9
English
Quarter 2–Module 3: Week 3
Analyzing Literature as a Means of Valuing Other People and
their Various Circumstances in Life
Development Team of the Module
Writer:
Manolito S. David
Editor:
Sharie L. Miguel, EdD
Reviewers:
Sharie L. Miguel, EdD & Cherrylene M. Mendoza, MAED-Eng
Illustrator:
Manolito S. David
Layout Artists: Cherylene M. Mendoza, MAED-Eng & Sharie L. Miguel, Ed.D
Management Team: SDS Zenia G. Mostoles, EdD, CESO V
ASDS Leonardo C. Canlas, EdD, CESE
ASDS Rowena T. Quiambao, CESE
CID Chief, Celia R. Lacanlale, PhD
SGOD Chief, Arceli S. Lopez, PhD
June D. Cunanan, EPS-I, English
Ruby M. Jimenez, EPS-I, LRMDS
Published by the Department of Education, Schools Division of Pampanga
Office Address:
High School Boulevard, Brgy. Lourdes, City of San Fernando, Pampanga
Telephone No:
(045) 435-2728
E-mail Address:
pampanga@deped.gov.ph
Introductory Message
For the Facilitator:
Welcome to the English 9 Alternative Delivery Mode (ADM) Module on Analyzing
Literature as a Means of Valuing Other People and their Various Circumstances in Life!
This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:
Notes to the Teacher
This contains helpful tips or strategies that will
help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
For the Learner:
Welcome to the English 9 Alternative Delivery Mode (ADM) Module on Analyzing
Literature as a Means of Valuing Other People and their Various Circumstances in Life!
This module’s focus is on the use of literature to expose you to stories that mirror
people’s various circumstances such as inhumanity, injustice, and violence as
presented through storylines, plot, settings, characters, symbols and theme. As you will
not doubt agree, your knowledge of these literary elements will help you analyse
literature to explore ways you can value other people and create a positive impact on
their lives that makes you human, unique of all creations.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
What I Need to Know
This module will assist you in encouraging the learners to analyze literature as a
means of valuing other people and their various circumstances in life!
Please help the learners in sharing their ideas and knowledge from their
experiences so that there will be collaboration, and learning will be easy.
Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.
For the learner
Some culturally diverse countries in the world have traditions and beliefs that
carry special meanings to their citizens and are vital parts of their identity. While
considered important elements of their identity, traditions are not all good for people,
especially for children and women. This lesson will introduce you to harmful traditions
depicted in literature and make you realize that rising to these social rules stuck in the
past can help human race survive the ever-changing world. You will be given activities
that you can answer on your own after reading and going through the different parts of
this module. Please remember not to make markings on this module and write your
answers on your notebook.
At the end of this module, you are expected to:
1. recognize specific literary elements that build the theme;
2. read literature critically to assess how valuing others is expressed in literary
texts; and
3. discover the means to value others and their circumstances brought out through
the language of literature as expressed through symbolism, storylines, settings,
and so on.
What I Know
For each of the following questions, determine the literary element from among the
choices given. On a separate sheet of paper, write the letter of the correct answer.
1. What element of narrative is thought of as the sequence of events?
A. character
C. plot
B. conflict
D. point of view
2. Which element answers where and when the story is set?
A. conflict
C. point of view
B. plot
D. setting
3. What is referred to as the problem or challenge around which the plot is based?
A. conflict
C. point of view
B. plot
D. setting
4. What literary element refers to the central idea, lesson or insight that the author is
trying to make the reader understand?
A. plot
C. symbolism
B. setting
D. theme
5. What is a literary technique that adds meaning to a short story by using an event or
object as a symbol to represent something else?
A. symbolism
C. theme
B. style
D. tone
6. What conflict is it when the protagonist has a strong belief against the community?
A. man vs nature
C. man vs supernatural
B. man vs society
D. man vs himself
Match the symbolism in Column A with what they represent or suggest in Column
B. Write the letter on your answer sheet.
Column A
7. shackle or chain
8.storm
9. raven/crow
10.blood
11. mountains
Column B
A. death
B. slavery
C. challenges/obstacles
D. turmoil or hostility
E. violence
Read the following excerpt from When I was a Girl in China and answer the
questions that follow.
As a little girl I remember my mother telling me that foot binding was a tradition,
and if we didn’t do it we’d be very unattractive. I didn’t ask why, and I don’t know what
the purpose of it was other than to be beautiful. I guess it began a few dynasties ago …
we followed it without question.
