English9-Las Compiled

TXTBK / SLMs+ QUALAS
Textbook/Self-Learning LEARNING ACTIVITY SHEET No.1

Modules based instruction in English 9
paired with MELC-Based
Quality Assured Learning Quarter ___2___ Week __1___
Activity Sheet (LAS)
Name: _________________________________Grade & Section:
Teacher: _______________________________Date Submitted: __________________________
MELC 1:
Make connections between texts to particular social issues, concerns, disposition in real life.
Lesson/Topic: Different Types of Texts: Informative and Entertaining Text

Reference/Source: Page No.:
Objectives/Subtasks: 1. Identify Different Types of Texts: Informative and Entertainment
Activity No. 1 Title: Types of Texts: Informative and Entertainment Text
Key Concepts:
Informative Text
• A type of text that presents information which aims to educate the readers. It may
contain instructions, data, definitions, descriptions of a certain phenomena or details
about a fact. (Mometrix.com)
• An example of this is an ENCYCLOPEDIA, which is a collection of books on a shelf
intended to cover all the sciences and knowledge of mankind, as devised by French
encyclopedists of the eighteenth century.
• Another example of an informative text is a recipe; wherein step by step instructions on
how to cook a certain food and its ingredients are indicated in its content.
Entertainment Text
• This type of text is aimed to amuse its reader. This does not mean that the text must be
happy: the text could be a tragedy (sad ending where a character dies), but the main
reason for writing the text is to entertain the reader.
• Examples of text that are written to entertain: stories, poems, dramas, songs
Directions:
Write IT if the article or text is an Informative Text: Write ET if it is an Entertaining
Text. Write your answer before the number
_____1. Men have preserved their food from the ancient times in order to keep the results of
harvesting for winter months, for resale, for storage, and for transporting from sea to inland,
overseas, or cross-country. To do so, they generally used nature’s methods, which is drying,
parching and fermenting. Parching is the most natural method, but for many thousands of
years, others have also been used. Direct fermentation of liquids, usually by the introduction
of yeast, has not only preserved liquids but also enhanced their quality, the same of course
apply to salting. Smoking has preserved, and sometimes improved both fish and meat.
(englishdaily626.com)
_______2. Taj Mahal is a great historical monument designed very beautifully. It is made up
of white marbles which gives it a grand and bright look. It has attractive lawns, decorative
trees, beautiful animals, etc., in its surrounding area. It is located in the Agra, up at the bank
of Yamuna River. It is a very beautiful tomb made by the King Shah Jahan in memory of
Queen Mumtaz Mahal. In the ancient time, Shah Jahan was a king and his wife was Mumtaz
Mahal. Shah Jahan loved his wife a lot and became very upset after her death. He then
decided to build a very large grave in memory of his wife. Now, it is considered as one of the
seven wonders of the ancient world. (indiacelebration.com)
______3. Should old acquaintance be forgot,
And never brought to mind?
Should old acquaintance be forgot,
And auld lang syne?
_______4. “Jesu, mercy,” said the king, “where are all my noble knights become? Alas that
ever I should see this doleful day! For now,” said King Arthur. “I am come to mine end. But
would to God.” Said he, “that I wist now where were that traitor Sir Mordred that has caused
all this mischief.”
______5. This analysis of work of literature was completed as a homework, assignment for
an English class. The Old Man and the Sea by Ernest Hemmingway tells the story of an old
Cuban fisherman named Santiago; who, considered by the villagers to be the worst type of
unlucky, is still determined to win a battle against a giant Marlin off the coast of Cuba.
As his sufferings compound, we can see that Hemmingway’s quote “a man can be
destroyed but not defeated’ offers a key insight into Santiago’s life. As the story begin, we
learn that Santiago has gone eighty-four days straight without catching a fish.
_____6. Waiting to see his swift hard claws. Grendel snatched at the first Geat. He came to
rip him apart, cut his body to bits with powerful jaws, drank the blood from his veins, and
bolted him down, hands and feet: death and Grendel’s great teeth came together, snapping
life shut.
_____7. How to make Yema Balls. You will need a can of condensed milk, a table spoon of
oil, and a half cup of nuts (optional). First, in a skillet, put the oil in medium heat. Then, pour
over the condensed milk. Stir continuously until the milk is thick enough. To test thickness,
ladle an ample amount and let hang. If it is not runny anymore, the yema is ready. Sprinkle in
the nuts and stir for the last time. Transfer to a plate smudged with a little oil. Let cool and
mould. Serve and enjoy.
_____8. DHAKA: Hosts Bangladesh will meet Pakistan in the opening match of the four –
nation Asia Cup cricket tournament starting in Dhaka in March, an official said on Monday.
Old rivals Pakistan and India will meet in a mouth-watering clash on March 18. The Sher-e-
Bangla national stadium will host all the matches, including the inaugural tie on March 12 and
the final on March 22, Asian cricket Council chief executed Syed Ashraful Huq said. “All
teams including India and Pakistan have confirmed their participation,” he said. India won the
last edition of the tournament in Dambull in Sri Lanka in June 2010.
_____9. The dawn has come, darkness in sight. “Help! Help!” we cry,
It seems there is no light. It seems that we are to die.
The sky is crying; God have mercy,
People are dying. Oh Lord, let us see Your glory
______10. Makati, Baguio, Davao among 7 high-risk areas for COVID-19 transmissions
MANILA, Philippines—Seven cities and towns in Luzon and Mindanao have been
listed as high-risk areas for COVID-19 transmissions, OCTA Research said in its report
released on Wednesday.
Objectives/Subtasks: Compare and Contrast: Informative and Entertaining Text
Topic: Types of Texts: Informative and Entertaining Text
Activity No. 2 Title: Compare and Contrast Informative Text and Entertainment Text
Day: 1
Directions:
Fill-out the Venn Diagram below to show the similarities and differences of Entertainment text
and Informative text.
Informative Text Entertainment Text

Similarities
_______________ of both ______________
_______________ texts
______________
_______________ __________ ______________
_______________ __________ _______________
__________
_______________ __________ ________________
_______________ __________ ________________
Objectives/Subtasks: Identify Different Types of Texts: Persuasive and Argumentative
Topic/Lesson: Types of Text: Persuasive Text and Argumentative Texts

Reference/Source: ___________________________________________ Page No.:
Activity No. 3 Title: Types of Text: Persuasive and Argumentative Text

Day: 2
Key Concept:
Persuasive Text
• A persuasive text provides an opportunity to convince someone to adopt a particular
viewpoint.
• It aims to convince the reader to take a certain action regarding an issue presented.
• An example of a persuasive text can be found in advertisement such as below:
“A Dew Foam mattress is the most comfortable bed you’ll ever sleep on. Take a
30-day trial and see for yourself. If you’re not satisfied, well come to your home,
remove the mattress and refund you in full. You’ve got nothing to lose. Give it a try
today!”
The text above is trying to convince the reader to try and buy the product being
introduced.
• Other example includes campaign speeches and persuasive letters or notes
This an example of a print advertisement

about a certain product which encourages
readers to buy them.
https://medium.com
This one is an example of campaign material

used by PNP Regional Office 9 as an
encouragement for onlooker to avoid drugs
and focus on their studies instead.
Argumentative Text
• It is intended to make the readers see the two-sides of the issue being presented; may
it be the pros and con or the advantages and disadvantages. It is up to the reader to
choose either side.
• In other words, an argumentative text presents both arguments; both for and against
something and let the readers decide.
• It could be that both sides are presented equally balanced, or it could be that one side
is presented more forcefully than the other. (literarydevices.net)
• Below is an example of an argumentative text:
Recycling Program
My family and I had such a grand time at my school’s Family Day celebration
last weekend. But when the day ended, I saw all over the school quadrangle cans,
plastic cups, paper plates, and other pieces of trash. The mess that I saw prompted
me to think of a way to solve the garbage problem in my school. A recycling campaign
will be an effective way to keep the school--- and other places as well---clean and
orderly.
A recycling campaign will motivate people to dispose of their trash properly.

People will begin to realize that cans, cups, and papers can be made into other
products.
Some may argue that a recycling campaign is tedious. However, if the entire
school cooperates, a seemingly monumental task will become simple and attainable.
People may ask what we are going to do with all the recyclable materials collected
from the recycle bins. These materials will be use by the students for their projects.
The remaining materials that are unused by students may be sold to recycling centers.
A recycling campaign in school will not only solve the problem of littering, but will
also teach students to become creative and resourceful. (cite the book kan Sarah)
Note:
The encircled parts of the text show the two sides of the issue on recycling trash.
Which is the main concept of an argumentative text.
Directions:
Write PT if the article or text is a Persuasive Text: Write AT if it is an Argumentative Text.

