9

English
Quarter 2 – Module 2-Lesson 1
Literature in VUCA
(Volatile, Uncertain,
Complex and Ammbiguous)
English-9
Self-Learning Module (SLM)
Quarter 2 – Module 2-Lesson 1: Literature in VUCA (Volatile, Uncertain, Complex,
Ambiguous)
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 government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Development Team of the Module

Writer: Nixson B. Varona
Editors: Diane B. Sungcog and Grace V. Laraya
Reviewer: Ma. Petra A. Romualdo, Mary Joy D. Bautista, Mary Ann A. Barrientos, Agabai S. Kandalayag
Yusof A. Aliudin
Layout Artist: Nixson B. Varona
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo O.Magno – Subject Area Supervisor
Elpidio B. Daquipil- CID Chief
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Ma. Petra A. Romualdo – Subject Area Supervisor

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]
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English
Quarter 2 – Module 2- Lesson 1
Literature in VUCA
(Volatile, Uncertain, Complex and
Ambiguous)
Introductory Message
For the facilitator:

Welcome to the English 9 Self-Learning Module (SLM) on Literature on VUCA

Volatile, Uncertain, Complex and Ambiguous!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

Hello, dear teachers! You are lucky to have this learning material
to easily deliver the lesson for our learners and enhance their
knowledge on Literature on VUCA (Volatile, Uncertain, Complex, and
Ambiguous). Please help them achieve our learning objectives.

Please tell our learners to read, understand, analyze, and answer

all the given activities and questions seriously as this material is
designed and made for them. This is also to inform our learners to take
some precautionary measures and some activities need extra care.

This is just a reminder dear teacher, do not go beyond our

objectives and main goal for our learners. Be an agent of learning. Have
fun!
.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the English 9 Self-Learning Module (SLM) on Literature on VUCA

Volatile, Uncertain, Complex and Ambiguous!

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.

What I Know This part includes an activity that aims to

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.

What is It This section provides a brief discussion of 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 Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your 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

Introduction
As we grow older, the world becomes tougher. It is a reality that everyone
should embrace as humans. There is a call for us to be open to change and to
discover our strength when dealing with difficult tasks. It requires us to deal with
uncertainties. These uncertainties may sometimes bring us to a more complex part
of our lives. It may likewise hinder us to see your future clearly.

If interpreted properly, literature can give us answers to our questions. In

order to learn the in-depth meaning of these different forms of writings we need to
be knowledgeable in understanding the emotions behind and beyond the lines.

In this module, we will dig deep in knowing the hidden feelings in a line or a
selection through mood, tone and the purpose of the author.

May the knowledge you will gain from this module help you interpret
literary pieces as mirror of life.

Most Essential Learning Competency:

Analyze literature as a means of understanding unchanging values in the

VUCA (volatile, uncertain, complex, ambiguous) world.

Objectives:

At the end of the module, you should be able to:

1. define tone, mood and purpose;

2. determine tone, mood and purpose of the line or selection; and
3. express the tone and mood of the selection through a sketch.

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 What I Know
Directions: Read and answer the following questions. Write the letter of the
correct answer on a separate sheet.

Test A: Identify author’s attitude in the following lines. Use the underlined
word/s as your guide.

1. “You are a liar! Your betrayal will never be forgiven by my furious heart.”

A. angry
B. cautious
C. cheerful
D. romantic

2. “In this world filled with ambiguity, you are the sunshine that enlightens my
path. I really do love you!”

A. humorous
B. ironic
C. romantic
D. satirical

3. “I have doubts about her sincerity. I once caught her calling a man.”

A. gloomy
B. ironic
C. sad
D. suspicious

4. “Your death killed my dreams. I lost my hope! I am grieving!”

A. cheerful
B. delightful
C. gloomy
D. violent

5. “I am sorry. My intention is not to hurt anyone but I failed in my plans.”

A. conciliatory
B. exciting
C. happy
D. silly
Identify reader’s feeling in the following lines.

6. “The calmness of the breeze, the sweetness of the wind and the soft whisper of
the birds made me feel home.” What feeling does the line bring to the readers?

A. annoyed
B. excited
C. relaxed
D. sad

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7. Father: “We are going to the cinema. We will watch a wonderful movie”

Son: “Yehey! My favourite movie sequel is now on showing.”

A. annoyed
B. excited
C. irritated
D. lonely

8. “Have mercy on them. They are victims, they are not terrorists.

A. angry
B. cheerful
C. suspenseful
D. sympathetic

9. “I saw him! He‟s holding a knife. He is trying to kill me!”

A. frightened
B. sentimental
C. sorrowful
D. sympathetic

Test B: Analyze the purpose of the following lines.

10. “You should follow the choice of the majority. Buy this product now and be on
trend.”

A. to argue
B. to inform
C. to express
D. to persuade

11. “When I was young, I used to be impulsive. But now, I think first before acting.”

A. to argue
B. to inform
C. to express
D. to persuade

12. “You are wrong! Life is not a bed of roses! We should understand its
complexities and uncertainties.”
A. to argue
B. to inform
C. to express
D. to persuade

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13. “Disneyland is a wonderful place not only for kids but for all ages. It is a place
where everyone can enjoy and celebrate.”
A. to amuse
B. to inform
C. to analyze
D. to frighten

Out in the Fields

Elizabeth Barrett Browning
The little cares that fretted me,
I lost them all yesterday
Among the birds above the sea,
Among the winds at play;
Among the lowing of the herds
The rustling of the trees,
Among the singing of the birds,
The humming of the bees

The foolish fears of what might happen,

I cast them all away
Among the clover-scented grass,
Among the new mown hay
Among the hushing of the corn
Where drowsy poppies nod,
Where ill thoughts die and good are born
Out in the fields with God.
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14. What is the mood of the poem?

A. expectant
B. mournful
C. nostalgic
D. peaceful

15. What emotion does the author want the reader to feel in the lines “The foolish
fears of what might happen, I cast them all away”?
A. angry
B. hopeful
C. serene
D. suspicious

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 What’s In

Activity: What’s in me!

In your previous lesson, you learned about common social problems present
in given texts.

Directions: Match the social problems on the left with their corresponding causes
on the right. Write the letter of the correct answer on a separate sheet.

Social Problems Causes

squatters/ This is due to lack of

1. informal settlers A. appropriate family planning
among couples.

This occurs when people flock

to cities to find “better
overpopulation opportunities” but end up in a
2. B. miserable failure.

This is due to differences in

3. pre-marital sex C. beliefs or thinking of people.

This is due to the youth‟s

overexposure to the deluge of
4. war D. obscene materials in the
internet.

This happens when two

5. pornographic E. persons of the opposite sex
addiction become so close and could
not resist their impulsive
tendencies.

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 What’s New
Activity 1: Feel it!

Directions: Write (+) next to the words that express positive feelings; write (-) next
to the words that express negative feelings; and write (=) to the words that are
neutral. Write your answer on a separate sheet of paper.

1. disappointed 6. irritated
2. mournful 7. optimistic
3. bored 8. uncertain
4. relaxed 9. skeptical
5. heartbroken 10. passionate

Activity 2: News in action!

Directions: React on the given news bit. Focus on the emotion it conveys to an
ordinary Filipino. Write your answer on a separate sheet of paper.
RTL increases students‟ adversities
Rice Tarrification Law has adversely affected 40% of Mlang National High School
students. They are children of palay farmers whose sole source of income is farming.
According to a survey, most of these students are complaining about the reduction in
their daily allowances due to the decrease in the earnings of their parents. Last year, the
price of palay during harvest season was Php 20 per kilo but today, it only costs Php 12 per
kilo.
“Our income this year could not pay for our expenses from the land preparation to the
maintenance of the crop. We end up unable to pay all our debts from our agricultural
products suppliers.” Elmer Pacolor, a farmer said in an interview. “How can we now provide
the needs of our children?” he asked.
“I was not able to attend my class regularly because I don‟t have money for my
transportation.” Rica Arzaga, Grade 10- Hertz said.
Due to this, the drop-out rate of the school is at stake.

1. What does reader feel about the news?

a. The reader will be amused.
b. The reader will be angry to the farmers
c. The reader will be sympathetic to the famers.
d. The reader will be delighted with farmers‟ situation.

2. What do you think is the author‟s purpose in writing this news?

a. to inform
b. to persuade farmers
c. to express an emotion of dismay
d. to argue with the government officials

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 What is It

Identifying the tone or mood provides an important clue that helps the
reader discover literary themes. Similarly considering how a writer creates a certain
tone or mood helps the reader appreciate the author‟s style.

Tone, Mood and Purpose

Tone tells us how the author thinks about his or her subject. It is the
author‟s attitude toward the story and the reader. The tone influences the story‟s
mood /atmosphere.

Tone is not stated directly. You must read between the lines to see what the
author‟s attitude is on the subject.
Tone can be revealed through:

 dialogue between characters

 descriptions
 author‟s diction (word choice)
 the themes that emerge

Tone can be:

 positive
 negative
 neutral
Hint: When trying to find the tone of a passage, read the passage and decide if
it is being told in a positive, negative, or neutral way first, then look at your
answer choices and decide.

Ask these questions: Is the author happy? Is the author angry? Ask for
authors‟ feeling and explain why you think so using context clues in the
statements.

Some adjectives to describe tone: formal, informal, serious, humorous,

amused, angry, playful, neutral, satirical, gloomy, conciliatory, sad, resigned,
cheerful, ironic, clear, detailed, imploring, suspicious and witty.

Mood is how the writer‟s words make us feel. It usually is associated with
the setting.
Mood is the emotions that you (the reader) feel, so to find mood, you need to
look at what emotions you are going through as you read the text.
Ask this: How does the story make me feel?
Some adjectives to describe mood: fictional, imaginary, fanciful, idealistic,
romantic, realistic, optimistic, pessimistic, gloomy, mournful, sorrowful.

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 Beware: Tone and mood can very easily be confused.

Purpose is the author‟s reason in writing the text.

An author writes to share a main idea about a topic. An author‟s main idea is
directly related to the author‟s purpose.

One of the three following purposes will drive a main idea: to inform, to
entertain, and to persuade.

To inform is to give information about a subject. Authors with this purpose

wish to provide facts that will explain or teach something to readers.

Example: Pain is a normal part of a physical process that lets us know

something is wrong.

To entertain is to amuse and delight; to appeal to the reader‟s senses and

imagination. Authors with this purpose set out to captivate or interest the
audience.

Example: “Yes, I have gained weight. I weighed only 8 pounds when I was
born.”

To persuade is to convince the reader to agree with the author‟s point of view
on a subject. Authors with this purpose may give facts, but their main goal is to
argue or prove a point to readers.

Example: The death penalty is deeply flawed and should be abolished.

Note: An author may have a more specific purpose in mind other than to inform,
entertain, or persuade.

The chart shows examples of specific purposes.

General and Specific Purposes

To inform To entertain To persuade
To analyze To amuse To argue against
To clarify To delight To argue for
To discuss To frighten To convince
To establish To criticize
To explain To inspire (motivate a
change)

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 What’s More

Activity: Lines with Emotion!

Directions: Identify what emotion is implied by each line. Select your answer
from the box and write the letter of the correct answer on separate sheet of paper.

a. sentimental c. angry e. irritated

b. straightforward d. sympathetic f. sad

1. “I want to put the law in my hands! I want to kill her.”

2. This place may be shabby, but since both of my children were born while we live
here, it has a special place in my heart.

3. I pitied her hardworking employees being treated as automatic machines.

4. “When are you going to leave this room? I am very annoyed of your presence.”

5. “She promised to be at my side forever but she left me with a broken heart.”

What I Have Learned

Activity: Define Me!

Directions: Using the diagram below, express how you understand the following.
Write your answers on a separate sheet of paper.

Tone

Mood

Purpose

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 Your grade will be based on this rubric.

Areas of Excellent (5) Very Good (3) Needs

Assessment Satisfactory (4) Improvement (2)

The writer
The writer The writer
The writer shows shows
shows a clear shows little
Understanding strong adequate
understanding understanding
understanding of understanding
of the subject of the subject
the subject matter. of the subject
matter. matter.
matter.

What I Can Do

Activity: Seek the meaning!

Directions: Read the following poems and answer the questions that follow in each
poem. Write the letter of the correct answer on a separate sheet of paper.

Undying Love
Nixson B. Varona

I know I am always not enough,

for you are looking for a perfect match.
My eyes are wide open
and I know it is not me whom you are lookin‟
This made my heart so broken.

Letting you go will make me free

To this I am aware for I can see.
How can freedom make me happy,
if leaving you makes my world empty?

1. What is the tone of the poem?

A. serious
B. humorous
C. plain and factual
D. critical, or finds fault

2. What is the mood of the poem?

A. sarcastic
B. distressed
C. threatening
D. very serious

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3. What is the writer‟s main purpose in the poem?
A. flatter the reader
B. express disgust or disbelief
C. entertain a group of people
D. convey an intense feeling of loneliness

A Delightful Love
Nixson B. Varona

Look and see the beauty

of such love which all of us are worthy.
It gives joy to a man so lonely
and brings happiness to a heart so empty.

I can fly too high for you are mine.

If I am with you, I am always fine.
This love I feel deep inside will never die
For I know forever is always on our side.

4. What does the author think about love?

A. gloomy
B. optimistic
C. satirical
D. suspicious

5. What feeling does the author want to influence the reader?

A. cheerful
B. mournful
C. romantic
D. sorrowful

6. What is the writer‟s main purpose in the poem?

A. to impress the reader
B. to express an emotion
C. to argue with the reader
D. to establish good relationship with the reader

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 Assessment
Directions: Read and answer the following questions. Write the letter of the correct
answer on a separate sheet.

Test A: Identify author’s attitude or feelings in the following lines.

1. “Today is your birthday so let us be happy and celebrate!”

A. angry
B. cautious
C. cheerful
D. romantic

2. “Thank you for that great humiliation!”

A. humorous
B. ironic
C. romantic
D. sarcastic

3. Father: “When are you going to introduce me to your boyfriend?”

Daughter: “Dad, how many times do I have to tell you? I don‟t have a
boyfriend. Enough of tease, please! ”
A. cheerful
B. excited
C. irritated
D. lonely

4. “Get out! Your face is pissing me off!”

A. annoyed
B. excited
C. relaxed
D. sad

5. “With just a boom, thousands of lives had ended!”

A. cheerful
B. delightful
C. gloomy
D. serene

5. “Today is the day! Today, I am officially Mrs. Reyes!”

A. conciliatory
B. excited
C. satirical
D. silly

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Identify the reader’s feeling while reading the following lines.

6. “Sorrow has filled my heart. My lamenting soul is in misery. ”

A. gloomy
B. grieving
C. ironic
D. Sympathetic

7. “ I believe they will have a happy-ever-after.”

A. cheerful
B. fearful
C. lonely
D. mellow

8. “...and the handsome prince died in the hands of the monster.”

A. cheerful
B. fearful
C. refreshed
D. relieved

9. “In a cold and noiseless place, I take my rest.”

A. cheerful
B. embarrassed
C. peaceful
D. playful

Test B: Analyze the purpose of the following lines.

10. “I believe you have the power to be a steward of change. Your influence can
make our world better.”

A. to argue
B. to inform
C. to explain
D. to persuade

11. “I don‟t believe in you! You said that we only live once? No, we live everyday and
only die once.”

A. to argue
B. to amuse
C. to express
D. to entertain

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12. “This pandemic has brought changes in our lives. The minimum health
standard has become part of our routine.”

A. to argue
B. to inform
C. to express
D. to persuade

13. “I can be everybody‟s friend. You can trust me always!”

A. to amuse
B. to inform
C. to persuade
D. to argue against

When I Was One-and Twenty

A.E Housman

When I was one-One and-twenty

I heard a wise man say,
“Give me crowns and pound and Guineas
but not your heart away;
Give me pearls away and rubies
but keep your fancy free.”
But I was one-and twenty
No use to talk to me.
When I was one-and twenty,
I heard him say again,
“The heart out of the bosom
Was never given in vain;
„Tis paid sighs aplenty
And sold for endless rue.”
And I am two-and twenty, and oh, „tis true, „tis true!

14. What is the mood of the poem?

a. enthusiastic
b. nostalgic
c. peaceful
d. sympathetic

15. What is the attitude of the author in the line “But I was one-and twenty
No use to talk to me.”
a. bitter
b. conceited
c. greedy
d. uncertain

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 Additional Activities

Activity: Creative Interpretation!

Directions: Interpret the poem through a drawinsg. Do it in a short bond paper.

In my dark abode, I am in solitude.

I can feel the virtual care
but no one comes near
Here I am alone,
fighting with this illness so strong.
I am asymptomatic, yet so pathetic.
Yes, I am a victim of this pandemic.

You will be graded based on this rubric.

Criteria Excellent (4) Very Satisfactory (2) Fair (1)
Satisfactory (3)

Creativity The output is The output is The output is The output

exceptionally creative. fairly creative. lacks
neat and creativity.
creative.

Interpretation The message of Most symbols Some symbols The message

the poem is used are used are not is unclear and
clearly conveyed relevant to relevant to the irrelevant.
in the output. the message message of the
poem.
of the poem.

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Answer Key

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References

Book

Almonte, Liza, et.al 2014. A Journey through Anglo-American Literature, Grade 9.

Learner‟s Material. First Edition. Pasig City, Philippines: Department of
Education.

Gorgon, Eugenia, etal 2012. English Expressways, Third Year, Textbook English.
Reprint Edition. Quezon City, Philippines: SD Publications INC.

Websites

Eljen James Tagsip. 2015. “Mood Technique and Purpose” August 10, 2015.
Accessed August12, 2020, from https://prezi.com/kobpkvtdrmgu/mood-
technique-and-purpose-of-the-author/
ASC Eng Read. 2009. “Tone and Purpose Handout” January 2009. Accessed
August12, 2020, from
https://www.centergrove.k12.in.us/cms/lib/IN01000850/Centricity/Domai
n/490/Tone-and-Purpose.pdf
“Teaching Tone and Mood”
http://www1.lpssonline.com/uploads/3gTeachingToneandMood.pdf

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd‟s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module. This
is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]

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