck his rod?
Generations have trod, have trod, have trod;
And all is seared with trade; bleared, smeared with toil;
And wears man’s smudge and shares man’s smell: the soil
Is bare now, nor can foot, being shod.
And for all this, nature is never spent;

Their lives the dearest freshness deep down things;
And though the last lights off the black West went
Oh, morning, at the brown brink eastward, springs-
Because the Holy Ghost over the bent
World broods with warm breast and with ah! Bright wings.
Comprehension Check:
Source: https://www.poetryfoundation.org/poems/44395/gods-grandeur
1. What is the overall message of the poem?
2. Was the author effective in expressing his message?
Share your reasons.
3. How did the author express the cause and effect of
man’s
attitude towards nature?
What Is It
Task 4 MORAL LESSON
Moralist Criticism is a type of literary critique that judges the value of

the literature based on its moral lessons or ethical teachings. In simpler
terms, it determines the worth of literature by seeing if it encourages
good out of the reader. For a moral criticism, it evaluates the maturity,
sincerity, honesty, sensitivity, and courage of literature.
Questions/Points to Consider:
 If the author seeks corruption or negative influence.
 The moral and ethical teachings the author presents.
 How does the text play out ethical principles?
 Is a practical, moral, or philosophical idea being presented?
What’s More
Task 5 EFFECTIVE OR NOT

Complete the table below to make sense of how effective or ineffective the
treatment is of the underlying or overarching issue concerning human experience
using the lines from the poem “God’s Grandeur”. Use a separate sheet of paper for
this task.
Lines from the Effective Reasons Ineffective Reasons

Poem
What I Have Learned
The gifts of nature are countless, but we only appreciate their importance
when we don’t have them or lose them. Just imagine a single day without seeing the
daylight. Would life be worth living? Accomplish the graphic organizer to share your
thoughts. Use a separate sheet of paper for this task.
1. _____________________________
_____________________________
_____________________________
Thus, I realized that in life, 2. _____________________________

I MUST _____________________________
_____________________________
3. _____________________________
_____________________________
What I Can Do
Task 7 FOR NATURE’S SAKE
Identify the persons or groups of persons who are responsible for the
destruction of our environment. Then, write a letter addressed to those persons to
express your feelings of concern and to discourage such persons from continuing
the destruction of our environment. For example, write a letter to the congressmen or
senators and express your concern for the environment.
You are almost through with

the lesson. To assess your gains,
take the assessment.
Assessment

Read the texts carefully and answer the questions pertaining to it. Write the
chosen letter on a separate sheet of paper.
Solidarity is in fact the key to start this new way of life. Past generations and
generations to come need to respect each other and the planet, and care for the
community of life. One should never benefit from something now, which will
eventually have a problematic effect on future generations. A practical example is
that of genetic engineering. This technology opens up a new dimension for the world.
It makes alteration of DNA possible. The immediate effects are very positive as they,
for example, can make a plant produce more seeds and furthermore, no pests will
feed on them. Yet, the downside to all these will only be seen in the future. Once the
structure of DNA is altered, it would be impossible to change. Another negative
impact that future brings will face is the fracture of the feeding cycle. Therefore, it is
essential for all to protect one another, as all generations are interrelated, which
means that whatever happens today speaks about the relationship of the present
with past and future generations.
1. The paragraph suggests that ___________.

A. The future is uncertain.
B. One has nothing to do with the past.
C. One’s failure can never be recovered.
D. Whatever decision and action one does has an effect on the future.
2. The paragraph emphasized the necessity to _____________.

A. keep food and friendship for survival
B. protect one another in order to survive
C. interact or socialize to build relationship
D. conserve energy and natural resources
For numbers 3 – 5, read the poem and answer the questions that follow.
Flower in the Crannied Wall

by Lord Alfred Tennyson
Flower in the crannied wall

I pluck you out of the crannies,
I hold you here root and all, in my hand,
Little flower – but if I could understand
What you are, root and all, and all in all
I should know what God and man is.
3. What can be inferred about the author’s spiritual beliefs?

A. He mocks God’s powers. B. He doubts God’s existence.
C. He believes in God’s power. D. He disregards God’s promises.
4. What value is emphasized in the poem?

