English Grade 9 Relating Text Context To A Particular Social Issue, Concern, or Disposition in Real Life

9
English Grade 9
Module 4
Relating Text Context to a

Particular Social Issue,
Concern, or Disposition in
Real Life
i
English – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 4: Relating Text Context to a Particular Social Issue, Concern or Disposition in
Real Life
First Edition, 2020
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Published by the Department of Education

Division of Lapu-Lapu City
Development Team of the Module

Writer’s Name : Maryluz C. Ayta and Regene M. Lumbab
Editor’s Name : Maryluz C. Ayta and Regene M. Lumbab

Reviewer’s Name : Maryluz C. Ayta and Regene M. Lumbab
Illustrator’s Name : Mar Onell C. Booc
Layout Artist :
Plagiarism Detector Software: PlagiarismDetector.com
Grammar Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent: Marcelita S. Dignos, Ed.D, CESE
Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.
EPSVR – English : Irene T. Pilapil
EPSVR - LRMDS : Teresita Bandolon
ADM Coordinator : Marigold Cardente
Printed in the Philippines by Department of Education – Division of Lapu-Lapu City

Department of Education – Region VII Central Visayas
Lapu-Lapu City Division
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Email Address: oliver.tuburan@deped.gov.ph
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9
English
Quarter 2 – Module 4
Relating Text Context to a

Particular Social Issue,
Concern, or Disposition in
Real Life
iii
Introductory Message
For the facilitator:
Welcome to the English 9 Alternative Delivery Mode (ADM) Module 4 on Relating Text Context to
a Particular Social Issue, Concern or Disposition 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 9 Alternative Delivery Mode (ADM) Module 4 on Relating Text Context to
a Particular Social Issue, Concern or Disposition in Real Life.
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:
Label in the Module Description
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.
Lesson Proper
This section provides a brief discussion of the lesson. This aims to
What’s In help you discover and understand new concepts and skills.
In this portion, the new lesson will be introduced to you in various

What’s New ways such as a story, a song, a poem, a problem opener, an activity or
a situation.
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What is It This section provides a brief discussion of the lesson. 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. You may check the answers to
What's More 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.
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.
Answer Key This contains answers to all

activities in the module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use
a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in the
module
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written to help you widen your knowledge on what is going
around in the world and to help you understand some situations where you can be able
to share your own feelings or opinions. It helps you realize that life after all, is worth living.
The scope of this module allows it to be utilized 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.
This module allows you to relate text content to a particular social issues, concerns, or
dispositions in real life and gives you background knowledge about Linear and Non-Linear
Text, Elements of Prose and Tone and Mood.
After going through this module, you are expected to:
• Determine important events from the text being read;
• Relate the text content to a particular social issues, concerns, or dispositions in real
life;
• Identify the elements of prose;
• Differentiate linear from non-linear text; and
• Distinguish tone and mood presented in the text.
What I Know
Choose the letter of your choice and write it on you answer sheet.
1. Recently, because of the Covid-19 pandemic, we can see a lot of vicissitudes. What
does the underlined word mean?
A. developments B. changes C. downfalls D. learnings
2. What is referred to as written or spoken language in its ordinary form, without

metrical structure?
A. prose B. sonnet C. poetry D. Haiku
3. What word below that means sequence of events that drives the story forward?
A. character B. setting C. theme D. plot
4. What word below that refers to a form of literature that uses aesthetic and rhythmic
qualities of language?
A. prose B. poetry C. rhythm D. meter
5. Which of the following elements that expresses the writer's attitude toward or feelings
about the subject matter and audience?
A. tone B. mood C. point of view D. setting
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6. Which of the following does not belong to the group?
A. exposition B. rising action C. climax D. point of view
7. She felt frazzled in upon seeing a big bat flew around her one night. What is the
synonym of the underlined word?
A. surprised B. nervous C. amazed D. sad
8. The following words are examples of linear text exempt one. Which of them?
A. novels B. poems C. traffic signs D. short stories
9. What is the meaning of the underlined word in the sentence?

