Y5

GIYA
(Guided, Integrated, Yearning Activities)
For SHS LEARNERS
Creative Nonfiction
FIRST SEMESTER, Q1-Week 2 ( 4 days)
MELC: Analyze the theme and techniques used in a particular text
Code : HUMSS_CNF11/12-Ia-3
Topic: Understanding Conventions of Traditional Genres
Objectives: At the end of the lesson, the learners are expected to:
1. Determine the central idea of a particular genre ;
2. Analyze the theme and techniques used in a particular genre;
3. Appreciate the importance of the theme and techniques used in a particular
genre through writing a short story.

Writer:
Reysel D. Iway
Palinta National High School
Kabasalan District
Zamboanga Sibugay Division

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Day 1

I. Mini Lesson / Lecturette

A blissful day to you our dear learners! Are you ready to learn today?
Before reading the text please ponder on the following questions:

1. Are you a believer of the golden rule “Do unto others what you want others
do unto you”?
2. Have you helped someone in need without expecting something in return?
What did you feel?
3. How did kindness change a person’s life?
4. What is the central idea of the text? Cite evidences

A Glass of Milk – Paid in Full

One day, a poor boy who was selling goods from door to door to pay his way through
school, found he had only one thin dime left, and he was hungry. He decided he would ask
for a meal at the next house. However, he lost his nerve when a lovely young woman
opened the door. Instead of a meal he asked for a drink of water. She thought he looked
hungry so brought him a large glass of milk. He drank it slowly, and then asked, “How
much do I owe you?” “You don’t owe me anything,” she replied. “Mother has taught us
never to accept pay for a kindness.” He said, “Then I thank you from my heart.”

As Howard Kelly left that house, he not only felt stronger physically, but his faith in God
and man was strong also. He had been ready to give up and quit.

Years later that young woman became critically ill. The local doctors were baffled. They
finally sent her to the big city, where they called in specialists to study her rare disease. Dr.
Howard Kelly was called in for the consultation. When he heard the name of the town she
came from, a strange light filled his eyes. Immediately he rose and went down the hall of
the hospital to her room. Dressed in his doctor’s gown he went in to see her. He
recognized her at once. He went back to the consultation room determined to do his best
to save her life. From that day he gave special attention to the case.

After a long struggle, the battle was won. Dr. Kelly requested the business office to pass
the final bill to him for approval. He looked at it, then wrote something on the edge and the
bill was sent to her room. She feared to open it, for she was sure it would take the rest of
her life to pay for it all. Finally she looked, and something caught her attention on the side
of the bill. She began to read the following words:

“Paid in full with one glass of milk”

1. Are you a believer of the golden rule “Do unto others what you want others do unto
you”?
It’s definitely a yes! It’s the same with “Reaping what you sow”. Doing something
good will obviously bear good results.
2. Have you helped someone in need without expecting something in return? What
did you feel?
Yes! I feel the true joy of giving. Doing beneficial to others will help you
experienced an indescribable feeling. It will help you experience true happiness.

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 3. How did kindness change a person’s life?
Based on the selection, He felt stronger physically and his faith in God became
strong. He had been ready to give up and quit yet through the small act of kindness
shown to him, his life change.
4. What is the central idea of the text? Cite evidences

“Kindness begets kindness” is the theme of the selection based on the following
texts:
He drank it slowly, and then asked, “How much do I owe you?” “You don’t owe me
anything,” she replied. “Mother has taught us never to accept pay for a kindness.”
He said, “Then I thank you from my heart.”

“Paid in full with one glass of milk”

II. Facilitating Activities

Now, let us apply your learning on how far have you understood theme.

Activity 1. Identifying Theme

Directions : Determine the central idea for each text and write it on the space provided
for you. Remember, a theme is a lesson or message in the story.

