1. 10 English Quarter 3 – Module 3.b: Critiquing a Literary Selection based on Marxist and FeministApproaches NegOr_Q3_English10__Module3.b_v2

2. English – Grade 10 Alternative Delivery Mode Quarter 3 – Module 3.b- Critiquing a Literary Selection based on the following approaches: Marxist and Feminist Second Edition, 2022 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Roquiza Jane Macra-Taladua Editor: Crisilda N. Estravela Reviewers: Renelda D. Espinas & Crisilda N. Estravela Illustrator: None Layout Artist/Typesetter: Josephine V. Austero Management Team: Senen Priscillo P. Paulin CESO V Joelyza M. Arcilla Ed D Marcelo K. Palispis Ed D Rosela R. Abiera Nilita L. Ragay Ed D Maricel S. Rasid Anna Lee A. Amores Ed D Elmar L. Cabrera Printed in the Philippines by Department of Education –Region VII Schools Division of Negros Oriental Office Address: Tele #: E-mail Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental (035) 225 2376 / 541 1117 negros.oriental@deped.gov.ph

3. TABLE OF CONTENTS 1 WHAT I NEED TO KNOW -------------------------- Learning Competency Learning Objectives ------------------ ------------------ 1 1 WHAT I KNOW Task 1 ---------------------------------- 2 2 WHAT’S IN ----------------------------------- 3 3 Task 2 WHAT’S NEW Task 3 ---------------------------------- 3 3 WHAT IS IT ----------------------------------- 4 WHAT’S MORE Task 4 ------------------------------------ 13 13 WHAT I HAVE LEARNED --------------------------- Task 5 ------------------------------------ Task 6 13 13 --------------------------- WHAT I CAN DO 14 14 ASSESSMENT Task 7 ------------------------------------ 14 14 GLOSSARY 17 REFERENCES ----------------------------------- 18 ANSWER KEYS ----------------------------------- 19

4. Hi, there Grade, 10 English lovers! Here’s a new set of challenges with opportunities for you to grow. As you progress your study in the new normal, of course with the inevitable chances of encountering brand new style in learning, it is important to note and not forget a very substantial way to learn and that is reading. Not only does reading allow you to have better comprehension but moreover, it develops your critical and analytical thinking, broadens your horizons and the like. Reading and discussing literature can enhance our ability to write. It can sharpen our critical faculties, enabling us to assess works and better understand why literature can have such a powerful effect on our lives. This module offers you a gateway to discover or perhaps rediscover literary selections and guide you to have an in-depth understanding and examination of the selections that we will be tackling. Our study in this module will be governed by two important approaches, that of Marxist and Feminist. These two will be the bases for unraveling the stories behind a selection’s stories and issues. So, be ready with your sharp ideas and analysis and share them to others. Enjoy each task and know that you are surrounded by support. Try your best in everything you do, stay positive, have fun. You’ll do great! Begin by reading and understanding the Most Essential Learning Competency and Learning Objectives. These will tell you what you should know and be able to do at the end of the lesson. Happy learning! Learning Competency: At the end of the module, you should be able to: 1.Describe a text through giving the reader a sense of the writer’s overall purpose and intent 2.Analyze a selection’s content using Marxism and Feminism 3.Interpret and share the values conveyed in a selection vi 1 NegOr_Q3_English10__Module3.b_v2

5. Please take note that all answers shall be written in your activity notebooks, and that there should never be any marking placed in this module. Task 1. Read the following questions/incomplete statements and choose the letter of the word or phrase that best answers the question/completes the sentence. 1.What is Marxism? a.A religion b.A theory 2.In Marxist contexts, this group is the capitalist class who owns most of society's wealth and controls the means of production. a.Bourgeoisie b.Proletariat 3.This school of literary criticism claims that literature presents a masculine-patriarchal view in which the role of women is negated or minimized. a.Reader Response b.Feminism 4.In Marxist contexts, this group is composed of workers or working- class people. a.Bourgeoisie b.Proletariat 5.If you were to answer the question "Does, the work suggest a solution to society’s class conflicts?" which critical lens would you use? a.Feminism c. Marxism b.Historical d. Formalism 6.If you were to answer the question "What types of role do women have in the text?", which critical lens are you use? a.Marxism c. Post-colonialism b.Feminism d. Reader Response 7.Feminist Criticism depicts and questions which of the following? a. Social classes c. Gender roles and equality b.Psychology d. Effects of colonization 8.Marxist literary theory could be described as... a.focusing on the struggles between social classes and those who oppress and those are oppressed b.focusing on communism c.A criticism of any rich characters d.being irrelevant after 1991 2 c. A disease d. An idea c. Baby Boomers d. Parliament c. Biographical d. Post-colonialism c. Baby Boomers d. Parliament vii NegOr_Q3_English10__Module3.b_v2