A. Loyalty B. Temperance
C. Reverence D. Honor
5. What is the theme of the poem?
A. God’s wonderful gifts are difficult to grasp.
B. Man’s favorite natural wonder is the flower.
C. God’s wisdom can be understood in His creations.
D. Flowers are wonderful because they delight the senses.
6. Which of the following statements can be considered as the theme of the text?
People on the outside think there’s something magical about writing, that
you go up in the attic at midnight and cast the bones and come down in the
morning with a story, but it isn’t like that. You sit in back of the typewriter and you
work, and that’s all there is to it. - Harlan Ellison
A. Writing is a series of hard work and requires a lot of perseverance.
B. Writing is an act of faith. The writer must believe in his work before others
believe in him.
C. Writing is a craft that is viewed by non-writers as an occupation for the
nerds and weirdoes.
D. Writing is a series of inspirations about people and a whole lot of hard work
on those inspirations.
7. Which is not true about a theme?

A. It should be a specific portion about life.
B. It comments upon the reality of existence.
C. It is described as the significant truth about life.
D. It is the general point that the story attempts to make.
For numbers 8 – 9, read the excerpt of the poem and answer the questions that
follow.
Child, you are like a flower so sweet and pure and fair;
I look at you and sadness comes on me, like a prayer.
I must lay my hands on your forehead and pray God to be sure
To keep you forever and always so sweet and fair – and pure.
8. The theme of the poem is ________________.

A. a blessing B. a father’s prayer
C. on a child’s innocence D. a father’s great love to a daughter
9. The values implied are _________________.

A. being loving and caring B. being nonsense and callous
C. being prayerful and peaceful D. being affectionate and prayerful
For numbers 10 – 14, read the excerpt of the poem and answer the questions that
follow.
Faith believes in possibilities. It is the ability to carry with our plans or to be true
to our work even though we feel discouraged or tired. It is staying active in
relationships even when we receive little in return or when our friends aren’t able to
respond. If there were no doubts, there would be no need for faith. Faith is temporarily
putting our doubts on the shelf and working toward our goals. Faith is trusting that
help and support will be there for us even though they’re not in view. It is looking at a
map and choosing a new destination, getting on the road to go there, and trusting that
the marks on the map symbolize a real place that we will find.
10. Based on the introduction, what does faith imply?
A. looking at a map B. a temporary doubt
C. getting on the road D. a belief in possibilities
11. What will happen if there is no doubt?

A. Confusion will occur. B. People will get discouraged.
C. There will be no relationships. D. There will be no need for faith.
12. What can we infer from the selection?
A. There is no need for faith. B. Faith knows you are right.
C. There are no sure things in life. D. Faith believes amid uncertainties.
13. What is the main idea of the passage?

A. How to have faith B. Where to find faith
C. The meaning of faith D. The significance of faith
14. What could be the best title for this?

A. Faith B. The Many Possibilities of Faith
C. A World Full of Faith D. The Need of Faith
C. Marxist D. moralist
Task 9 LESSON LEARNED

Recall any of your favorite literary short stories, novels or poems. Take note of
its theme, values and lessons implied by filling in the table below. Use a separate
sheet of paper for this task.
Title of the
Theme Values Implied Lesson/s Learned
Literary Piece
You must feel greatly inspired
now! You’re done with the second
lesson of the module. Keep it up and
let’s move on to Lesson 3.
Lesson
4 Feminist Approach
What I Need to Know
In your previous lessons, you learned to see literature in different perspectives

like how structure and its elements create meaning to the selection and looking to its
deeper context to relate significant experiences to human life.
In this lesson, your views and thoughts in understanding literary text will be
broadened as you learn another literary criticism which involves gender equality.
 recognize gender relationships of characters (feminist) (EN10RC-IIId-
22.4), and;
 realize the feminine side of literature.
Now, you are ready to take

the pretest. Good luck!
What I Know
Task 1 SELF-CHECK
answer. Write your answers on a separate sheet of paper.
1. Feminism is no longer ________________.

