8

ENGLISH
Quarter 3- Module 4
Analyzing Literature to
Understand Cultural Diversity

AIRs - LM
ENGLISH 8
Quarter 3 - Module 4: Analyzing Literature to Understand Diversity
First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Sherlyn Mae M. Sudaria

Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos, Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

Assistant Schools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Belen C. Aquino, Ph.D, EPS in Charge of English

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II

 Target

Good day Grade 8 learners! Welcome to this Grade 8 Alternative Delivery Mode
(ADM) Module on Analyzing Literature to Understand Diversity. Buckle up! Be ready
and prepare yourselves as you take off to travel and visit the different parts of the
world and witness breathtaking experiences of other races through literature.

This module is made to encourage you to read and analyze not only our own
literature but also into multicultural literature. Its purpose is to give you a better
understanding on both our own culture and the culture of others. Multicultural
literature will help you to develop global awareness and will help you to look
critically at the world.

Reading and understanding the literature of others is an effective way to

increase your awareness and acceptance on the various social practices, values,
traditions, and beliefs of other cultures. Through the knowledge presented in the
various literary texts, relationships can be strengthened, bridging the gap between
people with diverse cultural backgrounds. Furthermore, it will also help you to
nurture respect towards other races. Meaning, no matter where they live in the
world, what language they speak, or how they look, despite of our differences, there
are still common traits that unite us all.

Most Essential Learning Competency:

EN8LT-IIIe-10: Analyze literature as a mirror to a shared heritage of people
with diverse backgrounds.

Learning Objectives:
A. Define cultural diversity.
B. Infer from the given texts to be able to formulate reflections and
share own opinions.
C. Showcase cultural sensitivity through the various activities given
D. Develop a sense of self-independence and honesty in reading and
answering the module.

This module is divided into two main lessons:

1. Cultural Diversity and Sensitivity
2. Analyzing Literature to Understand Cultural Diversity

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 Jumpstart

Pre-Test/ Activity

A. Directions: Fill out the bubble map below with words or phrases that define
or can be associated to the phrase “Cultural Diversity”.

Cultural
Diversity

B. From the words given above, give a brief explanation about your own
understanding on cultural diversity. Limit your answer from 3-5 sentences
only. Place your answer on a sheet of paper.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________________________

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Activity 1: “Who am I?”

C. Directions: Guess what is being asked in the given riddles. Choose your
answer from the choices placed in the box. Write your answer on a piece of
paper.

_______ 1. I represent the struggle or clash between two or more people or things in
a short story. Who am I?
_______ 2. I am a person, or sometimes even an animal who takes part in the action
of a short story or other literary work. Who am I?
_______ 3. I represent the main events of a play, novel, movie, or similar work, devised
and presented by the writer as an interrelated sequence. Who am I?
________4. I am not only to the time but also to the place in which the story happened.
Who am I?
________5. I am the central idea or belief in a short story. Who am I?

Character Theme Conflict

Plot Setting

D. Directions: Complete the puzzle below by referring to the given clues. Copy
the puzzle and write your answer on a sheet of paper.

Across:
1. He or she is the person who is telling the story.
2. It is the most intense, exciting, and most important point of the story.
3. It is the part of the story in which the conflict is resolved.

Down:
1. A person who actively opposes or is hostile to someone in the story
2. He is the leading character or one of the major characters in a literary work.

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 Discover

Lesson 1: Cultural Diversity and Sensitivity

Cultural diversity among people around the globe is widely presented in different
literary texts that is why reading literature is very significant to one’s understanding on
how the world works. It teaches you about the life, culture, traditions, beliefs and
experiences of people in other countries. It gives you information about other parts of the
world which you may never be able to visit in your lifetime. In short, reading and
analyzing literature open doors and paths that may lead you to different places, let you
meet other people and know their ways of living, and most especially, help you
understand other races.

Cultural diversity

Cultural diversity is about appreciating that society is made up of many different

groups with different interests, skills, talents and needs. It also means that you recognize
that people in society can have differing religious beliefs and sexual orientations to you.

To be able to fully understand cultural diversity, people must also be knowledgeable

about cultural sensitivity.

