9

English 9
Activity Sheet
Quarter 2 – MELC 7
Analyzing Literature as a Means of
Understanding Unchanging Values
in a Ambiguous World

REGION VI – WESTERN VISAYAS

English 9
Activity Sheet No. 7
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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Dr. Josilyn S. Solana,
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Introductory Message
Welcome to English, Grade 9!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Escalante City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible adults)
in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The English 9 Activity Sheet will help you facilitate the leaching-learning
activities specified in each Most Essential Learning Competency (MELC) with minimal
or no face-to-face encounter between you and learner. This will be made available to
the learners with the references/links to ease the independent learning.

For the learner:

The English 9 Activity Sheet is developed to help you continue learning even
if you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.
 Learning Activity Sheets

Name of Learner:
Grade & Section:
Date:

ENGLISH ACTIVITY SHEET

Analyzing Literature As A Means Of Understanding Unchanging Values In

An Ambiguous World

I. Learning Competency with Code

a. Analyze literature as a means of understanding unchanging values in the VUCA
(volatile, uncertain, complex, ambiguous) world.
b. Analyze literature as a means of understanding unchanging values in an
ambiguous world

II. Background Information for Learners

Literature can be a vehicle towards understanding culture, values, and

customs that are relevant to the society that we are living in. Most of the time, a
literary piece contains themes that creatively depict the ways of society – the
good and bad side alike. This is often reflected on the character’s adventures
and the resolution he or she comes up with at the end of the story. Literature
also paves the way in establishing a set of unchanging values modeled by
classical examples both in history and literature. This creates a standard of
moral thoughts and actions no matter the changes in the value system of the
world.

VUCA is an acronym that stands for volatility, uncertainty, complexity,

and ambiguity, a combination of qualities that, taken together, characterize the
nature of some difficult conditions and situations.

Ambiguity – refers to when the general meaning

of something is unclear even when an appropriate
amount of information is provided. Ambiguity leads to
people assuming an answer, and many times this
leads assuming one’s race, gender, and can even
lead to class stereotypes. Ambiguity leads to the
categorization of people without further important
details that could lead to untrue conclusions.
 In this lesson, we will analyze literature as a means to analyze one’s
choices, decisions, and values and how you, as readers, can identify
unchanging values in an ambiguous world.

III. Accompanying DepEd Textbook and Educational Sites

English 9 Anglo-American Literature Learner’s Material s. 2015

IV. Activity Proper

Hello, Grade 9 learner! Today, you will be reading one of the most
famous speeches ever written in the history of American literature. This speech
has touched millions of hearts all over the world and made a great impact on
the movements against racial discrimination. But before that, let us unlock the
meaning of some difficult words that you will encounter upon reading the
speech.

Activity 1
Directions: Read the speech entitled “I Have a Dream” by Martin Luther King Jr. on
pages 186-190 on your English 9 Textbook on Anglo-American Literature. King
delivered this speech during the March on Washington for Jobs and Freedom on August
28, 1963, in which he called for civil and economic rights and an end to racism in the
United States. Read this text thoroughly and understand the purpose and message of
the speech. Ponder upon the motive questions (highlighted in textboxes) inserted in the
text. Afterwards, answer the comprehension questions that follow.

Comprehension Questions:

1. The speech ‘I Have a Dream’ is clearly a ____________.

a. plea to the white people of America to finally put a stop to the discrimination
of colored people
b. campaign against government rules on business and law
c. advertisement about the contribution of black people in nation building
d. movement against all white Americans

2. Despite the Emancipation Proclamation more than a hundred years ago which
stated that all men should be equal and slavery of colored people must be put to
a halt, the speaker believes that _____________________.

a. The Negro is still not free

b. The Negro is still being discriminated
c. The Negro is still a slave
d. All of the above.
 3. What does the speaker mean in the line below?

“America has given the Negro people a bad check, a check which has come
back marked "insufficient funds."

a. All the opportunities are given to white people only.

b. There is no bias in the distribution of opportunities among Americans.
c. Equal opportunities are given only to those who praise the government.
d. The opportunities given to the black people are not enough for them to
experience equality.

4. “Now is the time to rise from the dark and desolate valley of segregation to the
sunlit path of racial justice.”

The speaker’s tone in this line is _____________.

a. confused and divided

b. lax and indifferent
c. positive and determined
d. melancholic and afraid

5. In their journey to fight for equality, the speaker notes that violence must not be
the way in achieving their purpose. Which of the following line attests to this
statement?

a. “Let us not seek to satisfy our thirst for freedom by drinking from the cup of
bitterness and hatred.”
b. “How can you make justice roll down like waters and righteousness like a
mighty stream?”
c. “We refuse to believe that there are insufficient funds in the great vaults of
opportunity of this nation.”
d. “With this faith we will be able to transform the jangling discords of our nation
into a beautiful symphony of brotherhood.”

