9

ENGLISH
SECOND QUARTER - MODULE 1
MAKE CONNECTIONS BETWEEN
TEXTS TO PARTICULAR SOCIAL
ISSUES, CONCERNS, OR
DISPOSITIONS IN REAL LIFE
English- Grade 9
Alternative Delivery Mode
Quarter 2- Module 1: Make Connections between Texts to Particular Social Issues,
Concerns, or Dispositions in Real Life
First Edition, 2020

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of the Government of the Philippines. However, prior approval of the government agency or
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ownership over them.

Published by the Department of Education

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

Development Team of The Module

Writers Name: MARIANETH MIRAFLOR

GLEM MAE GARCIA

Editors Name: ALEX A. PARANE, Ph.D., EPSVR – ENGLISH

Reviewers Name: JOHN SEDRICK V. TABIO & RIA V. OMAÑA
Illustrator: CATALINO B. DAEL III & CYNTHIA C. AGUILAR
Layout Artist: GLEM MAE L. GARCIA
Management Team: MA. THERESA V. AVANZADO, CESO IV-SDS
SAMUEL J. MALAYO, ASDS
MILAGROS M MANANQUIL – CHIEF, CID
MILAGROS G. SUYO – CHIEF, SGOD
GLENDA T. CATACUTAN – EPSVR, LRMS
ARNULFO M. GIRASOL – COORDINATOR, ADM/ESP
ALEX A. PARANE, Ph.D. – EPSVR, ENGLISH

Printed in the Philippines by: Division of Tanjay City

Department of Education – Region 7: Tanjay City Division
Office Address: Opao, Brgy. 9, Tanjay City, Negros Oriental
E-mail Address: depedtanjaycity@yahoo.com
 9

ENGLISH
SECOND QUARTER - MODULE 1
MAKE CONNECTIONS
BETWEEN TEXTS TO SOCIAL
ISSUES, CONCERNS, OR
DISPOSITIONS IN REAL LIFE
Introductory Message
For the facilitator:

Welcome to the Grade 9 Alternative Delivery Mode (ADM) Module on Making

Connections between Texts to Particular Social Issues, Concerns, or
Dispositions in Real Life

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

This contains helpful tips or strategies
that will help you in guiding the learners.

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.
For the learner:

Welcome to the English Alternative Delivery Mode (ADM) Module on Making

Connections between Texts to Particular Social Issues, Concerns, or
Dispositions in Real Life

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:

This will give you an idea of the skills or competencies

What I Need to you are expected to learn in the module.
Know
This part includes an activity that aims to check what
you already know about the lesson to take. If you get
What I Know all the answers correct (100%), you may decide to skip
this module.
This is a brief drill or review to help you link the
What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.

This comprises activities for independent practice to

solidify your understanding and skills of the topic.
What’s More You may check the answers to the exercises using the
Answer Key at the end of the module.

This includes questions or blank sentence/

What I Have paragraph to be filled in to process what you learned
Learned from the lesson.

This section provides an activity which will help you

What I Can Do transfer your new knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate your level of
 Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional enrich your knowledge or skill of the lesson learned.
Activities
This contains answers to all activities
Answer Key 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!
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you make connections between texts to particular social issues, concerns, or
dispositions in real life. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

At the end of the lesson, you must be able to:

A. Relate text content to particular social issues, concerns, or
dispositions in real life by performing various activities
B. Write a meaningful essay on “Creating Positive Impact on
Someone Else’s Life”
C. Value the importance of one’s willingness to help and work with
others in this ever changing world

What I Know

Look at the four suggested definitions on the right and choose the letter
which you think has the same meaning with the word on the left. Write the
answers in your answer sheet. Remember to answer all items. After taking this
short test, your answers will be checked to find out your score. Take note of the
items that you won’t be able to correctly answer and look for the right answer as
you go through this module.
A.

