Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

4 Zest for Progress

Z Peal of artnership

English
Quarter 4 – Module 2:
Non-fiction Story With Its
Complete Elements

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
 What I Want To Know
This module was designed for learners like you. This will help and
guide you on how to write a short story about non-fiction with its
complete elements. At the end of your journey, you are expected to write
a short story of non-fiction with its complete elements.

1. Write a short story (non-fiction) with its complete elements.

(EN4WC-IId-20)

What I Know
Directions: Make a guess by sorting out the book title stated below
whether it is fiction or non-fiction.

BOOK TITLE SORT

_________________ ________________

_________________ ________________

_________________ ________________

The Flying Bike The Story of Ape

My Chicken ate my TV The Water Cycle
Ape Goes To Space All About Bikes
How to Ride a Bike The Silly Snake

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 What’s In
Directions: Fill in the correct elements of the story.

__________1. It answers the questions “What is the story all about?”

__________2. Refers to the main character of the story.

__________3. The part of the plot where the setting and major
characters
are introduced.

__________4. One that opposes or causes the problem or conflict in the

story.

__________5. Creates the mood or atmosphere of the story.

Setting protagonist antagonist middle beginning

Ending theme

What’s New

“Big Feet – Bigger Heart”

(Adapted from Chicken Soup for the Soul)
By Jack Canfield and Mark Hanser

It was a very hot day. Everybody was looking for some kind of
relief, so an ice cream store was a natural place to stop. A little girl,
holding her money tightly, entered the store. But before she could buy
the ice cream, the store clerk told her to go outside and read the sign on

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the door. “Stay out until you put on some shoes”, he said. The little girl
went out slowly, and a big man followed her out of the store.

He watched as the little girl stood in front of the store and read the
sign. “No Bare feet”. Tears started rolling down her cheeks as she
walked away from the store. Just then the big man called her. He was
sitting on a bench while he took off his size-12 shoes and put them in
front of the girl. “Here, he said, you won’t be able to walk in these but if
you can slide along, you can get your ice cream”.

Then he lifted the girl up and set her feet into the shoes. “Take
your time”, he said. “I get tired of moving them around and it will feel
good to just sit here and eat my ice cream”. The girl’s eyes lit up. She
immediately went to the counter and ordered her ice cream.

He was a big man, all right. Big belly, big shoes, but most of all, he
had a big heart.

Comprehension Check-up!
Directions: Read and understand the statement carefully. Encircle
the letter of the correct answer.
1. Why did the little girl want an ice cream?
A. because it was a cold day.
B. because it was a hot day.
C. because it was a winter day.
2. Where did she go to buy the ice cream?
A. in the market
B. in the plaza
C. in the store
3. Why did the store clerk send the little girl outside?
A. because the girl was bare footed.
B. because the girl was naughty.
C. because the girl was lost.
4. How did the big man help the little girl?
A. he gave the little girl an ice cream.
B. he offered his big shoes.
C. he gave the little girl a candy.
5. Who is referred to in the title “Big Feet-Bigger Heart?

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 A. her father
B. her mother
C. the big man
6. What is the moral lesson of the story?
A. be industrious
B. be patient
C. be kind or generous

What Is It
“Complete Elements of a Short Story”

The short story “Big Feet – Bigger Heart” by Jack Canfield and
Mark Hanser is an example of a non-fiction story. A non-fiction story
refers to factual stories that are based on real people and true events.
We read or watch this material for information.

Every short story must have the basic elements. These elements
make the story clear, interesting and complete.

1. Setting

- refers to the time and place the story happened. It creates

the mood or atmosphere of the story. It also helps the reader imagine
the story more vividly.

2. Characters

- refer to the people involved in the story. They are the ones
who experienced the events in the story. There are two major characters
in the story:

a. Protagonist – is the main character in the story. The story revolves

around him/her. The protagonist is also called the hero/heroine in the
story. The protagonist usually goes through many difficulties but
eventually ends up happy, successful, or victorious at the end of the
story.

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b. Antagonist – opposes the protagonist in the story. Oftentimes, he or
she causes the problem or conflict in the story. The antagonist, also
known as the villain, possesses bad character or attitude. In most
stories, the hero defeats the villain in the end.

3. Plot

- refers to the series of past events in the story. It is divided into

three basic parts: beginning, middle and ending.

a. Beginning – it is the part where the setting and the major

characters are introduced. After the beginning, the problem in the story
arises.

b. Middle – it is the part when the protagonist decides or does

something to solve the problem or face the antagonist.

c. Ending – this is the final event in the story. It is the outcome of

the events that took place in the middle of the story. This is the part
where the problem is already solved.

4. Theme

- is the central idea of the story. It answers the question “What is

the story all about?”. It is the main message that the writer wants the
reader to understand. The moral or lesson is usually based on the theme
of the story.

