QUEZON MEMORIAL ACADEMY

Progreso St., Poblacion West, Umingan, Pangasinan

GRADE 9
WEEK 1 (3RD QUARTER)
ENGLISH
I. TITLE
LESSON 9: THE SIGNIFICANCE OF NUMBERS: DECISIONS AND CONNECTIONS
II. OBJECTIVES
At the end of this lesson, students should be able to:
 Analyze a play as a means of understanding unchanging values in a changing world.
 Explain how the elements specific to full-length plays build the theme.
 Relate text content to particular social issues, concerns, or dispositions in real life.
III. ANTICIPATORY GUIDE
Considered an innovation of theatrical form and an influential member of the “little theater” movement in
the United States, Alice Gerstenberg was born in Chicago, Illinois on August 2, 1885, and the daughter of
Julia and Erich, wealthy socialities.
She attended Bryn Mawr, a college which provided quality education for many high society women.
Gerstenberg studied theater in New York, where she composed her first full-length play, The Conscience of
Sarah Platt.
In 1922, she founded the Playwright’s Theater which she ran until 1945. In 1938, she received the
Chicago Foundation Award for Literature.
IV. LESSON CONTENT
Fourteen is a play by Alice Gerstenberg. This one-act social satire was first performed October 7, 1919 at
the Maitland Playhouse, 332 Stockton Street, San Francisco, on a bill with three other one-act plays.The San
Francisco Chronicle remarked that it "gayly lampoons the question of dinner entertainments". Arthur
Maitland's company had just moved into a new 200-seat theater from its previous incarnation as the St.
Francis Little Theatre Club in the Colonial Ballroom of the St. Francis Hotel. For more details about the play
read pages 296-307.
After reading the given texts, please answer the following:
1. As you read the title and reflect on it, what might be the meaning of “Fourteen”?
2. What ideas and feelings are you learning about Dunham and Elaine?
3. What is interesting about the number fourteen?
4. From what social classes do the guests belong?
5. What economic status does Farmsworth have?
V. ASSESMENT/EVALUATION
A. Write what you have read to complete each of the unfinished sentences.
1. Mr. Harper sent flowers for Mrs. Pringle because ______________________________.
2. As a hostess, Mrs. Pringle thinks that she is ____________________________________.
3. Mrs. Pringle wanted to sit Elaine next to Oliver Farnsworth because ______________.
4. The theme of this play is ______________________________________________________.
5. The play is titled “Fourteen” because __________________________________________.
B. Go over the play again and choose the part you think is the best or your favorite. Then, write your
reasons for choosing that part. Also, explain your reactions to the experiences and actions of the
characters.
VI. ASSIGNMENT
Reread the play and reflect on it, identify the parts that show or prove that “people can change their ways
depending on the motivation and determination of people”.

Prepared by:
JOCHELLE C. FERNANDEZ
MARIEDEN T. RIMANDO
(Subject Teachers)

MATHEMATICS
WEEK 1 (3rd QUARTER)
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I. LESSON 1. ADDITION AND SUBTRACTION OF RADICALS
II. LEARNING OBJECTIVES:
In this module, you will be able to:
1. Illustrate and name the different kinds of quadrilaterals.
2. Prove quadrilaterals are parallelogram.

III. ANTICIPATORY GUIDE

A Quadrilateral is a polygon with four sides. The five most common types are parallelogram,
rectangle, rhombus, square, and trapezoid.

IV. LESSON CONTENT

THEOREMS:
1. Each diagonal of a parallelogram divides the parallelogram into two congruent triangles.
2. Opposite sides of a parallelogram are congruent.
3. Opposite angles of a parallelogram are congruent.
4. Any two consecutive angles of a parallelogram are supplementary.
5. The diagonals of a parallelogram bisect each other.
6. If the diagonals of a quadrilateral bisects each other, then the quadrilateral is a parallelogram.
7. A quadrilateral is a parallelogram if both pairs of opposite sides are congruent.
8. A quadrilateral is a parallelogram if both pairs of opposite angles are congruent.
9. A quadrilateral is a parallelogram if two sides are both parallel and congruent.
10. If an angle of a quadrilateral is supplementary to both consecutive angles, then the quadrilateral is
a parallelogram.
To answer the task please refer to your book. Page 248 example 1 and 2 only.
IV. Task
A. Study the markings given on each number, identify which of the following quadrilaterals are
parallelograms.
A. B.

