HOLY CROSS ACADEMY

Padre Burgos, Quezon

LEARNING MODULE
English 9 l Q2
Valuing Others

Subject Teacher: Ma’am Jane N. Reyes

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Grade 9 ENGLISH Quarter 2: Valuing Others

preface

Dear Boys and Girls:

Welcome to Grade 9 English: a course for independent study!

This English 9 Learning Module contains lessons to study for Quarter
2 within a span of eight weeks while you are at home and schools are
still closed.
Using this module, you will gain confidence in your speaking,
listening, writing, and reading skills. It will also help you in using the
English language as a medium for communication, whether through
speaking or through writing. Moreover, this module will harness your
critical thinking skills through a variety of exercises that require in-
depth analysis. It will even develop your artistic skills through
activity that requires the use of creativity, ingenuity, and artistry.
We encourage you to learn at your own pace. Ask your parent or
guardian to help you use this learning module and have them check
your learning progress.
Stay safe and enjoy learning at home!

Ma’am Jane N. Reyes

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Grade 9 ENGLISH Quarter 2: Valuing Others

What will you learn

In each lesson, you will read a few pages and then complete a learning
activity. There is one lesson in Unit 1 (From the Anglo-Saxons to the
Classicists):
Lesson 4: The Puritan and Restorations Periods

There are two lessons in Unit 2 (From the Romantics to the Contemporary):
Lesson 5: The Romantic Age in English Literature
Lesson 6: The Victorian Period

UNIT 2: FROM THE ROMANTICS TO THE

CONTEMPORARY
This unit focuses on the literature of England from the 18th century to
the present. In the 18th century, prose was the principal medium for literary
expression. In the first half of the century, poetry became an expression of
the intellect rather than a means for expressing the emotions. But in the
middle of the century, the expression of the individual emotion began to
develop until it culminated in the Romantic movement of the 19 th century.
Stimulated by the French and Industrial Revolutions, the literature of
the 19th century expressed two views of life: the imaginative and idealistic
on the hand, and the psychological and realistic on the other. This trend
continued until World War II when the two groups became synthesized.
Today, the English novel remains an instrument of expression of the
most diverse temperaments while poetry reveals two main tendencies. One
is a search for beauty and the other an attempt to soothe the pressures
brought about by new discoveries and inventions.

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Your skills in reading the literature of this period will be further

developed as you discuss the different literary trends. Your vocabulary will
be enriched further as you hone your listening, speaking, and writing skills.
With your improved communication skills, you can be better
understood as you relate with other people.

CONTENT STANDARD
The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means of valuing
other people; also how to use processing information strategies,
different forms of adverbs and conditionals for him/her to play an
active part in a Chamber Theatre presentation.

PERFORMANCE STANDARD
The learner proficiently plays an active part in a Chamber
Theatre presentation through employing effective verbal and non-
verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Style and Body Movements or Gestures.

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Grade 9 ENGLISH Quarter 2: Valuing Others

Unit 1: From the Anglo-Saxons to the Classicists

LESSON 4
The Puritan and Restoration Periods (week 1 & 2)
Age of Classicism (1620-1780)
After the death of Queen Elizabeth, a great moral and political reform known as Puritanism
swept over Great Britain. The literature reflected the tone of government. Gloomy and pessimistic,
much of the Puritan writings were unnatural, fantastic, obscure, and eccentric. It was critical and
intellectual, making the reader think -rather than feel- deeply.

John Milton stands out as the crowning glory of the period. His Paradise Lost is the greatest
religious epic in the English language. The greatest prose writer of the period was John Bunyan with
his book, The Pilgrim's Progress.

When the Commonwealth came to an end in 1660, the monarchy was restored with Charles
II as king. The next forty years was known as the Restoration Period. Tired of the restraints
imposed upon them by the Puritan government, the people gladly imitated the court which brought
back French dress, ideas, and social customs.

Between 1660 and 1744, a generation of writers known as the classical or neoclassical
school developed. To the Neoclassicist, form was more important than content; and poetry should
show wit and cleverness rather than express feelings. The established verse form was the heroic
couplet composed of two rhyming iambic pentameter lines which was apt for moralizing and for
satires.