1. When Katie Clean invited Messy Missy to her house to work on their biology
project, she had no idea what a visit from Messy Missy entailed. First of all, it
was raining and Messy Missy neither bothered to take her boots off nor
thoroughly wiped them on the doormat. Then Messy Missy’s ate a bag of hot
chips on Katie Clean’s white bedspread without asking. Messy Missy is a sloppy
eater too, so hot chip powder got all over the bedspread. Katie Clean tried to be
polite and ignore Messy Missy’s sloppy behaviour. But then Messy Missy threw
her chip wrapper on the floor. Offended, Katie Clean pretended that she was
sick and asked Messy Missy to leave. The next day Katie Clean asked the
teacher if she could work by herself. After Katie explained the situation, the
teacher allowed Katie to work alone. Messy Missy almost finished the
assignment alone, but she spilled grape soda all over it and quit.
________________________________________________________
______________________________________________________________
_____________________________________________

2. Kyle liked Lucy more than any other girl in the school but he had an odd way of
showing it. When she walked ahead in line, he kicked at her shoe. When she
passed him on the school yard, he called her “Lucy the Loser.” He even wrote a
mean word on her homework during the bus ride to school. But what puzzled
Lucy the most was receiving an invitation to Kyle’s birthday party. Figuring that
he was just planning a mean trick on her, Lucy decided not to go. As Kyle
eagerly awaited Lucy’s arrival, Lucy talked on the phone to Jacob. When Kyle
finally realized that Lucy was not coming to his party he was devastated.
________________________________________________________
______________________________________________________________
_____________________________________________

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 3. Even though they were sister, Suzie and June were nothing alike. If Suzie
wanted to jump rope, June wanted to play hopscotch. If June wanted to watch
soap operas, Suzie wanted to watch talk shows. Tension rose to the point that
the girls could no longer girls could no longer stand one another’s company. It
seemed that they had nothing in common, until the day that progress reports
went home. On the bus the girls were startled by how upset the other looked.
They realized that they were both failing subject. Suzie was failing math and
June was failing reading. Since both girls wanted to pass their classes, they
agreed to help one another. So after school for the next few weeks, Suzie
tutored June in reading and June tutored Suzie in math. By the time report cards
were distributed, Suzie and June were passing all their classes. The girls were
delighted, but their mother was happiest of all. Not just because her daughters
had passed their classes, but because they learned to be good sisters.
________________________________________________________
______________________________________________________________
_____________________________________________

Activity 2. Tell me this!

Directions : Analyze and explain it briefly. Use another sheet of paper for your
answer.

1. What did you do to determine the theme of the selection?

________________________________________________________________
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2. How did the theme help you better understand the selection? Justify your answer.
___________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________
___________________________________________________________
________________________________________________________________
________________________________________________________________
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Here is the rubric for you guidance.

2 3 4 5
Demonstrates partial Demonstrates a Demonstrates Demonstrates
understanding of the fundamental level detailed deep
given question. of understanding understanding of understanding of
of the given the given the given question.
question. question.

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III. Evaluation Activity
Directions: Answer each question and pick out the letter of your answer.