C. D.

E.

B. Find the value of x and y that will make each quadrilateral a parallelogram.

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 a.

b.

c.
V. Reflection
Prepared by:
TRISTAN PANLILIO
Subject Teacher

SCIENCE
WEEK 1 (3rd QUARTER)
I. Title
INTRODUCTION TO VOLCANOES
II. Objectives.
At the end of this lesson, you should be able to:
 Explain some supernatural beliefs and scientific theories about volcanoes;
 Relate volcanism to plate tectonics theory; and
 Enumerate the different features of a volcano.
III. Anticipatory Guide.
For thousands of years, men believed that Earth is the center of the universe as presented in the geocentric
model proposed by Aristotle. They also believed that the Earth is flat and all the natural phenomena in their
environment depend on the will of supernatural beings such as gods or goddesses, demons, and other mythical
creatures. With the application of scientific method and the advancement in technology, people were able to
polish their beliefs and turned them into scientific principles.

III. Lesson Content.

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 Geomorphology is the study of the relief features of Earth’s crust. There are 3 primary geologic forces that
continually alter the planet’s surface:
Diastrophism the vertical & horizontal movement of the crust that typically produces mountains
Erosion physical removal of rock or wearing down of landmasses by geomorphic agent
Volcanism also called as volcanicity – the surface discharge of magma or hot water and steams including
volcanoes, geysers, fumaroles, and hot spring.

A volcano is an example of extrusive volcanism. It is typically a cone-shaped hill or mountain formed by

the extrusion of lava or ejection of rock fragments from a vet. The term derived its name from Vulcano, an
island off Sicily named after the Roman god of fire, Vulcan.

SUPERNATURAL BELIEFS

Volcanic activities provide us with important information on what really happens at the Earth’s interior.
The most tangible landforms created by volcanism are lava plateau and volcano
As men live with volcanoes throughout their lives, different explanations about volcanoes were passed
from generations to generations. Ancient people attributed volcanic eruptions to supernatural causes such as
interventions of gods and goddesses.
 According to Norse Mythology, Loki is the epitome of both aspects of fire: the merry but potentially
dangerous hearth fire, and the destructive fire of forest and volcano.
 Pacific Northwest Indians regarded Mount Hood and Mount Adams as warrior gods fighting over
Mount St. Helens, the prettiest and youngest volcano goddess.
 In Hawaii, eruptions are under the control of Madame Pele. According to legend, Pele and her sister
created the Hawaiian island.
 Christians explained volcanoes as manipulations of Satan or manifestation of the wrath of God. They
believed that miracles must take place; thus, parades of several relics such as that of St. Agatha’s along
Mt. Catania and St. Januarius in Mt. Vesuvius in Naples, Italy were initiated.

THEORIES OF VOLCANISM
Volcanism can be explained using the Plate Tectonic Theory. Plate Tectonics is the scientific study of the
origin and arrangement of the broad structural features of Earth’s surface known as the lithosphere. Basic idea of
plate tectonics is that the earth’s surface is divided into a few large, thick plates that move slowly and change in
size. These plates are moving relative to one another above a hotter, deeper and more mobile zone.

FEATURES OF VOLCANO
The features of a volcano are almost the same as mountain but with more complicated parts. The
following presents the different features of a volcano.

1. Cone the moat striking part of the volcano. It is usually composed of mixture of lava and pyroclastic.
2. Vent the opening through which an eruption takes place.
3. Magma chamber the large underground pool of liquid rock found beneath the Earth’s crust.
4. Crater a basin-like depression over a vent at the summit of the cone.
5. Caldera a volcanic depression much larger than the original crater.
6. Lava the rock or magma expelled from volcano during eruption.
7. Dikes the barrier or obstacles in a volcano.
8. Sills also known as intrusive sheets, solidified lava flows originally forced their way between and parallel
to older layers of rocks.
9. Conduit a channel pipe conveying liquid materials such as magma.
10. Flank the side of a volcano
11. Summit the highest point or apex of a volcano
12. Throat the entrance of a volcano
13. Ash cloud expelled in the atmosphere; volcanic ash or ash cloud is composed of pulverized rock and
glass created during eruption.
14. Volcanic bombs the chunks of lava blasted into the air which solidify before reaching the ground.
15. Pyroclastic flow fast-moving currents of hot gases and rock traveling downhill from a volcano.
16. Tephra hill the fragmented material consists of pumice, scoria, lithic materials, or crystals, or
combination of the four.
17. Lahar also called as mudflows; the flowing mixture of volcanic debris and water.