The doctrines of the classicists proved fatal to poetry but the satire, a new kind of English
prose became the best vehicle for the temper of the period. The noted satirist of the period, Jonathan
Swift, held up to ridicule human folly and weaknesses in Gulliver's Travels.

Reading/ Literature (Day 1)

Prepare to Read
Understand Author’s Profile
John Milton (1608-1674) was brought up in the sober and austere ideal of life framed by the
Puritans. His father, though, seemed to have retained his love for good literature and fine music in
spite of the austere tenets of Puritanism. It was from his father that John got his love for music and
poetry that set him apart from his fellow Puritans who thought of poetry and the arts as snares of the
devil.

His eyesight had never been strong, and in 1652, he became totally blind. His epic, Paradise
Lost, is considered the greatest epic in English Literature. The poem, pubished in 1667, justifies the
ways of God toward men.

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Unveil What You Know (in a one whole sheet of yellow pad paper)
 Do you think there is a "bright" future for blind people and those with other physical
handicaps?

Unlock the Meaning of the Slanted Words: (in a one whole sheet of yellow pad paper)
 how my light is spent
 lest he returning chide
 bear his mild yoke

Underscore a Motive for Reading (in a one whole sheet of yellow pad paper)
What mental torture does the speaker in the poem go through? How does he or she comfort
himself/herself?

READING 1
On His Blindness
by John Milton

When I consider how my light is spent

Ere half my days, in this dark world and wide,
And that one talent which is death to hide
Lodg'd with me useless, though my soul more bent
To serve therewith my Maker, and present
My true account, lest He returning chide;
"Doth God exact day-labour, light denied?"
I fondly ask; But Patience, to prevent
That murmur, soon replies, "God doth need
Either man's work or His own gifts; who best
Bear His mild yoke, they serve Him best. His state
Is kingly. Thousands at His bidding speed,
And post o'er land and ocean without rest:
They also serve who only stand and wait."

F.Y.I.
Many people with physical handicaps have shown that with determination, courage, and hard
work, they can rise above their difficulties.

Sharing Insights (in a one whole sheet of yellow pad paper)

Understanding
1. What does the light in the first line refer to?
2. What is the talent referred to in the third line?
3. What makes Milton say that the talent is lodged useless within him?

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Analyzing
4. Explain the following quotation. "God doth need Either man's work or His own gifts. Who
best bear His mild yoke, they serve Him best."
Evaluating
5. Why are some people more capable of enduring suffering and misfortune than others?

LITERARY SKILL 1 (Day 2)

Understanding the Italian Sonnet

Get the rhyme scheme of the poem "On His Blindness." Note that it is abba, abba, cde, cde.
A sonnet with this kind of rhyme scheme is called an Italian sonnet or Petrarchan sonnet.

An Italian sonnet or Petrarchan sonnet is a poem with an octave, the first eight lines and
sestet, the last six lines. The rhythm structure and form of the Italian sonnet differentiate it from the
Shakespearean or English sonnet.

Note that the rhyme scheme in an octave differs from that in the sestet. Sometimes the sestet
has a variation. Instead of cde cde, the rhyme scheme is cdcdcd as in the last six lines of the
following sonnet written by Petrarch.

Now I go grieving for the days on earth a

I passed in worship of mortal things, b
Heedless to fledge the spiritual wing b
Careless, to try the measure of my worth. a
Thou who dost know my every sin from birth, a
Invisible, immortal, heavenly king, b
Help though my soul, so weak and wondering, b
Pour thy abundant grace upon its dearth. a
Out of the battle, out of the hurricane, c
I come to harbor; may my passing be d
Worthy, as all my dwelling here was vain; c
And may thy hand be quick to comfort me d
In death, and in the hours that still remain, c
Thou knowest, I have no other hope but Thee. d

In Milton's and Petrarch's time, the octave stated the problem while the sestet gave its
solution.