1. It is the central idea or message of the story that can be termed as implied morals,
insights or values.
A. Theme B. Plot C. Character D. Tone
2. Which is true about theme?
A. Typically theme can be a statement of generalization about life.
B. It is the central idea of a literary work that can be termed as implied morals,
insights or values.
C. Theme is the underlying truths and realities of life consciously and unconsciously
created by the author and realized by the readers.
D. All of the preceding
3. Which of the following statement expresses the theme of “A glass of milk – paid in
full”?
A. Helping others ultimately helps you
B. What matters most is a good heart and not good looks
C. Kindness begets kindness
D. Success is not measured by material possession.
4. Which of the following is the theme based on the selection below?
Mr. Pig and Mr. Dog relaxing at the food court of the animal shopping mall. Mr. Pig
was eating a hug feast of pizza and drinking a large jug of fruit punch. Mr. Dog was
watching him eat. “Hey, Mr. Pig. If you give me a slice of your pizza, I’ll let you have
the next bone I find.” Mr. Pig said between grunts, “but I paid for this pizza ant it’s all
mine.” Mr. Dog sighed and waited for Mr. Pig to finish. Then they left the animal mall
together. On the way out, a hunter spotted them and gave chase. Mr. Pig normally
could escaped the hunter, but he was weighed down by the large meal. Mr. Pig
collapsed and the hunter seized him. Mr. Dog easily escaped. Later that night, Mr.
Dog returned to the scene. He caught the scent of something delicious and began
diffing around a trashcan. He found a large ham bone with lots of meat and marrow
still stuck to it. Mr. Dog happily ate.
A. Being Greedy is dangerous. C. Greediness can kill you.
B. It is better to share. Don’t be greedy. D. Being stout can slow you down.
5. What is the central idea depicted from this text?
In his sophomore year of high school, basketball legend Michael Jordan tried out for the
varsity basketball team. But five feet and eleven inches tall, the coach believed that
Jordan was too short to play. The coach cut Jordan from the team. Jordan didn’t let this
obstacle defeat him. In fact, it pushed him to work even harder. He trained vigorously
and grew another four inches the following summer. The next year, Jordan made the
varsity squad. He average 25 points a game and went on to become one of the
greatest basketball players in history.
A. Never give up. Persistence pays off. C. It takes time to hone your skills.
B. Patience is a virtue. D. Practice makes perfect.

IV. Reflection Activity

Now that you have fully understood on determining the theme, how did it help
you to better understand the text? How does it affect to your life as a human
being?
___________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

Congratulations for a job well done!

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Day 2

I. Mini Lesson
How did you know that “kindness begets kindness” is the central idea of the reading
selection of the previous lesson? Today, we will learn together the tips on analysing themes
and techniques used in a short story.
Bear in mind that Theme is the central, underlying, and controlling idea or insight of a
work of literature. It’s the idea the writer wishes to convey about the subject – the writer’s
view of the world or a revelation about human nature and it is NOT expressed in single word,
the purpose of a work, the moral and the conflict.

Identifying the Theme in Five Steps

To identify the theme, be sure that you’ve first identified the story’s plot, the way the story uses
characterization and the primary conflict in the story.

Use these steps to determine the theme for a work:

1. Summarize the plot by writing a one-sentence description for the exposition, the conflict,
the rising action, the climax, the falling action and the resolution
2. Identify the subject of the work.
3. Identify the insight or truth that was learned about the subject.
 How did the protagonist change?
 What lesson did the protagonist learn from the resolution of conflict?
4. State how the plot presents the primary insight or truth about the subject.
5. Write one or more generalized, declarative sentences that state what was learned and how
it was learned.

II. Facilitating Activities

I know that you already tried to identify the theme of a certain text. Now it’s time to
apply what you have learnt in analysing the theme.

Activity 1. Analysing Theme

Directions: Analyse the Theme of the selection below through using the graphic
organizer.

The Ant and the Grasshopper

In a field one summer day a Grasshopper was hoping about, chirping and singing to
its heart’s content. An Ant passed by, bearing along with great toil in ear of corn he was taking
to the nest. “Why not come and chat with me, “said the Grasshopper, “instead of toiling and
moiling in that way?” “I am helping to lay up food for the winter, “said the Ant, “and
recommend you to do the same.” “Why bother about winter?” said the Grasshopper; we have
got plenty of food at present.” But the Ant went on its way and continued its toil. When the
winter came the Grasshopper had no food and found itself dying of hunger, while it saw the
ants distributing every day corn and grain from the stores they had collected in the summer.
Then the Grasshopper knew.

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 Title ____________________________________________________
Characters Setting Problem

Summary:
_________________________________________________________
_________________________________________________________
_________________________________________________________

A lesson learned by a character (review The message you can take from the story?
characters, problem, and summary)

Activity 2 Cite Evidence

Directions: Based on the given story, Write the theme of the text and write at least
two citation or lines from the text that support your chosen theme.
The Bundle of Sticks

An old monkey on the point of death summoned his sons around him to give them
some parting advice. He ordered them to bring in a bundle of sticks, and said to his eldest
son: “Break it.” The son strained and strained, but with all his efforts was unable to break the
sticks. The other sons also tried but none of them was successful. “Untie the bundle,” said the
father, “and each of you takes a stick.” When they had done so, he called out to them: “Now,
break,” and each stick was easily broken. “You see my meaning,” said their father.