When I first started binding it was very painful … so much so that I couldn’t sleep
at night. I was still able to walk, though. Many girls suffered much more than I did. When
I couldn’t stand the pain any longer I would secretly loosen the bindings; when my
mother found out she wouldn’t get angry or scold me. She had bound feet, too, and
understood how much it hurt. She would let me keep the bindings loose for a while, but I
always had to wrap them up tightly again. I would wash and rebind my feet every day –
it had to be done that often because the binding cloth gets caked with blood and pus.
12. What tradition did the narrator observe when she was a little girl?
13. Why do you think the Chinese women did not give up this kind of tradition?
14. Is this practice or tradition harmful? Why or why not?
15. What did you feel after reading the text?
Lesson
3
Analyzing Literature as a Means of
Valuing Other People and their Various
Circumstances in Life
Literature offers insights into the beliefs and traditions of different cultures. By
exposing yourself to literary texts, you will understand the struggles and circumstances
of people belonging to a community where harmful traditions perpetuate. Consequently,
you will develop feelings for others and deepen your sense of justice and fairness.
In your attempt to develop feeling for others, you will first explain how the
elements of a narrative contribute to its theme which will lead you to analyze literature
as a means of valuing other people and their various circumstances in life.
What’s In
Decide whether to embrace the following beliefs and practices or take a back seat.
On a separate sheet of paper,copy this table and color the circle GREEN to give a goahead, RED to stop, and YELLOW to continue observe with caution. Give reasons for
your answers.
TRADITION/ BELIEF
1. Late-night karaoke
DECISION
WHY?
2. Feast of the Black Nazarene
3.
Celebrated holidays such as
Christmas and New Year
4. Family bonding over a shared meal
and the occassional ―inuman‖ or drinking
session
5. Celebrations for milestones of
childhood and coming of age
What’s New
Read the summary of the short story The Lottery and answer the questions that follow.
The Lottery
by Shirley Jackson
The setting is a small, ordinary town with a population of approximately three
hundred people. On a clear morning, June 27th, the townspeople, starting with the
children, begin to assemble for the lottery to begin at ten in the morning. It will conclude
in time for lunch. While the girls chat to one side, the boys, including Bobby Martin,
Harry Jones, and Dickie Delacroix, begin to pocket stones. Shortly thereafter, the men
and women begin to gather, chatting amongst themselves before standing together as
families.
The lottery is conducted by Mr. Summers, who has no children and whose wife is
unpleasant. He is assisted by Mr. Graves, who follows him to bring the stool upon which
Mr. Summers places a very worn black box. The black box used for the lottery is even
older than the oldest town citizen, Old Man Warner. Mr. Summers stirs the slips of
paper inside the black box. Originally, chips of wood were used, but as the town’s
population increased, Mr. Summers was forced to switch to paper in order to fit all of the
slips inside the box.
Before commencing the lottery, several lists had to be made: heads of
households, heads of families, and members of each family. Mr. Summers efficiently
tends to all of the details and prepares to start the lottery. Mrs. Tessie Hutchinson is
nearly late, but she arrives just in time to join her family in the crowd. She stands next to
her husband, Bill, and their children.
Mr. Summers makes sure that everyone who needs to be at the lottery is present
and accounts for those who are unable to attend. Then, the lottery begins.
Mr. Summers begins to call the names of each family alphabetically, and each
head of the household, usually the husband and father, comes forward to take a slip of
paper from the black box. As this happens, Mr. Adams mentions to Old Man Warner
that a nearby village is considering giving up the lottery. Old Man Warner expresses
derision for this suggestion, saying ―Lottery in June, corn be heavy soon!‖ and that
giving it up means going to live in caves soon.
Once all of the heads of households receive slips, they simultaneously check
them. Bill Hutchinson has selected the special slip, and his family is singled out. Tess
Hutchinson expresses her discontent and accuses Mrs. Summers of not giving her
husband enough time to select his slip. Nonetheless, Mr. Summers rearranges the box
so that it holds only five slips for the Hutchinson family. The family comes forth, and
each of them, Mr. and Mrs. Hutchinson and their three children, select one of the five
slips in the box.