Throughout the Renaissance period, the sonnet was essentially a love poem. It was Milton
who enlarged its functions to political and moral criticism.

Exercise
Read the following sonnets. Get the rhyme for each and then, identify the problem and the
solution. Do this in a one whole sheet of yellow pad paper.

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Grade 9 ENGLISH Quarter 2: Valuing Others

A.

Alone and ever weary with dark care

I seek the solitude of desert ways,
Casting about the while a timid gaze
Lest alien steps my refuge seek to share.
No other shield I find against the stare
Of curious folk; too clear my face displays
In ashen cheerlessness how cruel the blaze
That burns within, and lays my secret bare.
'Tis only hills, I think, and silent streams
And meadows and deep thickets that can know
The tenor of my life, from men concealed.
Yet not so wide I wander with my dreams
But love comes with me, following where I go,
And long we parley on the lonely weald.
by Petrarch, translated by T.G. Bergi

B.

Alas, so all things now do hold their peace,

Heaven and earth disturbed in no thing;
The beasts, the air, the birds their song do cease;
The nightes car the stars about doth bring.
Calm is the sea, the waves work less and less.
So am not I, whom love, alas, doth wring,
Bringing before my face the great increase
Of my desires, whereat I weep and sing
In joy and woe, as in a doubtful ease.
For my sweet thoughts sometime do pleasure bring,
But by and by the cause of my disease
Gives me a pang that inwardly doth sting,
When that I think what grief it is again
To live and lack the thing should rid my pain.
by Petrarch, translated by Henry Howard

LITERARY SKILL 2
Understand Author’s Profile
Alexander Pope (1688-1744) is said to be the chief representative of classicism in English
literature. He brought the heroic couplet to a high degree of perfection and his verse is written with
precision and exactness. His essays abound with apt sayings that are often quoted even today, for
each couplet embodies a complete thought stated neatly and in compact form.

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Grade 9 ENGLISH Quarter 2: Valuing Others

His An Essay on Criticism sums up the rules of writing which guided the neoclassical group
of writers. It is an illustration of Pope's masterful use of the epigrammatic couplet in expressing
these thoughts. Aside from An Essay on Criticism, he wrote The Rape of the Lock, a satire on the
manners and customs of the day, The Dunciad, and An Essay on Man.

F.Y.I.
A proverb, motto, or quotation is a good guide in the conduct of our everyday activities.

Understanding the Epigram

Epigrams are short statements that are thoughtful and witty.
Example:

Epigrams
Excerpts from Essay on Man and Essay on Criticism by Alexander Pope

Good nature and good sense must ever join,

To err is human, to forgive divine.

For fools rush in where angels fear to tread.

'Tis with our judgements as our watches -none

Go just alike, yet each believes his own.

True ease in writing comes from art, not chance,

As those move easiest who have learned to dance.

And if the means be just, the conduct true

Applause, in spite of trivial faults, is due.

Words are like leaves, and where they most abound,

Much fruit of sense beneath is rarely found.

Whoever thinks a faultless piece to see

Thinks what ne'er was, nor is nor e'er shall be.

All seem infected that the infected spy,

As all look yellow to the jaundiced eye.

Be silent always when you doubt your sense.

Hope springs eternal in the human breast;

Man never is but always to be blest.

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Grade 9 ENGLISH Quarter 2: Valuing Others

Worth makes the man; and want of it the fellow;

The rest is all but leather and prunella.

Honor and shame from no condition rise;

Act well your part, there all the honor lies.

Vocabulary (Day 3)
Using Different Meanings of a Word
Some words convey different meanings when used in different contexts.
1. post (noun)
a. an upright piece of timber or other material used as a support
b. a position of employment; especially a public office; a place occupied by troops; an assigned seat,
position, or station
c. a single delivery of mail to a home, office, etc.: also, the mail itself
2. post (verb)
d. to put up a poster; to announce publicly; to publish the name on the list
e. to assign to a particular position or station
f. to place in a mailbox; mail to inform; to transfer items to a book of accounts

One way to get the correct meaning of a word with multiple meanings, use context clues. The
words used with a particular expression will lead you to its correct meaning.