What’s More
Directions: Put an arrow to match Column A with Column B.

Column A Column B

1. refer to the people involved in the story. a. plot

2. it is the central idea of the story. b. character

3. this is the final event in the story. c. setting

4. refers to the time and place the story d. beginning

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 happened. e. ending

5. refers to the series of past events f. theme

In the story.

What I Have Learned

Directions: Complete the graphic organizer about the story read.

Last year, the Girl Scouts in our school celebrated their anniversary
with a field trip. They explored the virgin forests of Palawan. They went
around a place where a thick long line of trees was not yet touched by
loggers. The local officials told them that these forests helped their
community through having a steady supply of water and electricity.
The girls appreciated how the people in the community worked
together in keeping their forests unspoiled. They learned the value of
preserving nature and taking good care of our forests.

character
setting

1._____________ 2.
Elements of the
____________
Story

theme
Plot (ending)

3.____________________ 4. _________________

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 What I Can Do

“In a Minute”

Juana is a little girl. When her father and mother asked her to do
something, she would say “In a minute”. Her mother would say “Juana,
please get a glass of water for me”. “In a minute, Mother” she would
say. Then Juana’s brother would take the glass of water to his mother.
Juana had a parrot in her room. One day, the door of the room
was left open. “Please shut the door of your room”, Mother said. “In a
minute, Mother”. I am playing now. The cat saw the open door and the
parrot. When Juana went to her room that parrot was gone. All she
saw were some feathers on the floor. Juana cried and cried.
The next time she was asked to do something, she did not say
“In a minute”.

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Directions: Rewrite the events in order on the space provided for each
item as they happened in the story.
“Mother told Juana to close the door of the room. Juana said, “in a
minute”.
“Mother asked Juana to get a glass of water. She said, “In a minute”.
“Juana saw the feathers scattered all around the room”.
“The cat entered the room and saw Juana’s pet parrot”.
“Juana cried and cried. She no longer said “in a minute”.

1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________

Assessment
Directions: Write a short story of non-fiction with its complete elements.

_____________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

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 _________________________________________________________

Rubrics for Writing a Short Story

Expert Capable Beginner

Features (5pts) (3pts) (1pt)

 Piece was  Piece was  Piece was

Quality of written in an written with written with
Writing extraordinary little incomplete
style with elements of elements of
complete story and the story and
elements and poorly very poorly
well organized. organized. organized.

 Virtually no  With few  With so many

Grammar spelling, number of spelling,
and punctuations or spelling, punctuation
Usage grammatical punctuation and
errors. and grammatical
grammatical errors that it
errors. interferes with
the meaning.

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 10
B. What’s In C. What’s New
A. What I know
Non-fiction Fiction 1. theme 1. b
How To a Ride A The Flying Bike 2. protagonist 2. c
Bike 3. a
3. beginning
The Story of Ape My Chicken Ate 4. b
4. antagonist
my TV 5. c
The Water Cycle Ape Goes to 5. setting
6. c
Space
All About Bikes The Silly Snake
D. What’s E. What I Have Learned
More
1. virgin forests
1. b 2. girl scouts
2. f 3. The girls appreciated how the people in the
3. e community work together in keeping their forests
4. c unspoiled.
5. a 4. They learned the value of preserving nature and
taking good care of the forests.
G. Assessment
F. What I Can Do
1. Mother asked Juana to get a glass
of water. She said, “In a minute”.
2. Mother told Juana to close the door
of the room. Juana said, “in a minute”.
3. The cat entered the room and saw
Juana’s pet parrot”.
4. Juana saw the feathers scattered
all around the room”.
5. Juana cried and cried. She no
longer said “in a minute”.
Answer Key
References:
a. Louie G. Mendoza, Ace Lyn U. Miranda and Alce M. Sentones
IE for EC (Integrated English for Effective Communication)
Kto12 Curriculum Compliant
b. English (Learner’s Material) Grade 4
Department of Education (DepEd)

DEVELOPMENT TEAM

Writer: Jeroy N. Cabatingan

Teacher – III
TAMPALAN ELEMENTARY SCHOOL
Isabela City Schools Division
Rosie Ann S. Diaz
Teacher – I
TAMPALAN ELEMENTARY SCHOOL
Isabela City Schools Division

Editor:
Language Editor:
Proof Reader:
Illustrators: Kristian Mae T. Lelis, Teacher-III
Layout Artist: Maad A. Ismael, MAEd, Teacher-III
Management Team:
Julieto H. Fernandez, Ed. D., CESO VI
SDS-Isabela City
Maria Laarni T. Villanueva, Ed. D., CESE
ASDS-Isabela City
Henry R. Tura, CID Chief
Elsa A. Usman, LR Supervisor
Helen De Leon, EPS-English, Module Coordinator

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