Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

9 Zest for Progress

Z Peal of artnership

English
Quarter 4 - Module 4:
Evaluating Views

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________

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 What I Need To Know
Giving our opinions about an issue is a great task to do as there are times we do not
share the same culture or trend. However, our voices, somehow, matter to create change
for the welfare of the majority. This module is anchored from the learning competency:

• Judge the relevance and worth of ideas, soundness of author’s reasoning, and
effectiveness of the presentation. (EN9RC-IVf-2.22)
✓ Evaluate the relevance, author’s reasoning and effectiveness of the
presentation based on the material viewed or read.

What I Know
Activity 1: FAIR AND SQUARE

Directions: Write Fair if the action is reasonable and Unfair if it is not.

_____1. The mother abandoned her newly-born baby in the garbage area.
_____2. John admitted that it is all right to lie for someone’s convenience.
_____3. Linda and Happy assured Willy that Biff loves him as always.
_____4. Bernard did not brag of his achievement to his father.
_____5. Charley constantly lent Willy an amount of money every week to cover up for
the latter’s inability to earn a living.

Activity 2: GETTING INVOLVED

Directions: List down the social issues you know that affect our country nowadays.

________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
__________________

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 What’s In
Activity 3: TAKING A STAND

Directions: Study the pictures below and then decide whether you will be in favor or
against a particular issue being raised. Answer the questions that follow.

NO to MATERIALISM NO to PORK BARREL

NO to MATERIALISM NO to PORK BARREL

Questions:
1. What is your stand in the issue raised in the first picture? In the second picture?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What helped you to arrive at your stand?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What did you use as basis in your decision making?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 What’s New
Activity 4: STANDING UP FOR A REASON
Directions: Analyze the pictures and then answer the questions that follow.

1. What does each picture suggest?

___________________________________________________________________
___________________________________________________________________
2. Using one of the pictures, what commitment as a person were you able to come up
with? Start your statement with
My commitment: I stand up to commit myself in____________________________
___________________________________________________________________
___________________________________________________________________

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 What Is It
Let us recall some important notes as we go through this module.

REMEMBER

Evaluation is the determination of the value, nature, character, or quality of

something or someone.

It helps us understand the worth, quality, significance, amount, degree or

condition of any intervention desired to tackle a social problem. It guides
readers/listeners to whether confirm, extend, or change personal views based on the
topic of the reading.

Remember that evaluation must be based on fact and not on opinion. The
following pointers may help you give a logical evaluation:

1. A fact is a statement known to be true or which can be proven to be true.

2. An opinion is a statement that tells what someone believes to be true.
It may or may not be correct.
3. The opinion of an authority on a subject may be believed.
4. Facts are more reliable as basis because they can be defended.

Points to Check in Determining Worth of Ideas:

1. Are the ideas based on facts of reliable sources?

2. Are the arguments free of discrepancies?
3. Is the discussion free of discrepancies?
4. Are the conclusions logical?

To evaluate the relevance and validity of an idea, the following are used as basis:

1. Your personal observation or experience.

2. Personal interviews with knowledgeable persons or authoritative sources.
3. Current publications and other reference material.

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Read the selection and accomplish Activity 5.
DEATH WITH DIGNITY: HOW DO DOCTORS DIE?

Doctors routinely administer intensive care to patients who say they want it, but many refuse
lifesaving treatment themselves. Let’s get to read more!

Medical Overtreatment: A Broken System

http://www.utne.com/mind-and-body/death-with-dignity-zm0z12mjros.aspx#ixzz-2jzngTUcx
(Source: A Journey Through Anglo-American Literature Learner’s Manual English 9)

How has it come to this—that doctors administer so much care that they wouldn’t want for
themselves? The simple, or not-so-simple, answer is this: patients, doctors, and the system.

To see how patients play a role, imagine a scenario in which someone has lost
consciousness and been admitted to an emergency room. As is so often the case, no one has made a
plan for this situation, and scared family members find themselves caught up in a maze of choices.
When doctors ask if they want “everything” done, they answer yes, often meaning “do everything
that’s reasonable.” The problem is that they may not know what’s reasonable. For their part,
doctors who are told to do “everything” will do it, whether it is reasonable or not.