Exercises
Use a dictionary to show the different meanings of the italicized words in the following sets
of sentences. Write the meaning of each word in a one whole sheet of yellow pad paper.
1. She winds her watch every morning.
________________________________________________________________________________
The child winds her way to school through a grassy, narrow path.
________________________________________________________________________________
The workers wind the spool with thread.
________________________________________________________________________________
2. He folded his arms as he watched people pass by.
________________________________________________________________________________
The new campaign has a twofold purpose.
________________________________________________________________________________
The shepherd drove the sheep back to the fold at sunset.
________________________________________________________________________________
3. The village folk share their homely joys.
________________________________________________________________________________
The food was cooked by a homely girl.
________________________________________________________________________________
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Grade 9 ENGLISH Quarter 2: Valuing Others

Listening/ Viewing (Day 4)

Determining Author's Purpose and Worth of Ideas

Determining the worth of ideas in a spoken text or written material read aloud requires
critical or evaluative listening. Critical listening means making judgment about how good or bad
an idea is. It means assessing and evaluating the truth of what is being spoken or read aloud. It
means being able to discern the strong and weak points of an idea or an argument.
To listen critically, you must listen closely to what is being said or read, while weighing its
worth and logic with what you know to be true or correct based on personal experience or existing
rules and standards.

Speaking (Day 5)
Using Eye Contact and Facial Expressions

Eye contact and facial expressions are essential to effective communication. They provide
nonverbal information that influences the response of the listener to a spoken text.

Effective eye contact connects you with your listeners, keeping the latter interested and
improving your interaction with them. It shows that you are paying attention, thus making your
audience feel important. And because eyes can show thoughts and feelings, your listeners can also
detect your sincerity as you speak.

To maintain good eye contact, remember the following:

1. Do not focus on only one member of the audience. Distribute your glances.
2. Do not stare or glare. A few seconds is enough as long as the eye contact is direct.
3. Maintain eye contact without overdoing it. Know when to look away.
4. When reading a written text, find a rhythm. Know when to shift your eyes from your audience to
the material you are reading.
Your facial expressions can convey emotions just as your eyes can reveal your thoughts and
feelings. The effective use of facial expressions can convey joy, sadness, anger, fear, surprise,
excitement, or pain, which are universal and recognizable in any culture.

Study and Research (Day 6)

Skimming for Key Ideas and Author's Purpose

Skimming is a form of fast reading that allows the reader to get information quickly. It can
be used in any of the following cases:

1. When you are reading only to look for the gist of a text or its key or main ideas;

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Grade 9 ENGLISH Quarter 2: Valuing Others

2. When you are looking only for information that you need for your purpose or task at hand;
3. When you need only to have an overview or general impression of the author's purpose or line of
thinking; and
4. When you need to find a lot of information, but there is little time to do so.

When skimming a shorter text, like an essay or an article, do the following:

1. First focus on the title which generally hints at what the text is about.
2. Read the opening paragraph which usually introduces the entire text directly or indirectly, the
topic of the text or the writer's purpose.
3. Read the first and last sentences of the rest of the paragraphs.
4. Read the last paragraph which usually summarizes the main idea in the first paragraph.
5. Take note of key words, phrases, and ideas as you skim the different parts of the text.

Exercise
Skim the following article about Maria Runyan, the first legally blind athlete to join the
Olympics. See how quickly you can find the answers to the questions that follow the article. It will
be posted on the Facebook group and do this in a one whole sheet of yellow pad paper.
1. What is the author's purpose in writing the article?

2. What is the main idea in the opening paragraph?

3. Write a sentence to summarize the key idea in the paragraphs:

Second:
________________________________________________________________________________
Third:
________________________________________________________________________________
Fourth:
________________________________________________________________________________
Fifth:
________________________________________________________________________________
Sixth:
________________________________________________________________________________
4. What is the main idea in the last paragraph?

Grammar (Day 7)
Achieving Economy in Expression

The function of a sentence is to convey ideas effectively in as few words as possible.

Read the following sentences. Find out what makes each sentence awkward.

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Grade 9 ENGLISH Quarter 2: Valuing Others

1. Pete was a fearless soldier who was unafraid to die for his ideals.

2. He was wounded in a cavalry skirmish, probably when the soldiers crossed the bridge to the other
end

3. He died and will never be better.

Note that the italicized expressions are needless repetitions. To be fearless means to be
unafraid; to cross a bridge means to go to the other end of the bridge; and of course, when one dies,
one will never be better.

To be an effective writer or speaker; you must be economical in your expression. How can
you achieve economy of expression?

For economy of expression, phrases, or words with the same meaning should not be repeated
in the same sentence.

Study the following sentence. How can you improve them to achieve economy of
expression? NO NEED TO WRITE YOUR WNSWER.

1. People work to receive an income, so they will have money.

2. When people have an income, they have their wage.

3. People buy what they like using their money from income earned.

Exercise
Sentences are more effective when said with economy. Transform the subordinate clause into
a phrase. The first one is done for you. Do this in a one whole sheet of yellow pad paper.

1. When Andy is talking about his hobby, Andy forgets his shyness.
When talking about his hobby, Andy forgets his shyness.

2. While they were in England, they visited Buckingham Palace.

________________________________________________________________________________

3. Though he was successful, he didn't win any award.

________________________________________________________________________________

4. When I am working, I don't want to be disturbed.

________________________________________________________________________________

5. Although John is a working student, he always gets the highest in the exams.
________________________________________________________________________________

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Grade 9 ENGLISH Quarter 2: Valuing Others

Writing/ Performance (Day 8)

Writing Epigrams

Epigrams are short and witty. They provoke thought through the use of pointed language.
They may be humorous or satirical. Some epigrams, like those written by Alexander Pope, are
poetic. Pope wrote them in heroic couplets, or rhyming iambic pentameters. Study the following
examples:

Trust not/ yourself,/ but your/ defects/ to know,

make use/ of eve/ry friend/ and eve/ry foe.

'Tis ed/uca/tion forms/ the com/mon mind.

Just as/ the twig/ is bent,/ the tree's/ inclin'd.

Many epigrams are nonpoetic and do not follow any specific form or structure. Study the
following the examples:

An unbending tree is easily broken. by Lao Tzu

Experience is the name everyone gives to their mistakes. by Oscar Wilde
The difference between stupidity and genius is that genius has its limits. by Albert Einstein

Exercises
Study the following epigrams. Identify which of them are heroic couplets. Explain your
answer. Do this in a one whole sheet of yellow pad paper.

1. Live as if you were to die tomorrow.

Learn as if you were to live forever.
by Mahatma Gandhi

2. Happiness is like a butterfly:

the more you chase it, the more it will elude you.
by Henry David Thoreau

3. Nature within her inmost self divides

To trouble men with having to take sides.
by Robert Frost

4. Both robb'd of air, we both lie in one ground

Both whom one fire had burnt, one water drown'd.
by John Donne

5. Mankind must put an end to war, or war will put an end to mankind.
by John F. Kennedy
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Grade 9 ENGLISH Quarter 2: Valuing Others

6. For as the sun is daily new and old,

So is my love still telling what is told.
by William Shakespeare

PERFORMANCE TASK (Day 9)

Writing a Coherent Paragraph

Poster-making on an Epigram

In line with the celebration of World Youth Day, your parish has launched a poster-making
contest with the theme How Socially Responsible Are the Youth of Today? Your school has chosen
all Grade 9 classes to submit entries to the contest which is open to all junior high school students in
the parish. The poster must be built around an epigram that points out how the actions of the youth
affect not only themselves and others but also society and the environment. The epigram must be
short, witty, and thought-provoking. The poster must depict the message of the epigram using
pictures, drawings, sketches, or collage.

Post this in Facebook and you are to share it with your friends. You will be graded according
to the rubrics presented on the Facebook group.

Reference: Arkaina, Katherine et. al. Language in Literature Anglo American Literature.
Philippines: Vibal Group, Inc., 2016

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