REVIEWER IN ENGLISH 4 TH GRADING

LESSON #1: PARABLE

ELEMENTS OF A STORY
 CHARACTERS – the people or actors in the story
SUMMARY OF CHARACTERS
 PROTAGONIST- the story revolves around the character (bida).
 ANTAGONIST- the character who acts against protagonist (kontrabida).
 FLAT CHARACTER- one who is not very developed.
 STATIC CHARACTER- one who stays the same throughout the story.
 DYNAMIC CHARACTER- one who changes over the course of the story.
 STOCK CHARACTER- a character the represents on obvious stereotype.
 FOIL CHARACTER- a character as serves as a contrast to the protagonist, causing the attributes of the main
character to be emphasized.
CHARACTERIZATION

A description of individuals in a story.

5 ways to develop character

1. Physical Description of Character.

2. Character’s Speech, Thought, and Actions.
3. The Speech, Thoughts, and Actions of Other Characters.
4. Eye-Awakening Situations.
5. Direct Statement about Character

1. SETTING- time and location that a story take place. When examining how setting contributes to a story,
there are multiple aspects to consider.
2. PLOT
 How the author arranges events to develop the basic idea.
 It is the sequence of events in a story or play.
 Is a planned, logical series of events having a beginning, middle, and end.
 The short story usually has one plot so it can be read in one sitting.
PARTS OF A PLOT
 EXPOSITION- Beginning of the story; characters, background, and setting revealed.
 RISING ACTION- Events in the story become complicated; the conflict is revealed.
 CLIMAX- The point of crisis in the plot. It may be the reader’s point of highest interest.
 FALLING ACTION- Resolution begins: events and complications start to fall into place.
 RESOLUTIN- The part of the plot that reveals the final outcome.
CONFLICT- Essential to plot, opposition ties incidents together and moves the plot. Not merely limited to arguments,
conflict can be any form of struggle the main character faces. Within a short story, there may be only central
struggle, or there may be many minor obstacles within a dominant struggle.
TWO TYPES OF CONFLICT
INTERNAL- struggle within one’s self struggles with own soul, physical limitations, choice, etc.
EXTERNAL- struggle with a force outside one’s self.
 Struggles against other people.
 Struggles against animals, weather, environment, etc.
 Struggles against ideas, practices, or customs of others.
 Struggles against ghost or monster and superstitions, etc.
 Struggles against technology that has become too powerful or is being used by another force for
evil.
3. POINT OF VIEW- The storyteller from whose point of view the story is being told by the narrator.
POINT OF VIEW
A. FIRST PERSON- Story told by the protagonist; speaker use the pronouns “I”, “me”, 6 “we”.
B. SECOND PERSON- Story by a narrator who addresses the reader or some other assumed “you”, speaker uses
pronouns “you”, and “yours”
C. THIRD PERSON- Story told by a narrator who sees all the action;
LIMITED- POV for a beginning writer to use, it funnels all action through the eyes of a single character; readers only
see what the narrator sees.
OMNISCIENT- God-like, the narrator knows and sees everything, and can move from one character’s mind to
another.
D. INNOCENT EYE/NAÏVE NARRATOR- Story through child’s eyes; narrator’s judgement is different from that of
an adult.
E. STREAM OF CONSCIOUSNESS- Technique where the author told the story based on the character’s flow of
thoughts and emotions.
4. THEME
 Central message and underlying meaning of a fictional piece; may be the author thoughts on the
topic or view of human nature.
 Story’s title usually emphasizes what the author is saying.
 Various figures of speech (symbolism, allusion, simile, metaphor, hyperbole, or irony) may be utilized
to highlight the theme.
5. TONE- Overall emotional “tone” or meaning of the story. Is it happy, sad, sarcastic, comic, or depressed?
Tone can be portrayed in multiple ways, through word and grammar choices, choice of theme, imagery and
description, symbolism, and sound of words in combination (i.e. rhyme, rhythm, and musicality.)
ELEMENTS OF A STORY
1. CHARACTER 4. POINT OF VIEW
2. SETTING 5. CONFICT
3. PLOT 6. THEME
When you analyze a literary text, you will deal with basic elements of literature, like plot, theme, character, point of
view, and setting.
LITERARY ANALYSIS
 Not merely a summary of a literary work. Instead, it is an argument about the work that expresses a
writer’s personal perspective, interpretation, judgement, or critical evaluation of the work.
 Analyzing a text or a passage means dealing with the basic elements of literature.
 What is the story about (PLOT), what is the dominant idea of the story (THEME) and who are the people
involve (CHARACTERS). Additionally, it includes POINT OF VIEW (how you look at the story) and SETTING
(time and place which the story took place).
ACTIVE READING STRATEGY
ASK QUESTIONS
 Ask away all your thoughts in a passage.
PREDICT
 Guess what would happen next.
VISUALIZE
 Note what you see behind what is written.
CONNECT
 Let us know how you feel.
RESPOND
 How would you act knowing these things?
PARABLE