Write your answer before the number.
_______1. “When we consider the ubiquity of cell phones, iPods, personal computers and the
internet, it’s easy to see how science (and the technology to which it leads) is woven into the
fabric of our day-to-day activities. When we benefit from CT scanners, MRI devices, pacemakers
and arterial stents, we can immediately appreciate how science affects the quality of our lives.
When we assess the state of the world and identify looming challenges like climate change, global
pandemics, security threats and diminishing resources, we don’t hesitate in turning to science to
gauge the problems and find solutions. And we look at the wealth of opportunities hovering on the
horizon—stem cells, genomic sequencing, longevity research, nanoscience, brain-machine, etc—
we realize how crucial it is to cultivate a general public that can engage with scientific issues;
there’s simply no other way that as a society we will be prepared to make informed decisions on a
range of issues that will shape the future.”
______2. Marijuana should be legalized. We are putting too many people in prison and spending
too much money to lock them up for nonviolent crimes. (yourdictionary.com)
______3. “Are you aware that the way you dress up may have an impact on how people around
perceive you and even treat you? Clothes have an effect on the people wearing them, and they
also affect people’s perception of people who are wearing them.”
“How can this be proven? Try analysing the reaction of the people on the streets on
people wearing different types of clothing. The preference is always given to people dressed in
“business style” because this style may reflect dignity and seriousness in everything. Fashion
serves as a keen but subtle tool of the human mind’s manipulation and communicating positive
messages we want to convey.” (sarah’s book)
______4. “We’ve become accustomed to a new way of being “alone together.” Technology-
enabled, we are able to be with one another, and also elsewhere, connected to wherever or
whoever we want to be. We want to customize our lives. We want to move in and out of where we
are because the things we value most is control over where we focus our attention. We have
gotten used to the idea of being in a tribe of one loyal to our own party.”
_____5. “Come! Be one of Us. Join the Philippine Navy now. Be a reservist
Objectives/Subtasks: Compare and Contrast: Persuasive and Argumentative Texts
Topic: Types of Texts: Persuasive and Argumentative Texts
Activity No. 4 Title: Compare and Contrast: Persuasive Text and Argumentative Texts
Directions:
Fill-out the Venn Diagram below to show the similarities and differences of Persuasive
Text and Argumentative Text.
Persuasive Text Argumentative Text

_______________ ______________
Similarities
_______________ of both ______________
texts
_______________ ______________
_______________ __________ _______________
_______________ __________ ________________
__________
_______________ __________ ________________
__________
TXTBK + QA LAS
Modules based instruction in English
Quality Assured Learning Quarter ___2___ Week __2___
MELC 1:
Lesson/Topic: Ida B. Wells-Barnett and Her Passion for Justice

Reference/Source: Students LM: A Journey Through Anglo-American Literature Page No.: 173-175
Objectives/Subtasks: 1. Relate text content to particular social issues, concerns, or

dispositions in life
Activity No: _1__ Title: Read: Ida B. Wells-Barnette and Her Passion for Justice Day: __1__
Reading Text
Ida B. Wells-Barnett and Her Passion for Justice
Lee D. Baker
Ida B. Wells-Barnett was a fearless anti-lynching crusader, suffragist, women's rights advocate, journalist,
and speaker. She stands as one of our nation's most uncompromising leaders and most ardent defenders
of democracy. She was born in Holly Springs, Mississippi in 1862 and died in Chicago, Illinois 1931 at the
age of sixty-nine.
Image of Ida B. Wells although enslaved prior to the Civil War, her parents were able to support their
seven children because her mother was a "famous" cook and her father was a skilled carpenter. When Ida
was only fourteen, a tragic epidemic of Yellow Fever swept through Holly Springs and killed her parents
and youngest sibling. Emblematic of the righteousness, responsibility, and fortitude that characterized her
life, she kept the family together by securing a job teaching. She managed to continue her education by
attending near-by Rust College. She eventually moved to Memphis to live with her aunt and help raise her
youngest sisters.
It was in Memphis where she first began to fight (literally) for racial and gender justice. In 1884 she was
asked by the conductor of the Chesapeake & Ohio Railroad Company to give up her seat on the train to a
white man and ordered her into the smoking or "Jim Crow" car, which was already crowded with other
passengers. Despite the 1875 Civil Rights Act banning discrimination on the basis of race, creed, or color, in
theaters, hotels, transports, and other public accommodations, several railroad companies defied this
congressional mandate and racially segregated its passengers. It is important to realize that her defiant act
was before Plessy v. Ferguson (1896), the U.S. Supreme Court decision that established the fallacious
doctrine of "separate but equal," which constitutionalized racial segregation. Wells wrote in her
autobiography:
I refused, saying that the forward car [closest to the locomotive] was a smoker, and as I was in the ladies'
car, I proposed to stay. . . [The conductor] tried to drag me out of the seat, but the moment he caught hold
of my arm I fastened my teeth in the back of his hand. I had braced my feet against the seat in front and
was holding to the back, and as he had already been badly bitten he didn't try it again by himself. He went
forward and got the baggageman and another man to help him and of course they succeeded in dragging
me out.
Wells was forcefully removed from the train and the other passengers--all whites--applauded. When Wells
returned to Memphis, she immediately hired an attorney to sue the railroad. She won her case in the local
circuit courts, but the railroad company appealed to the Supreme Court of Tennessee, and it reversed the
lower court's ruling. This was the first of many struggles Wells engaged, and from that moment forward,
she worked tirelessly and fearlessly to overturn injustices against women and people of color.
Her suit against the railroad company also sparked her career as a journalist. Many papers wanted to hear
about the experiences of the 25-year-old school teacher who stood up against white supremacy. Her
writing career blossomed in papers geared to African American and Christian audiences.
In 1889 Wells became a partner in the Free Speech and Headlight. The paper was also owned by Rev. R.
Nightingale-- the pastor of Beale Street Baptist Church. He "counseled" his large congregation to subscribe
to the paper and it flourished, allowing her to leave her position as an educator.
In 1892 three of her friends were lynched. Thomas Moss, Calvin McDowell, and Henry Stewart. These
three men were owners of People's Grocery Company, and their small grocery had taken away customers
from competing white businesses. A group of angry white men thought they would "eliminate" the
competition so they attacked People's grocery, but the owners fought back, shooting one of the attackers.
The owners of People's Grocery were arrested, but a lynch-mob broke into the jail, dragged them away
from town, and brutally murdered all three. Again, this atrocity galvanized her mettle. She wrote in The
Free Speech
The city of Memphis has demonstrated that neither character nor standing avails the Negro if he dares to
protect himself against the white man or become his rival. There is nothing we can do about the lynching
now, as we are out-numbered and without arms. The white mob could help itself to ammunition without
pay, but the order is rigidly enforced against the selling of guns to Negroes. There is therefore only one
thing left to do; save our money and leave a town which will neither protect our lives and property, nor
give us a fair trial in the courts, but takes us out and murders us in cold blood when accused by white
persons.
Many people took the advice Wells penned in her paper and left town; other members of the Black
community organized a boycott of white owned business to try to stem the terror of lynchings. Her
newspaper office was destroyed as a result of the muckraking and investigative journalism she pursued
after the killing of her three friends. She could not return to Memphis, so she moved to Chicago. She
however continued her blistering journalistic attacks on Southern injustices, being especially active in
investigating and exposing the fraudulent "reasons" given to lynch Black men, which by now had become a
common occurrence.
In Chicago, she helped develop numerous African American women and reform organizations, but she
remained diligent in her anti-lynching crusade, writing Southern Horrors: Lynch Law in All Its Phases. She
also became a tireless worker for women's suffrage, and happened to march in the famous 1913 march for
universal suffrage in Washington, D.C. Not able to tolerate injustice of any kind, Ida B. Wells-Barnett, along
with Jane Addams, successfully blocked the establishment of segregated schools in Chicago.
In 1895 Wells married the editor of one of Chicago's early Black newspapers. She wrote: "I was married in
the city of Chicago to Attorney F. L. Barnett, and retired to what I thought was the privacy of a home." She
did not stay retired long and continued writing and organizing. In 1906, she joined with William E.B.
DuBois and others to further the Niagara Movement, and she was one of two African American women to
sign "the call" to form the NAACP in 1909. Although Ida B. Wells was one of the founding members of the
National Association for the Advancement of Colored People (NAACP), she was also among the few Black
leaders to explicitly oppose Booker T. Washington and his strategies. As a result, she was viewed as one
the most radical of the so-called "radicals" who organized the NAACP and marginalized from positions
within its leadership. As late as 1930, she became disgusted by the nominees of the major parties to the
state legislature, so Wells-Barnett decided to run for the Illinois State legislature, which made her one of
the first Black women to run for public office in the United States. A year later, she passed away after a
lifetime crusading for justice.
Lee D. Baker, April 1996. (ldbaker at acpub.duke.edu) Source: Franklin, Vincent P. 1995 Living Our Stories,
Telling Our Truths: Autobiography and the Making of African American Intellectual Tradition. 1995: Oxford
University Press.
Objectives/Subtasks: 1. Relate text content to particular social issues, concerns, or

