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English
Quarter 4 -Module 7:
Laying Value Judgment
on Critical Issues
English – Grade 9
Alternative Delivery Mode
Quarter 4 – Module 7: Laying Value Judgment on Critical Issues
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the

Module Writer: Concepcion O. Navesis
Editor: Mary Ann P. Gemota
Grammarian: Margaux Valerie B.
Peñ aflor Reviewer: Matilde A. Duangon
Layout Artist: Gretchen O. Macapobre
Subject Area Supervisor: Matilde A. Duangon
Management Team: Ronald G. Gutay, Estela B. Susvilla,
Mary Jane J. Powao, Aquilo A.
Rentillosa, Cristina T. Remocaldo
ADM Coordinator: Ryan B. Redoblado

Printed in the Philippines by

Department of Education – Region VII – Central Visayas

Office Address: Department of Education – Carcar City Division
Learning Resources Management Section
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 487-8495
E-mail Address: [email protected]

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English
Quarter 4 - Module 7:
Laying Value Judgment
on Critical Issues

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

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For the learner:

Welcome to the English 9 Alternative Delivery Mode (ADM) Module

on Laying Value Judgment on Critical Issues!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What is It
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
What I Have Learned Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.

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 This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key
This contains answers to all activities in the
module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do

not hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You can do
it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to
help you master your language and literary skills. The scope of this module
permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you
are now using.

After going through this module, you are expected to:

1. react to lay value judgment on critical issues that demand sound
analysis and call for prompt actions.

What I Know

Pretest

Directions: Write TRUE if the statement is correct and FALSE if it is

incorrect. Write your answers in your notebook.

1. Social injustice issues would be things like unfair labor practices,

racial discrimination, age, ethnicity, gender discrimination, so on
and so forth.
2. Discrimination is a normal and natural practice in the society.
3. In the real world, the things that people value can have positive and
negative consequences.
4. Racism is only for black people.
5. Educated people don’t discriminate.

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Lesson Laying Value Judgment

1 on Critical Issues

What’s In

Directions: Make your own stand about the quotation in the picture. Write
your answers on the line provided below.

Source: https://bit.ly/2TSLsId

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 What’s New

Directions: Read the text below then answer the questions that follow.

Excerpt by Kaffir Boy

By Mark Matahbane

Though I disliked school, largely because I knew nothing about what

actually went on there, and the little I knew had painted a dreadful picture,
the fact that a father would not want his son to go to school, especially a
father who didn’t go to school, seemed hard to understand.

“I want you to have a future, child, my mother said. “And, contrary to

what your father says, school is the only means to a future. I don’t want you
growing up be like your father.”

The latter statement hit me like a bolt of lightning. It just about

shattered every defense mechanism and every pretext I had against going to
school.

“Your father didn’t go to school,” she continued, dabbing her puffed

eyes to reduce the swelling with a piece of cloth dipped in warm water,
“that’s why he is doing some of the bad things he’s doing. Things like
drinking, gambling and neglecting his family. He didn’t learn how to read
and write; therefore, he can’t find a decent job. Lack of any education has
narrowly focused his life. He sees nothing beyond himself. He still thinks in
the old, tribal way and believes that things should be as they were back in
the old days when he was growing up as a tribal boy in Louis Trichardt.
Though he’s my husband, your father, he doesn’t see any of that.”

“Why didn’t he go to school, Mama?”

“He refused to go to school because his father led him to believe that
an education was a tool through which white people were going to take
things away from him, like they did black people in the old days. And that a
white man’s education was worthless insofar as black people were
concerned because it prepared them for jobs that they can’t have. But I
know, it isn’t totally so, child, because times have changed somewhat.
Though our lot isn’t any better today, an education will get you a decent job.
If you can read and write, you’ll be better off than those of us who can’t.
Take my situation: I can’t find a job because I don’t have papers, and I can’t

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get papers because white people mainly want to register people who can
read and write. But I want things to be different for you, child. For you and
your brothers and sisters. I want you to go to school, because I believe that
an education is the key you need to open up a new world and a new life for
yourself, a world and life different from either your father’s or mine. It is the
only key that can do that, and only those who seek it earnestly and
perseveringly will get anywhere in the white man’s world. Education will
open doors where none seem to exist. It’ll make people talk to you, listen to
you and help you; people who otherwise wouldn’t bother. It will make you
soar, like a bird lifting up into the endless blue sky, and leave poverty,
hunger and suffering behind. It’ll teach you to learn to embrace what’s good
and shun what’s bad and evil. Above all, it’ll make you somebody in this
world. It’ll make you grow up to be a good and proud person. That’s why I
want you to go to school, child, so that education can do all that, and more
for you.”

Along awkward silence followed, during which I reflected upon the

significance of my mother’s lengthy speech. I looked at my mother; she
looked at me.