One by one, the children, then Mr. Hutchinson, reveal that their slips of paper are
blank. The town realizes that Tessie holds the remaining piece of paper with the black
dot. The villagers start to collect stones, Mrs. Delacroix selecting one that is so large
she can hardly carry it. As Tessie Hutchinson protests, ―It isn’t right; it isn’t fair!‖
everyone, even her own children and husband, descend upon her and stone her to
death.
(Source: https://www.gradesaver.com/the-lottery-and-other-stories/study-guide/summary-the-lottery)
Comprehension Questions:
Answer the following questions which
make reference to the elements of the short
story you read. Write your answers in your
answer sheet
1. Where did the story take place?
2. When did the story happen?
3. Who almost missed and then ―won‖
the lottery?
4. What paraphernalia were used in the
lottery?
5. What superstitions did Old Man
Warner say which were his reasons for
keeping the lottery?
6. Why is the main conflict in the story
man vs. society?
Yours answers here:
1.________________________
2.________________________
3. ________________________
4.________________________
5.________________________
6.________________________
(Note: You can read the full story of the Lottery on pages 149-157 of your Learner’s Module
or watch the short film version in https://www.youtube.com/watch?v=vQQoMCaUz5Y)
What Is It
Discussion of Activity 1
When you read The Lottery, you looked at the elements of a short story and at
how they combine to create theme. These elements include setting, symbolism,
characters, conflict, and plot.
Study the following elements of a short story:
1. Plot refers to the series of events that comprise the whole story. It has five parts.
A. Exposition introduces the characters and the setting of the story.
B. Rising Action consists of complications and discoveries that create conflict.
C. Climax is the highest or most intense point in the development of the story.
D. Falling action refers to the part of the story’s plot line in which the problem of
the story is resolved.
E. Resolution is the conclusion of the story’s plot which notifies the reader of
exactly how it ends.
2. Conflict is the opposition of persons or forces giving rise to dramatic actions.
3. Setting is the place and time where and when the events of the story take place.
4. Characters refer to the persons or entities with specific and distinguishable
attributes.
5. Symbolism is a literary technique that adds meaning to a short story by using an
event or object as a symbol to represent something else.
6. Theme is the underlining idea an author is trying to convey to an audience.
Understanding these elements helps you not only in inferring the theme’s selection
but also in analyzing literature as a means of valuing the characters’ struggles and
circumstances that mirror real-life events in society. To analyze a literary text such as
The Lottery as a means of valuing others and their circumstances in life, remember the
following principles:
 Read and re-read the text to get a preview of human experiences. This will allow you
to connect to people’s (or characters’) sources of happiness, aspiration, sadness,
and sufferings. In the story, why did Old Man Warner scold some townsfolk who
wanted to give up the lottery? Why was Tessie anxious about the result of the
lottery?
 Identify the characters’ most prominent beliefs. To examine their lives, locate
specific evidence and passages related to the major ideas such as stereotypes,
judgments, and preconceived notions about different people and beliefs. What
evidences of stereotyping and unquestioned traditions of society can you cite from
the story The Lottery?
 Empathize with the characters. When you feel empathy, you can feel compassion for
others in response to their sufferings. This will lead you to questioning on some
issues and situations. What did you feel after learning that Tessie’s ultimate prize
from the lottery is death? Did it compel you also to stop the lottery and other harmful
traditions?
What’s More
(Use a separate sheet of paper as you take on your independent activities and
assessment.)
Independent Activity 1
Study each picture in the storyboard of The Lottery and describe the situations
shown which the plot part calls for. The first one is done for you.
The crowd in the small village
EXPOSITION
gathered for the annual lottery
that took place annually at the
end of June. Mr. Summers, in
charge of the lottery, called
heads of the household to
draw slips of paper from the
black box.
CLIMAX
FALLING ACTION
RESOLUTION
Image Source: https://www.storyboardthat.com/storyboards/kristy-littlehale/plot-diagram-for--the-lottery-
Independent Assessment 1
Answer the following questions. Write the answers on your answer sheet.
1. Do you agree with Mrs. Hutchinson -- that the lottery is unfair? Why?
2. What did you feel when you found
out that Tessie’s prize is death?
3. Under what circumstances should a
tradition be reconsidered or
discontinued?
4. How would you respond to cultures
that are different from ours that
perform ―strange‖ rituals?
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Independent Activity 2
Copy the puzzle and fill it in with the symbolism that fits the clue given below.
Independent Assessment 2
Analyze the following lines from The Lottery and identify different social and
political issues that mirror difficult circumstances in life. In your answer sheet, write the
letter of the best answer.