Topic: Ida B. Wells-Barnett and Her Passion for Justice
Activity No: 2 Title: Comprehension Check: Wh and H Questions Day: __2__
Based on the story of Ida B. Wells-Barnette, what insights have you gained about facing
obstacles and struggles in life? Will you be able to make it through just like how she did?
Directions:
Based on the text read, answer the following questions:
1. Who is the main character of the story?
2. Where did the story happen?
3. Who is the author of the selection?
4. What is the main struggle of the main character in the story?
5. How was she able to overcome such struggle?
6. What do you think made the author write this particular happening in the life of the main
character?
7. What are the different civic rights issues presented in the selection?
8. How did the main character respond to these issues?
9. How do you think this particular situation will impact the life of the main character?
10. If you were put in the same situation, how would you respond to such challenge?
Objective/Subtask: Relate text content to particular social issues, concerns, or
Topic/Lesson: Ida B. Wells-Barnett and Her Passion for Justice
1. Activity No: _3__ Title: Writing Self-Reflection Day: 3
Remember:
Ida B. Well-Barnette is a woman with great courage; facing giants—bullies from her child hood
to oppressors during her prime age—she is one of America’s fearless fighter against social
injustice.
Directions:
On a piece of paper write a reflection on the life and struggles of Ida B. Wells-Barnett.
Relate on how are you going to respond to these struggles if put in the same situation. Be
guided of the following important details:
1. Identify the common social issues you are in now with the main protagonist of the story.
2. Were you able to experience the same struggles with Ida B. Wells-Barnette? Come up with
relevant solutions to these struggles.
4. In conclusion, how will these experiences influence your life’s decisions?
Objective/Subtask: Relate text content to particular social issues, concerns, or
Topic/Lesson: Ida B. Wells-Barnett and Her Passion for Justice
Reference/Source: Page No.:
Activity No: 4_ Title: Connections Between Texts and Personal Experiences
Directions:
Recall a similar text you have read that has connections to social issues,
concerns, and dispositions in life. Write a short summary, in paragraph form, about it
in the space provided. Be sure to come up with a title.
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TXTBOOK ⁄ SLMs + QA LAS
Textbook ⁄ Supplementary Materials ⁄ Self- LEARNING ACTIVITY SHEET No.3
Learning Modules based instruction paired with in English
MELC-Based Quality Assured Learner’s Activity
Sheet (LAS) Quarter ___2___ Week __3___
MELC: 1
Lesson/Topic: For Conversation, Press # 1

Reference/Source: A Journey to Anglo- American Literature 9 Page No.: 265-267
Objectives/Subtasks: 1. Understanding the Text

Activity No: _1__ Title: For Conversation, Press # 1 Day: __1__
Key Concept:
Reading Text
UNLOCKING OF DIFFICULTIES
1.setback – defeat, reverse
Despite some early setbacks, they eventually became a successful
company.
2.alienation – withdrawing or separation of a person
After years of alienation from her family she became reconciled with them
when her father fell ill.
3.luddite – one who is supposed to especially technological change
The Luddite argued that automation destroys jobs
4.cringe- to behave in an excessively humble
Beggars cringing to tourists for money
For Conversation, Pres # 1

by: Michael Alvear
A funny thing happened in the way to communications revolutions: we
stopped talking to one another.
I was walking in the park with a friend recently, and his cell phone rang,
interrupting our conversation. There we were, walking and talking on a beautiful sunny day
and- poof! --- I became visible, absent from the conversation because of a gadget designed
to make communication easier.
The park was filled with people without looking them, saying hello, noticing
their babies or stopping to pet their puppies. Evidently, the untethered electronic voice is
preferable to human contact.
The telephone used to connect you to the absent. Now it makes people
sitting next to you feel absent.
Why is that the more connected we get, the more disconnected I feel? Every advance in
communication technology is a setback to the intimacy of human interaction. With email and instant
messaging over the Internet, we can now communicate without seeing each other or talking to one
another. In making deposit at the bank, you can just insert your card into the ATM. With voice mail,
you can conduct entire conversations without ever reaching anyone. If my mom has a question, I just
leave the answer on the machine.
As almost every conceivable contact between human beings gets automated, the
alienation index goes up.
I am no Luddite. I own a cell phone, an ATM card, a voice- mail system, and e-mail
account. Giving them up isn’t an option--- they’re great for what they intended to do. It’s their
unintended consequences that make cringe.
So, I’ve put myself on technology restriction: no constant messaging with people who live near me,
no cell-phoning in the presence of friends, no letting the voice mail pick up when I’m home.
Directions: Choose the correct answer to each item. Encircle the letter of your answer.
1. The author’s purpose in writing the article is to make us realize that___________.

A. communications technology is interfering with human contact
B. people are communicating less than they did in the past
C. the advances in communications technology are necessary
D. people are forgetting how to communicate with others
2. The questions “Why is it that the more connected we get, the more disconnected I feel?”
A. reveals the author’s confusion about technology
B. invites the reader to disagree with the author
C. highlights the author’s examples and arguments
D. challenges the reader to find answers to problem
3. The author’s tone throughout the selection is___________.

A. amusement C. hostility
B. criticism D. indifference
4. The third and fourth paragraphs give emphasis on how a cell phone.
A. provides convenience C. isolates people
B. threaten safety D. efficiently works
5. The idea that bothers the author most about the effect of communications technology on his life is
_________________.
A. limited communication with strangers
B. lack of social formula
C. extreme preference for cell phones
D. deviation from meaningful interaction
Topic: Advantages and Disadvantages of the Advancement of Technology

Objectives/Subtasks: 2. Create a chart or table about the text.
Activity No: _2__ Title: Fill-out the table with Information Taken from the Text Read Day: __2__
Key Concept:
❖ The telephone is used to connect you to the absent. Now it makes people sitting
next to you feel absent.
❖ Why is it that the more connected we get, the more disconnected I feel? Every
advance in communication technology is a setback to the intimacy of human
interaction.
DIRECTIONS: From the text “Free Conversation, Press 1’’, list the advantages and disadvantages of the
advancement of technology.
ADVANTAGES DISADVANTAGES
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Topic/Lesson: Influences of Culture, Environment and Others from a Selection in Real Life
Objectives/Subtasks: 3. Make connections of the Influences of Culture, Environment and Others from a
Selection in Real Life Through a Graphic Organizer
Activity No: 3 Make connections of the Influences of Culture, Environment and Others from a
Selection in Real Life Through a Graphic Organizer Day: _3_
Key Concept
The text for Free Conversation, Press # 1 expresses the writer’s thoughts on the effects of online connectivity
and the advent of technology in general:
❖ the writer recounted his own experience of being ignored when a friend he was jogging with suddenly
received a call
❖ most people in the park were not talking to each other but instead were focused in their gadgets
❖ communications technology is interfering with human contact
DIRECTIONS: Based from your experience and from the text, Make connections of the influence of culture,
environment and other social issues. How the advancement of technology affest social issues. Reflect from the text
through a graphic organizer below. Give at least five influences to each social issue. Write your answers inside the
shapes.
HUMAN RELATIONSHIP COMMUNICATION
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_____________ SOCIAL ISSUES __________________________
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Activity No: _4_ Title: Reflection Writing Day: __4__
DIRECTIONS: Write a reflection about your own experiences in connection with latest social issue we are facing
today, the “New Normal Education”. Cite your dispositions and concerns to the said issue.
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RUBRICS IN WRITING A REFLECTION
Coherence -----------------------------------------50%
(Clear, concise, and well-organized with good sentence/
Paragraph construction. Thought are expressed in a
coherent and logical manner.)
Language and Convention --------------------------------------50%