IV. Task.

A. Conduct a comprehensive research on volcanoes based on the given characteristics in the table.
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 Name Characteristic Location Additional Information

Youngest volcano

Oldest volcano

Smallest volcano

Most active volcano

Largest volcano

Note: Use a separate sheet of paper

for your answers.

B. Create a two (2) model volcano using basic tools and ingredients of your choice. For example clay, used
paper, cardboard, dough etc.
Note: take at least 3 photos while you are creating your model volcano and send it via messenger. Don’t
throw away your model volcano because we will be using it for the next activity.

V. Assignment
Give and explain at least five (5) types of volcano.

MARY GRACE M. VILLAR

Subject Teacher

FILIPINO
IKATLONG MARKAHAN, UNANG LINGGO
Yunit III: Mga Akdang Pampanitikan Mula Sa Kanlurang Asya

I. LAYUNIN:
a. napatutunayang ang mga pangyayari sa binasang parabola ay maaaring maganap sa tunay na buhay sa
kasalukuyan;
b. nabibigyang-kahulugan ang mga matatalinghagang pahayag sa parabola;
c. nagagamit nang wasto sa pangungusap ang matatalinghagang pahayag; at
d. nakasusulat ng sariling parabula tungkol sa isang pagpapahalagang kultural sa kanlurang Asya;
II. PAKSA:
● KALIGTAAN
● (Isang Parabula mula sa “Mathanawi” ni Rumi ng Prsiya salin sa Filipino ni Virgilio S. Almario
● Mga Tayutay

III. PANIMULANG GAWAIN:

Ano ang pangarap mong maging propesyon? Bakit iyon ang gusto mo? Paano mo inihahanda ang sarili sa
pangarap na iyon?

IV. NILALAMAN
ARALIN 1: KALIGTASAN

BASAHIN AT BUKLATIN ANG AKLAT MULA SA PAHINA 142-147

Itinuturing na pinakamahusay na makata sa buong daigdig si Rumi ng Persiya (1207-1273).

Sinusunod ng mga Muslim sa iba’t ibang panig ng mundo ang mga aral niyang nakapaloob sa kanyang
mga tula at parabola. Isinilang si Rumi sa lungsod ng Balk, kung saan nagturo ng relihiyon ang lanyang

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 ama. Nang sampung taon na si Rumi, lumipat ang pamilya nila sa Anatolia (ang kasalukuyang Turkey) at
nanirahan sa lungsod ng konya, na kabisera ng Anatolia nang panahong iyon.
Pangunahing dahilan ng paghanga nila kay Rumi ang tatlo niyang aklat: isang koleksiyon ng
prosa, ang “Fhi ma Fihi” ( Narito ang Anumang Narito) na koleksiyon ng mga kasabihang panrelihiyon at
mistiko at dalawang aklat ng tula--- ang “Diwan-e-Shams-e” isang koleksiyon ng mga tulang alay sa
kanyang gurong si Shams, at ang “Masnavi,” isang mahabang tula na may layuning gumabay sa kanyang
mga taga sunod at sa mga susunod na henerasyon.
MGA TANONG:
1. Sino-sino ang tauhan sa parabola? Ano ang katangian ng bawat isa sa kanila?
2. Sino ang masasabing bida o pangunahing tauhan sa parabola? Paano mo nasabi iyon?
3. Ano ang sento na tunggalian ng kuwento? Paano ito nagawan ng solusyon sa bandang huli?
4. Ano ang sinasabi ng parabola tungkol sa halaga ng buhay? Malinaw bang naihatid ng kuwento ang
mensaheng ito?
5. Ano ang kagandahang asal ang naidudulot ng parabola sa buhay ng isang tao?

V. GAWAIN: Pagsulat
Panuto: Sumulat ng isang konkretong Parabula na tumutukoy sa propesyon o estado ng buhay. Isaalang
alang ang mga matalinghagang salita at gramatika.