6. 1.It is a theory that says people in the world are organized into different groups, or classes, based on what they do for work. 2.It is an approach that analyzes and explains invariant structures in and constitutive of nature, society, and the human psyche. 3. It refers to critical approaches that analyze, interpret, or evaluate the inherent features of a text (grammar, syntax, literary devices). 4. It is a social and political movement that is about changing the way people see male and female rights (mainly female), and campaigning for equal ones. Task 3. Read the poem below and answer the questions that follow. 1.Who is complaining in the poem? Why? 2.Who is being referred to by the word, “You”in the first and second lines? How is the person being described? 3.What do you think is the author’s stand with the issue in the poem? viii 3 NegOr_Q3_English10__Module3.b_v2

7. Kids, guess what you have just accomplished? You have made a very brief critique of the poem using Feminism approach. This approach will be one of our topics in this module. Let’s keep exploring! WHAT IS IT Read the following and make sure to note important points on the two approaches. UNDERSTANDING MARXISM AND FEMINISM Marxism is the name for a set of political and economic ideas that come from the works of Karl Marx and Friedrich Engels. Its core idea is that the world is divided into classes- the bourgeoisie, or business owners who control the means of production, and the proletariat or workers whose labor transforms raw commodities into economic goods. Karl Marx was a German political thinker who wrote about economics and politics. Marx thought that if a place that works together runs on wage- labor, then there would always be class struggle. Marx thought that this class struggle would result in workers taking power. He believed that no economic class—wage workers, landowners, etc. should have power over another. Marx believed that everyone should contribute what they can, and everyone should get what they need. Friedrich Engels II’s father was a very rich factory owner, and he sent Friedrich to England to run one of the factories. The way the workers were living at his father's factories made Engels upset with the class system. At about this time, he began to write about politics and workers' struggles. ix 4 NegOr_Q3_English10__Module3.b_v2

8. It focuses on the struggle between capitalists and the working class. Marx wrote that the power relationships between capitalists and workers were inevitably create class conflict. inherently exploitative and would Feminism Feminism is a social and political movement. Feminism is about changing the way that people see male and female rights (mainly female), and campaigning for equal ones. Feminism is advocating for women’s rights and asking for equal rights for no matter a person’s gender. Somebody who follows feminism is called a feminist. This idea was put forward by some philosophers in the 18th and 19th centuries such as Mary Wollstonecraft and John Stuart Mill. As feminism evolved throughout the years, it added new values to it, focused on major issues women faced in each era, and went through different waves that fought for different rights for women. There are three main waves of feminism: the 1st wave was concerned with women’s right to vote, the 2nd wave was a liberation movement for equal social rights, and the 3rd wave embraced concepts such as diversity and the importance of individualism; it reinstated the definition of being a feminist. Feminism is not “anti-men”, but it is asking for equal rights for men and women. This would include the home life and care work. Women do not always have to do those roles and it can be shared with men as well. Feminism today still has the same objectives and demands equality for all genders in different ways; it also has a more applicable meaning that empowers women. In today’s world feminism is about being the woman you want to be, being successful in what you choose to be, and not waiting for approval by society because what you are doing is not the norm. When thinking of feminism in today’s world it also means girls supporting each other and empowering one another. x 5 NegOr_Q3_English10__Module3.b_v2