(Use stylistically sophisticated language that is precise and
engaging, with notable sense of voice, awareness of audience
and purpose, varied and sentence structure)
Total ________
100%
TXTBK/SLMs + QUALAS
LEARNING ACTIVITY SHEET No: 6
Textbook/Supplementary
Materials/Self-Learning Modules in _English 9
based instruction paired with MELC-
Based Quality Assured Learning
Activity Sheet (LAS) Quarter ___2___ Week __4___
Name: _________________________________Grade & Section: _________________________
Teacher: _______________________________ Date Submitted: __________________________
MELC 2:
Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain,
complex, ambiguous) world.
Lesson/Topic: Elements of Short Story
Reference/Source: www.readingworksheets.com &Page No.: ________
Objectives/Subtasks: Recognize the setting of a short story
Activity No: 1 Title: The Setting of the Story Day: 1
Key Concept:
What is Setting?
Setting is the time and place (or when and where) of the story. Its literary element of literature used in
novels, short stories, plays, films, etc., and usually introduced during the exposition (beginning) of the story
along with the characters. The setting may also include the environment of the story, which can be made
up of the physical location, climate, weather, or social and cultural surroundings.
There are various ways that time and place indicate setting. Time can cover many areas, such as the
character’s time of life, the time of day, time of year, time period such as the past, present, or future etc.
Place also covers a lot of areas, such as a certain building, country, city beach, in mode of transport such
as a car, bus, boat, indoors or out, etc. The setting of a story can change throughout the plot. The
environment includes geographical location such as beach or mountains, the climate and weather, and the
social or cultural aspects such as school, theatre, meeting, club etc.
Examples of Setting:
Example 1:
A simple example to understand setting is the Disney movie “Cinderella.” The setting starts out as a
Time: Cinderella as a young girl, long ago in the past

Place: Cinderella’s home in a kingdom far away
Example 2:
Read this example below to see how setting is written in to a story.
As the sun set in the evening sky, Malcolm slowly turned and walked toward his home. All was silent
and still. Through the window, he could see his older brother James watching a football game on the TV.
James was home from his first year of college in the city. It was lonely at times, but Malcolm felt it was
rather nice to not be in James’ shadow during his senior year of high school.
Time: evening senior year of high school, and modern times (they have tv)
Place: Malcolm’s home, and possibly the suburbs or country (his brother has gone to the city for
school).
Activity 1
Directions: For each passage below, Identify and fill in the space below the setting or time and place in
their respective column.
Passage Time Place
1. As the night ended, the sun

splashed across Casey’s bed.
He opened his eyes slowly. The
first thing he saw was the
beautiful ribbon on his
bookshelf.
2. Jenny ran as fast as she could
down the path. There were trees
in front of her, and trees in both
sides. While the rain was falling
heavily in the valley; only a few
droplets made it to the ground
around her.
3. Oscar thought it was time to get
breath of air, so he began to
make his way to the surface.
Before he reached it, a large
shadow came toward him. Was it
shark? He thought of his parents
on the beach. Would this be the
end of vacation?
4. kwamba the lion rolled around
near her mother’s feet. Her
mother would be leaving soon to
start to hunt. While human could
not see in the darkness, it was
easy for cats. kwamba hoped
her mother would get a rabbit.
Those were her favourite dinner.
Lesson/Topic: Elements of Short Story (Tone and Mood)
Reference/Source: www.readingworksheets.com &Page No.: _________
Objectives/Subtasks: Identifying tone and mood
Activity No: 2 Title: Tone and Mood Day: 2
Key Concept:
Tone is the author’s attitude toward the writing (his characters, the situation) and the readers. A
work of writing can have more than one tone. The way feelings are expressed.
Example of Tone: could be both serious and humorous. Tone is set by the setting choice of vocabulary and
other details.
Mood is the general atmosphere created by the author’s words. It is the feeling the readers gets
from reading those words. It may be the same or it may be change from situation to situation that you ( the
reader . It is sometimes called the atmosphere) the overall feeling of the work. It is the emotions feel while
you are reading. Some literature makes you feel sad, others playful, still others angry.
Examples of Mood: include suspenseful, joyful, depressing, excited, anxious, angry sad, tense, lonely
suspicious, frightened, disgusted.
Words That Describe Tone Words That Describe Mood
Amused humorous pessimistic Fanciful Melancholy
Angry Informal Playful Frightening mysterious
Cheerful Ironic Pompous Gloomy romantic
Horror Light Sad Happy Sorrowful
Clear Matter of Fact Serious Joyful Suspenseful
Formal resigned suspicious
Gloomy optimistic Witty
Directions: Identify both the tone and mood used in the sentences below.
1. Jenna stomped across the shop and screamed at the innocent shop assistant.
Tone: ______________________________
Mood: ______________________________
2. Carl was determined and focus. he was going to triumph in the pie eating contest.
Tone: ______________________________
Mood: ______________________________
3. The breeze whistled through the pretty tone.
Tone: ______________________________
Mood: ______________________________
4. More people come to this seaside town than holiday in Portugal, but I can’t see why.
Tone: ______________________________
Mood: ______________________________
5. The theme park was full of excited little faces, children skipped everywhere, darting to this
rollercoaster or that shop. Everything was just tacky and loud to me.
Tone: ______________________________
Mood: ______________________________
Lesson/Topic: Elements of Short Story (Theme)
Reference/Source: www.readingworksheets.com &Page No.: __________
Objectives/Subtasks: Activity No. 3 Identifying theme
Key Concept:
What is a Theme?
Theme… Life lesson, meaning moral, or message about life or human nature that is communicated by a
literary work.
- is what the story teaches readers. It is not a word, it is a sentence.
Identifying themes
Themes are not explicit (clearly stated). Themes are usually implied. Themes are bigger than the story.
Example:
What is the theme of the story below?
Carrie loved her phone and her tablet. She was always looking at one or the other. Her parents
would try to talk to her about her life but she would just ignore them or give them monosyllabic answers
until they left her alone. When she was at school, she’d sneak peeks at her desk whenever she could get
away with it. When she was at parties, she spent more time interacting with the devices in front of her than
with the people around her. Even at concerts and sporting events, Carrie seldom removed her eyes from
these tiny screens. One day Carrie was walking home from a friend’s house and watching a video of people
slipping on ice. She began crossing the street just after the light changed. She was so into the video that
she did not notice the oncoming traffic. She walked directly into the traffic while laughing at the falling
people on her tiny screen and was hit by a bus. Carrie sustained mild injuries, but both of her devices were
destroyed. As far as she was concerned, her life was over.
Example answers:
Practice moderation with all things desirable.
You can get too much of a good thing.
Safety first.
Explanation:
Carrie loves to use her phone, but she needs to balance that desire with the more practical concerns of
safety and well-being.
Directions: Read each short story and determine the theme or message in the story. Encircle the letter of
the best theme for each story below.
Even though they were sisters, Susie and June were nothing alike. If Susie wanted to
jump rope, June wanted to plat hopscotch. If June wanted to watch soap opera, Susie wanted
to watch talk show. Tensions rose to the point that the girls could no longer stand one
another’s company. It seems that they had nothing in common, until the day that progress
report came out. While riding the bus home from school, the girls startled by how upset the
other looked-realized that they were both failing a subject. Susie was failing math and June
was failing reading. Since both girls wanted to pass their classes, they got to talking and
agreed to help one another.so every day after school for the next few weeks, Susie tutored
June in reading and then June tutored Susie in Math. By the time report cards came
distributed, Susie and June were passing all of their classes. The girls were delighted, but
their mother was happiest of all. Not just because her daughter passed their classes but
because they had learned to be goal sisters.
1. What is the theme of this story about?

a. It is better to work together, everyone can learn something from someone else
b. Jealousy should not be observed among siblings.
All Victor ever wanted to do with his life was be a singer. He didn’t pay attention in school and he
spent all his time at home watching music videos online and impersonating his idols. His mother tried to
teach him the value of getting an education and having a backup plan, but Victor would respond the
same way every time. “Mom, I won’t need to know any of that boring old stuff when I’m famous. You’ll
see.” But there was one major problem with Victor’s plan: he wasn’t any good at singing. Victor wanted
to be a singer so badly., that he didn’t notice the pained look on the faces of those who endured his
singing. Because he wanted to be a singer badly, when honest people told him to find something else
to do something else with his life, he accused them of being “jealous haters” and ignored their advice.
After Victor dropped out of high school to focus on his music career, the years passed and the doors
never opened.
2. What is the theme of this story?

a. We have to hit our goal.
b. Have a backup plan, don’t put all your eggs in one basket
TXTBK/SLMs + QUALAS
Textbook/Supplementary LEARNING ACTIVITY SHEET No. 5

