SHS
21st Century Literature from the
Philippines and the World
Quarter 1 Module 3: Lesson 5
Identifying Theme
21st Century Literature from the Philippines and the World
Quarter 1 Module 3: Lesson 5
MELC 3: Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding
Specific Objective:
1. Determine the steps in identifying literary theme.
2. Identify the theme of a literary piece; and
3. Reflect on a current issue.
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 book 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
Regional Director: Gilbert T. Sadsad
Assistant Regional Director: Jessie L. Amin
Development Team
Sorsogon City Division
Author: Katherine G. Frivaldo
Teacher II, Rizal Integrated National School
Editors: Emily D. Dolot and Anne E. Mancia
MT II, SNHS
Asst. Principal, SNHS Senior High School
Reviewers: Cleofe D. Ariola, EPS - Enlgish and Albay Division (headed by Mai
Anne Rondola)
I. Introduction
Literary works are used to entertain, to teach a moral lesson, to convey
meaning, or more importantly, to make the reader aware of some aspects of the
human conditions. Through literature, you may creatively share your ideas and
express themes that are timeless and universal.
21st century learners like you use literature to express lofty sentiments and
deep feelings but in this module, you will also use it to communicate reactions to
current issues.
This module provides various activities and discussions for you to:
1.) determine the steps in identifying literary theme;
2.) identify the theme of a literary piece; and
3.) reflect on a current issue.
Your target output for this module is a reflection paper.
II. Pre-Test
Before you start your learning adventure, please try to answer first the task
below. This task will give you an overview of what you will learn as you go along the
way to this module. Make sure to finish this task. Good Luck!
Activity 1. True or False
Read the statements in the table and check the column that corresponds to
your response. Write your answer in a separate sheet of paper.
STATEMENT
1. Theme is the central, underlying, and controlling idea or insight
of a work of literature.
2. Theme is expressed in a single word.
3. Universal themes developed in a story, poem, or play
ultimately expand the reader’s knowledge of being human by the
expression of experiences through different perspectives.
4. Theme is the idea the writer wishes to convey about the
subject—the writer’s view of the world or a revelation about
human nature.
5. Theme is the moral.
6. Personal thoughts and emotional reactions that surface when
reading the details of the story are not important in identifying
themes.
7. A theme keeps the writer on point.
8. Figurative language can be used to craft theme.
9. The theme is the conflict.
TRUE
FALSE
1
10.The author’s choices of plot, character, conflict, and tone
controlled by this theme.
Score:
6 – 10 – Amazing! You studied very well!
5 – below – You have to really focus in our discussions.
Awesome!! You are now done with the Pre-Test! Are you now ready for an
exciting learning venture? Let us now discover our lesson.
III. Lesson Proper
Can you still recall the different kinds of point of view? Let’s find out how well
you remember them by answering the task below.
Activity 2. Match Me!
Match the meanings found in Column A to the words found in Column B.
Write the letter of your answer in a separate sheet of paper.
COLUMN A
____ 1. This point of view still uses the “he/she/it”
narration but now the narrator knows EVERYTHING.
____ 2. It means that the POV is limited to only one
character which means that the narrator only knows
what that character knows.
____ 3. It is when the narrator is not a character in
the story. It uses the “he/she/it” narrator and it is the
most commonly used POV in writing.
____ 4. It is generally only used in instructional
writing. It is told from the perspective of “you”.
_____ 5. It is used when the main character is telling
the story. This is the kind that uses the “I” narrator.
As a reader, you can only experience the story
through this person’s eyes. So you won’t know
anything about the people or events that this
character hasn’t personally experienced.
Source:
of.view.html
COLUMN B
A. First Person Point of
View
B.
Second
Person
Point of View
C. Third Person Point
of View
D.
Third
Limited
Person
E.
Third
Multiple
F.
Third
Omniscient
Person
Person
http://www.thebeginningwriter.com/2012/03/look-at-different-types-of-point-
Did you answer the task correctly? Why do you need to be familiar with these
different points of view in literature?
2
Point of view is an important literary device for exploring a literary work.
Understanding the point of view of a literary work will help you with your next
learning quests.
Building Your Vocabulary
Hi! Welcome to the world of vocabulary. Your next task is to read a literary
piece. But before that, Make sure to answer these witty questions. Write your answer
in a separate sheet of paper.