Theme:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Citation or Evidence # 1
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Citation or Evidence # 2
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Rubrics for Analysing Theme

5 4 3 2 1
Needs
Exem Total
Excellent Good Average Improve
plary
ment
Well supported with clear
evidences
Preciseness of the central idea is
well presented
Make sense to the reader

III. Evaluation Activity

Directions: Answer each question and pick out the letter of your answer.
1. Which of the following is a theme of happiness?
a. When the Astronaut landed on the moon, he felt loneliness. Thinking there
was no one else; he became a little forlorn, though the view of Earth was
stunningly beautiful.
b. All the family members were dressed in black, sober faces. They were
participating in the funeral ceremony of their deceased relative.
c. The religious leader was leading a huge congregation of followers, praying
with utmost humility.
d. Their marriage ceremony was taking place in a grand hotel. All the
eminent people of the city were invited the reason that the celebration was
excellent.
2. Based on the latter question, how did you come up with the correct theme of
happiness?
a. Setting clearly states that there is a great joy worth celebrating.
b. Symbolism is present in the text that will help you discern the context of
the text.
c. It evokes imagination by means of figurative language.
3. Which of the following is NOT useful in analysing theme?
a. Summarize the plot
b. Identify the subject of the work
c. Identify the irrationality that is overlook about the subject.
d. State how the plot presents the primary insight or truth about the subject
Questions for 4 -5
The Flies and the Honey-Pot
A number of flies were attracted to a jar of honey which had been overturned in a
housekeeper’s room, and placing their feet in it, ate greedily. Their feet, however, became so
smeared with the honey that they could not use their wings, nor release themselves, and
were suffocated.

4. – 5. What is the moral of the story? Cite evidences that will prove your answer
______________________________________________________________
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______________________________________________________________
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 IV. Reflection Activity
Make a theme about your experiences upon answering this module.
Consider your feelings and learning. You may explain it in two to three
sentences.

I’m so glad you made it!!!

Day 3

I. Mini Lesson
You’ve been learning in determining the theme and analysing the development of the text.
Now, it’s time to give you a deeper understanding on the Techniques in Analysing a Short
Story.
Techniques in Analysing a Short Story
1. Putting the Story in Context
a. Gather basic information about the story. Summarizing the story will help you
organize your thoughts and ensure that you have a basic understanding of the story.
Start your analysis by writing down:
 The title of the story The author’s name
 The date of publication Where the story was originally published
b. Identify the major characters. Most short stories are character-driven. Take a few
moments to determine who the major characters are in your story, and write them down.
c. Give a brief outline of the plot. Once you’ve written down the basic details, write a
paragraph or a couple sentences summarizing what the story is about. It doesn’t need to
cover the entire plot point-just try to boil it down to the absolute basic.
d. Research the author’s personal and literary background. Understanding the context
of a short story can give you a lot of insight into why the story was written the way it was.
Learning about who the author was and what conventions they were familiar with is a
major part of putting any story in context. Knowing something about the author’s
experiences and viewpoints, as well as any literary or philosophical school they were part
of, can shed light on why they chose to use certain themes, plot, points and character
types.
e. Learn about the time and place when/where the story was written. In addition to
learning about the author’s background, knowing the general historical and geographical
context of the story can help you understand it better. Even if the story is set in a different
time and place from when/where it was written, the story’s context will inevitably influence
the themes, language, tone, and viewpoints presented in the story.
f. Determine the intended audience. A story’s intended audience will affect the choices
the author makes in presenting the story. For example, a story written for children will