9. CRITIQUING A LITERARY SELECTION Let’s review: When we summarize a text, we capture its main points. When we analyze a text, we consider how it has been put together—we dissect it, more or less, to see how it works. Here’s a new term: when we critique (crih-TEEK) a text, we evaluate it, asking it questions. Critique shares a root with the word “criticize.” Most of us tend to think of criticism as being negative or mean, but in the academic sense, doing a critique is not the least bit negative. Rather, it’s a constructive way to better explore and understand the material we’re working with. Theword’s origin means “to evaluate,” and through our critique, we do a deep evaluation of a text. When we critique a text, we interrogate it and our own opinions and ideas become part of our textual analysis. We question the text, we argue with it, and we delve into it for deeper meanings. As we move to a more specific but still related topic to critiquing a text, do not forget the concepts introduced in the previous modules (modules 2 and 3.a). They must be considered necessary references as we discuss our lesson. Now we will focus on critiquing literary texts using two approaches- Feminism and Marxism. Feminist Approach Feminist Criticism (1960s-present) is concerned with "the ways in which literature (and other cultural productions) reinforce or undermine the economic, political, social, and psychological oppression of women" (Tyson 83). These are the questions you need to take full consideration of when critiquing using Feminist approach: a.How does the story re-inscribe or contradict traditional gender roles? For example, are the male characters in “powerpositions” while the women are “dominated”? b.Are the men prone to action, decisiveness, and leadership while the female characters are passive, subordinate? c.Do gender roles create tension within the story? d.Do characters’ gender roles evolve over the course of the narrative? 6 xi NegOr_Q3_English10__Module3.b_v2

10. Here’s a sample short story written by Kate Chopin entitled “The Story of an Hour”. Read and reread to fully understand then the succeeding section is a sample critique of the story itself using the Feminist approach. Observe how the critique is being done. About the Author: Kate Chopin born on February 8, 1850, is credited for being one of the first popular feminist authors of the 20th century and introduced this movement in literature. After the death of her husband, Kate moved in with her mother who shortly died thereafter. She was left alone raising her children and suffered from depression. Nevertheless, her doctor recommended her to fight depression by writing. They advised her that writing would be therapeutic, healing and that it could ultimately provide her with much needed income. and friend "The Story of An Hour" Kate Chopin (1894) Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the leaves. 7 NegOr_Q3_English10__Module3.b_v2

11. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window. She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams. She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought. There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself, a little whispered word escaped her slightly parted lips. She said it over and over under the breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body. She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination. And yet she had loved him--sometimes. Often, she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! 8 NegOr_Q3_English10__Module3.b_v2

12. "Free! Body and soul free!" she kept whispering. Josephine was kneeling before the closed door with her lips to the key hold, imploring for admission. "Louise, open the door! I beg; open the door-- you will make yourself ill. What are you doing, Louise? For heaven's sake open the door." "Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long. She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom. Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his gripsack and umbrella. He had been far from the scene of the accident and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife. When the doctors came, they said she had died of heart disease--of the joy that kills. The end CRITIQUE: In the short story, Chopin reveals a deep-rooted problem the woman faced in marital relationships. She plotted the idea that women were oppressed through unhappy marriages. In a marriage, women are restricted and are viewed as property, being subservient to men. Husbands held the powers and often imposed their will onto their wives. The wives had no other choice but to bend to the husband’s will. Women had no sense of freedom or individuality and were inferior to men. “There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature” (789). These words show the picture of Mrs. Mallard’s family life. She was unhappy with her husband; she couldn’t have her own opinion and couldn’t show her own will; that’s why she is happy to be free! 9 NegOr_Q3_English10__Module3.b_v2 xiii