6. Which “dream” of the speaker tells about union and friendship among the white
and the black?

a. “I have a dream that one day on the red hills of Georgia sons of former slaves
and the sons of former slave-owners will be able to sit down together at the
table of brotherhood.”
 b. “I have a dream that one day this nation will rise up and live out the true
meaning of its creed: "We hold these truths to be self-evident, that all men are
created equal."
c. “I have a dream that one day in Alabama, with its vicious racists, with its
governor having his lips dripping with the words of interposition and
nullification, one day right there in Alabama little black boys and black girls
will be able to join hands with little white boys and white girls as sisters and
brothers.”
d. All of the above.

7. “I have a dream that one day every valley shall be exalted, and every hill and
mountain shall be made low. The rough places will be made plain, and the
crooked places will be made straight.”

In this passage, the author used symbolisms. Which of the following BEST refers
to the “crooked places” in the statement above?

a. the roads where the Negro travelled by

b. the mountains where the Negro came from
c. the places where discrimination against the Negros happens
d. None of the above.

8. What can be concluded about Mississippi and Alabama based on the speech?

a. Mississippi and Alabama stink with racial slurs, inequality, and discrimination
against the black people.
b. These two states best support the movement against discrimination.
c. Mississippi and Alabama are two of the wealthiest states that support the
Negro.
d. These two places have the most number of Negro resettlers in America.

9. Which values are evident in the speech?

a. love of God and spirituality

b. reverence to the government and patriotism
c. call for justice and equality
d. honesty and fairness
 10. “With this faith we will be able to work together, to pray together, to struggle
together, to go to jail together, to stand up for freedom together, knowing that we
will be free one day.”

What underlying value is shown in this passage?

a. spiritual values
b. the value for family
c. love and compassion
d. bravery and valor

Activity 2

No matter how much the world has changed, values are still part of literature that
influence its readers. Take on the next activity to find out about these unchanging values.

Directions: The following are some excerpts from English and American literature. Read
them carefully and analyze the message being conveyed. Match the passage with the
value being implied. Write the letter only.

1. When they were finished eating she got up and said, “Now, here, take this ten
dollars and buy yourself some blue suede shoes. And next time, do not make the
mistake of latching onto my pocketbook nor nobody else’s – because shoes
come by devilish like that will burn your feet. I got to get my rest now. But I wish
you would behave yourself, son, from here on in.”

-Mrs. Jones to Roger

“Thank You, Ma’am” by Langston Hughes

2.
“To me the faiths of the old are daily bread;
I bless their hope, I bless their will to save,
And my deep heart still meaneth what they said.
It makes me happy that the soul is brave,
And, being so much kinsman to be dead,
I walk contented to the peopled grave.”

-Sonnet 29
George Santayana
 “I learned about the joy of helping others when I was in kindergarten. One of my
classmates had forgotten his snack, so he had nothing to eat during recess.
3.
Nobody wanted to share with him because we were all very hungry and it was
really his own fault that he would have to go without. That day my mother had
packed my favorite treat: a chocolate and peanut butter cup. I wanted it all for
myself, but my mother had often told me that I should share, so I broke my
chocolate and peanut butter cup in half and gave my forgetful classmate one half.
He nearly fell over in surprise. Then he smiled the biggest smile I had ever seen
and I suddenly felt the greatest happiness I had ever felt. After that, I always
looked for chances to help people, because it always made them and me feel
good.”

-The Good Deed

A.
This value teaches us about compromise and
fairness. People who share also learn how to take
turns and negotiate, and how to cope with
disappointment. The value of sharing is one of the
most important life skills.

Helping someone who has wronged us is a value

B. that boosts our well-being as a person. It’s one of
the oldest moral standards: love your enemy.

Valuing the faith our forefathers have passed onto

us is a sign of respect and reverence. We give
C. importance to the beliefs system and keeps our
hearts content.
Remember:

Appreciating literature is coupled with an open mind, good judgment, and critical
reading skills. Make reading a habit for according to Francis Bacon, “Reading maketh a
full man.”

V. Reflection

How would you practice and promote a habit of reading literary works that are
filled with relevant values and important life lessons in the middle of today’s
world where technology takes up most of our time?

_______________________________________________________________

VI. Answer Key (Upside Down)

Activity Proper
10. a
9. c
8. a
7. c
6. d
5. a
4. c
3. d
2. d
1. a

Comprehension Check

Exercises
3. a
2. c
1. b