A. gender stereotyping and patriarchy
B. pointless violence and inhumanity
C. blind obedience to traditions
D. suppression of democracy
1. Old Man Warner: Next thing you know, they’ll be wanting to go back to living in
caves, nobody works anymore…There’s always been a lottery.
2. Tessie: You didn’t give him time enough to take any paper he wanted. I saw you. It
wasn’t fair!
Bill: Shut up, Tessie!
3. The boys… made a great pile of stones in one corner of the square and guarded it
against the raids of other boys. The girls stood aside, talking among themselves,
looking over their shoulders at the boys…
4. Mr. Summers spoke frequently to the villagers about making a new box, but no one
liked to upset even as much tradition as was represented by the black box.
5. Mr. Summers: Wife draws for her husband. Don’t you have a grown boy to do it for
you, Janey?
6. ―Lottery in June, corn be heavy soon.‖
7. Tessie: I think we ought to start over. I tell you it wasn’t fair.
8. Soon men began to gather, speaking of planting and rain, tractors, and taxes. The
women, wearing faded house dresses and sweaters, came shortly after menfolk.
9. Mr. Summer: Now, I’ll read the names—heads of families first--- and the men come
up and take a paper out of the box.
10. Although the villagers had forgotten the ritual, the still remembered to use stones (in
killing the sole winner of the lottery by stoning him/her to death).
Independent Activity 3
Read the story of a 26-year-old Kurdish woman that experienced a harmful
traditional practice at a very young age. Then, take on the questions that follow.
―I remember distinctly, it was a Tuesday afternoon, my sister and I were
playing in front of my uncle’s house. She was 5 and I was 7. An old lady
approached us with my mother in tow; she was disliked by girls in the village but I
was too young to understand why. She had a merciless face as she walked up
behind my younger sister: ―You two, come with me‖ she said to us. I looked up at
my mother to see her approval: ―Go with this grandma‖. Too naive to imagine
what was happening, my sister and I followed the old lady. However, my mother
didn’t follow…
Suddenly, I felt anxious. Why isn’t mother coming with us, I wondered.
Why did she leave us with this lady that nobody liked? ―Grandma, where are we
going?‖ I questioned. ―Don’t speak so much,‖ she snapped. We tagged along
obediently, like little kids do.
We arrived in a small mud house which smelled of dirt and crushed
leaves. In the corner of the room sat two other women whom I recognized from
the village. They were what the locals described as ―Doctors‖ even though they
held no medical qualifications. Grandma walked up to the two ladies and rapidly
whispered something in their ears, too quiet for me to make out what they
were discussing.
The two ladies made their way to me and my sister each with a piece of
black cloth in their hands. Fear settled over me. Where was my mother? One of
the ladies grabbed my arms and blindfolded me. I kicked and pushed, but she
had much more strength. I could hear my little sister also struggling. She was
screaming and crying for help, but I couldn’t do anything to help her. I was
helpless.
And then it happened. The cutting occurred really rapidly. To this day, I
have never experienced a pain as intense as being mutilated. It’s the kind of pain
I wouldn’t wish upon my enemy. They cut us without any use of anesthetics, as a
result I passed out.
I would ask my mother: ―Why did they cut me? How could you let them do
that to me?‖ After a moment of silence, she would reply: ―My daughter, I did it to
protect you. Those who are not cut in our village are looked down upon. They are
seen as impure. Unclean‖.
Source:
https://www.youthdoit.org/themes/sexual-and-reproductive-healthand-rights-are-humanrights/harmful-traditional-practices/stories/
Comprehension Questions:
____1. What harmful traditional practice did the narrator experience?
A. female genital mutilation
C. forced marriage
B. foot binding
D. Suttee or widow-burning
____2. When do women become subject to this kind of harmful tradition?
A. When they are newborn.
C. When they become adults.
B. When they become teenagers. D. When they are around the ages 5-7.
____3. Why is female genitalia mutilation considered a harmful tradition?
A. It is performed for non-medical reasons.
B. It is a violation of girls’ and women’s rights.
C. ―Doctors‖ without medical knowledge and anesthetics perform it.
D. Girls experience an intense pain they don’t wish upon their enemy.
____4. Why do some countries like Iran perform this harmful tradition?
A. It is the trend.
C. It is equated with purity.
B. It gives women protection.
D. It is dictated by their laws.
Arrange the following events accordingly. Write A for the first event, B for the
second, and so on.