 Is a simple story used to illustrate a moral or spiritual lesson, as told by Jesus in the Gospels.
 It is a type of metaphorical analogy that involves figures of speech specifically symbolism metaphors and
simile.
 All to explain a separate meaning from its literal definition to make the comparison clearer and to give
stronger impact to the reader.

FIGURES OF SPEECH THAT CAN BE FOUND IN PARABLE

METAPHOR
 Is an implicit comparison of one thing to another without the use of a commonly known sign or equation.
 A subcategory of metaphors is “personification,” attributing a human characteristic or emotion to an animal,
object, or concept.
EXAMPLE:
- The Lord is my shepherd, I shall not want.
 - Jesus says to them, “I am the bread of life: he who comes to me will not hunger, and he who believes in
me never thirst.
SIMILE
 It explicitly denotes a comparison. A simile very often uses either the word like or as
EXAMPLE:
- “The kingdom of heaven is like treasure hidden in a field.”
- “For you yourselves know full well that the day of the Lord will come just like a thief in the night”
ALLEGORY
 Is very similar to a metaphor in the sense that something usually something abstract or religious is implicitly
articulated in terms of something else that is concentrate.
 The difference between an allegory and a metaphor is that when an allegory is employed, the comparison
reflects the entire work or a large part of the work.
EXAMPLE:
- The seed mentioned in the parable is interpreted as the Word of God
- A story, poem or picture that can be interpreted to reveal a hidden meaning, typically a moral or political
one.
ALLEGORY OF IDEAS
 Many Bible stories are allegorical. For Example:
The apple that Adam receives from Eve is symbolic of the “knowledge of Good and Evil” and is thus allegorical. The
serpent is often read as signifying temptation or true evil.
ARCHETYPE
 a collectively inherited unconscious idea, pattern of thought, image, etc., a
Model or first form.
 According to the Swiss analytical psychologist, Carl Gustav Jung, are universally shared by people across
cultures.
 Melchizidek, king of Salem meaning peace, is an archetype of Christ. In the Old Testament, the story of
Moses has many parallels to the Hero archetype. He is born in lowly circumstances (an orphan in a reed
basket), and must face his greatest fears (both Pharaoh and his own fearsome God), before returning to his
people bearing the 10 Commandments – in this case not only he, but the whole tribe of Israelites are
transformed by Moses’s heroic journey.
3 TYPES ARCHETYPE
a. CHARACTER ARCHETYPES
b. SITUATIONAL ARCHETYPES
c. SYMBOLIC ARCHETYPES

a. CHARACTER ARCHETYPES- most popular character have a universal archetype such as Hero, Anti-Hero, or
Trickster.
b. SITUATIONAL ARCHETYPES
 Situations that appear in multiple stories. Examples might include lost love, returning from the dead
or orphans destined for greatness.
c. SYMBOLIC ARCHETYPES
 A symbol is any image or something else. Fire is also an archetypal symbol, representing destruction
but also ingenuity and creativity.
MYTH
 A traditional or legendary story usually concerning some being or hero or event with or without
determinable basis of fact or a natural explanation.
 The Moon Goddess; Pandora’s Box: Si Malakas at si Maganda

LESSON #2: PHILIPPINE LITERATURE

Lesson 1: A period of Self-Discovery and Growth

HISTORY
 Is the story of humanity.
 Is the story of man’s representation of his own story that is to say, what people through the ages have
chosen to record and write down.
LITERATURE
 It takes many forms
 They range from personal notes to poems and non-fiction articles
 Can be presented in a number of mediums including online content, magazine and newspaper articles and in
book form.
LITERATURE AND HISTORY
Literature and History are closely interrelated. In discovering the history of a race, the feelings, aspirations, customs
and traditions of a people are sure to be included and these feelings, aspirations, customs and traditions that are
written and this too, is Literature. History that can be written down are part of true literature. Literature, therefore,
is part of History.