1. tug a. force b. pull c. steal d. shoot

2. permit a. allow b. keep c. push d. worry
3. stoop a. forget b. run away c. bend over d. fool
4. frail a. strong b. tall c. athletic d. delicate
5. bothering a. whispering b. annoying c. stealing d. meeting
6. sweat a. perspiration b. cake c. dessert d. blasphemy
7. snatch a. trick b. watch c. grab d. follow
8. frowned a. grimaced b. discovered c. smiled d. laughed

B.
9. Who is the author of “Thank You, Ma’am”?
a. Henry Wadswroth Longfellow c. Rudyard Kipling
b. Langston Hughes d. William Shakespeare

10. Who are the two characters in the story?

a. Roger and Miller c. Roger and Mrs. Jones
b. Roger and Mrs. Hughes d. Roger and the bystander

11. What happens when Roger tries to steal Mrs. Jones’ purse?
a. Roger gets to run away. c. Roger loses his balance and falls.
b. Roger is held tight by the bystander. d. Roger gets a punch from Mrs. Jones.

12. What can you infer about Mrs’ Jones’ first reaction to Roger?
a. She is angry. c. She is nostalgic.
b. She is helpless. d. She is sorry.

13. What can you infer about Roger when asked if nobody is home to tell him to
wash his face?
a. Roger is loved. c. Roger is neglected at home.
b. Roger is abused. d. Roger is well- taken care of at home.

14. Why does Roger steal Mrs. Jones’ purse?

a. To get money for food c. To frighten Mrs. Jones
b. To get money for shoes d. To frighten the bystanders

15. What value can we drive home form the selection “Thank You, Ma’am”?
a. indifference b. honesty c. hostility d. kindness

What’s In

The world today is facing major health issues that only worsen perennial
problems like poverty and unemployment. It is with our willingness to help and
work with others that the human race can survive this ever changing world.
Now, remember the most recent act of kindness you did for someone. Share
it by completing the table below.

What is the most recent Why did you do it? What feeling/s did it
act of kindness you did? give you?
 What’s New

Who should be responsible for the moral education of a child? Parents?

Society? School? Or Everyone? Read the short story below and be ready to perform
various activities related to the text.

Thank you, Ma’am

by Langston Hughes

She was a large woman with a large purse that had everything in it but hammer
and nails. It had a long strap, and she carried it slung across her shoulder. It was
about eleven o’clock at night, and she was walking alone, when a boy ran up
behind her and tried to snatch her purse. The strap broke with the single tug the
boy gave it from behind. But the boy’s weight and the weight of the purse combined
caused him to lose his balance so, intsead of taking off full blast as he had hoped,
the boy fell on his back on the sidewalk, and his legs flew up. the large woman
simply turned around and kicked him right square in his blue-jeaned sitter. Then
she reached down, picked the boy up by his shirt front, and shook him until his
teeth rattled.

After that the woman said, “Pick up my pocketbook, boy, and give it here.” She still
held him. But she bent down enough to permit him to stoop and pick up her purse.
Then she said, “Now ain’t you ashamed of yourself?”

Firmly gripped by his shirt front, the boy said, “Yes’m.”

The woman said, “What did you want to do it for?”

The boy said, “I didn’t aim to.”

She said, “You a lie!”

By that time two or three people passed, stopped, turned to look, and some stood
watching.

“If I turn you loose, will you run?” asked the woman.

“Yes’m,” said the boy.

“Then I won’t turn you loose,” said the woman. She did not release him.

“I’m very sorry, lady, I’m sorry,” whispered the boy.

“Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t
you got nobody home to tell you to wash your face?”
“No’m,” said the boy.

“Then it will get washed this evening,” said the large woman starting up the street,
dragging the frightened boy behind her.

He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes

and blue jeans.

The woman said, “You ought to be my son. I would teach you right from wrong.
Least I can do right now is to wash your face. Are you hungry?”

If you were Roger, would you trust Mrs. Jones right away?

“No’m,” said the being dragged boy. “I just want you to turn me loose.”

“Was I bothering you when I turned that corner?” asked the woman.

“No’m.”