Activity 3. Post A Word
1.When
do
you
say
that
you
are
submerged
under
water?
________________________
2. What is usually far down from the top?
________________________
3.Why
are
some
people
able
to
endure
hardship
or
pain?
________________________
4.When do you say that a person is unable to find his way?
________________________
5. What situation are you feeling unhappy?
________________________
Were you able to give the correct words? Those words are found in the poem
you are about to read. Knowing their meanings will help you better understand the
poem.
Now, I think you are ready to read and understand the poem. You can also
check your dictionary if you encounter some words, which are still unfamiliar to you..
Study These
As a student in your 11th grade, have you encountered difficulties in life? What
were those difficulties? How did you surpass them? The poem you are about to read
will give you an inspiration to hold on amidst life’s challenges.
Activity 4. Time to Read a Poem!
Read a poem originally written in Bicol by Marigrace D. Carretero and
translated by Frances Grace Jetomo, both are Professors at Sorsogon State
College, Sorsogon City.
3
DROWNED
by Marigrace D. Carretero
(translated by Frances Grace Jetomo)
1 The stone fell
2 Into the deep well
3 It gasped for breath
4 As its tough fall.
5 Have you ever felt that?
6 When you lost hope?
7 Drowned in a spring that overflows
8 Beside the falls that’s really cold.
9 Don’t be sad
10 For though you’re in the situation,
11 Someone will draw water in a little while,
12 Someone will help you.
13 Hold on as the pail falls
14 So you can breathe after drowning in the
deep.
Marigrace Despi Carretero is an Associate Professor at Sorsogon State College,
Sorsogon City
She was awarded the Most Outstanding Teacher of Sorsogon in 2016 during the
search for Outstanding Teachers by the Escudero Foundation. She published
research works and articles on sociolinguistics, poems and stories. She is currently
writing her Ph D. dissertations in language Education at the University of the Philippines,
Diliman.
Frances Grace J. Jetomo is an Instructor at Sorsogon State
College.
She finished Bachelor of Arts in English at Bicol University College of
Arts and Letters and Methods of Teaching at St. Louise De Marillac
College of Sorsogon. In 2019, she gained her Master’s Degree at Bicol
University Graduate School with her thesis entitled “Literary Merits
Reflected in Sorsoganon Poetry: Basis for Lesson Exemplars
Development in Teaching 21st Century Literature.”
4
Sources:
•
•
Carretero, Marigarce. Kuskos Lapis: Mga Tula ni Marigrace Despi
Carretero..
Jetomo, Frances Grace. Literary Merits Reflected in Sorsoganon
Poetry: Basis for Lesson Exemplars Development in Teaching 21 st
Century Literature. Unpublished thesis.
Are you done? Good. If you still need to read the poem again, feel free to do
so. If you are confident now that you have understood the poem, please proceed to
the next task.
Activity 5. Comprehension Check
Please answer the questions below to test how much you understood the
poem. You can go back to the important details or information you have highlighted
while reading it./ Write yopur answer in a separate sheet of paper.
1. What object is being referred to in the poem? What happened to it?
2. What figure of speech is used in the poem?
3. What is meant by the lines:
“Drowned in a spring that overflows
Beside the falls that’s really cold”?
4. What feeling is evoked in the aforementioned lines?
5. How did the author give hope to the fallen stone?
6. Give the theme that encapsulates the poem.
7. What reality in life is being fostered by lines 10-12?
8. Compare yourself to the stone. Have you also had a tough fall? Share how you
were able to overcome it.
9. Have you been drowned or submerged into a thing or a situation? How were you
able to pull yourself up?
Score:
6 - 9- Well done! You have read it very well!
5 – below - It’s fine. You may need some time to read the poem once
more.
Which question is difficult for you to answer? Why? If you found it hard to
identify the theme of the poem, you need to know the steps in identifying the theme
of literature. Below are some discussions which will help you familiarize the steps in
identifying themes.
5
The Literary Element of Theme
Theme is:
• the central, underlying, and controlling idea or insight of a work of literature.
• the idea the writer wishes to convey about the subject—the writer’s view of
the world or a revelation about human nature.
Theme is NOT:
• expressed in a single word
• the purpose of a work
• the moral
• 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 the 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.
Sources:
•
•
https://www.thoughtco.com/how-to-identify-book-theme-739101
https://www.softschools.com/examples/literary_terms/identifying_theme_examples/
425/
Were you able to follow the steps in identifying the theme of a literature?
