English 10 Quarter 1 Module 3
English 10 Quarter 1 Module 3
English
Quarter 1 – Module 3:
Appraising the Unity of Plot,
Setting, and Characterization
in a Material Viewed to
Achieve Writer’s Purpose
English – Grade Ten
Self-Learning Module (SLM)
Quarter 1 – Module 3: Appraising the Unity of Plot, Setting, and Characterization in a
Material Viewed to Achieve Writer’s Purpose
First Edition, 2020
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English
Quarter 1 – Module 3:
Appraising the Unity
of Plot, Setting, and
Characterization in Material
Viewed to Achieve Writer’s
Purpose
Introductory Message
For the facilitator:
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
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.
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For the learner:
The hand is one of the most symbolized part 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!
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.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
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what you learned from the lesson.
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it.
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What I Need to Know
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What I Know
Let us check your prior knowledge about The Elements of a Story by answering the
questions below.
Reading and Literature:
Directions: Read each of the following short passage carefully and write the letter
of your choice on a ½ lengthwise piece of intermediate paper.
_____1. The main point of the article is best expressed in the sentence no. ____.
a. 3 c. 10
b. 4 d. 12
______2. Exploring the sea of goodness, means you are practicing ________.
a. conscientiousness c. kindness
b. humility d. sympathy
______ 4. The kind of evidence used by the writer to support her stand is through _.
a. anecdotes c. statistics
b. examples d. video
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______ 5. The generalization or statement about the passage on life or human
experience is to ___.
a. bring out the best in you c. struggle against the odds
b. stand up for one’s belief d. take strength to bear up the odds.
______6. In which part of the key elements of a short story reveals the problem of
the characters
a. exposition c. theme
b. characterization d. conflict
______ 7. Which of these is the term for the “turning point of the story”?
a. exposition c. climax
b. characterization d. conflict
______ 8. When the author gives some background or needed details to the story
this is known as what term?
a. characterization c. foreshadowing
b. exposition d. point of view
______ 9. The problem of the story also known as which story element?
a. character c. exposition
b. conflict d. resolution
______ 10. Which details the solution for the conflict of the story?
a. climax c. resolution
b. falling action d. rising action
______ 12. Who is the person with which the main character has conflict?
a. antagonist c. principal
b. bad guy d. protagonist
______ 13. What is the time and location in which a story takes place?
a. conflict c. point of view
b. plot d. setting
______ 15. What is a person or animal which takes part in the action of the story?
a. character c. resolution
b. plot d. setting
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Lesson
Personal Characteristics,
1 Connotation and Denotation
Remember: Please wash your hands with soap for twenty (20) seconds before
and after handling your module and worksheets.
None of us is created perfect. All of us are endowed with strengths. At the
same time, we also have weaknesses. Being positive allows us to be better persons
as we capitalize on our strengths and as we address our weaknesses to improve
ourselves.
This lesson allows you to discover how to make the most of your strengths
and improve your weaknesses. How far would you go to know the real you? What
risks are you willing to take to successfully overcome the hurdles of life?
What’s In
What are the prejudices that Daedalus experienced and how did
he overcome each?
What’s New
What do you think are the things that you have difficulty in doing?
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What is It
There are times in which what the characters say are entirely different
from the literal sense. For example: Cardo, act out the role of a Filipino hero.
There could be two things that Cardo would do should he be asked to act it
out. He might be inside the classroom and pretend to be Jose Rizal (as what
the teacher expects him to do) or he could be literally outside the classroom
doing the same action. This is the difference between our lesson.
Today, you are going to discover the strengths and weaknesses of
characters in a given situation. On this part of the module we will also
discuss connotation and denotation. Find out the difference and spot them
from the story Orpheus.
DENOTATION
principal CONNOTATION
dictionary
methods of emotional
definition meanings
describing
literal meaning the meaning of a word
of the word of words with cultural
implications
or social overtones
Taina Taina. (2020). Copy of Denotation and Connotation Venn Diagram. Denotation
and Connotation Venn Diagram. Accessed June 11, 2020.
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What’s More
Activity 1.1
Directions: Read each activity carefully. For this task, please write your answers on
your worksheet.
Joaquin and Cristina are trapped in an abandoned well. They want to be
free! Using the chart below, list down the three individual strengths that Joaquin
and Cristina could use to free themselves from the well.
JOAQUIN CRISTINA
1. In what way could these qualities help them escape from the well?
2. Do you think we could interchange the qualities of Joaquin and Cristina?
What would happen if they interchange their qualities?
Activity 1.2
Knowing the following words will help you as you read “Orpheus.” Remember how
these words are defined.
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Activity 1.3
Answer in 1-2 sentences in your worksheet.
1. What did you notice in the way these words are defined?
2. How do you differentiate A from B?
3. Which is a better way to define a word?
What I Can Do
Activity 1.4
Directions: Use the answers from the previous activity to provide solution to the
given situations. Write your answer on the worksheet provided.
Situation Answer
1. Juancho has a stage fright but he is an excellent
singer.
2. Badiday is a cookery student but she could not
provide for the ingredients needed for their cook
out. Day by day she is losing hope.
Activity 1.5
Direction: Below is a word bank that contains words that describe strengths and
weaknesses. Categorize these words whether they belong to strengths or
weaknesses:
STRENGTHS WEAKNESSES
Read in advance the story of Orpheus found in the next lesson or on page 52-
66 of your book.
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Lesson
Observing the Key Events
2 of the Story
In the previous lesson, you have learned your strengths and weaknesses as
well the two methods of describing the meanings of words (connotation and
denotation).
In this lesson, you will become familiar with the plot parts. A story has parts
that keep it interesting or alive. These are generally named into five elements of the
plot.
To prepare you to the next lesson, how do you think stories are usually
structured?
Activity 2.1
Arrange the following parts of the plot in order. On the right side, the meanings of
each part are clues to what comes first. Write your answers on your worksheet.
What’s In
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What’s New
Activity 2.2
Directions: Read carefully the story entitled “Orpheus” by Alice Low. Answer the
following processing questions on the space provided.
ORPHEUS
retold by Alice Low
There were nine goddesses called Muses. Born out of Zeus and Titaness
named Mnemosyne, each muse presided over a different art of science.
Calliope, one of these sisters, was the inspiration of poets and musicians.
She was the mother of Orpheus (a mortal because his father was one) and gave
to her son a remarkable talent for music.
Orpheus played his lyre so sweetly that he charmed all things on earth. Men
and women forgot their cares when gathered around him to listen. Wild beasts
lay down as they gathered around him as if they were tame, entranced by his
soothing notes. Even rocks and trees followed him, and the rivers changed their
direction to hear him play.
Orpheus loved a young woman named Eurydice, and when they were
married, they looked forward to many years of happiness together. But soon
after, Eurydice stepped on a poisonous snake and died.
Orpheus roamed the earth, singing sad melodies to try to overcome his grief.
But it was no use. He longed for Eurydice so deeply that he decided to follow her
to the underworld. He said to himself, “No mortal has ever been there before, but
I must try to bring back my beloved Eurydice. I will charm Persephone and
Hades with my music and win Eurydice’s release.”
He climbed into a cave and through a dark passage that led to the
underworld. When he reached the river Styx, he plucked his lyre again, and
Cerberus, the fierce three-headed dog who guarded the gates, heard the sweet
music and lay still to let him pass.
Orpheus continued to play his lyre tenderly as he made his way through the
gloomy underworld. The ghosts cried when they heard his sad music. Sisyphus,
who had been condemned to roll a rock uphill forever, stopped his fruitless work
to listen. Tantalus, who had been sentenced to stand in a pool of receding water,
stopped trying to quench his thirst. And even the wheel to which Ixion was tied
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as punishment stopped turning for one moment.
At last Orpheus came to the palace of Hades and Persephone, King and
Queen of the underworld. Before they could offer him to leave, he began his
gentle song, pleading for Eurydice.
When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone
was so moved that, for the first time in all her months in the underworld, her
heart melted.
“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with
Orpheus.” They summoned Eurydice, and the two lovers clasped each other and
turned to leave.
“She must follow you, and you must not look back at her until you are on
earth again.”
Orpheus and Eurydice left the underworld and made their way through the
dark passage that led to the upper world. At last they reached the cave through
which Orpheus had descended.
“I can see daylight ahead” called Orpheus to Eurydice. “We are almost
there.”
But Eurydice had not heard him, and so she did not answer.
Orpheus turned to make sure that she was still following him. He caught
one last glimpse of her arms stretched out to him. And then she disappeared,
swallowed by darkness.
“Farewell,” he heard her cry as she was carried back to the underworld.
Orpheus tried to follow her, but this time the gods would not allow it. And so he
wandered the earth alone. He sang his sad songs to the trees and longed for the
time when he, too, would die and be reunited with his beloved Eurydice in the
underworld.
Almonte, Liza R., Flandez, Lerma L., Hermosa, Angelina Lourdes A.,
Lagustan, Nedia, Mangaluz, Liberty A., Miranda, Elenita R., Mendoza, Paul
Anthony B, et al. “Grade 10 English Learner’s Material: Celebrating Diversity
through World Literature.” 1st ed. Pasig City: Department of Education, 2015. pg. 55
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What is It
Activity 2.3
Directions: In two to four sentences answer the following questions on the blank
provided Use the worksheet provided for you:
What’s More
Activity 2.4
Directions: Read each question carefully. For this task, please write your
answer on the worksheet provided.
Questions:
1. What was the greatest strength of Orpheus? What was his weakness?
2. What effect did Orpheus’ music have on people and gods? Cite two examples
of this.
3. Why did Orpheus decide to rescue his wife from the underworld?
4. Why did Orpheus look back to see if Eurydice was following him?
5. What reasons might the gods have for allowing Orpheus and Eurydice to be
reunited?
6. Explain why the gods gave a condition to Orpheus and to his bride to return
to earth.
7. What main characteristic of this text makes it a myth?
8. To whom does Orpheus owe his talent? Why was he able to win the
sympathy of the gods?
9. In what situations where the gods willing to help humans?
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10. Does the story reveal certain realities about the Greeks? What are these?
11. What does the story reveal about the concept of gods in Greek mythology?
Activity 2.5
Directions: Study the chart below. Supply each corresponding box given the
plot of the story “Orpheus.” Write the letter of the correct answer on worksheet.
ORPHEUS
Column A Column B
1. EXPOSITION
2. RISING ACTION
3. CLIMAX
4. FALLING ACTION
5. RESOLUTION
Sentence Box:
A. Orpheus is a legendary musician, poet, and prophet in ancient Greek
religion and myth. He has the ability to charm all living things and even
stones with his music.
B. Orpheus met and wooed the maiden, Eurydice. They were married.
Directly after their wedding, as the bride walks in the meadow with her
bridesmaid, a viper bit her and caused to death.
D. Desperately, he tried to rush after her and follow her down, but he is not
allowed. The Gods did not allow him to go down to land of the dead the
second time, while he is alive.
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What I Can Do
Activity 2.6
How can you relate to Orpheus’s experiences? Answer in two to five sentences
on your worksheet.
Activity 2.7
This activity further tests your familiarity of the parts of the plot.
Directions: Match parts of the plot in column A with their appropriate meanings in
column B. Write your answer on your worksheet.
Activity 2.8
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Lesson
Characterization and
3 Author’s Purpose
Today you are going to learn how a writer describes the characters and his or her
reason for writing.
Activity 3.1
Directions: Tell us what you know about the following words from Column A and
write your answers to Column B in your worksheet.
Column A Column B
Terminologies My Ideas
1. narrator
2. author
3. characters
4. writing style
What’s In
Task 3.2.
Directions: Before you answer, kindly read again the story of Orpheus. Read the
following questions and write your answer on your worksheet.
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What’s New
The next short reading is all about the reasons of an author in writing a certain
story or text.
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What is It
Activity 3.3
Directions: Read each question carefully. Tick the boxes on your worksheet.
A. Please check the three corresponding boxes if you have observed the
following from the story.
Orpheus described himself as a good musician.
Hades said that Orpheus was sad.
At the end of the story, the persona narrated Orpheus as impatient and
suspicious.
B. Writer’s Purpose! Below are four statements. Check the box that best
describes Alice Low’s reason for writing the story.
Alice Low narrates the events of Orpheus’ rescue of Eurydice from the
Underworld.
Alice Low wants to describe the setting of the story colorfully.
Alice Low’s main purpose in writing the story is to convince that life full of
regrets.
Alice Low hopes to provide scientific information about the story.