Finally, I asked, “How come you know so much about school, Mama?
You didn’t go to school, did you?

“No, child, “my mother replied. “Just like your father, I never went to
school.” For the second time that evening, a mere statement of fact had a
thunderous impact on me. All the confusion I had about school seemed to
leave my mind, like darkness giving way to light. And what had previously
been a dark, yawning void in my mind was suddenly transformed into a
beacon of life that began to grow larger and larger, until it had swallowed
up, blotted out, all

“But unlike your father,” my mother went on, “I’ve always wanted to go
to school, but couldn’t because my father, under the sway of tribal
traditions, thought it unnecessary to educate females. That’s why I so much
want you to go, child, for if you do, I know that someday I too would go, old
as I would be then. Promise me, therefore, that no matter what, you’ll go to
school. And I, in turn, promise that I’ll do everything in my power to keep
you there.”

With tears streaming down my cheeks and falling upon my mother’s

bosom, I promised her that I would go to school “forever.” That night, at
seven and half years of my life, the battlelines in the family were drawn. My
mother on the one side, illiterate but determined to have me drink, for better

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or for worse, from the well of ignorance. Scarcely aware of the magnitude of
the decision I was making, or rather, the decision which was being
emotionally thrust upon me, I chose to fight on my mother’s side, and thus
my destiny was forever altered.

Questions to answer:

1. What is the boy’s initial attitude toward going to school?

2. What is the main point of the excerpt?

3. What is the boy’s realization towards the end of the excerpt?

4. If you were the character, would you agree by the mother’s viewpoints?
Why/why not?

5. In what way does the story show the same challenges that students of the
21st century face? What are some similarities and differences?

What Is It

There are many critical issues that our world is facing. In this lesson
let us focus our attention to one.
No matter how much we deny, discrimination is omnipresent. It can be
found in every corner of the world.

According to Anna Freud of National Centre for Children and Families,

discrimination is when a person is treated unfairly because of who they are,
this can have a detrimental effect on their mental health, their self-esteem

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and educational performance. Disability, age discrimination, race, skin color

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and sex, religious discrimination, gender identity, place of birth and status
as a parent etc., are one of the many critical situations that can lead to
discrimination which cannot be undone but can be minimized through
learning to be responsible on making value judgments.

It is important to understand what value judgment is. Value

judgment is a judgment of the rightness or wrongness of something, or
someone based on a comparison or other relativity or of the usefulness of
something or someone. It does not simply describe the world; they prescribe
certain attitudes or behaviors toward the world. It is based more on
perceptual understanding on a certain issue; a claim that a particular
human action or object has some degree of importance, worth or
desirability.

Let’s take a look on these examples:

Discrimination Value Judgement

1. The employer strictly imposes 1. The company must offer a fair
that only younger employees can promotion to all employees regardless
be promoted. of the age. Age should not be the basis
for promotion.
2. Seafarers who lost their 2. MARINA should take care and offer
hands/feet during work hours will alternative jobs to those seafarers who
be given benefits but will lose become disabled because of their work.
their jobs forever.
3. Most of the airlines worldwide, 3. We consider moles as part of the
do not accept flight attendants body and not an imperfection. It has
who have moles in the face. nothing to do with the job.

One way to get a quick handle on the nature of value judgment is to

see that any statement of fact can easily be converted into valuable
judgment by introducing a value term; DESCRIPTIVE and NORMATIVE.
Descriptive Statement is just what you think it is. It describes a situation. It
simply tells us/ what is the case. On the other hand, Normative Statement
is a claim about something should be.

Examples of Descriptive Statements:

1. The mug of coffee in front of me is now at room temperature.

2. I had a toast and eggs for breakfast this morning.
3. Kevin is under six feet tall.

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 They are all descriptive statements. They make no value judgment. They
are stating something what they had seen or experienced.

Examples of Normative Statements:

1. If you wanted to pass the test you should have studied harder.
2. "Star Wars Episode VII: The Force Awakens, is a better movie than
Star Wars Episode 1: The Phantom Menace."
3. If an employer finds that older people are underrepresented in their
workplace, they can state in recruitment adverts that older people are
welcome to apply.
4. President Bush did his best to defend the country from terrorism, so I
think he deserves more respect.

Each of them expresses a value judgment. They are considered as

normative statements.
Things to consider before making a value judgment:
1. Think and analyze the situation before giving your perceptual
understanding.
2. Give your value judgments without bias.
3. Before giving statements, always put yourself on the situation they are
in and speak your side as if like you are one of the persons involved in
the issue.
4. Reflect!!!
5. Speak with a concerned heart to avoid negative criticisms.

TAKE NOTE!
Value Judgment is a receiver-made value that is based on the
receiver’s evaluation of the communicator or previous experiences with the
communicator or on the messages anticipated meaning.