13. A careful reader understands the deep sense of the words about “patches of blue sky showing here and there through the clouds…” (789). These words didn’t appear in the story for no reason. All these details make us feel the growth of Mrs. Mallard’s excitement and make us understand the sign of the meaning of the blue sky as a symbol of freedom and future life. However, for one moment she gets afraid allowing herself to be happy about her freedom: “she was striving to beat it back with her will” (789). This shows us that Mrs. Mallard is a “product” of her time and has to be dependent on society rules. She realizes that society would determine her thoughts of freedom inappropriate, but she can’t stop herself from feeling that way. Being a widow is the only way for Mrs. Mallard to get free. “Free! Body and soul free!” (789). We read these words and share with Mrs. Mallard her feelings, her excitement, and hopes. At this point Mrs. Mallard’s sister Josephine is looking ridiculous, with her words “Louise, open the door! You will make yourself ill.” (789). Because practically talking, Mrs. Mallard, being a woman who had numerous years under her husband’s will, finally gets an absolute freedom; a miraculous freedom that she even didn’t hope to get the day before. However, her sister is far from understanding it. Mrs. Mallard dies “of joy that kills” (790). These words carry the absolutely opposite meaning than they read. We understand that the doctors are wrong thinking that she dies from happiness of seeing her husband again. She chooses rather to die than to live again under her husband’s will, especially after experiencing freedom, even just for one hour. This hour in a comfortable armchair in front of the open window made her feel happy and free; it made her understand the sense of her being, and it was the only real hour of her life. Natalia Dagenhart January 18, 2005 Marxist Approach The simplest goals of Marxist literary criticism can include an assessment of the political tendency of a literary work. Further, another of the ends of Marxist criticism is to analyze the narrative of class struggle in a given text. A Marxist interpretation reads the text as an expression of contemporary class struggle. What do Marxist literary critics do with texts? They explore ways in which the text reveals ideological oppression of a dominant economic class over subordinate classes. In order to do this a Marxist might ask the following questions: 1.Does the text reflect or resist a dominant ideology? Does it do both? 2.Does the main character in a narrative affirm or resist bourgeois values? 3.Whose story gets told in the text? 4.Are lower economic groups ignored or devalued? 5.Are values that support the dominant economic group given privilege? This can happen tacitly, in the way in which values are taken to be self- evident. 10 NegOr_Q3_English10__Module3.b_v2

14. Read the text below about “Yertlethe Turtle” by Theodor Seuss Geisel and again the next section is its critique based on the Marxist approach. About the author: Theodor Seuss Geisel is an American writer, filmmaker, and illustrator of immensely popular children's books, which were noted for their nonsense words, playful rhymes, and unusual creatures. He wrote pseudonym, “Dr.Seuss.” stories under the “Yertle the Turtle” Yertle was once a king of a pond that is on a far-away Island of Sala- ma-son. The pond he ruled over had everything the other turtles needed such as food, and warm water and the turtles were very happy until Yertle became ungrateful about the throne, he sits due to it being low and he thought that if he could make it higher, he would be a great ruler of all he can see so he called 9 of the turtles who serve him, to attention. EXCERPT FROM YERTLE THE TURTLE ...But, while Yertle was shouting, he saw with surprise That the moon of the evening was starting to rise Up over his head in the darkening skies. “What’sTHAT?” snorted Yertle. “SAY, what IS that thing That dares to be higher than Yertle the King? I shall not allow it! I’ll go higher still! I’ll build my throne higher! I can and I will! I’ll call some more turtles. I’ll stack ʻem to heaven! I need ʻbout five thousand, six hundred and seven!” But, as Yertle, the Turtle King, lifted his hand And started to order and give the command, That plain little turtle below in the stack, That plain little turtle whose name was just Mack, Decided he’d taken enough. And he had. And that plain little lad got a little bit mad and that plain little Mack did a plain little thing. He burped! And his burp shook the throne of the king! 11 NegOr_Q3_English10__Module3.b_v2 xvi

15. Critique: Written by the renowned author Dr. Seuss, “Yertle the Turtle” is a child’s storybook which represents the Hitler and the Nazi in Germany during World War II. In the story of Yertle, the Turtle, Yertle interprets as Hitler, the Nazi regime, of real world. The story begins with very peaceful calm pond with Turtles and Yertle. However, since Yertle utters, “I’m ruler of all that I see. But I don’t see enough. That’s the trouble with me”, he suddenly recognizes the kingdom he ruled was too small. This indicates Yertle’s desire to take dictatorial rule of his place, the surrounding area and turtles, which also connects with Hitler’s desire to expand his kingdom he ruled and invade Germany and various parts of Europe. Then, in the storybook’s plot,“Yertle orders the turtles to stack up under him, building a now throne for him, so that he could look down whole view and rule everything he sees beneath. Yertle’s dictatorship parallels with real world, Hitler, to rule everything, in a world of pure race. In the plot, the turtles that support Yertle in high position, being throne of Yertle, are having pain to carry huge weight. The turtle called, “Mack”, embodying the German society under Hitler in real world or the oppressed, states, “But down here below, we are feeling great pain. I know, up on top you are seeing great sights, but down her at the bottom we, too, should have rights. We turtles can’t stand it. Our shells will all crack. Besides, we need food. We are starving!”. These represent how German society has felt during the dictatorship of Hitler. He has been in great power at the top but Germans were living with rationed food and really limited rights. These are the cries of the common people especially those under power and wealth. Although turtles are suffering under Yertle’s dictatorship, Yertle desires to expand his power and his rule. However, as the night came and mood rise up, he said, “That dares to be higher than Yertle the King? I shall not allow it! I’ll go higher still!”. He becomes furious that the moon is placed higher than him, which resulted more turtles stack up to build higher throne of Yertle. This relates with real world by expressing Hitler’s desire to invade everything he sees without any consciousness to his people. True enough there are some people who aspire even higher to the extent of stepping on others. Then, the suffering turtle, Mack, got a bit mad, burping toward the Yertle, which resulted the turtles above him, to shake. The Yertle falls off his throne and into the mud. This connects with real world that German society rise until not able to stay under Hitler’s dictatorship. This action is very significant in the plot because it represents the initial contrary voices from the German society causing the restriction of Hitler’s dictatorial rule. Source: https://daun96.wordpress.com/2012/05/21/yertle-and-turtle- analysis/ 12 xvii NegOr_Q3_English10__Module3.b_v2

16. WHAT’S MORE Task 4. Determine the approach used in each statement whether it is Marxism or Feminism. Write M if your answer is Marxism and F if it is Feminism. 1.It explores ways in which the text reveals ideological oppression of a dominant economic class over subordinate classes. 2.The question, “Are lower economic groups ignored or devalued?” appears in the analysis when you use this approach. 3.One of its ends is to analyze the narrative of class struggle in each text. 4.It is concerned with "the ways in which literature (and other cultural productions) reinforce or undermine the economic, political, social, and psychological oppression of women". 5.“How does the story re-inscribe or contradict traditional gender roles”, is one of the questions that serves as your guide in critiquing using this approach. 6.This approach in critiquing literary selections is composed of three waves. 7.Another important question in this approach is “Do gender roles create tension within the story?” 8.This approach is not “anti-men”, but it is asking for equal rights for men and women. 9.The question, “Does the work suggest a solution to society’s class conflicts?" is under this approach. 10. The question, “What were the economic conditions for the publication of a work?” falls under this approach. Task 5. Write 3 important learnings you gained from the discussion of the Marxist approach and another 3 for the Feminist approach on critiquing literary selections. Follow the format below. Literary Criticism Marxist Approach Feminist Approach 1. 2. 3. 1. 2. 3. 13 NegOr_Q3_English10__Module3.b_v2 1

17. Task 6. Recall a story, a poem, or any movie you have read or viewed that depicts either the concepts of Marxism or Feminism. Share its title and brief summary following the template below. Title: Summary: Task 7. Make a literary critique on the text below using the appropriate approach. Be guided by the questions for the approach that you will be using. There is a set of rubrics after the text that will serve as the guidelines for rating your work. My Father Goes to Court by Carlos Bulosan When I was four, I lived with my father and brothers an sisters in a small town on the island of Luzon. Father’s farm had been destroyed by one of our sudden Philippine floods, so several years afterwards we all lived in the town. We had as a next-door neighbor a very rich man, whose sons and daughters seldom came out of the house. While we boys and girls played and sang in the sun, his children stayed inside and kept the windows closed. His house was so tall that his children could look in the window of our house ad watched us played, or slept, or ate, when there was any food in the house to eat. Now, this rich man’s servants were always frying and cooking something good, and the aroma of the food was wafted down to us from the 2 14 NegOr_Q3_English10__Module3.b_v2

18. windows of the big house. We hung about and took all the wonderful smells of the food into our beings. Some days the rich man appeared at a window and glowered down at us. He looked at us one by one, as though he were condemning us. As time went on, the rich man’s children became thin and anemic, while we grew even more robust and full of life. The rich man started to cough at night. His wife began coughing too. Then the children started to cough. One day the rich man appeared at a window and stood there a long time. He looked at my sisters, then at my brothers. He banged down the window and ran through his house, shutting all the windows. From that day on, the windows of our neighbor’s house were always closed. We could still hear the servants cooking in the kitchen, and no matter how tight the windows were shut, the aroma of the food came to us in the wind and drifted gratuitously into our house. One morning a policeman from the presidencia came to our house with a sealed paper. The rich man had filed a complaint against us for stealing the spirit of his wealth and food. On the day of the trial, we were the first to arrive. The rich man arrived with his young lawyer. Spectators came in and almost filled the chairs. The judge entered the room and sat on a highchair. We stood in a hurry and then sat down again. After the courtroom preliminaries, the judge looked at Father, asked if he had a lawyer to which Father replied that he didn’t need any. The rich man’s lawyer jumped up and pointed his finger at Father and started to ask him questions. After being somehow proven guilty by the lawyer, Father agreed to pay for our committed crime. He took my straw hat and began filling it up with centavo pieces that he took out of his pockets. Mother added a fistful of silver coins; my brothers threw in their small change. The hat was almost full of coins. He walked to the room across the hall, shook the hat; the sweet tinkle of the coins carried beautifully in the courtroom. Father came back, stood before the complainant, and asked him if he heard the sound - the spirit of the money. When the rich man answered yes, Father said, “Then you are paid.” The rich man opened his mouth to speak and fell to the floor without a sound. The lawyer rushed to his aid. The judge pounded his gavel. “Casedismissed,” he said. 3 15 NegOr_Q3_English10__Module3.b_v2

19. Rubrics: Content Presents original ideas not just rehashing of class discussion Presents well thought out interpretation and sophisticated analysis Provides accurate, fair, and plausible information/analysis from texts 10 7 4 2 Develop- ment and support of Ideas Develops ideas fully an awareness of audience needs Provides substantial support of assertion through citing of lines or sentences Provides accurate, fair and plausible information from the text 10 7 4 2 Uses language, which is clear, concise and appropriate Uses standard English and its conventions consistently Varies sentence structure 7 4 2 10 Grammar Source: http://www.longwood.edu/staff/lynchrl/English%20203/Litrubric.htm 4 16 NegOr_Q3_English10__Module3.b_v2

20. Aquiver (adj.) - marked by trembling or quivering Bosom (n.) – the human chest and especially the front part of the chest Bourgeoise (n.) - the middle class, typically with reference to its perceived materialistic values or conventional attitudes Capitalist (n.) – a person who has capital especially invested in a business Criticism (n.) – critical observation or remark Elixir (n.) –a substance held capable of prolonging life indefinitely Gaze (v.) –to fix the eyes in a steady intent look often with eagerness or studious attention Monstrous (n.)- having extraordinary often overwhelming size Peddler (n.) – one who offers merchandise (n.) – the lowest social or economic class of a community Proletariat 17 5 NegOr_Q3_English10__Module3.b_v2

21. REFERENCES “A Simple Definition of Feminism”. (2020, 1 Sept). The Candor. https://the candor.wordpress.com/2020/04/22/a-simple-definition- of-feminism/ “Critiquing a Text”. (n. d). The Word of College Reading & Writing. https://openoregon.pressbooks.pub/wrd/chapter/critiquing-a-text/ “Welcome Students! We’re so glad you’re! Please read these messages from Teachers & Staff throughout our entire district. #1st Day Aug 23 (n.d). Urbandale Schools. https://www.urbandaleschools.com/school-news/welcome-students- were-so-glad-youre-here-please-read-these-messages-from-teachers- staff-throughout-our-entire-district/ 6 18 NegOr_Q3_English10__Module3.b_v2

22. ANSWER KEY 19 7 NegOr_Q3_English10__Module3.b_v2

23. For inquiries or feedback, please write or call: Department of Education – Schools Division of Negros Oriental Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental Tel #: (035) 225 2376 / 541 1117 Email Address: negros.oriental@deped.gov.ph Website: lrmds.depednodis.net