Cultural Sensitivity

• being aware that cultural differences and similarities between people exist
without assigning them a value – positive or negative, better or worse, right
or wrong

• being aware that cultural differences and similarities between people exist
and have an effect on one’s values, learning and behavior

• a set of skills that allows you to understand and learn about people whose
cultural background is not the same as your own

Respect for cultural diversity can be shown through the following:

1. Recognizing that there is a large amount of cultures that exist

2. Respecting each other’s differences
3. Acknowledging that all cultural expressions are valid
4. Valuing what cultures have to bring to the table
5. Empowering diverse groups to contribute
6. Celebrating differences, not just tolerating them

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Importance of Reading Multicultural Literature

• It is a powerful tool in enabling people to gain a better understanding of both their

own culture and the culture of others. It helps you compare your own experiences
with the experiences of other people.
• It helps people to relate on global events and better understand current world issues,
conflicts, and characterizations found in multicultural literary texts.
• It increases peoples’ awareness on the various social practices, values, norms, and
beliefs of other cultures.
• It promotes empathy and unity among people.
• It enlightens people about their similarities and differences among other races.
• It promotes interaction among people with differing ethnic backgrounds.
• It enables people to experience the feelings and emotions of others that leads them to
gain a greater understanding on global community.
• It allows people to reflect upon and critically analyze global issues.
• Stories portraying cultural diversity can foster the belief that race is not a barrier, but
rather a contribution to the beauty of our multicultural world.

Lesson 2: Analyzing Literature to Understand Cultural

Diversity
Literature has been part of many different cultures for a long time. It has
greatly affected our life and our way of living. Each of us has different experiences,
ideas, and information to share. Through literature, we can also share our
cultures, traditions, beliefs and heritage to others. Literature is a great way to
become one with others and understand them despite of our differences.

Strategies in Reading Literature:

The following strategies offer suggestions for reading a story, poem, play, or
novel:

1. Get the “gist” of the plot, the characters, and a general idea of the meaning of
the piece. Enjoy the work and don’t be stressed out about any upcoming
activities.
2. Pay particular attention to words that you do not know and look up those words
in the dictionary. If a word has multiple meanings listed, consider each of the
meanings. You may find it helpful to write the meanings of the words in the
margin of the text or on a separate note card, so that you can easily refer to
them when reading, writing, and thinking about the work.
3. Think about the setting of the work and its culture. Is the work set in the 20th
century or another time? Is it set in the U.S. or another country? What are
customs, traditions, and lifestyles like in that particular region? What is the
socioeconomic status of the characters—are they rich, middle class, poor? What

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 is the ethnicity of the characters? Considering these issues gives valuable insight
into the work’s meaning and perspective.
4. Pay attention to how characters interact with one another, how the writer uses
words to convey meaning, how the characters speak, who is narrating the story,
the kinds of images the writer uses, or any other aspect of the text that seems
important to you.
5. Annotating the text (by underlining or circling passages and writing in the
margins) is helpful because your annotations can refer you to particular sections
of the work later. Since you will need to draw the evidence for your interpretation
from the work itself, having already marked sections of the work will aid you in
garnering your evidence when writing the paper later.

How to Analyze a Short Story:

The following terms may guide and help you to have a full grasp of the story you
are reading:

• Characterization- deals with how the characters in the story are described
and how their personalities are revealed
❖ Protagonist- the leading character or one of the major characters in a
literary work
❖ Antagonist- a person who actively opposes or is hostile to someone in the
story
• Narrator- is the person who tells the story
• Setting- where the action takes place; includes both the physical location as
well as the time period
• Conflict- a struggle or clash between opposing characters, forces, or emotions
• Climax- It is the turning point in a narrative; the moment when the conflict is
at its most intense. Typically, the structure of stories, novels, and plays is one
of rising action, in which tension builds to the climax.
• Plot- It is the structure of a story. The sequence in which the author arranges
events in a story. It often includes the rising action, the climax, the falling
action, and the resolution.
• Resolution- the portion of a story following the climax, in which the conflict is
resolved
• Rising Action- the part of a story where the plot becomes increasingly
complicated. Rising action leads up to the climax, or turning point.
• Mood- can be thought of as the result of atmosphere and tone combined to
create a general feeling that surrounds the text and reader as they interact
and work together
• Theme- a central idea or message of a piece of writing; a major idea broad
enough to cover the entire scope of a literary work.
• Denouement- the final part of a play, movie, or narrative in which the
strands of the plot are drawn together and matters are explained or resolved
• Foreshadowing- uses either action or mood to prepare the reader for
something that will happen later in the work of fiction or drama. It is often
helpful to think of foreshadowing as clues that a detective might follow when
solving a mystery. The writer leaves hints along the way to set the stage for
what is to come later
• Symbolism- Writers use symbolism so that a person, object, or event can
create a range of emotional and intellectual responses in the readers. For
example, using a flag as a symbol might conjure patriotic feelings in one
person. By using symbols, the writer can evoke a wide body of feelings.