This scenario is a common one. Feeding into the problem are unrealistic expectations of
what doctors can accomplish. Many people think of CPR as a reliable lifesaver when, in fact, the
results are usually poor. If a patient suffers from severe illness, old age, or a terminal disease, the
odds of a good outcome from CPR are infinitesimal, while the odds of suffering are overwhelming.
Poor knowledge and misguided expectations lead to a lot of bad decisions.

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 But of course it’s not just patients making these things happen. Doctors play an enabling
role, too. The trouble is that even doctors who hate to administer futile care must find a way to
address the wishes of patients and families. Imagine, once again, the emergency room with those
grieving family members. They do not know the doctor. Establishing trust under such
circumstances is a very delicate thing. People are prepared to think the doctor is acting out of base
motives, trying to save time, or money, or effort, especially if the doctor is advising against further
treatment.

In many ways, doctors and patients are simply victims of a larger system that encourages
excessive treatment. In some unfortunate cases, doctors use the fee-for-service model to do
everything they can, no matter how pointless, to make money. More commonly, though, doctors
fear litigation and do whatever they’re asked, with little feedback, to avoid getting in trouble.

Even when the right preparations have been made, the system can still swallow people up.
One of my patients was a man named Jack, a 78-year-old who had been ill for years and
undergone about 15 major surgical procedures. He explained to me that he never, under any
circumstances, wanted to be placed on life support machines again. One Saturday, however, Jack
suffered a massive stroke and got admitted to the emergency room unconscious, without his wife.
Doctors did everything possible to resuscitate him and put him on life support in the ICU. This
was Jack’s worst nightmare. When I arrived at the hospital and took over Jack’s care, I spoke to
his wife and to hospital staff about his care preferences. Then I turned off the life support
machines and sat with him. He died two hours later.

Although he had thoroughly documented his wishes, Jack hadn’t died as he’d hoped. The
system had intervened. One of the nurses, I later found out, even reported my actions as a possible
homicide. Nothing came of it, of course; Jack’s wishes had been spelled out explicitly, and he’d
left the paperwork to prove it. But the prospect of a police investigation is terrifying for any
physician. I could far more easily have left Jack on life support, prolonging his life, and his
suffering, a few more weeks. I would even have made a little more money, and Medicare would
have ended up with an additional $500,000 bill. It’s no wonder many doctors err on the side of
overtreatment.

But doctors still don’t over treat themselves. Almost anyone can find a way to die in peace
at home, and pain can be managed better than ever. Hospice care, which focuses on providing
terminally ill patients with comfort and dignity, provides most people with much better final days.
Amazingly, studies have found that people placed in hospice care often live longer than people
seeking active cures.

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 What’s More

Activity 5: JUSTIFY IDEAS

Let us find out how you understood the reading selection. Do this by answering the questions below.

1. What is/are the issue/s presented in the text?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. Do you agree with the doctor’s preference of dying with dignity? If yes or no, why?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. What life lesson/s did you learn from the story?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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 What I Have Learned

Activity 6: REFLECTION
Directions: What have you learned about evaluating materials viewed or read? Share your
insights by filling in the space. A rubric is given to guide your answers.

Rubrics for Writing

PROFICIENT(5) AVERAGE (4) FAIR (3) POOR (2)
Provides related Provides limited Provides Ideas presented
Content knowledge of the knowledge of the knowledge are not connected
topic discussed. topic discussed. discussed but to the topic
unclear. discussed.
The information is Attempts can be There are The ideas are
Coherence presented in a seen and attempts to illogically
logical manner. somehow logical. make it logical. presented.
All sentences are Most sentences Some of the Sentences are not
well constructed. are well sentences well thought of.
No errors in constructed. No makes at least Makes more than
Construction grammar, errors in 1-3 errors in 10 errors in
mechanics and grammar, grammar, grammar,
spelling. mechanics, mechanics mechanics and/or
and/or spelling. and/or spelling. spelling.

WHAT I HAVE LEARNED

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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 What I Can Do
Activity 7: My Views

Directions: If you are to share your views on the text Medical Overtreatment: A Broken
Sytem, would you prefer to die with dignity or to go on medical overtreatment to prolong
life? Write your own evaluation below. Use the rubrics as a guide in writing.