TAKDANG ARALIN:
1. Magbigay ng isang kasabihan na hinango sa Bibliya na may malaking impluwensiya sa iyong buhay at
bakit?

Inihanda nina:
JOMARI ULEP BELOGOT
KAYCEE FLORES
(GURO SA FILIPINO 9)

ARALING PANLIPUNAN
IKATLONG MARKAHAN, UNANG LINGGO
I. Layunin
A. Nailalarawan ang paikot na daloy ng ekonomiya.
B. Natataya ang bahaging ginampanan ng mga bumubuo sa paikot na daloy
ng ekonomiya.
C. Nasusuri ang ugnayan sa isa’t isa ng mga bumubuo sa paikot na daloy ng
ekonomiya.
II. Paksa
ARALIN 12: PAYAK NA LARAWAN NG EKONOMIYA
III. Nilalaman
ANO ANG MAKROEKONOMIKS?
Isang sangay ng ekonomiyang humaharap sa galaw o pagsasakatuparan, kayarian o istruktura, at asal o
ugali ng isang pambansa o rehiyonal na ekonomiya o kabuhayan bilang isang kabuuan. 
Kasama ng mikroekonomiya o mikroekonomiks, isa rin ang makroekonomiya sa dalawang pinaka
panglahatang mga larangan sa ekonomiya. Ito ang pag-aaral ng gawi o asal at pagpapasya ng kabuuan ng mga
ekonomiya.

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  Ang ugnayan na namamagitan sa sambahayan at bahay kalakal ay nagluluwasang (export) ng mga
MGA AKTOR SA PAIKOT NA DALOY NG
EKONOMIYA BAHAGING GINAGAMPANAN
1.SAMBAHAYAN 1. Konsyumer ng mg tapos na produkto at kalakal
na nilikha ng bahay kalakal.

2.BAHAY KALAKAL 1. Bumibili ng mga produkto at serbisyo sa

sambahayan.
2. Ang pag-iral ng sistema ng pamilihan sa
pambansang ekonomiya ang tuon ng ikalawang
modelo. Ang sambahayan at bahay-kalakal ang mga
pangunahing sektor dito. Sila ay binubuo ng iba’t
ibang aktor. Sa puntong ito masasabing magkaiba ang
sambahayan at bahay-kalakal.

3.PAMAHALAAN 1. Nangongolekta ng buwis sa sambahayan at bahay

kalakal.
2. Sa ikatlong modelo, ang kita ng pambansang
ekonomiya ay maitatakda ng kabuuang gastusin ng
sambahayan at bahay-kalakal. Kasama na rito ang
gastusin sa pamumuhunan ng bahay-kalakal. Ang isa
naman ay sa pamamagitan ng kabuuang kita ng
sambahayan at bahay-kalakal. Kabilang dito ang kita
ng sambahayan sa pag-iimpok.

4.PANLABAS NA SEKTOR 1. Nagbebenta sa ibang bansa (export) at bumiibili sa

ibang bansa (import).
MGA URI NG PAMILIHAN BAHAGING GINGAMPANAN
1.PRODUCT MARKET Bumibili ang bahay kalakal ng mga salik ng
produksiyon (input, lupa ,kapital ,paggawa ,
entrepreneur).
2.FACTOR MARKET Bumibili ang sambahayan ng mga tapos na produkto
at paglilingkod.
3.FINANCIAL MARKET Umuutang ang bahay kalakal.
4.WORLD MARKET Ito ang nagsasagawa ng mga operasyong
pangkalakanlan sa pagitan ng iba’t ibang mga bansa.
produkto sa panlabas na sector samantalang ang sambahayan ay nag-aangkat (import) mula dito ay mahalaga sa
sektor ng ekonomiya.
 Ang pamahalaan ay sobrang mahalaga sa ekonomiya dahil siya ang sumisingil ng buwis upang makalikha
ng pampublikong paglilingkod at ang pampublikong paglilingkod ay nauuri sa pangangailangan ng sambahayan
at bahay kalakal at ang pamahalaan ay siyang nagpapatatag sa ekonomiya dahil mahalagang makalikha ng
posibong motibasyon sa pamahalaan ang sambahayan at bahay kalakal at ang pamahalaan ay mahalagang mapag
ibayu ang mga kaalaaman at kakayahan ng sambahayan at bahay kalakal.
 Kailangan ng ekonomiya ang panlabas na sector dahil kapag ang pambansang ekonomiya ay bukas may
kalakalang panlabas ang bukas na ekonomiya ang kalakalang panlabas ay ang pakikipagpalitan ng produkto at
salik ng pambansang ekonomiya sa mga dayuhang ekonomiya . Lumilikha ng produkto mula sa pinagkukunang
yaman ang pambansang ekonomiya. Maaring mag kapareho ang kanilang produkto maaari rin naming
magkakaiba .Nakikipagpalitan ang dalawang ekonomiya ng produkto sa isat isa . Ang bahay kalakal ay nag
luluwas (export) ng mga produkto sa panlabas na sector samantalang ang sambahayan ay nag aangkat (input)
mula dito at kapag sarado ang ekonomiya ay hindi tayo nakikipag ugnayan sa mga dayuhang ekonomiya kaya
kailanagan natin ang panlabas na sektor.