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 What’s More

Directions: Describe the discrimination shown in the following illustrations

and give your value judgments based on the given pictures below.

1.

Source: https://bit.ly/359C4C9

Discrimination Description:

Value judgment (Normative):

2.

Source: https:www.rowan.edu.com

Discrimination Description:

Value judgment (Normative):

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 What I Have Learned

Directions: Review the lesson on reacting to lay value judgment on critical

issue that demand sound analysis and call prompt actions. Then, write your
reflection in your notebook by finishing up the unfinished statements below.

1. I have learned that

2. I have realized that

3. I will apply

What I Can Do

Directions: Create a slogan against discrimination and write it on a

separate sheet of paper. Your output is graded based on the rubrics below.

The slogan is The slogan is The slogan is The slogan is

exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy.
Craftsmanship terms of neatness. thought it
neatness. Well- Good may be bit
constructed construction messy.
and and not very
not messy. messy.
Slogan is Slogan is Slogan is The slogan
exceptionally creative and a creative and does not reflect
creative. A lot good amount some any degree of
of thought and of thought as thought was creativity.
Creativity
effort was put into put into.
used to make decorating it.
the
banner.
Exceptional Good use of Average use of No use of new
use of new new ideas and new ideas and ideas and
Originality ideas and originality to originality to originality to
originality to create slogan. create slog. create slogan.

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create
slogan.

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 Assessment

Assessment 1

Directions: Write TRUE if the statement is correct and FALSE if it is

incorrect. Write your answers on your answer sheets.

1. Social injustice issues would be things like unfair labor practices,

racial discrimination, age, ethnicity, gender discrimination, so on
and so forth.
2. Discrimination is a normal and natural practice in the society.
3. In the real world, the things that people value can have positive and
negative consequences.
4. Racism is only for black people.
5. Educated people don’t discriminate.

Assessment 2

Social injustice is a critical issue every country is facing, and it is

prevalent nowadays. It occurs in a situation where some individuals are
treated unequally, and others are equally treated. It is also way unjust
actions are done in the society. And adults are not the only victims to this
kind of inequalities. Everyone can be a victim. It can happen anytime,
anywhere with anyone.

Directions: Accomplish the chart that follows with the forms of social
injustice as depicted by the pictures. Be sure to give resolutions for each
situation.

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 SOCIAL INJUSTICE RESOLUTION

1.

2.

3.

Additional Activities

Let's Do This!

Create two collages side by side. One side should show the different
discriminations that people experience, and the other side should show the
right way on how people should be treated. Compose your own theme.

Criteria:
Originality 5 pts.
Relevance to the theme 10 pts.
Symbolism/visual impact 10 pts.
Creativity 15 pts.
Total 40pts.

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 Answer Key

What I Know What’s More

Assessment 1 What I Can Do
1.

Assessment 2

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References
Elevate - The Honor Society Magazine | Honor Society. (n.d.).
Https://Www.Honorsociety.Org/Articles/Socisalinjustice-Discrimination.
Retrieved April 30, 2021, from
https://www.honorsociety.org/articles/socisalinjustice-discrimination

Https://Www.Csus.Edu/Indiv/m/Mayesgr/PhI4/Because/Part8analyzingvaluejudg
ements.Htm. Retrieved April 30, 2021, from
https://www.csus.edu/indiv/m/mayesgr/phi4/because/part8analyzingvalu
ejudgements.htm

Mentally Healthy Schools. (n.d.). Https://Mentallyhealthyschools.Org.Uk/Risks-and-

Protective-Factors/Vulnetable-Childrwn/Discrimination/. Retrieved April 30,
2021, from https://mentallyhealthyschools.org.uk/risks-and-protective-
factors/vulnetable-childrwn/discrimination/

“Ageism at Work.” (n.d.). Age UK. Retrieved April 30, 2021, from
https://www.ageuk.org.uk/information-advice/work-learning/discrimination-
rights/ageis,/ageism-at-work/

"Ebony and Ivory Lyrics". AZLyrics - Song Lyrics from A to Z. (n.d.).

Https://Www.Azlyrics.Com/Lyrics/.Paulmccartney/Eboneyandivory.Html.
Retrieved April 30, 2021, from
https://www.azlyrics.com/lyrics/.paulmccartney/eboneyandivory.html

Ebony and Ivory (1982) | Paul McCartney & Stevie Wonder. (n.d.).
YouTube. Retrieved April 30, 2021, from https://www.youtube.com/watch?
v=fXAlfh6QKQs&feature=youtu.be

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For inquiries or feedback, please write or call:

Department of Education – Region VII – Central Visayas

Office Address: Department of Education – Carcar City Division
Learning Resources Management Section
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 487-8495
E-mail Address: [email protected]

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