My Views

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

PROFICIENT AVERAGE FAIR POOR

(10) (7) (5) (3)
Provides related Provides limited Provides Ideas presented
knowledge of the knowledge of the knowledge are not connected
Content
topic discussed. topic discussed. discussed but to the topic
unclear. discussed.
The information is Attempts can be There are The ideas are
presented in a seen and somehow attempts to make illogically
Coherence
logical manner. logical. it logical. presented.
All sentences are Most sentences are Some of the Sentences are not
well constructed. well constructed. sentences makes well thought of.
No errors in No errors in at least 1-3 errors Makes more than
Construction grammar, grammar, in grammar, 10 errors in
mechanics and mechanics, and/or mechanics and/or grammar,
spelling. spelling. spelling. mechanics and/or
spelling.

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 Assessment
Directions: Read and understand the questions carefully. Then circle the letter of the best
answer in each item.

1. Which of the following best defines evaluation?

A. Evaluation is the determination of the value, nature, character, or quality of something.
B. Evaluation is the process of conducting a systematic investigation of something.
C. Evaluation is reading extensively and planning the sequence.
D. Evaluation is the process of presenting the information.

2. Which of the following points is used to determine the worth of ideas?

A. Ideas are based on opinions.
B. Arguments may not be based on facts.
C. Discussions must be free of discrepancies.
D. Conclusions may be illogical.

3. Which of the following statements tells about what evaluations do?

A. To assist readers/listeners in rewriting and revising the whole text.
B. To create false emotions and relay personal experiences about the text.
C. To present to readers/listeners the irrelevant issues that the society is experiencing.
D. To guide readers/listeners to confirm, extend, or change personal views of the text.

For items 4 and 5, recall the text, Medical Overtreatment: A Broken System.

4. If you are to evaluate the text, is the author’s message clearly conveyed?
A. No, message is of no relevance at all.
B. No, message is ambiguous and vague.
C. Yes, message is presented clearly.
D. Yes message is presented yet insufficient.

5. Is the text relevant to you?

A. Not sure if it has something to do with me.
B. I never had experience it in my life.
C. No, because I do not care about it.
D. Yes, because I may/have experience/d it.

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For items 6-10, read and understand the poem. Then, circle the letter of the correct answer.

A Time To Talk
Robert Frost

When a Friend calls to me from the road

And slows his horse to a meaning walk,
I don’t stand still and look around
On the hills I haven’t held
And shout from where I am, “What is it?”
No, not as there is a time to talk.
I thrust my hoe in the mellow ground,
Blade-end up to the stone wall
For a friendly visit.

6. What value is expressed in the poem?

A. Loyalty
B. Honesty
C. Generosity
D. Respect

7. If you are to give an opinion, which would be better to do when someone comes to visit?
A. Stop working to talk.
B. Just call out from where you are.
C. Do not mind the person at all.
D. Just wave or make hand signals.

8. With the speaker’s action in the poem, do you think it is justifiable? Why?
A. Yes, because he has a lot of time to talk
B. No, because he needs to finish his work.
C. No, he doesn’t need to waste his time for a talk.
D. Yes, because it shows an act of respect.

9. If you are to evaluate the poem, is the author’s message clearly conveyed?
A. No, message is of no relevance.
B. No, message is not clear.
C. Yes, message is presented clearly.
D. Yes, message is presented yet insufficient.

10. Do you find the poem relevant?

A. Relevant, because I usually experience it.
B. Irrelevant, because I never had visitors in my life.
C. No, because I do not mingle with people.
D. Yes, because it just happened once to me.

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 12
What I Know What’s More
Activity 1: FAIR AND SQUARE Activity 5. JUSTIFY IDEAS
1. Unfair 1. The issue presented in the text is that
2. Unfair many doctors do not want to over treat
3. Unfair themselves. Likewise for some
patients. (Any related answer)
4. Fair
2. Answers will vary.
5. Unfair
3. Answers will vary.
Activity 2: GETTING INVOLVED What I Have Learned
Possible Answers: Activity 6. REFLECTIONS
Covid 19 Pandemic, Vaccination, Answers will vary.
Drug Menace, Unemployment etc.
What I Can Do
What’s In
Activity 7: MY VIEWS
Activity 3: TAKING A STAND
Answers will vary. Answers will vary.
What’s New Assessment
Activity 4. STANDING UP FOR A REASON 1. A
1. What does each picture suggest? 2. C
Possible Answers: sadness, fear, loneliness, 3. D
others 4. C
2. Answers will vary. 5. D
6. D
7. A
8. D
9. C
10. A
Answer Key
References:

BOOKS:

Almonte, Liza R., Lerma L. Flandez, Nedia L. Agustan, Henone de Paz-Langutan, Dream Rose O.
Malayo, Liberty A. Mangaluz, Elenita R. Miranda, Lito A. Palomar, Adelia Chua-Soliaban, and
Grace Annette B. Soriano, A Journey Through Anglo-American Literature Learner’s Material, Pasig
City: Vibal Group, Inc., 2014, 537, 617-620, 630

Reyes, Linda D. and Lourdes M. Ribo, English Arts Textbook for Third Year, Quezon City: JTW
Corporation, 2000, 156, 255, 202

IMAGES:

Temple set, flat style Premium Vector, freepik.com, Accessed January 30, 2021,
https://www.freepik.com/premium-vector/temple-set-flat-
style_5239515.htm#page=1&query=paGodA%20shrine&position=17

Human hand holding a magnet. attracting investments, freepik.com, Accessed January 30, 2021,
https://www.freepik.com/premium-vector/human-hand-holding-magnet-attracting-
investments_5832260.htm#page=1&query=Man%20with%20cash%20magnet&position=38

Do not resuscitate tattoo, opimedia.azureedge.net and www.utne.com, Accessed January 30, 2021
https://opimedia.azureedge.net/-/media/images/utr/editorial/articles/magazine-articles/2012/05-
01/death-with-dignity-how-doctors-die/do-not-resuscitate-tattoo.jpg
(lifted from: http://www.utne.com/mind-and-body/death-with-dignity-zm0z12mjzros.aspx#ixzz-
2jzngTUcx and as seen in the book reference: A Journey Through Anglo-American Literature Learner’s
Material)

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 DEVELOPMENT TEAM

Writers: Ivy T. Sienes , Isabela City National High School

Editor:

Language Editor:
Proofreader: Sayana S. Hasan, EPS
Illustrators:
Layout Artist: Marco David N. Codera
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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 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
Here the breezes gently Blow, Linger with love and care All of them are proud and true
Here the birds sing Merrily, Golden beams of sunrise and sunset Region IX our Eden Land
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX Region IX
Our..
Here the Badjaos roam the seas Hardworking people Abound, Eden...
Here the Samals live in peace Every valleys and Dale Land...
Here the Tausogs thrive so free Zamboangueños, Tagalogs, Bicolanos,
With the Yakans in unity

My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Let the sun draw the vapors up to the sky,
Pearl of the Orient seas, our Eden lost!, And heavenward in purity bear my tardy protest
Gladly now I go to give thee this faded life's best, Let some kind soul o 'er my untimely fate sigh,
And were it brighter, fresher, or more blest And in the still evening a prayer be lifted on high
Still would I give it thee, nor count the cost. From thee, 0 my country, that in God I may rest.

On the field of battle, 'mid the frenzy of fight, Pray for all those that hapless have died,
Others have given their lives, without doubt or heed; For all who have suffered the unmeasur'd pain;
The place matters not-cypress or laurel or lily white, For our mothers that bitterly their woes have cried,
Scaffold or open plain, combat or martyrdom's plight, For widows and orphans, for captives by torture tried
T is ever the same, to serve our home and country's need. And then for thyself that redemption thou mayst gain

I die just when I see the dawn break, And whe n the d ark nig ht wr ap s the gr ave y ar d ar ound
Through the gloom of night, to herald the day; With only the d e ad in the ir v ig il to s e e
And if color is lacking my blood thou shalt take, B re ak not m y re p os e or the m ys tery p r of ound
Pour'd out at need for thy dear sake And pe rc hanc e thou m ays t he ar a s ad hym n re s ound
To dye with its crimson the waking ray. ' T is I, O my c ountry, r aising a s ong unto the e .