Materials/Self-Learning Modules in English 9
based instruction paired with
MELC- Based Quality Assured Quarter ___2___ Week __5___
Learning Activity Sheet (LAS)
Name: _________________________________ Grade & Section: __________________________
Teacher: _______________________________ Date Submitted: ___________________________
MELC 2:
complex, ambiguous) world
Lesson/Topic: The Wallet (Pre-Reading & Reading)
Reference/Source: High School Subjects for Self Study Page No.: 169-170
https://whitehairedyouth.tumblr.com/post/30505232114/short-story-the-wallet-by-benjamin-m-pascual
Objectives/Subtasks: 1. Infer text content based from the title

Activity No.: 1 Activity Title: The Wallet (Pre-Reading & Reading) Day: 1
Key Concept:
Key Concept
Key Concept
Short Story – is a brief, imaginative narrative, which produces a single unified impression about
a particular cross section of human life.
Below is an example of a short story. “Ang Kalupi” or “The Wallet” is a story written by native
Filipino Benjamin M. Pascual.
Unlocking of Difficulties
The words below are found in the text. Read these words and definition in order to have a better
understanding of the story.
1. bustling – full of lively activity
2. scruffy- not neat, clean, or orderly
3. grime - dirt
4. hollered – called out loudly
5. scurried – moved quickly with short steps
Based from the title, what do you think is the story about? Write your answer below.
__________________________________________________________________________
__________________________________________________________________________
The Wallet
It was a hot Sunday morning when Aling Marta went out to 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 was bumped by a 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 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 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 there 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 it to you but you were already gone.”
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!?”
Source: https://whitehairedyouth.tumblr.com/post/30505232114/short-story-the-wallet-by-benjamin-m-pascual
Lesson/Topic: The Wallet (Post-Reading)

Reference/Source: https://whitehairedyouth.tumblr.com/post/30505232114/short-story Page No.:
Objectives/Subtasks: 1. Getting information from the text read

Activity No.: 2 Activity Title: The Wallet (Post-Reading) Day: 2
Directions: Answer the following questions about the story “The Wallet.”
1. What is the story about?
______________________________________________________________________________
2. Who are the main characters of the story?

______________________________________________________________________________
3. What is the setting of the story?
______________________________________________________________________________
4. Why did Aling Marta think that the boy stole her wallet?
______________________________________________________________________________
5. How did she react when the boy was hit by the car? How about when she went home and
realized that she just left her wallet there?
______________________________________________________________________________
______________________________________________________________________________
Lesson/Topic: The Wallet

Objectives/Subtasks: 1. Identify the plot of the story

Activity No: _3 Activity Title: Elements of Short Story: Plot Day:_3_
Key
Key
Concept
Concept
Plot – is the action in a story. It is usually the series of related incidents which build and grow as
the story develops.
Directions: Below are events from the short story “The Wallet.” Arrange these events which
comprises the plot to form a complete plot. Write letters A-E to identify the proper order of events.
____1. 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.
____2. Aling Marta found out that her wallet is missing and accused the scruffy-looking young boy
that bumped her. She was totally convinced that the boy took her wallet that she brought the boy
to the police station.
____3. It was a hot Sunday morning when Aling Marta went out to the marketplace to buy some
supplies for her son’s graduation party.
____4. Aling Marta returned home by noon, carrying her purchases, exhausted from what had
happened. Her husband told her that she left her wallet at home and she thought of the boy whom
she accused of stealing her wallet.
____5. Still raging amidst the incident, Aling Marta still insisted the boy to give back her wallet.
With every ounce of energy he had left, the boy 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 there was none.
Lesson/Topic: Parts of a Plot

Objectives/Subtasks: 1. Identify the parts of the plot

Activity No: _4 Activity Title: Parts of a Plot Day:_4_
Key
Key Concept
Concept:
Plot – is the action in a story. It is usually the series of related incidents which build and grow as
the story develops. There are five parts or elements in a plot which make up the plot line.
Parts of the Plot
a. Exposition – introduces the time and place and the character; the opening situation.
b. Rising Action – unfolds the problem and struggles that lead to the crisis. This is the
longest section of the story.
c. Climax – is the highest point of interest.
d. Falling action – the action in the story after the climax is revealed.
e. Denouement/Resolution – the last part of the story – it shows how the conflict is resolved.
The diagram below shows the parts of plot from beginning to end. It also shows the intensity of
emotions on each part.
Climax
Rising Action Falling Action
Exposition Resolution
Here is a very short story with sample parts of a plot:

Katrina wants to buy a puppy. She goes to the pound and begins looking
through the cages for her future pet. At the end of the hallway, she sees a small, sweet
brown dog with a white spot on its nose. At that instant, she knows she wants to adopt
him. After he receives shots and a medical check, she and the dog, Browny, go home
together.
In the example above, the exposition introduces us to Katrina who wants a puppy but does not
have one. The rising action occurs as she enters the pound and begins looking. The climax is
when she sees the dog of her dreams and decides to adopt him. The falling action consists of a
quick medical check before the resolution, or denouement, when Katrina and Browny happily
head home.
Directions: The events below are taken from the short story “The Wallet.” Identify what part of the
plot the events belong.
___________________1. Still raging amidst the incident, Aling Marta still insisted the boy to give
back her wallet. With every ounce of energy he had left, the boy 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 there was none.
___________________2. Aling Marta found out that her wallet is missing and accused the
scruffy-looking young boy that bumped her. She was totally convinced that the boy took her wallet
that she brought the boy to the police station.
___________________3. Aling Marta returned home by noon, carrying her purchases, exhausted
from what had happened. Her husband told her that she left her wallet at home and she thought
of the boy whom she accused of stealing her wallet.
___________________4. It was a hot Sunday morning when Aling Marta went out to the
marketplace to buy some supplies for her son’s graduation party.
___________________5. 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.
TXTBK/SLMs + QUALAS
LEARNING ACTIVITY SHEET No: 6
Textbook/Supplementary
Materials/Self-Learning Modules in _English 9
based instruction paired with MELC-
Based Quality Assured Learning
Activity Sheet (LAS) Quarter ___2___ Week __6___
Name: _________________________________Grade & Section: _________________________
Teacher: _______________________________ Date Submitted: __________________________
MELC 2:
Lesson/Topic: Elements of Short Story
Reference/Source: High School Subjects for Self Study &Page No.: 169-170
Objectives/Subtasks: Identify the distinguishing features of a literary piece (short story).
Activity No: 1 Title: Elements of Short Story Day: 1
Key Concept:
A short story has different elements which makes it interesting.. Here are the elements of short
story mentioned in your previous activities.
Elements of Short Story
1. Character – is a person, or sometimes even an animal, who takes part in the action of a short story or
other literary work.
2. Setting – is the time and place of the story. It may be real or make believe place and time. This may
include the environment of the story, which can be made up of physical location, climate, weather, or
social and cultural surroundings.
3. Tone – is the author’s attitude toward the writing (his characters, situation) and the readers. It is set by
the setting, choice of vocabulary and other details.
4. Mood – is the general atmosphere created by the author’s words. It is the feeling the reader gets from
reading those words. It may be the same, or it may change from situation to situation.
5. Theme – is a lesson or message of a story.
6. Plot – is the action in a story. It is usually the series of related incidents which build and grow as the
story develops. There are five parts in a plot which makes up the plot line.
a. Exposition – introduces the time and place and the character, the opening situation.
b. Rising Action – unfolds the problem and struggles that lead to the crisis. This is the longest section
of the story.
c. Climax – is the highest point of interest. It is where the reader asks what will happen next. Will the
conflict be resolved or not?
d. Falling Action – the action in the story after the climax is revealed. The problems and complication
begin to be resolved.
e. Denouement/Resolution – the last part of the. It shows how conflict is resolved. This is the final
outcome or untangling of events in the story.
Directions: Match the words from column A to their definitions in column B. Write your answer on the
space provided.
A A BB
________ 1. Theme A. The problems and complication begin
to be resolved.
________ 2. Character B. It is a lesson or message of a story.
________ 3. Setting C. It is a person, or sometimes even an

animal, who takes part in the action of
a short story or other literary work.
________ 4. Climax D. It is the time and place of the story.
________ 5. Falling Action E. Unfolds the problem and struggles that

lead to the crisis.
Lesson/Topic: Types of Characterization: Direct and Indirect
Reference/Source: &Page No.: __________

http://www.literarydevices.com/characterization/
Objectives/Subtasks:
Identify the type of characterization a character portrayed in the given situation.
Activity No: 2 Title: Definition and Types of Character Day: 2
Key Concept:
Characterization is the act of creating and describing characters in literature. Characterization

includes both descriptions of a character’s physical attributes as well as the character’s personality. The
way that characters act, think, and speak also adds to their characterization. There are two subsets of the
definition of characterization: direct and indirect characterization.
Types of Characterization
An author can use two approaches to deliver information about a character and build an image of it.
These two types of characterization include:
1. Direct or explicit characterization
Direct characterization, also known as explicit characterization, consists of the author telling the
audience what a character is like. A narrator may give this information, or a character in the
story may do it.
Examples:
1. “Bill was short and fat, and his bald spot was widening with every passing year.”
2. “‘Jane is a cruel person,’ she said.’”
3. “I looked in the mirror and saw how dark the circles under my green eyes had become.”
4. “Mr. Bingley was good-looking and gentlemanlike; he had a pleasant countenance, and
easy, unaffected manners. Pride and Prejudice by Jane Austen
From the given example in number 4, the character is described as good-looking man with a
pleasant face and with a modest manner.
2. Indirect or implicit characterization