A. diverse B. organized
C. homogenous D. patriarchal society’s property
2. Feminist criticism in general has moved away from exposing male bias and
towards _________________.
A. advocating lesbian-only criticism
B. acknowledging women’s inferiority to men
C. studying women’s texts and women authors
D. none of the above
3. Feminist criticism ____________________.

A. is concerned with the marginalization of women in a patriarchal culture
B. tries to explain how the subordination of women is reflected in or
challenged by literary texts
C. tries to examine the experiences of women from all races, classes, and
cultures
D. all of the above
4. Feminist criticism includes all these except for _____________________.
C. how women is given importance to literature
D. how to make feminist readings visible to readers
5. One of the strengths of Feminist Criticism is _____________________.

A. it ignores the author’s intention
D. it divorces literature from its larger cultural context

to analyze the piece.
A. False B. Maybe
C. Not Sure D. True
7. What is the purpose of feminist theory?

A. to advocate for women’s rights
B. to counter stereotypes about women
C. to create literary subjects with which female readers can identify
D. All of the above answers are correct.
8. Which of the following questions does NOT belong to feminist approach?

B. Is the text narrated by a female?
C. What literary technique is used in the text?
D. What types of roles do women have in the text?
For number 9, read the excerpt from the poem “Still I Rise” of Maya Angelou and
answer the question that follows.
You may write me down in history with your bitter, twisted lies,
You may trod me in the very dirt but still, like dust, I’ll rise.
- Maya Angelou
1928-2014
9. What made the lines feminist?

A. The poem was written by a female author.
B. Women before were discriminated and had suffered oppression.
C. Women empowerment was emphasized in the poem.
D. All of the above.
10. Which of the questions belong to feminist approach?

A. What are the values implied in the text?
B. How was the problem in the story being resolved?
C. What is the author’s attitude toward women in the society?
D. How do characters from different classes interact or conflict?
11. Which of the following movies show feminism?
A. Captain America B. Iron Man
C. Spider Man D. Wonder Woman
12. Which of the following movies does not show feminism?

A. Charlie’s Angels B. Captain Marvel
C. Frozen D. Superman
13. Which of the following lines does NOT convey feminism?

A. “Women are weaker than men.”
B. “If you want something said, ask a man; if you want something done, ask a
woman.”
C. “You educate a man; you educate a man. You educate a woman; you
educate a generation.”
D. “You deserve to be here. You deserve to exist. You deserve to take up
space in this world of men.”
14. Which of the following lines suggest feminism?

A. “The souls of women are so small, some believe they have none at all.”
B. “I don’t chase women, I just sit on my wallet and wait for them to come to
me.”
C. “A woman is the full circle. Within her is the power to create, nurture and
transform.”
D. None of the above
15. Which of the following qualities of a mother is relatable to nature?

A. arrogant B. provider
C. selfish D. sickly
How was it? There’s nothing to worry
because the test only aims to find out how
much you know the topic in this lesson.
So, let us begin with our new lesson.
What’s In
Task 2 GIRL POWER