My dreams, when life first opened to me, And ev e n my g rav e is r em em be re d no m ore

My dreams, when the hopes of youth beat high, Unm ark 'd by ne ve r a c r os s nor a stone
Were to see thy lov'd face, O gem of the Orient sea Le t the plow s we ep thr oug h it, the sp ade tur n it o' er
From gloom and grief, from care and sorrow free; That m y as hes m ay c arp e t e ar thly f loor,
No blush on thy brow, no tear in thine eye. B ef ore into nothing nes s at las t the y are b lown.

Dream of my life, my living and burning desire, The n will ob liv ion br ing to me no c ar e
All hail ! cries the soul that is now to take flight; As ove r thy v ale s and p lains I s we e p;
All hail ! And sweet it is for thee to expire ; Thr ob b ing and c le anse d in thy s p ace and air
To die for thy sake, that thou mayst aspire; With c olor and lig ht, with s ong and lame nt I f are ,
And sleep in thy bosom eternity's long night. Ev e r re p e ating the f aith that I k ee p .

If over my grave some day thou seest grow, M y F athe rland ad or' d, that s ad ne ss to my sor r ow le nd s
In the grassy sod, a humble flower, B e lov ed F ilip inas, he ar now m y las t g ood -b y!
Draw it to thy lips and kiss my soul so, I g ive the e all: p are nts and k in dr ed and f r iend s
While I may feel on my brow in the cold tomb below F or I g o wher e no s lav e be f or e the op pr es s or b e nds ,
The touch of thy tenderness, thy breath's warm power. Whe r e f aith c an ne ve r kill, and God r e ig ns e ' er on hig h!

Let the moon beam over me soft and serene, F are well to y ou all, f r om m y s oul tor n away,
Let the dawn shed over me its radiant flashes, F rie nds of m y c hild hood in the home disp oss e ss ed !
Let the wind with sad lament over me keen ; Giv e thanks that I re s t fr om the we ar is om e d ay !
And if on my cross a bird should be seen, F are well to the e, too, s we et fr ie nd that lighte ne d m y way;
Let it trill there its hymn of peace to my ashes. B e lov ed cre ature s all, f are well! I n d e ath ther e is re s t!

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain years ago, it shall grow and flower and bear fruit again. It is the
future. As such I must prove equal to a two-fold task–the task of insignia of my race, and my generation is but a stage in the unending
meeting my responsibility to the past, and the task of performing my search of my people for freedom and happiness.I am a Filipino, child
obligation to the future. of the marriage of the East and the West. The East, with its languor
I sprung from a hardy race, child many generations removed of and mysticism, its passivity and endurance, was my mother, and my
ancient Malayan pioneers. Across the centuries the memory comes sire was the West that came thundering across the seas with the
rushing back to me: of brown-skinned men putting out to sea in Cross and Sword and the Machine. I am of the East, an eager
ships that were as frail as their hearts were stout. Over the sea I see participant in its spirit, and in its struggles for liberation from the
them come, borne upon the billowing wave and the whistling wind, imperialist yoke. But I also know that the East must awake from its
carried upon the mighty swell of hope–hope in the free abundance of centuried sleep, shake off the lethargy that has bound his limbs, and
new land that was to be their home and their children’s forever. start moving where destiny awaits.

I am a Filipino. In my blood runs the immortal seed of heroes–seed I am a Filipino, and this is my inheritance. What pledge shall I give
that flowered down the centuries in deeds of courage and defiance. that I may prove worthy of my inheritance? I shall give the pledge that
In my veins yet pulses the same hot blood that sent Lapulapu to has come ringing down the corridors of the centuries, and it shall be
battle against the first invader of this land, that nerved Lakandula in compounded of the joyous cries of my Malayan forebears when first
the combat against the alien foe, that drove Diego Silang and they saw the contours of this land loom before their eyes, of the battle
Dagohoy into rebellion against the foreign oppressor. cries that have resounded in every field of combat from Mactan to
15Tirad Pass, of the voices of my people when they sing:
The seed I bear within me is an immortal seed. It is the mark of my
manhood, the symbol of dignity as a human being. Like the seeds “I am a Filipino born to freedom, and I shall not rest until freedom
that were once buried in the tomb of Tutankhamen many thousand shall have been added unto my inheritance—for myself and my
children and my children’s children—forever.”