“But you put yourself in contact with me,” said the woman. “If you think that that
contact is not going to last awhile, you got another thought coming. When I get
through with you, sir, you are going to remember Mrs. Luella Bates Washington
Jones.”

Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped,
jerked him around in front of her, put a half-nelson about his neck, and continued
to drag him up the street. When she got to her door, she dragged the boy inside,
down a hall, and into a large kitchenette-furnished room at the rear of the house.
She switched on the light and left the door open. The boy could hear other roomers
laughing and talking in the large house. Some of their doors were open, too, so he
knew he and the woman were not alone. The woman still had him by the neck in
the middle of her room.

She said, “What is your name?”

“Roger,” answered the boy.

“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon
she turned him loose—at last. Roger looked at the door—looked at the woman—
looked at the door—and went to the sink.

Let the water run until it gets warm,” she said. “Here’s a clean towel.”

“You gonna take me to jail?” asked the boy,

bending over the sink.

“Not with that face, I would not take you nowhere,” said the woman. “Here I am
trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe,
you ain’t been to your supper either, late as it be. Have you?”

“There’s nobody home at my house,” said the boy.

“Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try
to snatch my pocketbook.”

“I wanted a pair of blue suede shoes,” said the boy.

“Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs.
Luella Bates Washington Jones. “You could have asked me.”

“M’am?”

The water dripping from his face, the boy looked at her. There was a long pause. A
very long pause. After he had dried his face and not knowing what else to do dried
it again, the boy turned around, wondering what next. The door was open. He
could make a dash for it down the hall. He could run, run, run, run, run!

If you were Roger, would you run?

The woman was sitting on the day-bed. After a while she said, “I were young once
and I wanted things I could not get.”

There was another long pause. The boy’s mouth opened. Then he frowned, but not
knowing he frowned.

The woman said, “Um-hum! You thought I was going to say but, didn’t you? You
thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t
going to say that.” Pause. Silence. “I have done things, too, which I would not tell
you, son—neither tell God, if he didn’t already know. So you set down while I fix us
something to eat. You might run that comb through your hair so you will look
presentable.”

What did Roger feel at this moment?

In another corner of the room behind a screen was a gas plate and an icebox. Mrs.
Jones got up and went behind the screen. The woman did not watch the boy to see
if he was going to run now, nor did she watch her purse which she left behind her
on the day-bed. But the boy took care to sit on the far side of the room where he
thought she could easily see him out of the corner of her eye, if she wanted to. He
did not trust the woman not to trust him. And he did not want to be mistrusted
now.

“Do you need somebody to go to the store,” asked the boy, “maybe to get some milk
or something?”

“Don’t believe I do,” said the woman, “unless you just want sweet milk yourself. I
was going to make cocoa out of this canned milk I got here.”

“That will be fine,” said the boy.

She heated some lima beans and ham she had in the icebox, made the cocoa, and
set the table. The woman did not ask the boy anything about where he lived, or his
folks, or anything else that would embarrass him. Instead, as they ate, she told him
about her job in a hotel beauty-shop that stayed open late, what the work was like,
and how all kinds of women came in and out, blondes, red-heads, and Spanish.
Then she cut him a half of her ten-cent cake.

“Eat some more, son,” she said.

When they were finished eating she got up and said, “Now, here, take this ten
dollars and buy yourself some blue suede shoes. And next time, do not make the
mistake of latching onto my pocketbook nor nobody else’s—because shoes come by
devilish like that will burn your feet. I got to get my rest now. But I wish you would
behave yourself, son, from here on in.”

She led him down the hall to the front door and opened it. “Good-night! Behave
yourself, boy!” she said, looking out into the street.

The boy wanted to say something else other than “Thank you, m’am” to Mrs. Luella
Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop
and looked back at the large woman in the door. He barely managed to say “Thank
you” before she shut the door. And he never saw her again.
 What is It

The concept map below shows the values that we can drive home from the
selection “Thank You, Ma’am”. Reflect and study each node carefully in order to
perform the succeeding activities successfully.