6
 Explore

Activity 1: Fact or Bluff

A. Directions: Identify whether the following statements state truth or not.
Write FACT if the statement is true and BLUFF if the statements is wrong.
Write your answers on a separate sheet of paper.

_______ 1. Multicultural literature helps build a barrier between different races

around the world.
_______ 2. Cultural diversity is about acknowledging the importance of the culture
and beliefs of others as well as yours.
_______ 3. The scope of cultural diversity does not include the different religious
beliefs and practices of other people.
_______ 4. Multicultural literature encourages a person to totally disregard his or
her own culture and adapt the culture of others.
_______ 5. Multicultural literature promotes interaction among people with different
ethnic backgrounds.
_______ 6. Cultural sensitivity allows you to understand that cultural differences
does not affect one’s behavior or values.
_______ 7. Being culturally sensitive is about considering that your practices and
traditions are better than the others.
_______ 8. Cultural sensitivity includes giving respect to the type of food of other
races.
_______ 9. Multicultural literature raises awareness on the various social practices,
values and beliefs of other cultures.
_______ 10. Multicultural literature does not tackle about global events, issues and
conflicts.

B. Directions: Read and analyze each situation below. Decide whether it is

being culturally sensitive or not. Put a check on the column of your answer.
Copy and answer the table in a separate sheet of paper.
Culturally Not
Sensitive Culturally
Sensitive
1 Marie avoids reading Indian stories that tackle
about reincarnation or life after death because she
strongly believes that humans have only one life to
live.
2 While reading the story “The Aged Mother”, Sheena
strongly agreed to the decision of the son who chose
to keep his mother by his side than follow the rule
imposed by their chief to abandon the aged people
in the mountain for they are considered weak and
worthless.
3 In the story “The Soul of the Great Bell”, Katrina
find it ridiculous and just laughed at the character
of a daughter named Ko-Ngai who sacrificed herself
to save her father from a death penalty imposed by
a heavenly god from the Chinese literature.
4 Faye didn’t accomplish her assignment about a

7
 specific story because for her, Indian literature is
not that interesting.
5 Upon reading the story “The Tale of Ch’unhyang”,
Stepahnie admired how the Koreans showcase the
richness of their culture and traditions in their
literature.
6 Cathy didn’t finish reading a short selection because
the ideas presented on it contradict the beliefs that
she believes in.
7 After reading the Thai folktale entitled “Makato and
the Cowrie Shell”, Claud was inspired by the
perseverance Makato has shown in the story and
decided to emulate his good traits.
8 Jazz loves reading Indian literature for she gains
much knowledge about their culture, traditions and
most especially about how their gods affect their day
by day living.
9 After reading the Egyptian folktale entitled “The Two
Brothers”, Dennis admired how Egyptians express
their strong belief and respect to their gods and
deities in their literary texts.
10 Levi is a voracious reader. She loves spending her
time in reading various literary texts because she
wants to learn more about the different culture and
norms of the other races.

C. Directions: Below are the aspects anchored to cultural diversity. Analyze

the following statements and give what is being asked by filling the boxes
with appropriate letters. Write your answers on a separate sheet of paper.

1. It refers to the customary beliefs, set of values, and practices of a particular

social group.

c
2. It talks about a particular system of faith and worship of a person.
c

3. It is defined as the state of belonging to a social group that has a common

national or cultural tradition.

4. It refers to a system of communication used by a particular country or

community.

5. It is a long-established custom or belief that has been passed on from one

generation to another.
\

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Activity 2.
A. Read the story carefully then apply the lessons that you learned by
answering the given activities. Write your answer on a piece of paper.