A. THE LEGENDARY AND EPIC AGE

INTROUCTION
Philippine literature before 1940 can, in general be divided into three periods:
 The Legendary Epic Age (Pre-Spanish)
 The Period of the Spanish Occupation
 The Period of the American Occupation
It produced oral literature handed down from our elders. Very little of this literature remains, but from what is left,
we can conclude that the literature of this period consisted of magical incantations, myths, legends and folktales.
 The epic age produced a wealth of literature
 Scholars estimate that we have no fewer than 24 epics.
 These are distributed across different regions of the archipelago and are written in the different Filipino
languages.
BIAG NI LAM-ANG (FROM ILOCOS)
 Is a pre-Hispanic epic poem of the ILOCANO people of Norther Philippines.
 The story was handed down orally for generations before it was written down around 1640 by a blind
Ilocano bard named Pedro Bukaneg.
HUDHUD AND ALIM (FROM THE IFUGAOS)
 Is a famous epic that came from the Ifugao province of Luzon in the Philippines. It narrates events about
the culture and traditions of the Ifugao people and their hero, Aliguyon. Belonging in the genre of Hudhud di
Ani for harvesting in the fields.
BANTUGAN
 This is a legend of the Mohammedan tribes or Moros (Moro is the Spanish for Mohammedan or Mussulman)
of Mindanao,in the valley of the Rio Grande de Mindanao. It deals with the adventures of Bantugan and of
his friend Datto Baningan.
BIDASARI
 This is the story of a beautiful young woman called bidasari and how a beautiful and evil Queen tried to kill
her.
INDARAPATRA AND SULAYMAN
 Radia Indarapatra is an ancestor of Bantungan, a renowned epic hero from the Maranao epic Darangen,
based on the Ramayan. This story of Rajah Indarapatra, mythological hero of Magindanao, and his brother,
Sulayman, is based on a myth recounted by Najeed M. Saleeby, one of his book on the Moros; According to
him, this myth came from Maharajah Layla of Magindanao and Alad, a very old and intelligent Moro.
B. THE SPANISH OCCUPATION
- The Spaniards introduced Christianity to the Philippines. Consequently, much of the literature produced
during this period were religious in nature.
PASYON
 A story of the life of Christ beginning with the Annunciation and ending with Crucifixion.
MORO-MORO
 A type of drama that became extremely popular.
 Its subject matter was always a conflict between the Christians and the Moros (the Mohammedan Moors),
with Christianity triumphing at the end.
CORRIDO
 A long narrative verse narrating the deeds of a legendary hero.
 Setting was foreign and some of the incidents are absurd and fantastic.
AWIT
  Filipino form of poetry that tells a story.
 “Awit” means song
 12 syllables per line; pause after the 6 th
 Each stanza is a complete, grammatically correct sentence.
 It also dealt with the adventures of the knights but in a light romantic tone.
Early in the nineteenth century with the opening of Suez Canal and a change in government administration, many
young Filipinos found themselves going to Europe. The contact with the outside world made these Filipinos move for
REFORMS.
 Antonio Luna- founded the Newspaper “La Independencia”
 Jose Rizal- Noli Me Tangere (Touch me Not) and its sequel, El Filibusterismo (The Subversive or The Reign of
Greed).
The two novels were banned because they aimed to reveal the abuses of the Church and the state in the Philippines
during the Spanish occupation.
C. THE AMERICAN OCCUPATION
The coming of the Americans introduced the ENGLISH language, which the Filipinos began using as a literary
medium.
 English as a literary vehicle for Filipino writers is a choice forced by history.
For with the coming of the Americans, a new system of education began, and English was made the medium of
instruction in schools.
 Filipinos are among the best literary writers in Asia. Leon Comber, former British publisher commended the
Filipino writers in his introduction to the book “Prize-Winning Asian Fiction” published in 1991 in which he
wrote:
 “Many of the best short stories came from the Philippines because Filipino writers felt at ease using English
as a medium of expression.”