Thank You, Ma’am

By Langston
Hughes

KINDNESS and
COMPASSION

FORGIVENESS and
UNDERSTANDING
The title itself, “Thank LOVE and
You, Ma’am”, SUPPORT
evidently suggests
that kindness has One can create a
been performed. This
positive impact on
was manifested when
others by showing It can be inferred
Mrs. Jones showed
forgiveness and from the text that
her heartfelt
understanding even Roger is neglected at
compassion to the
would- be robber, to those who may not home. Had his
Roger. Instead of seem deserving. As parents shown him
turning over Roger to depicted in the story, the love and support
the police, Mrs. Jones Mrs. Jones did not he needs, he couldn’t
took Roger home, judge Roger despite have done such
washed and fed him. his misconduct, thus, misconduct. It is then
revealing the value of proper and fitting to
second chances. teach the young
generation proper
values and give them
outmost love and
support.
 What’s More

ACTIVITY 1
It is worth noting that what makes a community strong and stable is its
people. The selection “Thank You, Ma’am” introduces you to real- life experiences
and makes you realize how helping others influence you on creating a positive
impact on someone else’s life.

TRY THIS
A. Give your response to each question.

1. How did Mrs. Jones react when Roger tried to steal her purse?
2. Do you think Roger’s encounter with Mrs. Jones altered his life? In what
way?
3. Why did Hughes title the story, Thank You, Ma’am?

B. Write the letter of the correct answer.

4. Who is the author of “Thank You, Ma’am”?

a. Henry Wadswroth Longfellow c. Rudyard Kipling
b. Langston Hughes d. William Shakespeare

5. Who are the two characters in the story?

a. Roger and Miller c. Roger and Mrs. Jones
b. Roger and Mrs. Hughes d. Roger and the bystander

6. What happens when Roger tries to steal Mrs. Jones’ purse?

a. Roger gets to run away. c. Roger loses his balance and falls.
b. Roger is held tight by the bystander. d. Roger gets a punch from Mrs.
Jones.

7. What can you infer about Mrs’ Jones’ first reaction to Roger?
a. She is angry. c. She is nostalgic.
b. She is helpless. d. She is sorry.

8. What can you infer about Roger when asked if nobody is home to tell him to
wash his face?
a. Roger is loved. c. Roger is neglected at home.
b. Roger is abused. d. Roger is well- taken care of at
home.

9. Why does Roger steal Mrs. Jones’ purse?

a. To get money for food c. To frighten Mrs. Jones
b. To get money for shoes d. To frighten the bystanders
 10. What value can we drive home form the selection “Thank You, Ma’am”?
a. indifference b. honesty c. hostility d. kindness

ACTIVITY 2
Roger’s stealing can be labelled to as juvenile delinquency. Juvenile
delinquency is the act of committing a crime at a very young age. A juvenile
delinquent is a young person, particularly a teenager under the age of eighteen,
who commits a crime (Google 2017).

TRY THIS

Interview well- informed persons in your area (preferably one person for each
issue) and ask them about their stand on the following. Copy this table in your
answer sheet.
Note: Follow proper health protocol when conducting your mini-interview.

Interview #1

ISSUE: Underage drinking of alcohol and use of cigarettes

Interviewee:
Age:
Title/ Position (optional):
Question: What is your stand on underage drinking of alcohol and use of
cigarettes?
Response:

Question: How can you work with others to somehow solve this issue?
Response:
Interview #2

ISSUE: Skipping of School (Truancy)

Interviewee:
Age:
Title/ Position (optional):
Question: What is your stand on students’ frequent skipping of school?
Response:

Question: How can you work with others to somehow solve this issue?
Response:

Interview #3

ISSUE: Theft

Interviewee:
Age:
Title/ Position (optional):
Question: What is your stand on numerous theft cases committed by teenagers?
Response:

Question: How can you work with others to somehow solve this issue?
Response:
ACTIVITY 3
It is undeniably true that Roger’s encounter with Mrs. Jones had a great
impact in his life. The act of kindness and the level of understanding shown by
Mrs. Jones could positively change the course of Roger’s life.
With this in mind, it is imperative to say that you, too, can positively impact
someone else’s life through the words you speak and the good acts you do every
single day.