Give your own definition of the word “Feminism” by filling in the graphic
organizer below. Write your answers on a separate sheet of paper.
FEMINISM
What’s New
Task 3 READING TEXT
Read the story below and recognize the feminine side of the selection.
A Beautiful Woman I Cannot Forget
I can still remember what she looked like, that beautiful face and that
charming smile. I recall when I dreamt of this extraordinarily beautiful woman, who
stood before me and opened my eyes to reality. While I was walking along the
garden path, a woman appeared before me out of nowhere. She suddenly held my
hand and spoke to me gently …
She asked me, “Do you know me?” And with hesitation, I replied, “Who are
you?” “I am your mother, your mother who cares for you very much. I raised you to
be the young boys and girls you are now. And I long for your care and love.”
I looked around if there were other boys and girls around, but there was no
one there except me. Why did she call me “boys and girls”? But then suddenly, I
noticed unique things about her, she was so beautiful with her green hair, as green
as the fresh grasses on the hillside. Her blue eyes twinkled as if they’re talking to
me, much like the waves do when they come ashore. Her sun-kissed skin was as
refreshing as the damp soil and her red lips spoke with the love a mother would give
her children. I was really caught by this wild imagination. Then she finally spoke, “I
am Mother Earth.”
I stood still and then she asked me, “Do you believe in the saying, ‘Only a
mother could give her young the best care they need.’? It is I who could and would,
provide you with only the best. And that is because I love you.”
“Why are you here?” I asked.
“I came here to awaken you, the people of the Earth. I want to remind you of
your tasks as caretakers of the Earth, and your responsibility towards your mother. I
want you to make a change, to make up for the things you have done, before it’s too
late.”
And she added, “May I make a request?”
“I’d like to see the fields green and abundant once more, the air crisp and
fresh to breathe and the waters as blue as the sky. I’d like to see the birds flying
freely, the animals running across the fields and the fishes governing the seas. I’d
like to see the environment free from pollution, from man’s abuses and
irresponsibility. And with this, start to plant a seedling, water a plant, or pick up trash.
Start simply by saying, “I love Mother Earth!”
I suddenly woke up from sleep and said to myself, “What I have done lately to
preserve the environment? Have I done anything useful and worthy of my mother’s
love?”
Source:https://www.coursehero.com/file/19655013/10-ENGLISH-ASSIGNMENT QUOTATION/
Process Questions:
1. What are the qualities of nature? Of a mother?

2. How are the words, Mother and Nature, similar/different?
3. Why is nature compared to a mother? Cite concrete examples.
4. Share some experience/s when you realized that nature is like a mother to you.
5. What can you say to the youth of the new generation in connection with this
realization?
6. How does feminism used in the selection?
What Is It
Task 4 FEMINIST SIDE
Feminist Literary Criticism helps us look at literature in a different light. It

applies the philosophies and perspectives of feminism to the literature we read.
Some theorists examine the language and symbols that are used and how that
language and use of symbols is “gendered.” Many feminist critics look at how the
characters, especially the female characters, are portrayed and ask us to consider
how the portrayal of female characters “reinforces or undermines sexual
stereotypes”.
Feminist literary theory also suggests that the gender of the reader often
affects our response to a text. For example, feminist critics may claim that certain
male writers address their readers as if they were all men and exclude the female
reader. Feminist literary critics remind us that literary values, conventions, and even
the production of literature, have themselves been historically shaped by men. They
invite us to consider writings by women, both new and forgotten, and also ask us to
consider viewing familiar literature through a feminist perspective.
Questions to Consider
Feminist Lens:
 Is the author male or female?
 Is the text narrated by a male or female?
 What types of roles do women have in the text?
 Are the female characters the protagonists or secondary and minor
characters?
 Do any stereotypical characterizations of women appear?
 What are the attitudes toward women held by the male characters?
 What is the author’s attitude toward women in society?
 How does the author’s culture influence his/her attitude?
 Is feminine imagery used? If so, what is the significance of such
imagery?
 Do the female characters speak differently that the male characters? In
your investigation, compare frequency of speech for the male characters
to the frequency of speech for the female characters.
What’s More
Task 5 STRONGLY AGREE OR DISAGREE

Take a stand in each statement by writing “Strongly Agree” and “Strongly
Disagree”. Write your answers on a separate sheet of paper.
________ 1. All women should be feminists.
________ 2. All women experience sexism in the same way.
________ 3. Women who describe themselves as “pro-life” cannot be feminists.
________ 4. Feminism should continue to focus on traditionally “feminist issues” like
reproductive rights and economic equality.
________ 5. Feminism should include the rights and needs of transwomen.
________ 6. Feminism should include all issues that impact women, including
environmental justice and immigrants’ rights.
________ 7. The feminist movement should be inclusive to all people who want to
participate.
________ 8. We don’t need feminism anymore.
________ 9. Feminism is concerned with the gender of the author.
________ 10. Feminist literary theory suggests that the gender of the reader often
affects our response to a text.
Task 6 COMPARE AND CONTRAST
Complete the Venn diagram below to compare and contrast the words,
Mother and Nature. Use a separate sheet of paper for your output.
Mother Nature
What I Have Learned
Complete the following statements. Write your answers on a separate sheet
of paper.
The part which I like the most in this lesson is ___________ because ___________.
The least that I like in this lesson is _______________ because _______________.
I realize that I still have to improve in _____________ for me to be _____________
__________________________________________________________________.
The lesson presented is significant for me because _________________________
__________________________________________________________________.
What I Can Do
Task 8 A SONG FOR MOTHER EARTH