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 probably have different tone, themes, and vocabulary level from a story aimed at adults.
As you analyse the story, consider for whom the author was writing.
g. Identify the physical setting. The setting of a story provides atmosphere and helps the
action feel more grounded and real. It can also play a significant role in how the plot of
the story plays out. Try to identify where, specifically the story is set, and thinks about
how the author creates the setting. Ask yourself what the setting might mean for the
story’s characters and readers, whether it motivates the characters in any way, or what
symbolic meaning it might carry.
h. Look at the historical setting. The time when a story is set can also be very significant.
While the author may not specify exactly when the story is taking place, you can usually
get a good idea by looking at clues like the language that the characters use, references
to historical events or popular culture, and even descriptions of costume and technology
i. Assess how the setting affects the story. One way to approach this to think about how
the story might be different if it were in a different setting. Would the events and themes
of the story fit in another setting? How are the characters and their beliefs and actions
influenced by their historical, cultural and geographical context?
2. Evaluating Plot and Characterization
a. List the most important event(s) in plot. The plot is the sequence of related events that
make up a story. To understand the short story’s plot, start by making a list of the major
events covered by the plot.
b. Identify the main conflict. Conflict in a story is a dramatic struggle between 2 opposing
forces. This could take the form of a dispute between 2 characters (external conflict), or a
struggle between opposing desires with in a single character (internal conflict).
c. Look for exposition. Many plots incorporate exposition, or background information that
helps set the scene and allows the reader to more easily understand what is happening.
d. Divide the plot into its main parts. Traditional plots can be divided into a clear beginning,
middle, and end, also known as “rising action”, “climax”, and “falling action.”
e. Pinpoint the resolution. The resolution may be a brief explanation of what happened
after the main events of the story, or it may ties up any loose ends left over after the “falling
action”.
f. Analyze the structure of the plot. Once you’ve identified the major plot points, consider
how the plot is structured. Think about why the author structures their plot that way, and
what effect or meaning could be derived from the structure.
g. Evaluate the point of view of the story. Point of view is an important aspect of the story,
since it provides the lens through which you interpret the events, characters, and themes
of the story. Consider the following: From whose point of view is the story told? Is it one of
the characters in the story or unnamed observer? Is the story narrated in the first person or
third person? Does the narrator present a clear, straight forward account of the events of
the story?
h. Identify the major characters’ defining traits. The characters are the lifeblood of most
short stories. Characters could include Physical appearance, Personality traits, speaking
style and other traits, such as age, profession or social status.
i. Determine what role each character plays in the story. Each character should play
some part in moving the story along. Define their role and how their actions set the event
of the plot in motion
j. Assess the motivations of each character. Motivations determine the way a character
thinks, acts, and speaks.
k. Examine how the characters change during the story, if at all. In some short stories,
the characters experience some type of development as the plot progresses, such as
discovering something new about themselves or undergoing a change in their beliefs or
attitudes. However, many other short stories show their characters remaining the same,
with the author simply providing a picture of the character rather than showing their full
development, which is more common in novels.
3. Exploring Themes, Tone, and Style
a. Determine the major themes are in the story. It conveys the major ideas that the

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 author attempts to convey or reflect on in the story.
b. Examine the story for references and allusions. References and allusions help
create powerful associations by linking events, characters, or objects in the story to
other works or ideas that are familiar to the reader.
c. Identify symbolism and imagery. Symbolism and Imagery are used to convey ideas.
Symbolism involves using a physical object or person to represent abstract while
Imagery refers to using words to create a mental picture which may be literal or
metaphorical.
d. Check for other literary devices. A story uses variety of literary devices such as:
 Foreshadowing, in which clues are given early in the story that suggest later plot
developments.
 Irony, in which there is a discrepancy between what a character says and what they
actually mean, or between what they intend to achieve and what they actually
accomplish.
 Allegory, in which the events, characters, or setting of the story are mean to reflect
some more general truth.
e. Assess the tone of the story. Tone refers to the attitude the author expresses
towards the story and its characters.
f. Define the mood of the story. Mood refers to the feelings that the story invokes in
you, the reader.
g. Look at the style of the story. Style refers largely to the way the author uses
language. It may use slangy and informal or flowery and poetic, and wordy or concise.

II. Facilitating Activities

Activity 1: Where do I belong?
Direction: Classify the different techniques in analysing short story. Write PSC – Putting
the Story in Context, EPC – Evaluating Plot and Characterization, and ETTS – Exploring
Themes, Tone, and Style on the space provided for you.
____________ 1. A picture of Philippine Flag
____________ 2. Jeeves Takes Charge’ by P.G. Wodehouse originally published in
November 18, 1916 edition of The Saturday Evening Post.
____________ 3. When the winter came the Grasshopper had no food and found itself
dying of hunger, while it saw the ants distributing every day corn and
grain from the stores they had collected in the summer. Then the
Grasshopper knew.
____________ 4. The Ant is the protagonist of the story.
____________ 5. The tone of “Jeeves Takes Charge” is light and humorous.

Activity 2: A Story Map

Direction: Analyse the short story below by making a story map using the model prepare for
you.
The Country Mouse and the Town Mouse

Once upon a time, a Country Mouse who had a friend in town invited him, for old friend-
friendship’s sake, to pay him a visit in the country. The invitation was accepted, and the Country
Mouse, although plain, rough, and frugal in his nature, opened his heart and store, in the name of
hospitality, and to old friend. There was nothing he kept that he did not bring out to share with his
friend. He brought out from his larder, peas and barley, cheese parings and nuts, hoping that
what food he lacked in quality, he made up for by quantity. He was also worried that what he had
would not suit his guest’s taste.
The town Mouse, trying to behave like he had dropped from a high position to a humble one,
picked a little bit of this, and a little of that, while the host, his country friend, sat nibbling a blade
of barley straw, could not bear it any longer.
He exclaimed, “How is it, my good friend, that you can endure this dull life? You live like a

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 toad in a hole? How can you prefer these solitary rocks and woods to streets teeming with
carriages and men? Aren’t you wasting your time miserably here? We must make the most of life
while it lasts. A mouse doesn’t life forever, you know? So come with me, and I’ll show you life
and the town.”
Overpowered with such fine words, the Country Mouse said yes, and they set out together
on their trip to town. It was late in the evening when they crept into the city. At midnight, they
reached the great house where the Town Mouse lived.
Here in this great, big house there were couches of red velvet, carving in ivory, everything
that showed wealth and luxury. On the table were what was left of a splendid banquet, to have
food that emptied the choicest food shops ransacked the day before.
It was now the turn of the courtier to play the host. He placed his friend on a purple chair
while he ran to and fro to supply all his wants. He pressed dish upon dish as if he were waiting
on a king, tasting every course before he ventured to place it before his country friend. The
Country Mouse, for his part, pretended to make himself quite at home, thanking God for his good
fortune that had wrought such a change in his way of life.
As he was beginning to envy his Town friend’s good fortune that had brought such an
exciting way of life, he began to hate the poor meal, he had forsaken in his country home. All of a
sudden, the door suddenly opened and a group of partygoers coming from a late night out of
entertainment, burst into the room. The frightened mouse friends jumped from the table and hid
themselves in the first corner they could reach. No sooner could they creep out again when the
dogs started barking. This drove them to greater terror than before.
When things seemed quite again, the Country Mouse stole out of his hiding place, bade his
friend good-bye, and whispered to his ear, “Oh, my good friend, this fine mode of living may do
good for those who like it, but give me my barley bread in peace and security, where care
instead.
- Adapted from English Translation
By John Smith
The Story Map
Title :

Character :

Setting :

Conflict :

Key Events :
1 .

2 .

3 .