“The Wallet”
By: Benjamin M. Pascual

It was a hot Sunday morning when Aling Marta went out the marketplace to buy
some supplies for her son’s graduation party. Amidst the bustling of the people,
and the noise of buyers and sellers, and chatter of passers-by, Aling Marta
bumped the scruffy-looking young boy, clothed in a greasy shirt and tattered
pants and his face was riddled by sweat and grime. Easily irritated, Aling Marta
hollered at him; the child, Andres Reyes, only apologized and simply ran off.
Marta only let the boy go with a scoff.

Upon paying for her supplies, she reached down her sundress pocket for her
wallet only to find out that it is gone. She was thunderstruck by this, and
suddenly, like a beam of light, she realized the scruffy boy might have taken it.
She scurried along the crowds looking for that boy. She then found him sitting
on a corner near the outpost of the local police service.

She yelled at the boy, “Where’d you put it!?”

The boy was dumbfounded, “What do you mean?”

“You took my wallet! Now give it back!” her anger rose. She then took the boy by
the neck and brought him to the nearby outpost. She explained the situation to
the officers. She kept insisting the kid to give back her lost wallet but the he kept
on denying it. Calmly the officer took a journal and jotted down the details and
the profile of the boy and Marta.

Aling Marta was irritated by the process of interrogation, so she took matter into
her own hands. She gripped the boy’s arm tightly, almost clotting his blood from
the intensity. She hollered and yelled while the kid fought out of her clasp. From
the fear and confusion, the kid ran off the outpost. The officers and Aling Marta
chased after him.

The kid reached the freeway and in an instant, he was run over by a car. He was
thrown off the pavement propelled by the impact. The officers took control and
brought him to a hospital.

Still raging amidst the incident, Aling Marta still insisted the boy to give back her
wallet. With every ounce of energy, he had left, he kept on explaining that he is
innocent. And in that moment, the boy’s head tilted with his eyes closing. The
nurse took his pulse but here was none. There was a long silence in the room.

Aling Marta returned home by noon, carrying her purchases, exhausted from
what had happened. She was met by her husband, somewhat giving her a
confused look. “How did you get those? How’d you pay for them?” he asked.
“I paid for this with my money, of course.”
“But how?” his husband continued. “You left your wallet here at the table. I was
going to give to you but you were already gone.”

9
 By that remark, Aling Marta’s heart fell down the ground like an anvil. She
nearly collapsed, and the voice of the young boy whom she accused kept on
echoing in her mind. She only thought, “Why!? Why!?”

How is the theme “social discrimination” shown in the story? Analyze the
elements of the story by completing the graphic organizer below. Place your
answer on a piece of paper.

Title of the Story: _________________________ Author: ______________________

Main Characters: Minor Characters:

Setting: Conflict: Mood:

Rising Action:

Climax or Turning Point:

Falling Action:

Denouement:

Theme:

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 Deepen

A. Directions: Read and analyze the story “Alibaba and the Forty Thieves”
from the Arabian literature then answer the activities that follow. Write
your answer on a piece of paper.

ALI BABA AND THE FORTY THIEVES

Ali Baba and his elder brother Cassim are the sons of a merchant. After the
death of their father, the greedy Cassim marries a wealthy woman and becomes
well-to- do, building on their father's business—but Ali Baba marries a poor woman
and settles into the trade of a woodcutter. One day Ali Baba is at work collecting
and cutting firewood in the forest, and he happens to overhear a group of forty
thieves visiting their treasure store. The treasure is in a cave, the mouth of which is
sealed by magic. It opens on the words "iftah ya simsim" (commonly written as
"Open Sesame" in English), and seals itself on the words "Close, Simsim" ("Close
Sesame"). When the thieves are gone, Ali Baba enters the cave himself, and takes
some of the treasure home.
Ali Baba and his wife borrow his sister-in-law's scales to weigh this new wealth
of gold coins. Unbeknownst to them, she puts a blob of wax in the scales to find
out what Ali Baba is using them for, as she is curious to know what kind of grain
her impoverished brother-in-law needs to measure. To her shock, she finds a gold
coin sticking to the scales and tells her husband, Ali Baba's rich and greedy
brother, Cassim. Under pressure from his brother, Ali Baba is forced to reveal the
secret of the cave. Cassim goes to the cave and enters with the magic words, but in
his greed and excitement over the treasures, he forgets the magic words to get back
out again. The thieves find him there, and kill him. When his brother does not
come back, Ali Baba goes to the cave to look for him, and finds the body, quartered
and with each piece displayed just inside the entrance of the cave as a warning to
anyone else who might try to enter. Ali Baba brings the body home, where he
entrusts Morgiana, a clever slave-girl in Cassim's household, with the task of
making others believe that Cassim has died a natural death. First, Morgiana
purchases medicines from an apothecary, telling him that Cassim is gravely ill.
Then, she finds an old tailor known as Baba Mustafa whom she pays, blindfolds,
and leads to Cassim's house. There, overnight, the tailor stitches the pieces of
Cassim's body back together, so that no one will be suspicious. Ali Baba and his