Compose a song for Mother Earth. Consider the feminist approach in writing
your song. Use a separate sheet of paper for your output.
You are almost through with the

lesson. Evaluate how much you have
learned from it by taking the
assessment.
Assessment

answer. Write your answer on a separate sheet of paper.
1. One of the strengths of Feminist Criticism is ________________.

A. it ignores the author’s intention
D. it divorces literature from its larger cultural context
2. Which of the questions belong to feminist approach?
A. What are the values implied in the text?
B. How was the problem in the story being resolved?
C. What is the author’s attitude toward women in the society?
D. How do characters from different classes interact or conflict?
3. Which of the following movies shows feminism?

A. Captain America B. Iron Man
C. Spider Man D. Wonder Woman
4. Feminist criticism __________________.

B. tries to explain how the subordination of women is reflected in or
C. tries to examine the experiences of women from all races, classes, and
cultures
D. all of the above
5. Which of the following lines suggests feminism?

A. “The souls of women are so small, some believe they have none at all.”
B. “I don’t chase women, I just sit on my wallet and wait for them to come to
me.”
C. “A woman is the full circle. Within her is the power to create, nurture and
transform.”
D. None of the above

to analyze the piece. This statement is _________________.
A. False B. Maybe
C. Not Sure D. True
7. Feminist criticism includes all these except for ___________________.

C. how women is given importance to literature
D. how to make feminist readings visible to readers
8. Which of the following lines does NOT convey feminism?

A. “Women are weaker than men.”
B. “If you want something said, ask a man; if you want something done, ask a
woman.”
C. “You educate a man; you educate a man. You educate a woman; you
educate a generation.”
D. “You deserve to be here. You deserve to exist. You deserve to take up
space in this world of men.”
towards ___________________________________________.
10. Which of the following questions does NOT belong to feminist approach?
B. Is the text narrated by a female?
C. What literary technique is used in the text?
D. What types of roles do women have in the text?
11. Feminism is no longer _________________.

C. homogenous D. patriarchal society’s property
12. What is the purpose of a feminist theory?

A. to advocate for women’s rights
B. to counter stereotypes about women
C. to create literary subjects with which female readers can identify
D. All of the above answers are correct.
13. Which of the following movies does not show feminism?

A. Charlie’s Angels B. Captain Marvel
C. Frozen D. Superman
14. Which of the following qualities of a mother relate to nature?

A. arrogant B. provider
C. selfish D. sickly
15. What makes this line by Maya Angelou feminist? “You may write me down in
history with your bitter, twisted lies, you may trod me in the very dirt but still, like
dust, I’ll rise.”
A. The poem was written by a female author.
B. Women before were discriminated and had suffered oppression.
C. Women empowerment was emphasized in the poem.
D. All of the above
Task 10 READ AND CITE
Read a story or watch a movie which shows feminism. Cite a character, a

scenario or a dialogue which depicts the feminist side of it. Use a separate sheet of
paper for your output.
You’re almost done with this

module. Let’s now see how much you
have learned from it.
Take the posttest.
Assessment (Post-test)
Read the questions carefully and choose the letter of the correct answer.
Write your answers on a separate sheet of paper.
1. What literary approach analyses the material by examining underlying

structures, such as characterization or plot, and attempted to show how these
patterns could be used to develop general conclusions?
2. If I told you this story takes place in a jungle on a mysterious island sometime in
the 1930s/1940s involving an eccentric hunter, I would be describing what aspect
of the story?
C. setting D. theme
3. Which part of the story is conflict resolved?