Indirect characterization, on the other hand, consists of the author showing the audience
what kind of person a character is through the character’s actions, words, and thoughts. This
requires the audience to make inferences about why a character would say or do those things.
This type of characterization is also known as implicit characterization. While it takes more time
to develop a character through indirect characterization, it often leaves a deeper impression on
the reader than direct statements about what a character is like.
There are ways a writer might reveal someone's character indirectly. They can be revealed
1. Actions - How does the character behave? Is he or she rash and spontaneous? Or, is he
or she quiet, reserved, and slow to making any sort of change?
2. Words - What type of dialogue is created for the character? Do they stutter and stammer
in sheepish tones? Or, are they regal, commanding the attention of the room whenever
they speak?
3. Thoughts - If an author is omniscient, or able to relay every character's thoughts, then
we can learn a lot about the character through their thoughts. Do they go home and
brood angrily by the fire? Do they worry and wonder through their days, hoping they
haven't offended a soul and garnered everyone's affection?
through the following:
Examples:
1. She couldn't stop telling him how much she appreciated the small loan he was giving her.
Hugs, cheek kisses, and an offer to make dinner ensued, with gratitude oozing from her
every word and motion.
By merely reading the given text we cannot identify immediately the kind of character
portrayed however by examining the underlined words in the above example we are able to
infer that the character in the text is someone who is thankful because of her actions.
The underlined words from the text above are what we call as textual evidences.
These textual evidences helped you know the character of that certain story.
2. Hanna went to school early in the morning. At the gate, she met her teacher in English and
said “Good Morning, ma’am”. When she approached the door of their classroom, she saw
her adviser. She greeted her by saying “Hello, ma’am! Good morning.
From the text, we can infer that the character is someone who is respectful because
of her words which were repeated twice which is “good morning, ma’am’’.
3. I wish it would stop raining. I am tired of sitting inside!

This shows us that character’s thought about the situation is not happy.
Main Difference – Direct vs Indirect

Characterization
Direct characterization is the instances where the writer directly describes the personality of
the character whereas indirect characterization refers to instances where the writer reveals
information about a character through the characters’ actions, words and thoughts. Thus, the
difference between direct and indirect characterization is similar to that of telling and showing. In
direct characterization, the writer tells about the character and in indirect characterization, the
writer shows us what the character is like.
Directions: Identify the type of characterization the character/s portrayed in the text. In the first blank write
whether the characterization is direct or indirect. If your answer is indirect give the way how the
characterization is revealed. Write it on the second blank. (Thought, words, actions)
Example: “I am too tired of waiting for the rain to stop. I want to go out and play.”
Answer: Indirect - words
__________ - _________ 1. Jeff walked up to Mark and took his sandwich off of his plate.
He took a bite, smirked at Mark, and then walked away.
__________ - _________ 2. The obedient boy and quiet girl were both well-mannered and polite.
__________ - _________ 3. Mr. Thomas is a very grumpy person when he first gets up in the
morning
until he gets a cup of coffee.
__________ - _________ 4. ‘’Stop playing that nonsense game. You have to do well in school or
else
I will confiscate your mobile phone.”
__________ - _________ 5. Joe was motivated by money. He had no use for love or family.
Lesson/Topic: Values of the Character
Reference/Source: &Page No.: __________

https://contemporaryfamilylife-pnu.weebly.com/filipino-values-system.html
Objectives/Subtasks: Recognize the values of a character presented in the situation
Activity No: 3 Title: Values of the Character Day: 3
Key Concept:
Filipino Values System is defined by the way people live their life as an influence of one’s culture. It
is the set of values or the value system that a majority of the Filipinos have historically held important in
their lives consisting their own unique assemblage of consistent ideologies, moral code, ethical principles,
etiquette and cultural and personal values that are promoted by their society.
However, there are some Filipino characters and values, which are already forgotten in this modern
generation. The young generation should also learn the classic traits and values of the Filipino to ensure
that it will live on in the upcoming years.
[
Directions: Identify the values of the character portrayed in the given situation by checking the
corresponding box. The first item is done for you.
1. One fine morning, Daniel was walking along Maharlika Highway when he saw a wallet. He
was so nervous and he doesn’t know what to do. But he remembered what his father told
him, so he brought the wallet to the police station to surrender it. What kind of boy is Daniel?
Honest
Insincere
2. Your friend invited you over for a fun afternoon doing all your favorite things. She prepared
snacks for all of you. Before you went home, she had handed a box of cookies for your
siblings. What kind of friend is she?
Greedy
Generous
3. Aling Nena goes to church every Sunday with her family. She has been serving as a
commentator of their church for a couple of years. She always attends any religious events
held in their barangay.
What kind of person is Aling Nena?
Religious
Immoral
4. Carla is always bullied by her classmates because of her physical appearance. One day, she
was hit with a basketball, she fell down and cried. A boy named Rico approached her and
helped her stand. Rico stopped his classmates from laughing and yelling at Carla. What kind
of boy is Rico?
Kind
Cruel
5. Aunt Ana is working hard to find good gifts for her nephew. When opening the gifts, the
nephew would often say things like “This isn’t what I wanted.” or “I don’t really like this.”
What kind of boy is the nephew?
Appreciative
Rude
Lesson/Topi Character Analysis
Reference/Source: &Page No.: _____________

https://www.voicesofyouth.org/blog/wake-call-one-typhoon-survivors-story
Objectives/Subtasks: Analyze character’s relevant values as portrayed in the story.
Activity No: 4 Title: Character Analysis Day: 4
Key Concept:
Here is a short background of the story entitled “A Wake-Up Call’.

A Wake-Up Call is a story of 25-year-old Joanna Sustento who is from the city of Tacloban,
Philippines. She is a Typhoon Haiyan/Yolanda survivor and is trying to make sense of the tragedy after
she and her eldest brother lost their whole family to the storm. Joanna sought comfort and found a tool
to heal through writing. It is through her stories that she aims to empower her community and hopefully
the whole world, to resist and work for a future that will no longer fear or be threatened by the adverse
impacts of climate change.
Vocabulary Building- Unlocking of difficulties:

1. ferocious – very fierce or violent
2. tremble – to shake slightly because of some force
3. murky – not clear
4. monstrous – extremely or unusually large
5. insurmountable – impossible to solve or get control
A Wake Up Call: One Typhoon Survivor’s Story
It was 5 o’ clock on a Friday morning of November 8, 2013, when my family was awakened by the
unnerving wailing of the ferocious winds. We thought it was just another normal stormy day, so we sat
together on the dining table and had breakfast. As the wind and rain got stronger, we felt the house vibrate
and tremble because of the pressure. When we looked outside, trees were already uprooted; our concrete
walls were destroyed, windows cracked and all of a sudden murky waters came rushing in. In just a matter
of seconds, the water rose to knee level. I rushed to my room to get my backpack filled with my stuff- it
didn’t even take me 3 minutes to do that- but as I went out of my room, the water was already up to my
chest. We had no other choice but to go out of the house or else we will be trapped inside. Due to the
strong current rushing in, I had a hard time getting out of the house but my mom pulled me out.
As the water was rising, we struggled more to stay afloat, and it became more difficult to stay
together. My elder brother- the one who survived- was the first one who got separated from us. He tried to
swim for the floating ice box, so we could put my nephew inside but we failed to do that. I saw my sister-in-
law drifting away from us while she held on to a tree branch. Then, I saw my nephew with a lifejacket on-
floating behind his mom. I saw his father- my eldest brother swim to their direction. But everything was so
hazy- I couldn’t see well because of the strong wind and rain, and it was as if crushed ice were being
thrown at my face. My parents were the ones close in proximity, thus we held on to a log. At that point, I
could see the worry in their eyes that they were trying to hide. I never expected that the last memory I
would have with my father would be in the monstrous floods of Yolanda. I saw him trying to surface the
waters, gasping for air- three times- and that was it, I never saw him again after that. Then, I saw a
refrigerator floating, so I held onto it and let my mom hold it as well. We found ourselves at the building
near the back of our house. The waves were crashing onto the refrigerator we were holding that I was
being pushed under the steel trusses, I was afraid to be trapped so I pushed the refrigerator away and held
onto a log instead; that was the time my mom and I got separated.
Striving to surface the water as piles of debris were blocking my head, I felt like I was being spun
inside a washing machine. I could not breathe and I seriously thought I was going to die. Not knowing what
to do, I told myself if that was the day I was going to my watery grave, then so be it. Never in my life have I
talked to God with deep remorse and in complete surrender. However, death decided to “postpone”, I was
given another chance to live. Using my head I pushed the debris away until I was able to surface. As soon
as I saw my mother, I immediately drifted towards her, grabbed her arms and tried to lift half of her body so
she could hold on to the wood I was using to stay afloat. But when my hands slipped from her arms to her
fingers, her body splashed into the water and there was no sign of her struggling to survive.
My mom was gone.
I found myself being swept away by the 15 ft. high storm surge to the steel frames of a water tank, as
my mother died in my arms. Then, I was forced to face a question I never thought I could ask myself in this
lifetime- should I continue to hold on to my mom’s lifeless body and die with her? Or should I let her go and
save myself?
I could not even begin to describe the agony, the desperation, the guilt, and the chaos running
through my mind because I was torn between saving what’s left of my family and holding on for my dear
life. But at the back of my mind, something told me that there must be a reason why I was able to survive
the storm and no matter how insurmountable it may seem, I want to find out what that reason is.
Thus, with all the love that I had- I asked for my mom`s forgiveness for everything I did that hurt her.
I thanked her being the strong woman that she is, and for everything she has done for our family. I told her I
love her again and again, I embraced and kissed her for the last time.
And that was it- I let her go and I never looked back...
Directions: Answer the following questions based from the story.
1. Who is the character in the story?

_____________________________________________________________________________
2. What problem did the character encounter?

_____________________________________________________________________________
3. How did she solve her problem?

_____________________________________________________________________________
4. What can you say about the Joanna’s attitude towards her experience?
_____________________________________________________________________________
5. If you were Joanna, would you do the same?

_____________________________________________________________________________
6. What could possibly happen if the character didn’t do what she did in the story?
_____________________________________________________________________________
TXTBK / SLMs+ QUALAS
Modules based instruction in English 9
Quality Assured Learning Quarter ___2___ Week _7_
MELC 2:
Analyse literature as a means of understanding unchanging values in the VUCA (volatile, uncertain,
Lesson/Topic: Common Filipino Values that Should not be Forgotten
Reference/Source: https://contemporaryfamilylife-pnu.weebly.com/filipino-values-system.html
Objectives/Subtasks: 1. Analyse literature as a means of understanding unchanging values

in the VUCA world
Activity No. 1 Title: Common Filipino Values that Should not be Forgotten Day: 1
Key Concept
Filipino Values System is defined by the way people live their life as an influence of one’s
culture. It is the set of values or the value system that a majority of the Filipinos have historically
held important in their lives consisting their own unique assemblage of consistent ideologies, moral
code, ethical principles, etiquette and cultural and personal values that are promoted by their
society.
However, there are some Filipino characters and values, which are already forgotten in this
modern generation. The young generation should also learn the classic traits and values of the
Filipino people to ensure that it will live on in the upcoming years.
(https://philnews.ph/2019/07/16/classic-filipino-values-traits-slowly-forgotten/)
Below are some the most prominent Filipino values and traits that must not be
forgotten.
Pagkakabuklod-buklod (Close Family Knit)
The Filipinos recognize their family as an important social structure that one must take care of.
They give importance to the safety and unity of one’s family. It is also common to find the whole
clan living in the same area and have extended family structure.
Utang na loob (Debt of Gratitude)
It is a technique of reciprocity of debt of gratitude to others within the family circle or primary group ,
sometimes unlimited in nature , emotional rather than financial or rational.
Galang (Respect)
Filipinos are taught to become respectful individuals. This is mainly due to the influence of
Christianity that tells us to honor both our parents and our elders. The use of ‘’po’’ and ‘’’opo’’ in
conversation and “mano”.
Pagkarelihiyoso (Religiousness)
Filipinos are religious. They believe so much in supernatural powers and taught them to trust
prayers rather than hard work in the realization of their dreams. Succes is considered a blessing
from above.
Damayan/Balikatan (Unity)
Denotes a good relationship among the people in the family or within the group or community and
connotes helping one another in time of need. Filipinos engage themselves in mutual cooperation.
Malasakit (Concern for Others)
In Filipino Family each of the member have the adherence or the willingness to help the
other member who is in need more than they do , emotional or financial needs. They have this care
to their family member and this is the way they show their love to each other.
Hospitality
▪ Filipinos are very popular all around for being showing warm hospitality not only to their
fellow countrymen but also to the foreigners.
▪ This is usually manifested by excessive accommodation of visitors and guests at one’s
home.
▪
▪
Objectives/Subtasks: Analyse literature as a means of understanding unchanging values in the

VUCA world
Topic: Common Filipino Values that Should not be Forgotten
Activity No. 2 Title: Inferred Values and Traits Day: 2

Directions:
Identify what particular Filipino value or trait is being highlighted in the pictures below.
1. ________________________________ 2. ___________________________________
3. _________________________________ 4. _____________________________________
5. _______________________________ 6. ________________________________
Objectives/Subtasks: Analyse literature as a means of understanding unchanging values in
the VUCA world
Topic/Lesson: Honourable Dishonour
Reference/Source:__http://www.scribd.com____________________________Page No.:
Activity No. 3 Title: Honourable Dishonour Day: 3
Pre-reading:
Before going through the selection for the day, be guided by the following questions.
Based on the title “Honourable Dishonour” what do think the story is all about? What moral lesson do
you expect to learn after reading?
Vocabulary
1. Brimmed- overflowing feeling

2. Exceptional- extra ordinary, outstanding
3. Inscrutable- unreadable, mysterious
4. Dubious- doubtful, suspicious
5. Impertinent- rude, impolite
6. Raucous- harsh, unruly
7. Rowdy-noisy, loud
8. Vague-unclear
9. Reverie- daydream, trance
10. Hastily- hurriedly
Objectives/Subtasks: Analyse literature as a means of understanding unchanging values in