11
family are able to give Cassim a proper burial without anyone asking awkward
questions. The thieves, finding the body gone, realize that yet another person must
know their secret, and set out to track him down. One of the thieves goes down to
the town and comes across Baba Mustafa, who mentions that he has just sewn a
dead man's body back together. Realizing that the dead man must have been the
thieves' victim, the thief asks Baba Mustafa to lead the way to the house where the
deed was performed. The tailor is blindfolded again, and in this state, he is able to
retrace his steps and find the house. The thief marks the door with a symbol. The
plan is for the other thieves to come back that night and kill everyone in the house.
However, the thief has been seen by Morgiana and she, loyal to her master, foils his
plan by marking all the houses in the neighborhood with a similar marking. When
the forty thieves return that night, they cannot identify the correct house and their
leader in a furious rage, kills the unsuccessful thief. The next day, another thief
revisits Baba Mustafa and tries again, only this time, a chunk is chipped out of the
stone step at Ali Baba's front door. Again, Morgiana foils the plan by making
similar chips in all the other doorsteps. The second thief is killed for his failure as
well. At last, the leader of the thieves goes and looks for himself. This time, he
memorizes every detail he can of the exterior of Ali Baba's house. The Chief of the
thieves pretends to be an oil merchant in need of Ali Baba's hospitality, bringing
with him mules loaded with thirty-eight oil jars, one filled with oil, the other thirty-
seven hiding the other remaining thieves. Once Ali Baba is asleep, the thieves plan
to kill him. Again, Morgiana discovers and foils the plan, killing the thirty-seven
thieves in their oil jars by pouring boiling oil on them. When their leader comes to
rouse his men, he discovers that they are all dead, and escapes. The next morning
Morgiana tells Ali Baba about the thieves in the jars, they bury them and Ali Baba
shows his gratitude by giving Morgiana her freedom. To exact revenge, after some
time the Chief of Thieves establishes himself as a merchant, befriends Ali Baba's
son (who is now in charge of the late Cassim's business), and is invited to dinner at
Ali Baba's house. However, the thief is recognized by Morgiana, who performs a
dance with a dagger for the diners and plunges it into his heart when he is off his
guard. Ali Baba is at first angry with Morgiana, but when he finds out the thief
tried to kill him, he is extremely grateful and rewards Morgiana by marrying her to
his son. Ali Baba is then left as the only one knowing the secret of the treasure in
the cave and how to access it. Thus, the story ends happily for everyone except
Cassim and the forty thieves.
Answer the questions on the next page.

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1. At the start of the story, what were your initial feelings and ideas about it? Was
it exciting or too predictable? How did you find its ending?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. How were Ali Baba’ and Cassim’s lives different? Which of these two characters
do you prefer? Explain your answer and cite instances in the story that support
your choice of character.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. How is each of these themes – greed, loyalty and bravery shown in the story?
Cite parts of the story that support your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B. Directions: Use the plot diagram below to chart the plot of the story “The
Wallet” by Benjamin M. Pascual. In the spaces provided, describe briefly the
setting, rising action, conflict, climax, resolution and the denouement

The Wallet

Setting

Rising Action Conflict

Climax

Resolution Denouement

13
 Gauge

A. Direction: Analyze the following statements and give what is being asked.
Write the letter of your answer on a piece of paper.