Sentence: “Because living in a conservative society, failure is taboo, stigma, and sheer
shame both for an individual and the family.”
A. destination B. prohibition C. alienation D. determination
10. What word below that means any text that is not read from beginning to the end that
includes flowcharts, charts, and graphs.
A. non-linear text B. linear text C. journalistic text D. literary text
Lesson Relate Text Content to Particular Social
1 Issues, Concerns, or Dispositions in

Real Life
What’s In
A. Solve the puzzle

Let us recall the Elements of Prose you have learned from your previous lessons.
Complete the crossword puzzle by filling in the elements of prose that fit to each
clue.
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B. Read the situation and answer the question.
If you were a child of a well-known family and failing in a big examinations is a no-no
because it is a shame to you and to the whole family, what would you do if you thought
you were not able to do it? Discuss your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________
What’s New
4 MIN READ | MENTAL HEALTH STORIES
Suicide Is Not a Solution to the Problem But Fighting for Right Is

By: Parmveer Singh
Published on: 05 May 2020
Last updated: 30 July 2020
Life is a boutique of experiences; vicissitudes are an essential part of life. Acceptance to

all colors of life ensures happiness and achievement in life.
Being an academic, I have seen stress and anxiety to be universal. We all feel frazzled at
one time or the other. The only thing that differentiates us from the others is our reaction
to the situation. Attitude influences our decisions and personality. It also determines the
bonding and stability of our relationship with others. Problems are exams that we must
pass to succeed and upgrade our life. All the issues of our life come up with assured
meaningful lessons and behavioral modification.
I have almost taken a decade to unbutton this issue of my life. Now, I have sufficient
courage for the self-disclosure about this turning point of my life. I feel an urge to reveal
to a younger generation so that they can courageously face and find the solution of their
personal and/or career challenges and not allow any momentary glitches to take away
their harmony.
Life is a mix of all seasons, and my life is not an exception. Back in years, my problems
were about to sweep me away with their flow. Nevertheless, fortune knocked at me to
enrich with lifelong messages.
I wish to share my story of the failure of committing suicide. Like any other adolescent,
the first year of college life was the most awaited phase of my life. I also had big dreams
in my small eyes to make a bright future, as it was entirely a new phase. I had a rosy
picture of college life in my imagination. However, it turned out to be a dreadful experience
towards its end.
The final examinations were extremely disappointing and were below my expectations.
One after the other exam, I was disturbed for not being able to attempt well. Although I
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was burning the midnight oil. On the last day of the examination, I had thought, if I still
do not attempt well, I will end my life. Because living in a conservative society, failure is
taboo, stigma, and sheer shame both for an individual and the family. The self-created
pressure of society was higher than not meeting my own expectations.
I was battling at individual, family and societal levels then. The constant thoughts of not
achieving self-satisfaction, losing one academic year and career uncertainty, ruining
parents’ hard-earned money, humiliation from society were the significant precursors of
terminating life. Probably, in the short term, it was the only way to deal with failure, I
could think narrowly at that time.
There was no other way to live with a bag full of embarrassment. Therefore, after the last
disappointing examination, in April 2010, I got off the bus at canals of Faridkot, Punjab,
to commit suicide. I wanted to end my life because I was sure I would not be able to acquire
excellent marks in the first year of graduation.
There were several police officers on the canal. I walked at a distance to search for a place
to jump into the water. However, I had no idea how to jump, whether from the bridge or
going down the stairs. There was also fear that if police officers find me jumping and will
beat me severely. Being alive after a failed attempt will add fuel to fury.
After struggling for some time and dealing with panic thoughts, I turned back home and
was crying all my way home. At that time, I did not use to own a mobile phone. I was about
an hour and a half late than the usual arrival time. My mother was extremely panicked
until I got home. I found her at the gate, waiting for me. My mother left no stone upturned
to locate me. She called on a few numbers of my friends.
On seeing my mother in an entirely sympathetic situation, I realized what would have

happened if I had not returned home or have collapsed my life like a coward. ‘Even if
reaching one and half-an-hour late is not affordable to her, how would she accept me no
more?’
There was an ocean of thoughts flowing in my mind, and I was unable to control over
waves of emotions. That was a nightmare; I remained awake throughout the night, and
the face of my mother was revolving around me. I was guilty of my decision; how could I
be so self-centered to contemplate death without considering the psychosocial effects of it
on my family. I did not have an idea of the miseries of my family’s aftermath.
The presumed pressure led me to take the extreme step was more from society than
imagining shattering of my own dreams with the failure. It happened because I was
helplessly trapped into the web of prejudices. However, this downfall taught me an array
of lessons in a few hours for the whole life to deal with adversities.
The result was in my favor. I had passed the examination. Even if I had failed, it would
not have been so damaging to justify the inhumane act of committing suicide. What I had
suffered was entirely out of meta-conceptions.
I decided to tide over the emotional distress, failures, and problems in my life. I decided to
continue to live with dignity without thinking of society. I decided to resign pessimism and
transformed myself to see growth in other ways.
Gratefully, I was failed but won many lessons in my life.

• Never be selfish to quit life. You are an onus of you, family and society.
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• Problems do not end with suicide, but life does, rather the problems intensify. Be
fearless and face the challenges of life.
• Loss by suicide is irreversible and irreplaceable.
• Never find irreparable solutions to your temporary problems.
• You can unravel problems in a variety of ways, but such extreme steps leave with
no healing and recovery.
• Every problem comes with a solution. Therefore, failure is another chance to prove
your worth. It is certainly not an end of the story.
This attempt took the life of my negative self and rebirthed me into a more powerful
personality.
This academic stress is prevalent among the students regarding the fear of failure,
acceptance issues, job anxiety, and achieving success. Parents and teachers should
provide enough emotional space for children to discuss their psychological stresses to
them liberally. Parents and teachers should aim at strengthening the confidence and
encourage students to face the odd circumstances with determination.
Retrieved from: https://www.psychreg.org/suicide-not-solution-to-the

problem/?fbclid=IwAR2TqqEfRP6UJ9Az85rClS_8g33pe2bLHGnY87JEJZt9cZt2pvVt7jI11t8 on
October 28, 2020.
After reading the text, check your comprehension by answering the following questions.
Comprehension Questions:
1. Who is the character in the literary piece you read?
2. What issues about life are confronting the character in the story?
3. Why does he attempt to terminate his life? Explain your answer.
4. How can you deal with his situation if you were him? Discuss your point.
5. Is this also happening at present time within and outside the country? Share a story
that you know.
The character in the story experienced academic and sociocultural pressure. As a student,
he must pass all kinds of examinations for in their culture, failing is a kind of taboo. Like
anybody, he also dreamt of having a bright future. However, during their final
examinations, he couldn’t make it in one of those, despite of the fact that he did burning
the midnight oil. On the last day of examination, if he couldn’t make it well again, he
thought of ending up his life for his kind of society he is in, failure is absolute a shameful
thing both for him and family and there was no other way of living with such shame. After
disappointing examination, in April 2010, knowing that he would not be able to acquire
excellent marks after his first year graduation, he got off the bus at the canals of Faridkot,
Punjab, to commit suicide. There were police officers at the canals. Thinking how and
where to jump into the water, he felt fear that it might add up his problem if he would fail
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to and caught up by the police, so he went home. His mother was already at the gate
waiting anxiously for him and he realized that it would have been more difficult for her if
she has no more to wait for even reaching one and half-an-hour late is not affordable to
her. He felt guilty of his decision of ending up his life because of his fear of failure and
realized that he was too self-centered. Fortunately, the result of examination favored him,
and he realized that he would never allow himself to be pessimistic, instead he continued
to live with dignity without thinking of society.
The text you have just read is an example of prose. Prose is a form or technique of language
that exhibits a natural flow of speech and grammatical structure, that is---it is written
grammatical sentences that constitute paragraphs while without considering aesthetic
appeal. The opposite of prose is poetry. Poetry is language with a regular structure with a
common unit of verse based on meter or rhyme (Prose n.d.). It involves a metrical or
rhyming scheme. It is written in lines or verses that form stanzas.
ELEMENTS OF PROSE
1. Characters – They are the people or animals moving in the story.
Types of Characters:
a. Flat Characters – Characters that usually have one or two predominant traits.
b. Round Characters – Characters with the qualities of real people. It is dynamic
and complex. It can change from time to time.
c. Static Characters – Characters that remain the same all throughout the story.
Note: Characters can be protagonist, the leading character in the story or the
antagonist the opposing character of the protagonist.
2. Setting – It refers to the place and time of the story. It answers the question “when
and where did the story happen?”
3. Plot – The sequence of events in the story.
A. Exposition – the characters and settings of the story are being revealed
B. Rising Action- the conflict is starting to rise
C. Climax – the highest point of the story
D. Falling Action – the conflict is starting to be resolved
E. Denouement – the conflict has been resolved
4. Conflict – It is the struggle between two or more opposing forces which is the nucleus
of the plot.
Types of Conflict:
A. External- struggle with a force outside of one’s self
Examples: Man vs. Man, Man vs. Society, Man vs. Nature, Man vs. Supreme
Being
B. Internal- struggle with a force within oneself
Example: Man vs. Self
5. Point of View- It is defined as the angle or perspective from which the story is being
told. It answers the question “who is telling the story?”
Types of POV
A. First Person- I, me, we
B. Second Person-You
C. Third Person- He, she, him, her, they
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6. Tone – In literature, the tone of a literary work expresses the writer's attitude toward
or feelings about the subject matter and audience.
7. Mood- In literature, mood is the atmosphere of the narrative. Mood is created by
means of setting (locale and surroundings in which the narrative takes
place), attitude (of the narrator and of the characters in the narrative),
and descriptions. It is the feeling the author creates and conveys in the story
8. Style –It is the structure of the story based from the plot, the characters, the words
used, etc.
9. Theme – It is the lesson or message of the story.
In addition, it is also an example of linear text. Linear refers to traditional text that needs
to be read from beginning to the end. The reader makes sense of the text according to
the grammatical and syntactic arrangement of the words. The contrast of it is non-linear
text. As its name suggests, it is nonlinear and non-sequential. The readers do not have to
go through the text in a sequential manner in order to make sense of the text. In other
words, it is a text that does not need to be read from beginning to the end. It refers to
visuals and encompasses all graphic organizers that include flowcharts, charts, and
graphs (ex: pie chart, bar graphs), knowledge maps and story maps. Below are just some
examples of Non-linear texts:
What’s More
Activity 1.1. Identify what element of prose is referred to by the given description.
_______1. The sequence of incidents or events through which an author constructs a story.
_______2. The people who are moving in the story
_______3. The place and time of the story
_______4. The message of the story conveyed for the readers
_______5. It is the opposition of forces which ties one incident to another and makes the
plot move.
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Assessment 1.1. Read the statements from the text, “Suicide Is Not a Solution to the
Problem But Fighting for Right Is” and determine what element of prose is being
presented in each part of the text.
_____________1. Therefore, after the last disappointing examination, in April 2010, I got
off the bus at canals of Faridkot, Punjab, to commit suicide. What element of prose is
referred in the underlined words?
_____________2. I was battling at individual, family and societal levels then. The constant
thoughts of not achieving self-satisfaction, losing one academic year and career
uncertainty, ruining parents’ hard-earned money, humiliation from society were the
significant precursors of terminating life. Probably, in the short term, it was the only way
to deal with failure, I could think narrowly at that time. What element of prose is express
in these lines?
_____________3. The character in the story experienced academic and sociocultural