IV: Gawain #1

A. Panuto: Sagutin ang mga sumusunod na katanungan base sa iyong pagkakaintindi sa tinalakay na aralin.

1. Paano nag-uugnayan ang sambahayan at bahay-kalakal? Magbigay ng halimbawa.

2. Paano ka nagiging bahagi ng gawaing pang-ekonomiya ng bansa? Ano ang iyong partisipasyon?
3. Bakit nakatutulong ang paikot na daloy ng produkto at serbisyo sa larawan ng ekonomiya?
4. Nagkakaroon ba ng korupsiyon sa pamahalaan sa pagiging tagasingil at tagakolekto ng buwis sa
sambahayan at bahay-kalakal? Ipaliwanag.
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B. Panuto: Lumikha ng isang karikatura na nagpapakita ng ekonomiya ng ating bansa ngayong nakararanas ng
matinding Pandemya.

V. Takdang Aralin

Panuto: Magsaliksik ng tungkol sa Grosss National Product at Gross Domestic Product. Ilarawan ang pagkakaiba
ng mga ito.

Inihanda nina:
JOCHELLE C. FERNANDEZ
ABIGAIL DE GUZMAN
KAYCEE FLORES

TECHNOLOGY AND LIVELIHOOD EDUCATION

WEEK 1 (3rd QUARTER)

I.Title
HAND TOOLS IN AGRICULTURE
II.Objectives
At the end of this module, the learner should be able to
a. know the importance of agriculture,
b. discuss the uses of the different hand tools; and
c. perform how to use the different hand tools in agriculture.
III. Anticipatory Guide
Hand tools are usually light and are used without the help of animals or machines. They are being used
in performing farm activities which involve small areas like school garden and home garden.
IV. Lesson Content

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Farm Implements
These are accessories which are being pulled by working animals or mounted to machineries (hand tractor,
tractor) which are usually used in the preparation of land. These are usually made of a special kind of metal.
Examples are:
1. Plows- These are farm implements either pulled by a working animal or a tractor. The plow is specifically
used for tilling large areas, making furrows and inter row cultivation. Plows pulled by working animals are
made of either a combination of metal and wood or pure metal. They are used to till areas with a shallower
depth than that of the disc plows which are pulled by tractors.

2. Harrow- The native wooden harrow is made of wood with a metal teeth and pulled by a carabao while the
disc harrow is made of metal mounted to a tractor. Harrows are used for tilling and pulverizing the soil.

3. Rotavator- The rotavator is an implement mounted to a tractor used for tilling and pulverizing the soil.

V. Evaluation

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Direction: Match Column A to Column B. Write your answer on the space provided.

2. What is the importance of agriculture in our daily living?

3. As a student, how can you help local farmers in your own simple way?

VI. Task
1. Make a slogan about the importance of farming, do it creatively, use long coupon bond for this task.
VII. Assignment
1. List down the different equipment used in farming.
VIII. Reflection
What have you learned?
Prepared by:
JONAFE M. IMBAG
Subject Teacher

MAPEH
WEEK 1 (3rd QUARTER)

I. Lesson Outline: Characteristics of Music of the Romantic Period

II. Learning Objectives:
At the end of this outline, the students should be able to:
a. describe musical elements of given Romantic period pieces; and
b. relate Romantic music to the other art forms and its history within the era;
III. Anticipatory Guide
In this period, music became more expressive and emotional; it also encompassed literary, artistic,
and philosophical themes. Musical Romanticism or Romantic music dominated in Europe especially in
Germany.
IV. Lesson Content
CHARACTERISTICS OF ROMANTIC MUSIC
Although there was a deep fascination with music history, certain features of the nineteenth century
music were still observed that set it apart from other eras. It is also interesting to note that these radical
changes in Romantic music are brought about by the sweeping changes in the political, moral, and social
climate of the era.

 Romantic composers no longer relied on the support or sponsorship of the aristocratsand church but on a
considerably large audience-the middle class. This was the gradual shift from an aristocratic society to a
democratic society.
 Virtuostic display of skills and techniques in performing was greatly admired.
 The public favored more genres such as opera, piano compositions, solo songs with a piano
accompaniment, and orchestral works; chamber music and compositions for choirs were less preferred.
 Devotion to one's nation, or nationalism was an important influence in Romantic music. It was instilled in
many compositions by using folk tunes, folk styles, and legendary folk heroes to identify the composer's
music with his/her native land.

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  Romantic composers enjoyed self-expression and created music that would purposefully shout their
identity or personality.

Aside from the aforementioned characteristics, here are the specific developments as far as
compositional styles and techniques are concerned:

Timbre
Romantic composers used a richer, denser sound especially in orchestral music to achieve diversity in
pervasive mood. This is done through adding more players in the orchestra. That is why public concert
halls necessitate an increase in size to accommodate the full orchestra of the Romantic period.
Tonality
Nineteenth-century compositions are basically tonal, but the feeling of tonality is often clouded by the
use of modulations (changes in key within a composition and keys remotely related to the key signature.
Texture
Just like in Classical music, textures of Romantic music are essentially homophonic. The use of
counterpoint is not as important during this period.
Melody
To achieve greater brilliance and depth of sound, Romantic composers exploit the range of such
instruments as piccolo and contrabassoon. As a result, Romantic melodies generally have characteristics
of warmth and expressiveness.
Dynamics
Romantic composers explore the possibilities of expanding the expressiveness of their music through
the use of wider range of dynamic levels. Classical music uses dynamic marks such as fortissimo (very
loud) and pianissimo (very soft), but Romantic music uses such extremes as fortississimo and
pianississimo. There is also frequent use of crescendos (gradual increase in volume) and diminuendos or
decrescendos (gradual decrease in volume) from faint whispers to a very powerful sound and vice versa.
Tempo and Articulation
As part of the exploration in the possibilities of expanding expressiveness, new characteristic
vocabularies of terms emerge to indicate not only the tempo but also the mood.
Harmony
Harmony is also a very significant tool for Romantic expression in music. To achieve heightened
emotional expressiveness, Romantic composers exploit new ways of treating harmony. They use a lot of
dissonances to produce an effect of action or tension. Additionally, the use of complex harmonies as in
chromatic harmony is prominent. Chromatic harmony uses nondiatonic chords. These chords cannot be
found in the major and minor scales but in the chromatic scale or twelve-tone scale. Seventh and ninth
chords appear more frequently. Therefore, chromaticism and modulation play important roles here.
Form
The conventional forms of music in the Classical period are usually subordinate to the subjective and
content expression in the Romantic period. Therefore, forms used in music are more flexible and more
varied as the composers favor more the expressiveness of their music.
V. Task
1. In comparison with the classical period, how did Romantic music make use of musical elements?
2. If you were a composer, how would you show nationalism in your compositions?
VI. Assignment
Search the following:
1. Neoclassicism
2. Jacques-Louis David (Neoclassical artist)
3. Jean-Auguste-Dominique Ingres (Neoclassical artist)
4. The death of Socrates
5. Napoleon in His Study
EDUKASYON SA PAGPAPAKATAO
IKATLONG MARKAHAN, UNANG LINGGO
I. Pamagat.
KATARUNGANG PANLIPUNAN
II. Layunin
Matapos ang aralin, ang mga mag-aaral ay inaasahan:
 Nakikilala ang mga palatandaan ng katarungang panlipunan.
 Nakapagsusuri ng mga paglabag sa katarungang panlipunan ng mga tagapamahala at mamamayan.
III. Nilalaman.
Kahulugan ng Katarungan
 ang katarungan ay pagbibigay sa kapuwa ng nararapat sa kaniya.
 Ayon kay Dr. Manuel B. Dy Jr, ito ay isang pagbibigay at hindi isang pagtanggap.

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  Ayon naman kay Santo Tomas de Aquino, ang katarungan ay isang gawi na gumagamit lagi ng kilos-loob
sa pagbibigay ng nararapat sa isang indibidwal.
Makatarungang Tao
 Ayon kay Andre Comte-Sponville (2003), isa kang makatarungang tao kung ginagamit mo ang iyong
lakas sa paggalang sa batas at sa karapatan ng kapuwa.
Pangunahing Prinsipyo ng Katarungan
 Bilang tao, karapatan ng bawat isa na mabuhay at mamuhay nang hindi hinahadlangan o
pinaghihimasukan ng iba. Kung nilalabag ang karapatang ito, mawawalan ng katarungan. Hindi nila ito
magugustuhan at maaaring magbunga ng gulo sa buhay ng mga nasasangkot.
Nagsisimula sa Pamilya ang Katarungan
 Sa pamilya, una mong nararanasan ang mga bagay-bagay na nagbibigay sa iyo ng kamalayan tungkul sa
katarungan.
 Malaki ang papel ng pagsasanay upang magiging makatarungan ka bilang tao. Ang pagsasanay na ito ay
una among nararanasan sa piling ng iyong pamilya.
 May apat na aspekto na mahalagang pagtuunan mo ng pansin sa pagsasanay sa loob ng inyong pamilya
upang mahubog sa iyo ang katarungan. Narito ang mga aspektong titignan mo sa iyong sarili:
1. Ipinaaalala ba palagi ng mga magulang mo sa iyo na kailangan mong gawin ang mga
makatarungang bagay sa iyong ugnayan sa iba? Ginagabayan ka ba nila upang maiwasan mo ang
hindi makatarungang gawain?
2. Ipinauunawa ba nila saiyo kung ano ang ibig sabihin ng paggalang sa kapuwa? Kaugnay nito,
tinutulungan ka ba nila na sanayin ang iyong sarili tulad ng paghiram ng isang bagay na
pagmamay-ari ng iyong kapatid kung gusto mong gamitin ito?
3. Nalilinaw ba nila sa iyo ang pagkakaiba-iba ng mga sirkumstansiya ng iba’t ibang tao lalo na ang
mga nakapaligid sa iyo?
4. Tinuturuan ka ba nila ng pagiging mapagtimpi o pagkontrol sa sarili at pagsasaayos ng iyong mga
pagkakamaling nagagawa sa ugnayan mo sa iba?
Ang Moral na Kaayusan Bilang Batayan ng Legal na Kaayusan ng Katarungan
 Ang batas moral ay maituturing na isang panloob na aspekto ng katarungan.
 ang batas sibil ay ang panlabas na aspekto nito.
 Ang sistemang legal ng lipunan ng Pilipinas ay nararapat na nagbibigay ng proteksiyon sa karapatang
pantao ng bawat mamamayan nito.
Katarungang Panlipunan
 Ang katarungan ay isang mahalagang pundasyon ng panlipunang pamumuhay.
 Ayon kay Dr. Dy, ito ay nauukol hindi lamang sa ugnayan ng tao sa kaniyang kapuwa kundi sa ugnayan
din nila sa kalipunan.
IV. Gawain
Panuto: Sagutin ang mga sumusunod:
1. Ano ang katarungan? Bakit nangangailangan ng panloob na kalayaan ang pagtataguyod nito?
2. Paano magiging makatarungan ang tao? Ipaliwanag.
3. Ano ang pangunahing prinsipyo ng katarungan? Ipaliwanag.
4. Paano nagsisimula sa pamilya ang pagiging makatarungan? Patunayan.
5. Ipahayag ang pagsang-ayon o pagtutol: Ang batas ay para sa tao at hindi ang tao para sa batas.
V. Takdang Aralin.
Sa iyong papel, isulat ang inyong nararamdaman at reyalisasyon tungkol sa bahagi na gagampanan mo sa
pagpapairal ng katarungang panlipunan.

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