1. Which among the following refers to the clash between opposing characters,
forces, or emotions in a story?
A. Characters C. Denouement
B. Conflict D. Foreshadowing
2. What element of a short story refers to the time and place where the action
takes place?
A. Mood C. Resolution
B. Plot D. Setting
3. This pertains to the use of symbols in a story so that a person, object, or event
can create a range of emotional and intellectual response to the readers.
A. Denouement C. Resolution
B. Foreshadowing D. Symbolism
4. It is a part of a story wherein the plot becomes increasingly complicated and
leads to the climax of the story.
A. Mood C. Rising Action
B. Resolution D. Theme
5. This refers to how the characters in the story are described and how their
personalities are revealed.
A. Characterization C. Conflict
B. Climax D. Narrator
6. This pertains to the final part of the story in which the strands of the plot are
drawn together and matters are explained or resolved.
A. Denouement C. Resolution
B. Foreshadowing D. Symbolism
7. This refers to the part of the story wherein the conflict is resolved.
A. Characterization C. Resolution
B. Mood D. Theme
8. This type of character usually opposes or is hostile to someone in a story.
A. Antagonist C. Narrator
B. Extra D. Protagonist
9. This type of character is considered as one of the major characters in a story.
A. Antagonist C. Narrator
B. Extra D. Protagonist
10. This is the part of the story wherein the author uses either action or mood to
prepare the readers for something that will happen later in the story.
A. Denouement C. Resolution
B. Foreshadowing D. Symbolism

14
 KEY ANSWERS

LESSON 1: Cultural Diversity and Sensitivity

Pres Assessment/Jumpstart:
A. *Students have different answers.
B. *Students have different answers.

Explore A: Explore B:
1. Bluff 6. Fact 1. NCS 6. NCS
2. Fact 7. Bluff 2. CS 7. CS
3. Bluff 8. Fact 3. NCS 8. CS
4. Bluff 9. Fact 4. NCS 9. CS
5. Fact 10. Bluff 5. CS 10.CS

Explore C:
1. Culture
2. Religion
3. Ethnicity
4. Language
5. Tradition

LESSON 2: Analyzing Literature to Understand Cultural Diversity

Pres Assessment/Jumpstart A:
1. Conflict
2. Character
3. Plot
4. Setting
5. Theme

Pres Assessment/Jumpstart B:
Across Down
1. Narrator 1. Antagonist
2. Climax 2. Protagonist
3. Resolution

Explore:
A. *Students have different answers.
B. *Students have different answers.

Deepen:
A. *Students have different answers.
B. *Students have different answers.

Gauge:
1. B 6. A
2. D 7. C
3. D 8. A
4. C 9. D
5. A 10. B

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References
1https://www.scisdata.com/connections/issue-96/the-importance-of-multicultural-literature/

2https://www.purdueglobal.edu/blog/social-behavioral-sciences/what-is-cultural-diversity/
3https://www.slideshare.net/RahilaKhan6/introduction-to-english-literature-70272809
4https://www1.nyc.gov/assets/ochia/downloads/pdf/cultural_sensitivity_wkshp.pdf
5https://young.scot/get-informed/national/what-is-cultural-diversity
6https://www.shortstoryguide.com/short-stories-about-racism-discrimination-

prejudice/
7 https://www.goshen.edu/academics/english/literary-analysis-guide/
8 https://wps.ablongman.com/wps/media/objects/327/335558/AnalyzingLit.pdf
9https://www.pdesas.org/ContentWeb/Content/Content/22403/Lesson%20Plan?fbclid=IwAR19p
w-5v7RIBBm11AcQZ3sxbqMxMHQM_qzB_RoERX6-EsSQwm3klAhZvJg
10https://whitehairedyouth.tumblr.com/post/30505232114/short-story-the-wallet-by-
benjamin-m-pascual
11 https://writing.wisc.edu/handbook/assignments/closereading/
12 https://courses.lumenlearning.com/introliterature/chapter/how-to-analyze-a-short-story/
13https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html#:~:text=They%20are%20true%20mast
ers%20at,Classics%20of%20American%20Literature%20section.
14 file://Philippines-DepEd-Grade-8-English-Learning-Module.pdf

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