Climax :

Resolution :

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Theme :

III. Evaluation

1. “Once upon a time, a Country Mouse who had a friend in town invited him, for
old friend-friendship’s sake, to pay him a visit in the country. The invitation was
accepted, and the Country Mouse, although plain, rough, and frugal in his
nature, opened his heart and store, in the name of hospitality, and to old
friend. “Which part of the techniques in analysing the short story does it
belong?
a. Look for Exposition c. Identifying symbolism and imagery
b. Identify the major character d. Pinpoint the resolution
2. “The immigrant looked around to talk to somebody, but could find no one who
spoke his language. He felt restricted and desolate.” What literary device is
used in conveying theme?
a. Imagery c. Allegory
b. Metaphor d. Irony
3. Whose point of view is the “The Country Mouse and The Town Mouse”?
a. First point of view c. Omniscient points-of-view
b. Third person point of view d. Second person point of view

4. What vital role does setting play in analysing a short story?

a. It provides the total environment and atmosphere of the story in
consideration of time and space for the movements and actions of the
character in facing certain crises.
b. It sets on how the plot of the story plays out,
c. It includes the writer’s contemplation or realization on his/her experience
d. Both A & B
5. “Bertie tells Jeeves that he can get rid of a checked suit that Jeeves dislikes.”
Is an example of _____
a. Imagery c. Symbolism
b. Allusion d. Foreshadowing

IV. Reflection Activity

What important piece of knowledge did you discover and learn? Write your
answer inside the box.

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Day 4

I. Mini Lesson / Lecturette

The Fox & The Grapes

1
A fox one day spied a beautiful bunch of ripe grapes hanging from a vine trained along the
branches of a tree. The grapes seemed ready to burst with juice, and the Fox’s mouth watered
as he gazed longingly at them.
2
“What a fool I am,” he said. Here I am wearing myself out to get a bunch of sour grapes that
are not worth gaping for.”
3
Now he sat down and looked at the grapes in disgust.
4
And off he walked very, very scornfully.
5
The bunch hung from a high branch, and the Fox had to jump for it. The first time he jumped
he missed it by a long way. So he walked off a short distance and took a running leap at it, only
to fall short once more. Again and again he tried, but in vain.

1. What have you observed on the story?

The story is not arranged chronologically.
2. How did you notice it?
The first phrase and the next phrase did not flow smoothly. There is a missing link that
causes to miss the whole story.
3. What makes you know that the story is not arranged chronologically?
A story starts introducing the character, the setting and then the plot is not arranged
well.
II. Facilitating Activities
Let us see how far have your understood the story by arranging it.

Activity 1: Flow Map

Directions: Fill in the boxes of the correct phrases that will make the story arranged
chronologically.
The Fox & The Grapes

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 III. Evaluation Activity

Directions: Examine the picture hereunder. Can you create or frame a story from it? Take
into account the fundamental elements of fiction as you plan your interpretation. Lastly,
provide an interesting title for your work

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Rubrics in writing a story
5 4 3 2 1
Needs Total
Exem
Excellent Good Average Improve
plary
ment

Title is catchy and interesting

Displays Theme, Tone & Style

Presents clear sequence of events

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 V. Reflection Activity
Write your insights on the learning that you have gain in our lesson today
inside the box.

References:

Baronda, Andrew John C. Creative Nonfiction for Senior High School, JFS Publishing
Services, 2016

Flores, Magelende M., Dela Cruz, Edna M. & Tapang, Antonietta D.Worktext in English
Proficiency in English Kto12 Edition, REX Book Store, 2012

www.wikihow.com/Analyze-a-Short-Story#/Image:Analyze-a-Short-Story-Step7

https://wealthygorilla.com/best-short-moral-stories/

Quality Assured/Evaluated by the Following:

Edmond Parenas
Aileen May Recaido
Janina Michelle Araneta

Estrelita Ampo-Pena,Ed. D
Education Program Supervisor
Kindergarten & Senior HS Division Coordinator

Reviewed By:

Evelyn F. Importante
OIC- CID Chief EPS

Raymond M. Salvador
OIC- Assistant Schools Division Superintendent

Jerry C. Bokingkito
OIC- Assistant Schools Division Superintendent

Jeanelyn A. Aleman, CESE

OIC-Schools Division Superintendent

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