TRY THIS
Now, create a bubble strip to show what you would say if given the chance to
confront the person who committed the wrong deed in each scenario.

Scene 1: A friend who was caught by a bystander trying to steal money from
the store

YOU

YOUR FRIEND

Scene 2: A classmate who was suspended for bullying your bestfriend

YOU
YOUR CLASSMATE
 What I Have Learned

A. Remember!

1. The past real conditional describes what you used to do in particular

real-life situations.

2. The past unreal conditional is used to talk about imaginary situations in

the past.

3. ‘Used to’ is commonly used in past real conditional sentences to

emphasize that something was a habit.

4. ‘If’ and ‘When’ are used in the past real conditional (‘if’ suggests that
something happened less frequently and ‘when’ suggests that something
happened regularly).

5. Only the word ‘if’ is used with the past unreal conditional.

B. My Treasure

In this part of the lesson, you are going to write down the insights and
learning you’ve had for the week, the lesson or topic which you want to continue
learning, and the persons whom you think can help you learn them.

This week, I learned I will continue learning To learn this, I will seek
that… about… help from…
 What I Can Do

Construct at least two (2) sentences using the following:

A. Past Real Conditional

1. __________________________________________________________.
2.___________________________________________________________.

B. Past Unreal Conditional

1. _________________________________________________________.
2. _________________________________________________________.

Assessment

Write a meaningful essay on “Creating Positive Impact on Someone Else’s

Life”. Be sure to include the following parts:
•Introduction in which you state your position
•Body which further explains your position
•Conclusion in which you leave your readers with memorable idea or
quotation

Rubrics for your essay:

Content 10
Organization of Ideas 5
Grammar and Mechanics
(Capitalization and 10
Punctuation)
TOTAL 25
 Additional Activities

Our country today is facing serious threats of covid-19 pandemic. If

you were the president of the Philippines, what would have you done to
mitigate the ill-effects of the said pandemic? Use past unreal conditionals in
your answer.

Answer Key
What I Know

A. 1. B B. 9. b

2. a 10. b

3. c 11. c

4. d 12. a

5. b 13. c

6. a 14. b

7. c 15. d

8. a
What's More
Activity 1
A. Answers may vary
B. 4. B
5. b
6. c
7. a
8. c
9. b
10. d
Activity 2 Interviewee’s responses may vary
Activity 3 Answers may vary

Asssessment
(Answers may vary)
References

Books
Almonte, Liza, et.al A Journey through Anglo-American Literature, Grade 9.
Teacher’s Guide. First Edition. Department of Education, 2014.
Almonte, Liza, et.al. A Journey through Anglo-American Literature, Grade 9.
Learner’s Material. First Edition. Department of Education, 2014.
Gorgon, Eugenia R. et.al English Expressways III Textbook, Revised Edition. SD
Publications Inc.,2010.

Online Sources
E-Notes, “How Can a Reader Learn a Lesson in the Story Thank You, Ma’am,”
accessed Oct. 6, 20, 2020
https://www.enotes.com/homework-help/how-can-reader-learn-lesson-thank-you-
maam-545972

SecureTeen, “What Causes Teens to Become Victims of Juvenile Delinquency,”

accessed Oct. 6, 20, 2020
https://www.secureteen.com/juvenile-delinqunecy-what-makes-teens-
commits-crimes

The New York Times, “Making It Relevant: Helping Students Connect Their Studies
to the World,” accessed Oct. 6, 20, 2020
https://www.nytimes.com/2017/learning/lesson-plans/making-it-
relevant.html
For inquiries or feedback, please write or call:

Department of Education – Region 7 : Tanjay City Division

Office Address: Opao, Barangay 9, Tanjay City, Negros Oriental

Telefax: (035) 415 - 9360

Email Address: depedtanjay@yahoo.com