____5. At home, the older girl asked her mother why they cut her and her
younger sister.
____6. One Tuesday afternoon, two young girls were playing outside when an unlikable
old woman came to ask them to follow her.
____7. Mother explained that cutting was necessary to make them pure and clean.
____8. The two other ladies quickly mutilated the girls who were blindfolded.
____9. The girls went with Grandma to a small mud house and saw the lady ―doctors.‖
____10. After being cut without any use of anesthetics, the girls passed out due to
intense pain.
Independent Assessment 3
Show that you value the following people and understand their circumstances by
expressing how you feel for them and giving pieces of advice to overcome the difficult
situations they are in.
1. Forced Marriage
I am Dina. I was 16 when mum took me out of school saying we had to travel
to Pakistan to sort out some property issues.
"At first I was happy to get out of school before the holidays and had never
been on a plane before, but that all soon changed...
"I was told we were heading to a family wedding for a cousin I hadn't met.
Mum had packed a bag for me, saying it was because we were staying there for
a few days after the ceremony.
"Once I was there, I was told that it was my wedding. I would be forced to
get marriage. I cried, told mum I was too young, he was too old, I hadn't finished
school, and I was scared and didn't want to do it. It was like she didn't care.
Source: https://www.childline.org.uk/get-involved/real-life-stories/forced-marriage-dinas-story/
How I Felt towards Dina: _______________________________
___________________________________________________
My Advice to Dina: ______________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2.
Honor Killing or Honor-based Violence
I am Kausalya from India. I am a woman from a higher caste who
married Sankar from a low caste. Last year, I was left bloodied and shocked
by the attack of group of men armed with knives and sickles in a crowded
market for daring to marry out of caste. Unfortunately, my husband died from
his injuries.
About 500 people - mostly women - have died in so-called ―honor
killings‖ in India since 2014, according to government data, often carried out
by family members who believe the relationship has brought ―shame‖ on their
community.
Now, I am giving testimony against my family because I don’t see
them as family but as criminals who had to be brought to justice.
I don’t want another Kausalya and Sankar to suffer the way I did.
Source: https://www.reuters.com/article/us-india-women-crime/in-south-india-a-20-year-old-survivor-ofhonor-killing-turns-crusader-idUSKBN1EN0O4
How I Felt towards Kausalya: ___________________________
___________________________________________________
___________________________________________________
My Advice to Kausalya: __________________________________________
_______________________________________________________________
_______________________________________________________________
What I Have Learned
The Lottery shows how people follow a particular tradition, although some think
of it as unfair or inhumane.
In the circle, predict what will happen to this lottery fifty years from now.
In the square, discuss whether the townspeople will still practice this tradition,
and why (or why not).
In the heart, explain why the tradition would continue or vanish using both
evidence from the text and real-world examples. Do this on a separate sheet of paper.
What I Can Do
What harmful practices are most common in your community? What can you do
to stop harmful practices in your community?
If you thought about how you could stop harmful practices in your community,
then list them all down on a piece of paper, and decide which of the interventions is
most likely to succeed. Copy this template on a separate sheet of paper.
OBJECTIVE
(Write here your objective)
__________________________________________________
INTERVENTION/ ACTION
STRATEGY
STEPS
1.
1.__________
2.
3.
4.
PARTNERS
TIME FRAME
BUDGET
1.
2.
3.
__________
_________
Assessment
For items 1-5, arrange the events accordingly. Write A for the first event, B for the
second, and so on. Use another sheet of paper.
1. As Tessie screamed, a stone hit her on the side of the head. The villagers descended
upon Tessie with stones.
2. Bill got the paper with a black dot on it. Tessie yelled that it was not fair and that Bill
wasn’t given enough time to choose the paper he wanted. The entire Hutchinson
family were called up to the box.
3. The crowd in the small village gathered for the annual lottery that took place annually
at the end of June. Mr. Summers, in charge of the lottery, called heads of the
household to draw slips of paper from the black box.
4. Tessie began to scream it was not fair and right. The villagers began to pick up the
stones they had gathered earlier and form a circle around Tessie.
5. Each member of the Hutchinson family drew a slip of paper from the box. All of the
papers were blank except for Tessie’s, which had a black dot on it.
6. In the story The Lottery, Tessie Hutchinson tried to resist social orders by saying the
lottery is not fair. What conflict does this illustrate?
A. man vs. himself
C. man vs. nature
B. man vs. man
D. man vs. society
7. In the story The Lottery, which of the following symbolizes death?
A. flowers
C. old, black box
B. Mr. Summers
D. slip of paper with a black dot
8. What do the lottery and the black box symbolize in the story?
A. death
C. inequality
B. hope
D. traditions
9. What is the author’s main theme in this short story?
A. the value of human life
C.the need for change in a community
B. the need for traditions in towns
D. the danger of obedience to tradition
10. What idea can be inferred from this passage? “Pack of crazy fools…Next thing you
know, they’ll (referring to other villagers talking of giving up the lottery) be wanting
to go back living in caves…There’s always been a lottery…
A. belief in superstitions
C. resistance to changes
B. openness to changes
D. persecution of innocent people
11. What social issue does this passage reflect? Soon men began to gather, speaking
of planting and rain. The women…came shortly after menfolk.
A. blind obedience to traditions
C. pointless violence and inhumanity
B. gender stereotyping/patriarchy
D. suppression of democracy
12. One purpose of literature is to evoke feelings and our inmost sympathy to
characters and people in general. What did you feel when you found out that
Tessie’s prize is death?
A. amused
C. frustrated
B. excited
D. sad
13.What movement in the 21st century might the author of The Lottery support?
A. Black Lives Matter
C. LGBTQ Pride
B. Earth Hour
D. #MeToo Movement
14.That Tessie Hutchinson was stoned to death is an example of __________.
A. gender violence
C. harassment
B. gender typecasting
D. workplace discrimination
15. The Lottery reflects harmful traditions perpetuating in the 21 st century except
A. female gender mutilation
C. honor crimes
B. forced or early marriage
D. son preference
Additional Activities
The following pictures show harmful traditions in different parts of the world.
Show that you value and empathize with the victims of these circumstances by voicing
out your concern on the issues to mobilize the public to stop these. Write your ideas on
any social media using the hashtag #GIVEUPHARMFULTRADITIONS.
Source https://www.theguardian.com/global-development-professionals-network/2015/mar/11/thetragedy-of-nigerias-child
Answer Key
Independent Assessment 2
1. C
6. C
2. D
7. D
3. A
8. A
4. C
9. A
5. A
10.B
Independent Activity 3
1. A
6. B
2. D
7. F
3. C
8. C
4. D
9. B
5. E
10.D
Independent Assessment 3
Answers may vary.
1. C
2. D
3. A
4. D
5. A
6. B
7. B
8. D
9. D
10. E
11.C
12. footbinding
13. It is a symbol of
beauty.
14. Yes, it is very
painful.
15. Answers may
vary.
What I Know
Independent Activity 2
2-GRAVE
4-BOX
5-WARNER
6-DOT
1-DELACROIX
3-STONES
6-LOTTERY
2. Sad,angry. Surprised,
bothered. How can people
blindly follow traditions like
how people in real life
persecute others without
questioning why.
3. When the tradition is
practiced at the expense of
the person’s health or safety,
kills, persecutes, or
victimizes him.
4. We should question and
analyze our traditions and
understand why we continue
to observe them.
What's More…2
1. No. It is cruel and
purposeless and there is
nothing unreasonable
about sacrificing one
person.
Independent
Assessment 1
Rising Action– Bill got the
paper with a black dot on it.
Tessie began to yell that it
was not fair and that Bill
wasn’t given enough time
to choose the paper he
wanted by Mr. Summers.
The entire Hutchinson
family were called up to the
box.
Climax-Each member of
the Hutchinson family drew
a slip of paper from the
box. All of the papers were
blank except for Tessie’s,
which had a black dot on it.
Falling Action-Tessie
began to scream and it was
not fair and not right. The
villagers began to pick up
the stones they had
gathered earlier and form a
circle around Tessie.
Resolution-As Tessie
screamed, a stone hit her
on the side of the head.
The villagers descended
upon Tessie with stones.
What's More…1
Independent Activity 1
1. E
2. B
3. A
4. D
5. C
6. D
7. D
8. D
9. D
10. C
11. B
12. D
13. A
14. A
15. D
Assessment
References
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Clarke, Joe. 2020. "Nigeria: Child Brides Facing Death Sentences A Decade After Child Marriage Prohibited". The Guardian.
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