Can you now identify the theme of the poem “Drowned”? If not, here are additional
information on identifying themes.
Note this example: A fifteen-year-old boy in an American suburban high
school, who has not made the basketball team, knows the experience of
disappointment, but so does a seventy-year-old grandmother whose family does not
come home for the holidays. Each character’s story might detail the events of how
they move from disappointment to contentment. These stories have a similar theme.
Even though the details of the story are expressed differently, either scenario could
6
express the theme of overcoming disappointment and hurt – yet, each in a unique
way.
Could you connect with either of these characters? Why? Get into the habit
of asking how and why questions as you move through the details of a literary
selection.
Furthermore, certain themes can be understood by people regardless of
age, gender, geography, or culture. This commonality makes them universal.
Universal themes developed in a story, poem, or play ultimately expand the reader’s
knowledge of being human by the expression of experiences through different
perspectives.
Common themes can include: loneliness, oppression, repression,
transformation, good versus evil, struggle and accomplishment, death, rebirth,
initiation, redemption, and free will.
With a specific purpose in mind, the author carefully crafts themes using
literary tools. By employing literary tools, the author embeds the theme or meaning
into separate elements that make up the totality of the literary piece.
Some of the most common tools of the author’s craft are: character
development, setting, mood, plot, point of view, figurative language, allegory,
symbolism, and irony.
A poet might additionally use: alliteration, metaphor, simile, onomatopoeia,
personification, rhyme, and repetition.
The careful examination of these tools is a part of literary analysis. You have
to observe how the tools are being used individually, and by critically thinking about
how they relate to one another to construct the expression of theme, you have to
push beneath the surface details to discover the literature’s deeper meaning.
Just as a scientist examines a specimen to prove a hypothesis, the literary
analyst has a thesis to prove. Like a scientist who methodically examines separate
aspects of a specimen such as its appearance, movements, and responses to
environmental factors, you are expected to make careful observations of the
individual parts of a literary piece. This examination takes time and concentrated
effort.
To uncover themes and meanings, you have to begin the analysis by making
verifiable observations, like a scientist, through careful reading. Observations that
are verifiable are those that can be pointed out and agreed upon by others. These
observations are the raw data of literary analysis; they are objective facts. Objective
facts are the third person accounts that indicate who is doing what in the story or
poem. They establish the when; they confirm the where. They recognize interesting
key words and repetitions. They record character dialogue, and they note specific
devices used by the poet. Keep in mind that the author made a decision about each
7
of these objective elements. Your role as a reader/analyst is to determine why these
creative decisions were specifically made.
At the same time, it is very important that you pay attention to the personal
thoughts and emotional reactions that surface when you are reading the details of
the poem/story. This type of information is subjective. Subjective information arises
while experiencing the literature. Subjective information is the thoughtful first person
“I think, I feel, I know” responses that come from your background of knowledge and
personal experience as the reader. These subjective responses are valuable for
making initial critical connections to the details within the author’s work.
Your probing “I wonder why” questions initiate from subjective responses.
Just like the tendency to focus only on surface details – don’t make the mistake of
only reporting your subjective impressions, reactions, and opinions. To conduct a
thorough analysis which results in the identification of themes – surface details,
subjective information, objective data, and inferences must all be reintegrated to
reveal the big picture of theme and deeper meaning.
Why are themes important?
Themes are the central focus of literary works. Themes express the intended
lesson, conclusion, message, or point of view of the author. Themes connect all the
parts of the story such as characters, plot, problem (conflict), setting and events. A
theme keeps the writer on point
Sources:
•
•
https://www.bucks.edu/media/bcccmedialibrary/tutoring/documents/writingareahando
utrevision/literature/Identifying-themes.pdf
https://www.quora.com/Why-are-themes-important-in-astory#:~:text=Themes%20are%20the%20
central%20focus,%2C%20and%20event(s).&text=A%20theme%20keeps%20the%2
0writer%20on%20point.
Done! You are almost towards the end of this module. Try some more
activities to understand the lesson fully/
Enrichment Activities
Wow! You are now in the middle part of your learning journey. You have
learned how to identify the theme of a literary piece. Now, I think you are ready for a
series of tasks which will surely develop your new skills in identifying the theme and
relating it to the current issue.
8
Activity 6. Take the Steps
Though you already determined the theme of the poem “Drowned”, let us
see if you were able to use the steps in identifying the theme. Please apply the
following steps to the poem:
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.
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.
Activity 7. Theme Out!
Read and understand each poem carefully and draw out its theme.
BETWEEN ODDS
by Roy D. Frayna
(Translated by Justin Belleza)
1 Life
indeed, as what they say
gloomy and merry days
3 tiresome it is with all the blues
4 dreary it is with all the bliss
2 has
5 better
6 where
7 one
trace the center
polarities pull each other
sees and feels both perspectives
the toppled and upside-down
8 comprehending
9
at twilight
light fades to darkness
10 when
11 during
12 where
deep sleep
consciousness turns to slumber
13 in
the midst of the flow and the ebb
eyes rejoicingly watched
15 and the nose overwhelmed
14 the
16 the
17 in
life behind is celebrated
the time of departing
18 whilst
19 to
being taken
the next destination.
9
Source: Jetomo, Frances Grace. Literary Merits Reflected in Sorsoganon Poetry: Basis
for Lesson Exemplars Development in Teaching 21st Century Literature. Unpublished
thesis.
2.
THE MOON TREE LEAF
By Rosalie D. De Guzman
(Inspired by the K-drama “Hotel De Luna”)
Of all the queries we have in life
Of all the things we wonder about
One thing is certain we cannot hide
Every leaf falls down and dry up
But if given a second life
This leaf that I am would still become
The leaf that existed in your homebound
That gave your trunk its love and life.
The summer breeze I swayed along
The winter snowflakes chilled me alone
And left you in an autumn’s blue
I waited for spring to come back to you.
I’d never wish to be a bug nor a bee
I’d never be a lotus nor a waterlily
Because this moon tree leaf will always be
With its trunk that you used to see.
Theme:
Source: Detera, Rosalie D. “The Moon Tree Leaf”
3.
WOMAN
by Eduardo E. Uy Jr.
1
Only when the wind began blowing a little stronger that she was
able
2 to go out to fetch water. She wore a loose dress. As she walked
towards 3 the well, she let the wind flutter her hemline. She hoped no
one would
4 notice her body.
10
5
She carried a jar that she would not fill up to the brim. She was
worried 6 that on the way back it might spill on her. And what if the wet
cloth would
7 stick on the skin of her belly? And what if somebody would see?
8
Her neighbors were sitting around the well. They were whispering
to
9 each other. When she was drawing near, they all hurriedly went away
10 like a herd of sheep that has sensed a crouching wolf nearby.
11
She felt that she could still hear her neighbors’ voices trapped
inside 12 the well. Echoing. Bastard. The water rippled from her
trembling hand.
13
On the way back, she suddenly became afraid of the stones half-buried
14
on the sand. She wanted to run but she remembered
15 what she was carrying.
Theme:
Source: Jetomo, Frances Grace. Literary Merits Reflected in Sorsoganon Poetry: Basis for
Lesson
Exemplars Development in Teaching 21st Century Literature. Unpublished thesis.
Score:
2 - 3- Well done! You have really learned how to determine the theme!
1 - It’s fine. You may need some time to read the poems once more.
Activity 8. Poster Making
As a 21st century learner, you are inclined in expressing your thoughts not
only through words but also through arts. Your next task will highlight your skill in
poster making! You are to draw/illustrate through a poster the theme of the poem
“Drowned” connecting its message to the current situation we are experiencing. I
know you will enjoy it! Make sure you follow the following rubric:
40% Concept Relatedness
40% Creativity
20% Neatness
100% Total
11
Source:
https://wwwa.google.com/search?q=paper+and+pen+drawing+cartoon+image&tbm=isch&ve
d=2ahUKEwiy95fZp7vqAhVtEqYKHbofBH0Q2cCegQIABAA&oq=paper+and+pen+drawing+
cartoon+image&gs_lcp=CgNpbWcQDFAAWABg_qIBaABwAHgAgAGAd4gBgHeSAQM5LT
GYAQCqAQtnd3Mtd2l6LWltZw&sclient=img&ei=HYEEX_L0JO2kmAW6v5DoBw#imgrc=hsr
odR1QMapDRM
Activity 9. Show Relationship
Your next task is to write a blog entry about the poem. In the blog entry,
include the following: why you liked the poem; how it made you feel; and relate its
theme to the current situation we are in amidst the COVID-19 pandemic. You may
post your blog in your facebook account.
The following rubric for the blog entry should be the following:
50% Content
20% Language
20% Organization
10% Mechanics
100% Total
12
Source:
https://www.google.com/search?q=blog%20image&tbm=isch&tbs=rimg%3ACUicBs0QK8v3
YXjLbBDy0NXT&hl=enGB&ved=0CBsQuIIBahcKEwjAmOLorLvqAhUAAAAAHQAAAAAQD
Q&biw=1349&bih=657#imgrc=NbvONOqjYxNzPM
_
Generalization
You are almost done with this learning mission, and I think you enjoyed your
tasks. Answer the questions below for us to know if you could still remember what
you have learned in the first part of this learning adventure.
Activity 10. What I Remember
1. What is a theme?
_____________________________________________________________
2. What is the importance of identifying the theme of a literary text?
_____________________________________________________________
Application
Congratulations! You have come this far in your learning adventure. I think
you are now ready for the real world! To prove this, please do the next task.
Activity 11. Share Your Thoughts
Under the Enhanced Community Quarantine (ECQ) or General Community
Quarantine (GCQ), ages 20 below are prohibited to go out. I know you are under
that age bracket. I am sure that you have gained a lot of realizations while in
ECQ/GCQ.
13
Your next task is to write a reflection paper on how you feel about the
pandemic that strikes the world and the things that you can do in your simplest ways
in order to help your family, your fellow youth and others who are greatly affected by
this pandemic.
The rubric for the paper should be as follows:
50% Content
20% Language
20% Organization
10% Mechanics
100% Total
IV. Assessment
Based on the reflection paper that you’ve written, accomplish the simplest
things you can do to help others amidst this pandemic. Choose any of the following
ways to document your accomplishments and be guided by the rubric:
a. Have a journal of your reflections every time you are able to do it.
b. Take pictures and make a photo collage of your accomplishment.
c. Make a vlog featuring your accomplishment.
Criteria
Content
Creativity
Description
Points
The message was clearly conveyed.
10
The output displayed a sense of originality,
10
detailed and interesting.
Total
20
Congratulations! You have completed your learning adventure!
Good luck in your next learning journey!
ANSWER KEY
Activity 1. True or False
1. True
2. False
3. True
4. True
5. False
6. False
7. True
8. True
9. False
10. True
Activity 2. Match Me!
1. F
2. D
3. C
14
4. B
5. A
Activity 3. Post A Word
1. Drowned
2. Deep
3. Tough
4. Lost
5. Sad
Activity 5. Comprehension Check
1. A stone. It fell into the deep well.
2. Personification
3. A moment in one’s life when it’s hopeless, as if everything is against his desires. And still
worsen
by surrounding situations.
4. Hopelessness
5. She encouraged him to be happy because sooner someone will lift him from his downfall.
Someone will become that pail who will help him rise from the cold water.
6. Be hopeful amidst all odds.
7. There is a circle of life. It’s not every day that we will suffer from the adversities in life.
Time will
always come that we’ll surpass them with the help of others who show compassion.
(Answers may
vary.)
8. (Answers may vary.)
9. (Answers may vary.)
Activity 6. Take the Steps
1. There will come a time that we will feel miserable, but don’t lose hope for there will
always
be someone who will come and save us from our sufferings and make us buoyant
and
hopeful again.
2. The stone (a miserable, hopeless person).
3. Life has its ups and downs. During downfall, always remember that someone will
come to
help us rise again.
4. The plot presents the primary insight about the subject through characterization
and
primary conflict presented in the poem.
5. Stay positive and hopeful even amidst difficulties.
Activity 7. Theme out!
1. Choose to live a balanced life.
2. Believe in one’s fate in love.
3. *A woman’s dignity is precious. It is reflected on her child.
15
*Sometimes, we wish to run away from our problems, but escaping will only
worsen it.
BIBLIOGRAPHY
Books:
Uychocho, Marikit Tara A. 21st Century Literature from the Philippines and the World.
2016.
Tayao, Ma. Lourdes G, et. al. 21st Century Literature from the Philippines and the
World. 2017
Unpublished Works:
Carretero, Marigarce. Kuskos Lapis: Mga Tula ni Marigrace Despi Carretero.
Jetomo, Frances Grace. Literary Merits Reflected in Sorsoganon Poetry: Basis for
Lesson Exemplars Development in Teaching 21st Century Literature.
Unpublished thesis. 2019
Detera, Rosalie D. “The Moon Tree Leaf”
Online Sources:
Blog image from Jim’s Marketing Blog. Accessed on July 1, 2020
https://www.google.com/search?q=blog%20image&tbm=isch&tbs=rimg%3ACUicBs0
QK8v3YXjLbBDy0NXT&hl=enGB&ved=0CBsQuIIBahcKEwjAmOLorLvqAhUAAAAA
HQAAAAAQDQ&biw=1349&bih=657#imgrc=NbvONOqjYxNzPM
How to Identify the Theme in a Literary Work.
https://www.thoughtco.com/how-to-identify-book-theme-739101
Retrieved
from
Identifying Themes and Literary Analysis. Accessed on June 29, 2020.
https://www.bucks.edu/media/bcccmedialibrary/tutoring/documents/writingareahando
utrevision/literature/Identifying-themes.pdf
Identifying
Themes.
Retrieved
from
https://www.softschools.com/examples/literary_terms/identifying_theme_examples/4
25/
Image of a stone in the water from Twinkle.com. Accessed on July 1, 2020
https://www.google.com/search?q=falling+stone+in+the+water+image&tbm=isch&ve
16
d=2ahUKEwicl7PMm7vqAhWhxosBHRQBAzUQ2cCegQIABAA&oq=falling+stone+in
+the+water+image&gs_lcp=CgNpbWcQDFCkhQFY_5QBYKakAWgAcAB4AIABAIgB
AJIBAJgBAKABAaoBC2d3cy13aXotaW1n&sclient=img&ei=bXQEX9ysIqGNr7wPlIK
MqAM#imgrc=AkaDu7rVBwY9LM&imgdii=E90woX_sY44-HM
Photo of a well from Dreamstime.com. Accessed on July 2, 2020
https://www.google.com/search?q=fetching+water+in+the+well+cartoon+images&tb
m=isch&ved=2ahUKEwjx1q3pk7vqAhVezIsBHRLtD28Q2cCegQIABAA&oq=fetching
+water+in+the+well+cartoon+images&gs_lcp=CgNpbWcQAzoGCAAQBxAeOggIAB
AHEAUQHlDQNlj9tAFgwboBaABwAHgAgAHZAogByqSAQkwLjEyLjEzLjGYAQCgA
QGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=RmwEX_GbMd6Yr7wPktq_AY&bih=657
&biw=1366&rlz=1C1CHBF_enPH800PH800#imgrc=m_bf2ZrD-I4nYM
Photo of a well from Pinterest.com. Accessed on July 2, 2020
https://www.google.com/search?q=well+cartoon+images&rlz=1C1CHBF_enPH800P
H800&sxsrf=ALeKk00aHE5yyuwYT613fJU9OfzgiPFiLQ:1594125129572&source=ln
ms&tbm=isch&sa=X&ved=2ahUKEwiwjs3wkrvqAhUBM94KHa8KAnUQ_AUoAXoEC
AwQAw&biw=1366&bih=657#imgrc=RHmZQXkbESm0CM
Photo of pen and paper from PNGFuel. Accessed on July 2, 2020
https://wwwa.google.com/search?q=paper+and+pen+drawing+cartoon+image&tbm=
isch&ved=2ahUKEwiy95fZp7vqAhVtEqYKHbofBH0Q2cCegQIABAA&oq=paper+and
+pen+drawing+cartoon+image&gs_lcp=CgNpbWcQDFAAWABg_qIBaABwAHgAgA
GAd4gBgHeSAQM5LTGYAQCqAQtnd3Mtd2l6LWltZw&sclient=img&ei=HYEEX_L0J
O2kmAW6v5DoBw#imgrc=hsrodR1QMapDRM
The
Different
Types
of
Point
of
View.
Retrieved
http://www.thebeginningwriter.com/2012/03/look-at-different-types-of-pointof.view.html
from
Why Is Learning Theme Important. Retrieved from https://www.quora.com/Why-arethemes-important-in-a-story#:~:text=Themes%20are%20the%20
central%20focus,%2C%20and%20event(s).&text=A%20theme%20keeps%20the%2
0writer%20on%20point.
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