4. The point of view that is told from one character’s perspective and uses pronouns
such as “he” and “she” is ________________.
A. narrator first person B. first person
C. second person D. third person
5. It refers to place, time, weather condition, social condition, and even mood or
atmosphere.
C. plot D. setting
For numbers 6 and 7, read the poem below and answer the questions that follow.
Child, you are like a flower so sweet and pure and fair;
I look at you and sadness comes on me, like a prayer.
I must lay my hands on your forehead and pray to God
to be sure to keep you forever and always so sweet and
fair and pure.
6. The theme of the poem is ___________________________.
A. a blessing B. a father’s prayer
C. on a child’s innocence D. a father’s great love to a daughter
7. The values implied are

A. Being loving and caring B. Being nonsense and callous
C. Being prayerful and peaceful D. Being affectionate and prayerful
For numbers 8 and 9, read the selection below and answer the questions that follow.
There are no guarantees in life but it is a sure thing that you will get back what you
give. If you give 100% of your attention, energy, and time to a thing, you will get back
exactly the same. Spending your time and attention focused on what you cannot do and
do not have assures that more of the same will come. When you concentrate only to lack,
weakness, fault, and blame, it is sure to become a reality.
Nobody has everything, but everybody has something. Use what you have right
now! Use it wisely, freely, and with love. Wherever you are, use your time, energy, and
talents to do the best you can right now. Give no thought to what is missing. Spend no
time wishing what was better. Make sure you give all that you have: your talents and
assets, and make sure you will get all that you need.
8. What value is emphasized in the selection?

A. asking for help from others
B. giving thought to what is missing
C. giving and doing the best you can
D. spending one’s time thinking what one can’t do
9. What common belief is expressed in the selection?

A. One reaps what one sows.
B. One learns from experience.
C. One can’t give what one doesn’t have.
D. One should follow in others’ footsteps.
C. Marxist D. moralist
11. What book did Karl Marx write?

A. The Communist Review
B. The Communist Manifesto
C. The Communist Guide to Literature
D. The Adventures of Huckleberry Finn
___________________.
C. proletariat D. wealthy
13. Feminism is no longer ______________.

C. homogenous D. a patriarchal society’s property
towards ______________.
15. Feminist criticism ________________.

B. tries to examine the experiences of women from all races, classes, and
cultures
C. tries to explain how the subordination of women is reflected in or
D. all of the above
Answer Key
Thank you,
Perfect? Excellent! Teacher J. I am now
You have really made full use ready to take the next
of the module. Cheers! modules. I am sure the
You are now ready to lessons I learned from
take the next module. Keep this module will help me
up the good work and good become a good learner.
luck! See you again!
References
American Literature. “The Necklace”. AericanLiterature.com. Accessed. July 2020.
https://americanliterature.com/author/guy-de-maupassant/short-story/the-
necklace
Armstrong Atlantic University. “Formalism”. armstrong.edu.

http://www.write.armstrong.edu/handouts/Formalism.pdf/
Abrahams, M.H. “Marxist Criticism”. A Glossary of Literary Terms. 7th ed. Forth
Worth: Harcourt Brace College Publishers, 1999. 147-153.
Agbas, M.G.Z. et. al. English Bridge Module 5th Edition. Philippines: University of
Southeastern Philippines – Institute of Languages. 2010.
Almonte, L. R. et.al. Celebrating Diversity through Literature – Grade 10 English

Learner’s Material. Philippines: Rex Book Store, Inc. 2015.
Almonte, L. R. et.al. Celebrating Diversity through Literature – Grade 10 English

Teacher’s Guide. Philippines: Rex Book Store, Inc. 2015.
Biddle, A.W. and Fulwiler, T. Reading, Writing and the Study of Literature. NY:
RandomHouse, 1989.
CourseHero. “A Beautiful Woman I Cannot Forget”. CourseHero.com. Accessed July

2020.https://www.coursehero.com/file/19655013/10-ENGLISH
ASSIGNMENT- QUOTATION/
Dana, G. 7th ed. New York: Longman, 1999. 160-66. Print.
Fuller, J.R. A Handbook of Critical Approaches to Literature. USA:Oxford University

Press. Accesssed July 2020.
https://global.oup.com/us/companion.website/9780195394726/student/chapte
r8/qui
Fuller, J.R. Juvenile Delinquency Mainstream and Crosscurrents. 2nd ed.