the VUCA world
Reference/Source: _____ http://www.scribd.com___________________________Page No.:
Activity No. 4 Title: Honourable Dishonour Day: 3
HONORABLE DISHONOR
BY ROSALINDA OROSA
Jose Perez was a clever boy. One might even say he brimmed over with intelligence. He had
always been the class valedictorian from grade one up. Indeed, it was a source of family pride that all
the other Perez’--two brothers and a sister--had graduated with first honors. Jose had no difficulty
maintaining his class standing. Firstly, he was quick at comprehending and grasping things. Secondly,
he had an exceptional memory. Thirdly, he studied regularly--not much (he did not need to) but
regularly. With all these in his favor, Jose’s classmates frequently exclaimed in awe: “Golly, that Perez
has everything!”
There was nothing more surprising, therefore, than the principal’s announcement that hot
afternoon in March: Jose Prez was not finishing with first honors. It was the greatest disappointment
in the Araullo High School campus in years-- a Perez finishing second.
But Jose was not troubled; what seemed so puzzling to his classmates was that he even
appeared glad about it. As he walked up the stage to receive his diploma from the principal, an
inscrutable smile played lightly on his lips. “What could be the matter with him?” his classmates asked
each other. Nobody could answer. Nobody, that is, except Jose. He did not care to, however. That
was obvious. Settling back on his seat, he evaded his companions’ queries, saying there was nothing
to explain really.
When he saw his rival Santiago Castrence go up the improvised platform to deliver the
valedictory address, Jose leaned back, grateful for the interruption. For the moment, at least, he did
not have to answer any more questions. He closed his eyes, and soon he was lost in recollection.
It all happened so fast (just a week before the finals) that up to the last minute, Jose was
dubious about the success of his scheme. His rival Santiago was a new boy, a Bulakeno, and one of
a widow’s two sons. Unlike Jose, he was poor. How poor, Jose found out when he saw Alberto
Lozada, the laziest boy in class and the most impertinent, loitering in the school grounds.
The two chatted briefly. A raucous, zestful rendition of the Rock ‘n’ Roll interrupted them. It
came from Alberto’s gang of rowdy, unbearably smug companions hailing him. Throwing his book at
Jose with a “Hold this ‘till I’m back,” Alberto was off. Jose missed the book, papers from between its
covers went flying. Hastily picking them up, Jose found among them an open home-made envelope
addressed to Mrs. Antonia Salazar Vda. De Castrence. On its upper left-hand corner was written
“Santiago Castrence” c/o central Boarding House, 1533 Azcarraga, Manila.”
Why would a letter of Castrence be in Lozada’s boo4? Curiosity --a blind, unreasonable
compulsion—took a hold him. With trembling hand, he read the letter. It ran:
Dear Inay,
Do not worry about me. I am in good health. Inay, you and I planned that if I
were to finish as valedictorian, I could earn free entrance and matriculation fees and so
manage to study for a degree at night after working in the daytime. I am afraid I shall be
graduating with second honors only. But please believe me if I say I am trying and shall
keep on trying. I think they give a discount of fifty percent to salutatorians. I am writing
you this so you won’t expect too much from me, only to get disappointed later.
Jose did not bother to read further. He wished he had never opened the letter, but then, well,
he was glad that he had. What was the price for reading a letter --that particular letter—on the sly? He
asked himself. He felt a vague tightness inside him.
The letter was still in his hand. Hastily, he put it inside the envelope, then hid it between the
book covers. He walked through the corridor. Just then, Alberto was coming with his companions
toward the basketball court. Jose approached Alberto, eyeing him closely. “You live in the Central
Boarding House, don’t you?” Jose asked as casually as he could manage to. Without waiting for a
reply, he continued, “Isn’t that where Castrence lives, too?”
“Well, no, not exactly,” Alberto replied, shrugging his shoulders. “He’s some sort of janitor in
the building.” There was a pause. “Alberto, why should a letter of Castrence be in your book? It fell as
you threw your book to me,” Jose said feeling guilty.
“How come? Oh yes,” Lozada replied, his face brightening up. “He must have forgotten about
it when he borrowed my book last night. The sound of applause interrupted Jose’s reverie. Santiago’s
valedictory speech was over. Jose straightened up, and heartily joined the applause.
The short story above was reprinted in 1978 by the “Communication Arts in Social Living.”
Social Studies Publication
Objectives/Subtasks: Analyse literature as a means of understanding unchanging values
in the VUCA world
Reference/Source: _____ http://www.scribd.com___________________________Page No.:
Activity No. 4 Title: Literary Analysis Day: 3
Key Concept:
Literary analysis means closely studying a text, interpreting its meanings, and exploring
why the author made certain choices. It can be applied to novels, short stories, plays, poems,
or any other form of literary writing.
It is not simply a rhetorical analysis, nor just a summary of a plot or a book review. Instead, it is
a type of argumentative essay where you need to analyze elements such as the language,
perspective, and structure of the text, and explain how the author uses literary devices to
create effects and convey ideas.
Before beginning a literary analysis, it’s essential to carefully read the text and come up
with a thesis statement to keep your story focused. (scribbr.com)
A Thesis Statement tells your reader what to expect: it is restricted, precisely worded
declarative sentence that states the purpose of your essay—the point you are trying to make.
Below are examples of a precisely worded Thesis Statement:
1. Gwendolyn Brook’s 1960 poem “The Ballad of Rudolph Reed” demonstrates how the
poet uses the conventional poetic form of the ballad to treat the unconventional poetic subject
of racial intolerance.
2. The fate of the main characters in Antigone illustrates the danger of excessive pride.
3. The imagery in Dylan Thomas’ poem “Fern Hill” revels the ambiguity of humans’
relationship with nature. (www.bucks.edu)
As you write, follow the standard structure of an academic essay:
1. An introduction that tells the reader what your essay will focus on.
2. A main body, divided into paragraphs, that builds an argument using evidence from the
text.
3. A conclusion that clearly states the main point that you have shown with your analysis.
(scribbr.com)
Directions:
A. Identify the values and traits presented in the text
B. Based on the values that you have identified, compose a literary analysis of the story
presented above. Be guided by the statements below:
1. What specific Filipino values and characteristics were portrayed in the story.
2. In conclusion, how would these values and characteristics help in dealing with this
volatile, uncertain, complex and ambiguous world?
Be sure to follow the academic structure provided in the key concept. Use the space provided
below.
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__________________________

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Textbook/Self-Learning LEARNING ACTIVITY SHEET No.1

Name: _________________________________Grade & Section:

Teacher: _______________________________Date Submitted: __________________________

Lesson/Topic: Different Types of Texts: Informative and Entertaining Text

Objectives/Subtasks: 1. Identify Different Types of Texts: Informative and Entertainment

Activity No. 1 Title: Types of Texts: Informative and Entertainment Text

Topic: Types of Texts: Informative and Entertaining Text

Informative Text Entertainment Text

Objectives/Subtasks: Identify Different Types of Texts: Persuasive and Argumentative

Topic/Lesson: Types of Text: Persuasive Text and Argumentative Texts

Activity No. 3 Title: Types of Text: Persuasive and Argumentative Text

• Other example includes campaign speeches and persuasive letters or notes

This an example of a print advertisement

This one is an example of campaign material

A recycling campaign will motivate people to dispose of their trash properly.

Write PT if the article or text is a Persuasive Text: Write AT if it is an Argumentative Text.

Objectives/Subtasks: Compare and Contrast: Persuasive and Argumentative Texts

Topic: Types of Texts: Persuasive and Argumentative Texts

Persuasive Text Argumentative Text

Name: _________________________________Grade & Section:

Teacher: _______________________________Date Submitted: __________________________

Lesson/Topic: Ida B. Wells-Barnett and Her Passion for Justice

Objectives/Subtasks: 1. Relate text content to particular social issues, concerns, or

Objectives/Subtasks: 1. Relate text content to particular social issues, concerns, or

Topic: Ida B. Wells-Barnett and Her Passion for Justice

Activity No: 2 Title: Comprehension Check: Wh and H Questions Day: __2__

8. How did the main character respond to these issues?

Topic/Lesson: Ida B. Wells-Barnett and Her Passion for Justice

1. Activity No: _3__ Title: Writing Self-Reflection Day: 3

Topic/Lesson: Ida B. Wells-Barnett and Her Passion for Justice

Reference/Source: Page No.:

Activity No: 4_ Title: Connections Between Texts and Personal Experiences

Name: _________________________________Grade & Section:

Teacher: _______________________________Date Submitted: __________________________

Lesson/Topic: For Conversation, Press # 1

Objectives/Subtasks: 1. Understanding the Text

For Conversation, Pres # 1

1. The author’s purpose in writing the article is to make us realize that___________.

3. The author’s tone throughout the selection is___________.

Topic: Advantages and Disadvantages of the Advancement of Technology

HUMAN RELATIONSHIP COMMUNICATION

Activity No: _4_ Title: Reflection Writing Day: __4__

RUBRICS IN WRITING A REFLECTION

Language and Convention --------------------------------------50%

Name: _________________________________Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

Lesson/Topic: Elements of Short Story

Reference/Source: www.readingworksheets.com &Page No.: ________

Objectives/Subtasks: Recognize the setting of a short story

Activity No: 1 Title: The Setting of the Story Day: 1

Time: Cinderella as a young girl, long ago in the past

Passage Time Place

1. As the night ended, the sun

Lesson/Topic: Elements of Short Story (Tone and Mood)

Reference/Source: www.readingworksheets.com &Page No.: _________

Objectives/Subtasks: Identifying tone and mood

Activity No: 2 Title: Tone and Mood Day: 2

Teacher: _____Date Submitted:

Teacher: _____Date Submitted:

Activity No: 2 Title: Comprehension Check: Wh and H Questions Day: 2

Teacher: _____Date Submitted:

Activity No: _4_ Title: Reflection Writing Day: 4

Name: _________Grade & Section: _

Teacher: _____ Date Submitted:

Name: _______ Grade & Section:

Teacher: _____ Date Submitted: _

Name: _________Grade & Section: _

Teacher: _____ Date Submitted:

Teacher: _____Date Submitted:

Reference/Source: _ http://www.scribd.com_______________________Page No.:

Reference/Source: _ http://www.scribd.com_______________________Page No.: