 Victorian Era Literature
 The Great Expectations
 Verbals
 Theater terms
English – Grade 9
Third Quarter (Module 5)
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OVERVIEW
Greetings, Grade 9!
As we welcome you to another year, we also would like to welcome you on your Module no. 5.
This is your first module for the Third Quarter. In Module no. 5, you will realize the importance of
literature written in the Victorian Era in connection to one’s life.
The module is composed of the following parts: Gear Up, Focus On, Keep on Practicing,
Formative Test, Floater Activity, and Go Deeper. To help you plan your time, we placed a time allotment
notification to help you do the different parts of the module.
We expect that you will learn and enjoy doing every segment of this module. We hope that you will
take your time in answering all the exercises prepared for you.
You are now ready to proceed to the Gear Up Activity.
Before you finally begin, please take note of the essential questions of this module.
Essential Questions: In this lesson, you will be able to create meaningful answers to the following
questions:
1. What are the salient features of Victorian era literature?
2. How can literature empower the young people of today?
3. How can verbals help you develop effective oral and written communication skills?
Objectives: As you continue with the lesson, we expect you to:
1. identify the distinguishing features of Anglo- American literature specifically, Victorian Age;
2. compose clear and coherent sentences using appropriate grammatical structures such as verbals;
3. get familiar with the technical vocabulary for drama and theater.
Below is an example of a synopsis. Before you read it, please look for the meaning of the italicized
words. Write your answers on the lines provided below.
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1. Pip is taken to meet Miss Havisham, an eccentric lady who has shut herself away ever since her wedding
was called off at the last minute.
___________________________________________________________________________________
2. Miss Havisham allowed Pip to become Joe’s apprentice.
___________________________________________________________________________________
3.He began neglecting his origin and started looking down to others.
___________________________________________________________________________________
4.His assumptions on Ms. Havisham wanting him and Estrella to be together has been all wrong.
___________________________________________________________________________________
5. All of Pip’s money was confiscated.
___________________________________________________________________________________
Will you still accept someone who changed?
The Great Expectations
by Charles Dickens
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Pip helps Magwitch - an escaped convict
Pip is a young orphan who lives with his sister (known as Mrs. Joe) and her husband, Joe Gargery, the
strong but gentle blacksmith. As Pip visits his parents' graves, he has a terrifying meeting with Magwitch
an escaped convict. Pip helps the convict, but he is eventually recaptured and taken back to prison. Pip
continues his simple existence as a poor but honest boy, but he cannot help feeling unhappy with his place
in life.
Pip meets Miss Havisham and falls in love with Estella
Pip is taken to meet Miss Havisham, an eccentric lady who has shut herself away ever since her wedding
was called off at the last minute. She never leaves her house, still wears her wedding dress, and despises
all men. Pip also meets Miss Havisham's adopted daughter Estella who is being brought up by Miss
Havisham to break men's hearts. Estella therefore treats him cruelly especially when she talks about Pip's
background as a common boy. Pip makes many visits to them and gradually falls in love with Estella. He
dreams of becoming a gentleman so that he can be worthy of her. As a reward for his visits Miss Havisham
pays the money which allows Pip to become Joe's apprentice; he works in the forge with Joe and Orlick.
Though it is not what he really hoped for, Pip becomes a steady worker trying to educate and improve
himself with the help of a local girl, Biddy. During this time Mrs. Joe is savagely attacked and becomes
unable to care for the family anymore. Biddy moves into the family home to help them out.
Pip finds out he has come into a lot of money
One day Pip, who is by now a young man, is visited by a London lawyer, Mr. Jaggers. Jaggers tells Pip
that he has come into a fortune and must go to London to become a gentleman, improve his education,
and take up a higher-class life. Pip convinces himself that the money has come from Miss Havisham and
that this means that she plans for him and Estella to be a couple.
Pip learns how to be a gentleman
Pip travels to London where Mr. Jaggers, the lawyer, will be his guardian until he legally becomes an
adult. He lives with Herbert Pocket, a young man related to Miss Havisham, who teaches him how to
behave like a gentleman by developing good manners, wearing nice clothes, and speaking more formally.
Pip is a quick learner and is soon able to mix with people from the upper classes such as Bentley Drummle.
During this time Pip repeatedly meets Estella, falling ever more deeply in love with her.
Pip turns into a snob and forgets his family
Unfortunately, in his efforts to win Estella and impress people, Pip begins to look down on others. He
becomes ashamed of his origins, neglecting his family in the process. He is even uncomfortable when he
returns to attend his dead sister's funeral. He starts to spend too much money and soon he and Herbert are
in debt.
Magwitch returns
Pip begins to feel that he is being followed. One dark stormy night he answers his door to a ragged figure
who turns out to be Magwitch, the ex-convict Pip helped as a child. Magwitch has spent many years in
Australia, transported from England on pain of death should he return. However, he has made a great deal
of money and has risked everything to come back and tell Pip that he is the mystery benefactor who gave
Pip all his money. Pip is horrified, feeling that the money is contaminated and, even worse, finds that his
assumptions about Miss Havisham wanting him and Estella to be together have been wrong all along.
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Pip hatches a plan to help Magwitch escape
Pip, Herbert and Wemmick (Mr. Jagger’s clerk) form a plan to get Magwitch safely out of the country.
They aim to row along the river and catch a boat which is leaving England.
Miss Havisham is severely burned
At this time, Pip also hears that Estella is going to marry Bentley Drummle. He pleads with her not to do
this, but she is determined. She rejects not only Pip but also Miss Havisham. As Pip does not wish to use
Magwitch's money, he asks Miss Havisham to help Herbert set up in business. She agrees but in a tragic
accident her decayed wedding dress catches fire, and she is severely burned.
Magwitch is caught and returned to prison
Mrs. Joe's mystery attacker is revealed as Orlick. The escape plan for Magwitch is carried out but they are
caught at the last minute. Magwitch falls in the river, is hurt, captured, and returned to prison. Shortly
afterwards he is sentenced to death, but he is dying anyway. Pip has worked out that Estella is Magwitch's
long-lost daughter and tells him that he has always loved her.
Pip returns home and to Estella
Pip no longer has any money as it has been confiscated as the earnings of a criminal; he also has severe
debts. Pip falls ill and is nursed back to health by the ever-faithful Joe; he also pays off what Pip owes.
After this Pip returns to his original home at the blacksmith's. He intends to marry Biddy, but he is too
late – Joe has already proposed to her. Many years later Pip meets Estella again. She is now a widow, and
the way seems clear for Pip to pursue his lost love again.
Based on the synopsis, answer the following questions:
1. What are Pip’s characteristics that you like and did not like?
______________________________________________________________________________
______________________________________________________________________________
2. If you were a friend of Pip, what would you tell him after seeing that he has changed and forgotten
his origin?
______________________________________________________________________________
______________________________________________________________________________
3. What are the benefits and drawbacks of change/ of changing?
______________________________________________________________________________
______________________________________________________________________________
At this point, you may close your module. Please get your checklist and write “done”. Thank you.
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You’re back! This is the 2nd part of the module. Here, you are expected to work on the two
segments: FOCUS ON and KEEP ON PRACTICING (SELF- CHECK only).
On this part, you will learn how to:
1. identify the distinguishing features of Anglo- American literature (Victorian Age);
2. use verbal - gerund, infinitive, and participle;
3. get familiar with the technical vocabulary for drama and theater.
Characteristics of Victorian Literature
Victorian literature is literature written in England during the reign of
Queen Victoria, or roughly from 1837 -1901. It is largely characterized by the
struggle of working people and the triumph of right over wrong. The literature of
the Victorian age entered a new period after the romantic revival. The literature of
this era was preceded by romanticism and was followed by modernism or realism.
1. Literature of this age tends to come closer to daily life which reflects its practical problems and
interests. It becomes a powerful instrument for human progress. Socially & economically,
Industrialism was on the rise and various reform movements like emancipation, child labor,
women’s rights, and evolution.
2. Moral Purpose: The Victorian literature seems to deviate from "art for art's sake" and asserts its
moral purpose. Tennyson, Browning, Carlyle, Ruskin - all were the teachers of England with the
faith in their moral message to instruct the world.
3. Idealism: It is often considered as an age of doubt and pessimism. The influence of science is felt
here. The whole age seems to be caught in the conception of man in relation to the universe with
the idea of evolution.
4. Though, the age is characterized as practical and materialistic, most of the writers exalt a purely
ideal life. It is an idealistic age where the great ideals like truth, justice, love, brotherhood are
emphasized by poets, essayists, and novelists of the age.
Source: Characteristics of Victorian literature. http://olenglish.pbworks.com/f/Victorian+Lit.+Char.pdf
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Verbal is a form of verb that does not function as a verb. Verbal functions as noun,
adjective, or adverb (for infinitives) and as a subject, subjective complement, and
object (for gerunds).
Types of Verbals
1. A gerund is a verbal that ends in –ing and functions as a noun. It can take on the role of a
subject, direct object, subject complement, and object of preposition.
Examples:
1.1 Gerund as subject:
Improving is the only way to survive the life that he has.
1.2 Gerund as direct object:
Ms. Havisham enjoys wearing his wedding dress.
1.3 Gerund as subject complement:
Pip’s life dream includes marrying Estrella.
1.4 Gerund as object of preposition:
After learning how to be a gentleman, Pip became a snob.
2. A participle is a verbal that is used as an adjective and most often ends in -ing or -ed.
There are two types of participles: present participles and past participles.
Present participles end in -ing.
Past participles end in -ed, -en, -d, -t, or –n
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Examples:
A. The loving memory of his husband remains in her. (PRESENT)
*The underlined word is the participle which describes the memory.
B. Estrella captured Pip’s broken heart. (PAST PARTICIPLE)
*The underlined word is the past participle which describes the word heart..
3. An infinitive is a verbal consisting of the word to plus a verb (in its simplest "stem" form).
The infinitive may function as a noun, subject, direct object, subject complement,
adjective, or adverb in a sentence. Although an infinitive is easy to locate because of the to +
verb form, deciding what function it has in a sentence can sometimes be confusing.
Examples:
A. To escape was their plan. (subject)
B. They promised to return soon. (direct object) (subject + verb + whom/what)
C. His dream was to marry Estrella. (subject complement)
Vocabulary for
Drama and Theatre
The following terms are used in the theater.
 Ad Lib- short for the Latin AD LIBITUM meaning “freely”.
 Antagonist- oppose what the main hero, or protagonist is trying to accomplish.
 Apron- (forestage) stage area in front of the main curtain.
 Audition- a competitive try -out for a performer seeking a role in a theatre production
 Backdrop- a large drapery of painted canvas that provides the rear or upstage masking of a set
 Backstage- area behind and around the stage that is unseen by the audience
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Blackout- a theatrical blackout- as opposed to a power failure- is a sudden darkening of the stage.
A slow darkening is described as “fade to black.”
Blocking- the stage movements and positions that the director works out with the actors in
rehearsal for dramatic effect
Callback – following an audition, the director may ask to see a short list of actors again- they are
called back for an additional audition to enable the director to make his/ her decision.
Cast- the performing members of a theatre group
Crew- the team of theatre workers- often the unsung heroes- who take care of the physical aspects
of a production at each performance
Double cast- to cast two actors for the same role and permitting appearance in alternating
productions
Dress Rehearsal- a full run of a performance
Dressing room- a space for performers to hang costume, put on make-up, and otherwise prepare
for their show
extra- persons who is onstage to provide atmosphere and background and who may speak only
with a group
finale- the final number usually in a musical show
focusing- the process or pointing the lighting instruments where the director wants them
foreshadowing- action or dialogue in any part of a play that gives hints to something that will
happen in another part of the production
freeze- to stop all movement
Gag- a line delivered to get a laugh
lead- the starring role in a performance
offstage- technically this term refers to all stage areas outside the visible acting area
onstage- the acting area of the stage floor
pacing- rate of performance
prompter- the person who watches the script backstage during the performance of a play; he or
she gives the lines to the actors, if they forget
props- (properties) furnishings, set dressings, and all items large and small which cannot be
classified as scenery, electrics or wardrobes
run- refers to the total number of performances or length of time a play is being presented
script- the manuscript or form in which the play is written; it contains the dialogue, stage directions,
and time and place of each act and scene
set- the scenery for a scene or entire production
soliloquy- lines in a play spoken by one character alone on the stage, in which his/ her thoughts
are revealed
Stage manager- this is a very important person who gives instructions or “calls” for just about
everything that happens on stage
understudy- a performer who learns the role of another in order to serve as a replacement if
necessary
wings- the side areas of the stage, out of the view of the audience.
That’s the end of our discussion. We hope you learn a lot from our discussion today.
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Now, let us talk about our Bedan values. Our value focus is Community life. Let’s try to see how you can
live the value of community life.
BEDAN VALUE- COMMUNITY LIFE
Sub Values and Manifestations
FRIENDLINESS- It is the attitude of being outgoing and pleasant in social relations
Manifestations:
1.
2.
3.
4.
5.
see Christ in other people
speak kind words with others
focus on the goodness of others
respect individual differences and opinions
reconcile with people who offend and are offended
In not less than 5 sentences make a letter to a friend who you wanted to reconnect with.
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Great! You have already explored this module. This time, we want you to check and see how much
you have learned. Start now!
SELF-CHECK
I. The distinguishing features of Anglo- American literature (Victorian Age)
A. Directions: Read each of the following features of Victorian literature. Put a check mark before the
number if the statement is true. On the box, give specific examples and explanations related to “The Great
Expectations”.
_____ 1. Victorian literature becomes a powerful instrument for human progress: socially & economically.
_____ 2. Most of the writers exalt a purely ideal life.
_____ 3. The Victorian literature seems to deviate from "art for art's sake" and asserts its moral purpose.
II. Verbals - Gerunds, Infinitives, and Participles
A. Directions: Compose sentences using the different kinds of Verbals- Gerund, Infinitives and Participles.
Underline the used verbals.
1. Gerund:
Sentence: _____________________________________________________________________
_____________________________________________________________________
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2. Infinitives:
Sentence: _____________________________________________________________________
_____________________________________________________________________
3. Participle:
Sentence: _____________________________________________________________________
_____________________________________________________________________
III. Technical vocabulary for drama and theater
Directions: Identify the technical term for drama and theater being described.
____________1. a performer who learns the role of another to serve as a replacement if necessary
____________2. action or dialogue in any part of a play that gives hints to something that will happen in
another part of the production
____________3. a theatrical blackout- as opposed to a power failure- is a sudden darkening of the stage.
A slow darkening is described as “fade to black.”
Welcome back!
Today you will practice more. We prepared more exercises for you to practice on.
Let’s Start!
A. Directions: Read the following questions carefully. Write the letter of the best answer on
the line before the number.
_____1. Which of the following sentences contains verbal?
A. Listening to music is my favorite pastime.
B. I listen to the music every single day.
C. She listened when I suddenly screamed.
_____2. Which term is described below?
It means to stop all movements.
A. offstage
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B. freeze
C. lead
_____3. Which features of Victorian literature is like the Philippine literature?
A. All literary works are written by the teachers.
B. Literature tends to come closer to daily life which reflects its practical
problems and interests
C. Literature is often considered as an age of doubt and pessimism.
_____4. Which type of verbal is used in the sentence below?
To buy a medicine for my grandmother is my errand today.
A. Gerund
B. Participle
C. Infinitive
_____5. What theater term means “to cast two actors for the same role and permitting
appearance in alternating productions?”
A. Call back
B. Double cast
C. Crew
This time take a deep breath, and then get ready for the formative test below. Good luck!
FORMATIVE TEST
Directions: Read each item carefully. Choose the correct answer from the given options. Write the
letter of your answer on the line before the number.
_____1. Which is true about the Victorian literature?
A. Most of the writers exalt a purely chaotic life.
B. It is an idealistic age where the great ideals like truth, justice, love, brotherhood
are emphasized by poets, essayists, and novelists of the age.
C. The literature tends to come closer to daily life which reflects its new trends
and interests.
_____2. The following sentences use the verbal correctly except________ .
A. He had a unique way of painting the scenery.
B. To land a job in an industry is what I dreamed of.
C. The athletes continued the event even the rain is pouring hard.
_____3. It is a difficult task of matching the actors who auditioned for the production with the
roles in the play or musical.
A. blocking
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B. casting
C. audition
____4. It refers to a large drapery of painted canvas that provides the rear or upstage masking
of a set.
A. backstage
B. props
C. backdrop
_____5. Which of the following is an example of gerund?
A. Empowering the youth is the main objective of the webinar.
B. I told him to stop procrastinating.
C. You start typing when I say go!
Are you done? Great! Based on the scores, do the floater activity below.
Floater Activities:
Floater Activity 1 (If your score in the formative test is 0-2)
Floater Activity 2 (If your score in the formative test is 3-4)
Floater Activity 3 (If your score in the formative test is 5)
Floater Activity 1
A. Directions: Below is an excerpt from the play “Alice’s Adventures in Wonderland”- one of the
best plays during the Victorian era. From the highlighted parts below, pick a word/s to compose
a new and meaningful sentence using verbal.
White Rabbit Checking Watch
In another moment down went Alice after it, never once considering how in the world she was to
get out again. 1The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly
down, so suddenly that Alice had not a moment to think about stopping herself before she found herself
falling down a very deep well.
Either the well was very deep, or she fell very slowly, for she had plenty of time as she went down
to look about her and to wonder what was going to happen next. First, she tried to look down and make
out what she was coming to, but it was too dark to see anything; then she looked at the sides of the well
and noticed that they were filled with cupboards and book-shelves; here and there she saw maps and
pictures hung upon pegs. 2 She took down a jar from one of the shelves as she passed; it was labelled
`ORANGE MARMALADE', but to her great disappointment it was empty: she did not like to drop the jar
for fear of killing somebody, so managed to put it into one of the cupboards as she fell past it.
`Well!' thought Alice to herself, `after such a fall as this, I shall think nothing of tumbling
downstairs! How brave they'll all think me at home! Why, I wouldn't say anything about it, even if I fell
off the top of the house!' (Which was very likely true.)
Down, down, down. Would the fall never come to an end! `I wonder how many miles I've fallen
by this time?' she said aloud. `I must be getting somewhere near the center of the earth. Let me see: that
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would be four thousand miles down, I think--' (for, you see, Alice had learnt several things of this sort in
her lessons in the schoolroom, and though this was not a very good opportunity for showing off her
knowledge, as there was no one to listen to her, still it was good practice to say it over) `--yes, that's about
the right distance--but then I wonder what Latitude or Longitude I've got to?' (Alice had no idea what
Latitude was, or Longitude either, but thought they were nice grand words to say.)
Presently she began again. `I wonder if I shall fall right through the earth! How funny it'll seem to
come out among the people that walk with their heads downward! The Antipathies, I think--' (she was
rather glad there was no one listening, this time, as it didn't sound at all the right word) `--but I shall have
to ask them what the name of the country is, you know. Please, Ma'am, is this New Zealand or Australia?'
(And she tried to curtsey as she spoke--fancy curtseying as you're falling through the air! Do you think
you could manage it?) `And what an ignorant little girl she'll think me for asking! No, it'll never do to ask
perhaps I shall see it written up somewhere.'
Down, down, down. There was nothing else to do, so Alice soon began talking again. `Dinah 'll
miss me very much to-night, I should think!' (Dinah was the cat.) `I hope they'll remember her saucer of
milk at tea-time. Dinah my dear! I wish you were down here with me! There are no mice in the air, I'm
afraid, but you might catch a bat, and that's very like a mouse, you know. But do cats eat bats, I wonder?'
And here Alice began to get rather sleepy, and went on saying to herself, in a dreamy sort of way, `Do
cats eat bats? Do cats eat bats?' and sometimes, `Do bats eat cats?' for, you see, as she couldn't answer
either question, it didn't much matter which way she put it. She felt that she was dozing off and had just
begun to dream that she was walking hand in hand with Dinah, and saying to her very earnestly, `Now,
Dinah, tell me the truth: did you ever eat a bat?' when suddenly, thump! thump! down she came upon a
heap of sticks and dry leaves, and the fall was over.
Alice was not a bit hurt, and she jumped up on to her feet in a moment: she looked up, but it was
all dark overhead; before her was another long passage, and the White Rabbit was still in sight, hurrying
down it. There was not a moment to be lost: away went Alice like the wind, and was just in time to hear
it say, as it turned a corner, `Oh my ears and whiskers, how late it's getting!'3 She was close behind it
when she turned the corner, but the Rabbit was no longer to be seen she found herself in a long, low hall,
which was lit up by a row of lamps hanging from the roof.
There were doors all around the hall, but they were all locked; and when Alice had been all the
way down one side and up the other, trying every door, she walked sadly down the middle, wondering
how she was ever to get out again.
Suddenly she came upon a little three-legged table, all made of solid glass; there was nothing on
it except a tiny golden key, and Alice's first thought was that it might belong to one of the doors of the
hall; but alas! either the locks were too large, or the key was too small, but at any rate it would not open
any of them. However, on the second time round, she came upon a low curtain she had not noticed before,
and behind it was a little door about fifteen inches high: she tried the little golden key in the lock, and to
her great delight it fitted!
ANSWERS
1._______________________________________________________________________________
2._______________________________________________________________________________
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3._______________________________________________________________________________
Floater Activity 2
Directions: Below is another excerpt from the play “Alice’s Adventures in Wonderland”. In not less than
10 sentences, make a summary of it using at least 5 verbals.
A Mad Tea- Party
There was a table set out under a tree in front of the house, and the March Hare and the Hatter were
having tea at it: a Dormouse was sitting between them, fast asleep, and the other two were using it as
a cushion, resting their elbows on it, and talking over its head. “Very uncomfortable for the
Dormouse,” thought Alice; “only, as it’s asleep, I suppose it doesn’t mind.”
The table was a large one, but the three were all crowded together at one corner of it: “No
room! No room!” they cried out when they saw Alice coming. “There’s plenty of room!” said Alice
indignantly, and she sat down in a large armchair at one end of the table.
“Have some wine,” the March Hare said in an encouraging tone.
Alice looked all around the table, but there was nothing on it but tea. “I don’t see any wine,” she
remarked.
“There isn’t any,” said the March Hare.
“Then it wasn’t very civil of you to offer it,” said Alice angrily.
“It wasn’t very civil of you to sit down without being invited,” said the March Hare.
“I didn’t know it was your table,” said Alice; “it’s laid for a great many more than three.”
“Your hair wants cutting,” said the Hatter. He had been looking at Alice for some time with great
curiosity, and this was his first speech.
“You should learn not to make personal remarks,” Alice said with some severity; “it’s very rude.”
The Hatter opened his eyes very wide on hearing this; but all he said was, “Why is a raven like a
writing-desk?”
“Come, we shall have some fun now!” thought Alice. “I’m glad they’ve begun asking riddles. I believe I
can guess that,” she added aloud.
“Do you mean that you think you can find out the answer to it?” said the March Hare.
“Exactly so,” said Alice.
“Then you should say what you mean,” the March Hare went on.
“I do,” Alice hastily replied; “at least—at least I mean what I say—that’s the same thing, you know.”
“Not the same thing a bit!” said the Hatter. “You might just as well say that ‘I see what I eat’ is the
same thing as ‘I eat what I see’!”
“You might just as well say,” added the March Hare, “that ‘I like what I get’ is the same thing as ‘I get
what I like’!”
“You might just as well say,” added the Dormouse, who seemed to be talking in his sleep, “that ‘I
breathe when I sleep’ is the same thing as ‘I sleep when I breathe’!”
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“It is the same thing with you,” said the Hatter, and here the conversation dropped, and the party sat
silent for a minute, while Alice thought over all she could remember about ravens and writing-desks,
which wasn’t much.
The Hatter was the first to break the silence. “What day of the month is it?” he said, turning to Alice:
he had taken his watch out of his pocket, and was looking at it uneasily, shaking it every now and then,
and holding it to his ear.
Alice considered a little, and then said, “The fourth.”
“Two days wrong!” sighed the Hatter. “I told you butter wouldn’t suit the works!” he added looking
angrily at the March Hare.
“It was the best butter,” the March Hare meekly replied.
“Yes, but some crumbs must have got in as well,” the Hatter grumbled: “you shouldn’t have put it in
with the bread-knife.”
The March Hare took the watch and looked at it gloomily: then he dipped it into his cup of tea, and
looked at it again: but he could think of nothing better to say than his first remark, “It was
the best butter, you know.”
Alice had been looking over his shoulder with some curiosity. “What a funny watch!” she remarked. “It
tells the day of the month and doesn’t tell what o’clock it is!”
“Why should it?” muttered the Hatter. “Does your watch tell you what year it is?”
“Of course not,” Alice replied very readily: “but that’s because it stays the same year for such a long
time together.”
“Which is just the case with mine,” said the Hatter.
Alice felt dreadfully puzzled. The Hatter’s remark seemed to have no sort of meaning in it, and yet it
was certainly English. “I don’t quite understand you,” she said, as politely as she could.
“The Dormouse is asleep again,” said the Hatter, and he poured a little hot tea upon its nose.
The Dormouse shook its head impatiently, and said, without opening its eyes, “Of course, of course;
just what I was going to remark myself.”
“Have you guessed the riddle yet?” the Hatter said, turning to Alice again.
“No, I give it up,” Alice replied: “what’s the answer?”
“I haven’t the slightest idea,” said the Hatter.
“Nor I,” said the March Hare.
Alice sighed wearily. “I think you might do something better with the time,” she said, “than waste it in
asking riddles that have no answers.”
“If you knew Time as well as I do,” said the Hatter, “you wouldn’t talk about wasting it. It’s him.”
“I don’t know what you mean,” said Alice.
“Of course, you don’t!” the Hatter said, tossing his head contemptuously. “I dare say you never even
spoke to Time!”
“Perhaps not,” Alice cautiously replied: “but I know I have to beat time when I learn music.”
“Ah! that accounts for it,” said the Hatter. “He won’t stand beating. Now, if you only kept on good
terms with him, he’d do almost anything you liked with the clock. For instance, suppose it were nine
o’clock in the morning, just time to begin lessons: you’d only have to whisper a hint to Time, and round
goes the clock in a twinkling! Half-past one, time for dinner!”
(“I only wish it was,” the March Hare said to itself in a whisper.)
“That would be grand, certainly,” said Alice thoughtfully: “but then—I shouldn’t be hungry for it, you
know.”
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“Not at first, perhaps,” said the Hatter: “but you could keep it to half-past one as long as you liked.”
“Is that the way you manage?” Alice asked.
The Hatter shook his head mournfully. “Not I!” he replied. “We quarreled last March—just
before he went mad, you know—” (pointing with his tea spoon at the March Hare,) “—it was at the
great concert given by the Queen of Hearts, and I had to sing
‘Twinkle, twinkle, little bat!
How I wonder what you’re at!’
You know the song, perhaps?”
“I’ve heard something like it,” said Alice.
“It goes on, you know,” the Hatter continued, “in this way: —
‘Up above the world you fly,
Like a tea-tray in the sky.
Twinkle, twinkle—’”
Here the Dormouse shook itself, and began singing in its sleep “Twinkle, twinkle, twinkle, twinkle—”
and went on so long that they had to pinch it to make it stop.
“Well, I’d hardly finished the first verse,” said the Hatter, “when the Queen jumped up and bawled out,
‘He’s murdering the time! Off with his head!’”
“How dreadfully savage!” exclaimed Alice.
“And ever since that,” the Hatter went on in a mournful tone, “he won’t do a thing I ask! It’s always six
o’clock now.”
A bright idea came into Alice’s head. “Is that the reason so many tea-things are put out here?” she
asked.
“Yes, that’s it,” said the Hatter with a sigh: “it’s always tea-time, and we’ve no time to wash the things
between whiles.”
“Then you keep moving round, I suppose?” said Alice.
“Exactly so,” said the Hatter: “as the things get used up.”
“But what happens when you come to the beginning again?” Alice ventured to ask.
“Suppose we change the subject,” the March Hare interrupted, yawning. “I’m getting tired of this. I
vote the young lady tells us a story.”
“I’m afraid I don’t know one,” said Alice, rather alarmed at the proposal.
“Then the Dormouse shall!” they both cried. “Wake up, Dormouse!” And they pinched it on both sides
at once.
The Dormouse slowly opened his eyes. “I wasn’t asleep,” he said in a hoarse, feeble voice: “I heard
every word you fellow were saying.”
“Tell us a story!” said the March Hare.
“Yes, please do!” pleaded Alice.
“And be quick about it,” added the Hatter, “or you’ll be asleep again before it’s done.”
“Once upon a time there were three little sisters,” the Dormouse began in a great hurry; “and their
names were Elsie, Lacie, and Tillie; and they lived at the bottom of a well—”
“What did they live on?” said Alice, who always took a great interest in questions of eating and
drinking.
“They lived on treacle,” said the Dormouse, after thinking a minute or two.
“They couldn’t have done that, you know,” Alice gently remarked; “they’d have been ill.”
“So they were,” said the Dormouse; “very ill.”
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Alice tried to fancy to herself what such an extraordinary way of living would be like, but it puzzled her
too much, so she went on: “But why did they live at the bottom of a well?”
“Take some more tea,” the March Hare said to Alice, very earnestly.
“I’ve had nothing yet,” Alice replied in an offended tone, “so I can’t take more.”
“You mean you can’t take less,” said the Hatter: “it’s very easy to take more than nothing.”
“Nobody asked your opinion,” said Alice.
“Who’s making personal remarks now?” the Hatter asked triumphantly.
Alice did not quite know what to say to this: so she helped herself to some tea and bread-and-butter,
and then turned to the Dormouse, and repeated her question. “Why did they live at the bottom of a
well?”
The Dormouse again took a minute or two to think about it, and then said, “It was a treacle-well.”
“There’s no such thing!” Alice was beginning very angrily, but the Hatter and the March Hare went “Sh!
sh!” and the Dormouse sulkily remarked, “If you can’t be civil, you’d better finish the story for
yourself.”
“No, please go on!” Alice said very humbly; “I won’t interrupt again. I dare say there may be one.”
“One, indeed!” said the Dormouse indignantly. However, he consented to go on. “And so these three
little sisters—they were learning to draw; you know—”
“What did they draw?” said Alice, quite forgetting her promise.
“Treacle,” said the Dormouse, without considering at all this time.
“I want a clean cup,” interrupted the Hatter: “let’s all move one place on.”
He moved on as he spoke, and the Dormouse followed him: the March Hare moved into the
Dormouse’s place, and Alice rather unwillingly took the place of the March Hare. The Hatter was the
only one who got any advantage from the change: and Alice was a good deal worse off than before, as
the March Hare had just upset the milk-jug into his plate.
Alice did not wish to offend the Dormouse again, so she began very cautiously: “But I don’t
understand. Where did they draw the treacle from?”
“You can draw water out of a water-well,” said the Hatter; “so I should think you could draw treacle
out of a treacle-well—eh, stupid?”
“But they were in the well,” Alice said to the Dormouse, not choosing to notice this last remark.
“Of course, they were,” said the Dormouse; “—well in.”
This answer so confused poor Alice, that she let the Dormouse go on for some time without
interrupting it.
“They were learning to draw,” the Dormouse went on, yawning and rubbing its eyes, for it was getting
very sleepy; “and they drew all manner of things—everything that begins with an M—”
“Why with an M?” said Alice.
“Why not?” said the March Hare.
Alice was silent.
The Dormouse had closed its eyes by this time, and was going off into a doze; but, on being pinched by
the Hatter, it woke up again with a little shriek, and went on: “—that begins with an M, such as mousetraps, and the moon, and memory, and muchness—you know you say things are “much of a
muchness”—did you ever see such a thing as a drawing of a muchness?”
“Really, now you ask me,” said Alice, very much confused, “I don’t think—”
“Then you shouldn’t talk,” said the Hatter.
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This piece of rudeness was more than Alice could bear she got up in great disgust, and walked off; the
Dormouse fell asleep instantly, and neither of the others took the least notice of her going, though she
looked back once or twice, half hoping that they would call after her: the last time she saw them, they
were trying to put the Dormouse into the teapot.
“At any rate I’ll never go there again!” said Alice as she picked her way through the wood. “It’s the
stupidest tea-party I ever was at in all my life!”
Just as she said this, she noticed that one of the trees had a door leading right into it. “That’s very
curious!” she thought. “But everything’s curious today. I think I may as well go in at once.” And in she
went.
Once more she found herself in the long hall, and close to the little glass table. “Now, I’ll manage
better this time,” she said to herself, and began by taking the little golden key, and unlocking the door
that led into the garden. Then she went to work nibbling at the mushroom (she had kept a piece of it in
her pocket) till she was about a foot high: then she walked down the little passage: and then—she
found herself at last in the beautiful garden, among the bright flowerbeds and the cool fountains.
Summary:
20 English 9 | Victorian Era Literature
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TIME ALLOTMENT: You have four (4) hours to finish this task.
Module #___ Topic: __________________________________________________________________
Name: _________________________ Section: _____________ Date: __/__/_____________________
Quarter: __ Quarter Subject: _________________ Teacher: _________________________________
You are now in the Go Deeper section of the module. We want you to recall your lesson on
verbal and the texts that you’ve studied. We want to know how you can relate to those on a personal
level. You are expected to express yourself in terms of the lessons you’ve learned in this module. You
only have one (1) question to answer.
Go through this rubric first before you proceed in writing.
Outstanding-5
points
Very
Satisfactory
-4 points
Satisfactory
-3 points
Fairly
Satisfactory
-2 points
Needs
improvement
-1 point
shows
completeness
of relevant
information
Shows
adequacy of
relevant
information
Shows
inadequacy
of relevant
information
Shows
limited
information
Shows no
relevant
information
Use of
Verbals:
Infinitive,
Gerund,
Participle
Excellent use
of verbal is
evident.
No error
found
Very
satisfactory
use of
verbal is
evident.
One error
found
Satisfactory
use of
verbal is
evident.
Two errors
found.
Fairly
satisfactory
use of
verbal is
evident.
Many errors
found
Organizati
on of idea
All ideas are
related and
significant to
the concept.
One idea is
not that
related to
each other.
Two ideas
are not
significant
to the
concept.
Three ideas
are not
significant
to the
concept.
All ideas are
not related to
the concept.
Tense of
verb
There is one
or no error.
There are
two to three
errors
There are
four to five
errors
There are
six to seven
errors
There are
more than
eight errors.
Timeliness
Submitted on
time.
Submitted
after a day
of the
deadline.
Submitted
two days
after the
deadline.
Submitted
three days
after the
deadline
Submitted
four days or
more after
the deadline
RUBRIC
Content
21 English 9 | Victorian Era Literature
No evidence
of the correct
use of verbal
Module name:
Use verbal such as gerunds, infinitives, and participles in answering. Explain your answer in not
less than 5 sentences and not over 20 sentences.
QUESTION: Is change acceptable? Why yes and why not?
______________________________________________________________________________
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____________________________________________________________________________________
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____________________________________________________________________________________
ANSWER KEY
Self-check
1. A.
1.
2.
3.
II.
When Pip went to Europe to learn how to be a gentleman.
Showing the life of Pip and the reality about people in higher society looking down to thers.
(Answers may vary)
B.
1- 3 (Answers will vary)
III.
1. understudy
2. foreshadowing
3. blackout
22 English 9 | Victorian Era Literature
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1. A
2. B
3. B
4. C
5. B
FORMATIVE TEST
1. B
2. C
3. B
4. C
5. A
Below is your checklist. Please write the word done under remarks.
CHECKLIST
Chunk
1ST
2ND
3RD
4TH
ACTIVITIES
REMARKS
Gear up, Dip into
Focus on, Keep Practicing (up to Self-Check
only?
Keep on practicing up to Formative Test only
Go Deeper Activity
REFERENCES
The Great Expectation—Plot Summary.
Copyright © 2021 BBC
https://www.bbc.co.uk/bitesize/guides/zsybr82/revision/2
Characteristics of Victorian Literature. http://olenglish.pbworks.com/f/Victorian+Lit.+Char.pdf
Down the Rabbit-Hole. https://www.cs.cmu.edu/~rgs/alice-I.html
Nova Southeastern University. Verbals. https://www.nova.edu/tutoring-testing/studyresources/forms/verbals.pdf
Victorian Era. Victorian Era Literature Characteristics. http://victorian-era.org/victorian-eraliterature-characteristics.html
PHOTO SOURCE
https://i.pinimg.com/originals/7c/c1/eb/7cc1eb1396044dfee0de6f1760b16985.jpg
23 English 9 | Victorian Era Literature