USA:Oxford University Press. Accesssed July 2020.
https://global.oup.com/us/companion.website/9780199859740/stud/chapter6/
quiz/multiplechoice
Le, K. “Moral Criticism”. Prezi.com. Uploaded 2012.

https://prezi.com/2iou0njas86h/moral-criticism
Lynn, S. Texts and Contexts: Writing About Literature with Critical Theory. 2nd ed.
NY: Longman,1998.
Maupassant, G. “The Necklace.” Trans. Marjorie Laurie. An Introduction to

Fiction. Ed. X. J. Kennedy.
Muñoz, A.M. S.et.al. Functional English for Today IV Textbook in English.

Quezon City, Philippines: Dane Publishing House, Inc. 2000.
Murfin, Ross, and Surpiya M. R. The Bedford Glossary of Critical and Literary Terms.
Boston: Bedford Books, 1997.
Poetry Foundation. “God’s Grandeur”. PoetryFoundation.com. Accessed July 2020.

https://www.poetryfoundation.org/poems/44395/gods-grandeur
Quizizz. “Literary Criticism”.Quizizz.com. Accessed July 2020.

https://quizizz.com/admin/quiz/5df8df8e7ebe55001b2e240a/literary-criticism
Quizizz. “Literary Criticism Quiz”.Quizizz.com. Accessed July 2020.

https://quizizz.com/admin/quiz/5db6113a238f5c001b2e/literary-criticism-quiz
Quizizz. “Literary Lenses”.Quizizz.com. Accessed July 2020.

https://quizizz.com/admin/quiz/5c98b2ffbf5367001a776a2a/literary-lenses
Study.com. “Marxist Criticism: Definition and Examples”. Study.com.net. 2003-2020.

https://study.com/academy/practice/quiz-worksheet-marxist-criticism.html
WordMint LLC. “Story Elements”. WordMint.com. 2020.

https://wordmint.com/public_puzzles/131125
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Development Center (LRMDC)
DepEd Division of Bukidnon

Sumpong, Malaybalay City, Bukidnon
Telefax: ((08822)855-0048
E-mail Address: bukidnon@deped.gov.ph

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Development Team of the Module

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WHAT THIS MODULE IS ABOUT

WHAT I NEED TO KNOW 1

WHAT I KNOW (Pretest) (Monday) 1

Lesson 1: Structuralist/Formalist Approach

What I Need to Know 4

Lesson 2: Marxist Approach (Tuesday)

What I Need to Know 20

Lesson 3: Moralist Approach (Wednesday)

What I Need to Know 27

Lesson 4: Feminist Approach (Thursday)

What I Need to Know 38

Assessment (Posttest) (Friday) 46

Hello, learner! It’s nice to It’s my pleasure

For the facilitator:

How to Learn from this Module

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

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

What is It This section provides a brief discussion of the lesson.

What’s More This comprises activities for independent practice to

What I Have Learned This includes questions or blank

Assessment This is a task which aims to evaluate your level of

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

The following are some reminders in using this module:

Please take the pretest

1. Which element of a story do time and location take place?

2. “Don’t judge a book by its cover”, is an example of what element?

3. Which element tells the angle of the story?

5. It refers to critical approaches in literature that analyze, interpret, or evaluate the

6. What is the message of the passage?

For nos. 7 & 8:

7. You can conclude that __________________.

8. You can conclude that salmon ___________________.

11. What is Marxist criticism?

13. Feminist criticism includes all these except for __________________.

Now, let’s get started.

What I Need to Know

1. Which element of a story does time and location take place?

2. “Don’t judge a book by its cover”, is an example of what element?

3. Which element tells the angle of the story?

4. Which part of a plot is the most exciting?

6. The opposition of forces, essential to the plot is called _______.

7. Man versus man is an example of which category of conflict?

9. Which character opposes the main character?

10. What type of character does not change?

11. This is the final outcome or untangling of events in the story.

12. The problems and complications begin to be resolved in __________.

15. It is a literary approach where the material is analyzed by examining underlying

Task 2 WHAT’S THE WORD

incessantly adv. endlessly; constantly

She turned distractedly toward him.

"I have--I have--I've lost Madame Forestier's necklace," she cried.