What’s More
Activity 3.4
Directions: In two to five sentences, write your takeaways on your worksheet.
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What I Have Learned
Activity 3.5
Directions: Please provide your own understanding of the following based on the
story “Orpheus.”
1.b Behaviour/Attitude
What I Can Do
Activity 3.6
Instructions: Complete the Plot Pyramid substantially and concisely on your
worksheet. Imagine a very short story where you are the main character. Now, tell
us what happened in your interesting story through filling in scenarios (1 to 2
sentences).
THEME:
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Lesson
An author has his/her own reasons for writing to relate a story or to recount
events; an author uses narrative writing; tell what something looks like, sounds
like, or feels like, the author uses descriptive writing; convince a reader to believe
an idea or to take a course of action, the author uses persuasive writing; and
inform or teach the reader, the author uses expository writing.
Characterization is the development of the characters based on description.
What is your reason for writing your own story based on your answer on the
previous lesson in the additional activity?
What’s In
Last session, you already know about the author’s purpose and the
characterization. Are you ready to make your own story?
Remember to follow the sequence of the parts of the plot, develop
characterization, and state your purpose for writing.
What’s New
Have you listened to or read a story? What made you stay attentive and
motivated to finish the story? What do you think are the interesting words used by
the storyteller? A gripping story is something that utilizes the previously discussed
lessons.
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What is It
What’s More
In making your own story make sure to follow the three elements of a short story
1. Parts of the plot
Exposition
Rising action
Climax
Falling action
Resolution
2. Characterization- the development of the characters based on the
description.
3. Author’s Purpose- is his reason for or intent in writing. An author’s
purpose may be to amuse, to persuade, to inform a reader or even to
satirize a condition.
Activity 4.1
Direction: Reviewing the story Orpheus, please supply your answer in the
given questions using your own words. Write the answers in your worksheet.
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1. In paragraph one, state the setting in the story.
2. How do you find the mercy given by the gods to Orpheus? Was it fair or
not? Why?
What I Can Do
Activity 4.2
Read the following questions and choose the letter that best represents the correct
answer. Write the letter of the correct answer on your worksheet.
________1. This refers to the use “I”, “My”, “Mine”, and “Myself” in describing
characters.
________2. This refers to the writer of the story.
________3. This pertains to the reason of writing the story.
________4. This is a development of a character based from the details in the story.
________5. This reason for writing is focused on telling a story.
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Assessment
To cap off the lesson for the week, answer the following questions on your
worksheet.
Directions: Read the questions below and choose the letter that represents the best
answer. Write the letter of your choice on your worksheet.
_____1. When the author gives some background or needed details to the story, this
is known as what term?
a. characterization c. foreshadowing
b. exposition d. point of view
_____2. What is the problem of the story which is also known as which story
element?
a. character c. exposition
b. conflict d. resolution
_____3. Which is the correct term for what could be described as the “turning point”
of the story?
a. climax c. resolution
b. falling action d. rising action
_____4. What type of conflict is best shown when a character struggles with the
people around him? Character versus ___.
a. character c. self
b. nature d. society
_____5. Who is the person with which the main character has conflict with?
a. antagonist c. classmate
b. neighbor d. protagonist
_____6. The time and location in which the story takes place is called ___.
a. conflict c. point of view
b. plot d. setting
_____8. What is a person, animal or even and object that takes part in the action of
the story?
a. character c. resolution
b. plot d. setting
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_____9. What is the sequence of events involving characters and a central conflict
called?
a. character c. plot
b. conflict d. setting
_____13. Which of the following show the elements of plot in a usual order?
I. climax II. rising action III. exposition IV. falling action V. resolution
a. I,II,III,IV,V c. III,II,I,IV,V
b. III,I,II,IV,V d. V,II,I,IV,III
_____14. If you are told a story takes place in a jungle on a mysterious island
sometime in the 1940s involving an eccentric hunter, you would be describing what
aspect of a story?
a. conflict c. resolution
b. point of view d. setting
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Additional Activities
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DAY 3 Activity 3.1 Activity 2.4 Pretest:
Suggested answers: 1. Musical ability, His 1. A 2.D 3.C 4.B 5.A
1. narrator—speaker, story love for Eurydice/ Impatience 6. D 7. C 8.C 9.B 10. B
teller and Doubtfulness 11.C 12.A 13.D 14.D 15.A
2. author—writer 2. They were moved, Activity 1.1
3. characters—people present Entranced Answers may vary but
in the story 3. He loved her; He suggested answers are as
4. writing style—the way follows:
longed for her presence
authors write or deliver their strong
4. He was doubtful if
ideas resilient
she was really following him
Activity 3.2 persistent
1. Orpheus, Eurydice, back to the mortal world.
brave
Persephone, Hades, Charon, They were moved by
Activity 1.2
Cerberus Orpheus’ playing; They were
Notice that the words may be
2. narrative—tells a story persuaded by Orpheus’ similar in meaning but they
persuasive-convinces people pleadings. differ in complexity of how
to take action 5. They still retained each are defined.
descriptive—details ideas their egoistic nature; They Activity 1.3
informative—provides wanted to test Orpheus’ 1. They are similar in
information mettle in carrying out the meaning.
Activity 3.3 task. 2. Meanings in A are longer
A. all check; learners provide 6. The presence of and quite complex in meaning;
own idea on the last item gods; fantastic; time in B, meanings are shorter
B. Alice Low narrates the immemorial and easier to understand
events of Orpheus’ rescue of 7. His mother even 3. Answers may vary but
Eurydice from the Underworld. Apollo; He played suggested answer is: It
Activity 3.5 depends on the situation.
enchantingly, he was
1.a. The learners may describe Activity 1.4
persuasive
Orpheus based on his inferred Suggested answers:
clothing, face, stance, etc. 8. Answers may vary,
1. He must face his fears so as
1.b. He may be described by but better if the answers refer
not to waste his talent.
the learners as loving, to the story details.
2. She must be resourceful to
sorrowful, persistent, 9. Answers may vary,
provide for her needs.
impatient, etc. 2. narrative but better if the answers refer to
Activity 1.5
Activity 3.6 the story details.
Strengths in any order:
The students are to provide 10. Their staunch belief
pillar, power, building,
their own short answers based in gods; they love the arts;
ability, muscle
on their preferred interesting universal emotion
Weaknesses in any order:
personal story. 11. Gods were powerful;
they are reflective of withering, limitation,
debris, flaws, crack
DAY 4 humans in terms of
emotions DAY 2: Activity 2.1
Activity 4.1
Activity 2.5 1. exposition
1. olden times or a long time
1. A 2. B 3. C 4. D 5. E 2. rising action
ago; Greece
Activity 2.6 3. climax
2. Answers may vary; opinion
or justification is needed. Students may base their 4. falling action
3. The author’s purpose ideas and opinions on their 5. resolution
utilized is narrative. experiences. Activity 2.3
Activity 4.2 Activity 2.7 Answers may vary but
1. E 2. B 3. C 4. A 5. D suggested answers are as
1. C 2. B 3. A 4. D 5. E
follows: Lesson learned:
Activity 2.8
ASSESSMENT Orpheus experienced
Suggested Answers: difficulties in life yet his love
1. C 2. B 3. A 4. D 5. A Description of Orpheus:
6. D 7. D 8. A 9. C 10. C towards his wife never
Loving, sorrowful, wavered. Parts of the Plot: Yes,
11. C 12. C 13. C 14. D 15. A
persistent, impatient, the story follows the
talented conventional pattern of story
The story is presented in a sequence.
narrative manner.
Answer Key
References
Almonte, Liza R., Flandez, Lerma L., Hermosa, Angelina Lourdes A.,
Lagustan, Nedia, Mangaluz, Liberty A., Miranda, Elenita R., Mendoza, Paul
Anthony B, et al. “Grade 10 English Learner’s Material: Celebrating Diversity
through World Literature.” 1st ed. Pasig City: Department of Education, 2015.
pg. 3
— — —. “Grade 10 English Learner’s Material: Celebrating Diversity through World
Literature.” 1st ed. Pasig City: Department of Education, 2015. pp. 55-57
Taina Taina. (2020). Copy of Denotation and Connotation Venn Diagram. Denotation
and Connotation Venn Diagram. Accessed June 11, 2020.
https://creately.com/diagram/example
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning Competencies (MELC). This is a
supplementary material to be used by all learners of Region XII in all
public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We
highly encourage feedback, comments, and recommendations.