pressure. As a student, he must pass all kinds of examinations for in their culture, failing
is a kind of taboo. On the last day of examination, if he couldn’t make it well again, he
thing both for him and family and there was no other way of living with such shame. He
felt guilty of his decision of ending up his life because of his fear of failure and realized
that he was too self-centered. Fortunately, the result of examination favored him, and he
realized that he would never allow himself to be pessimistic, instead he continued to live
with dignity without thinking of society. What element of prose is expressed in these lines
presented?
_____________4. I have almost taken a decade to unbutton this issue of my life. Now, I have
sufficient courage for the self-disclosure about this turning point of my life. I feel an urge
to reveal to a younger generation so that they can courageously face and find the solution
of their personal and/or career challenges and not allow any momentary glitches to take
away their harmony. What element of prose does the use of the pronoun “I” in the
statement express?
_____________5. This academic stress is prevalent among the students regarding the fear of
failure, acceptance issues, job anxiety, and achieving success. Parents and teachers
should provide enough emotional space for children to discuss their psychological stresses
to them liberally. Parents and teachers should aim at strengthening the confidence and
encourage students to face the odd circumstances with determination. What element of
prose does these lines from the text express?
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Activity 1.2 Linear vs. Non-linear
Distinguish if the given texts are linear or non-linear.
1. ______________ 2. ________________
3. _____________ 4. ________________
What’s More
Activity 1.1. Identify what element of prose is referred to by the given description.
_________________1. The sequence of incidents or events through which an author
constructs a story
_________________2. The people who are moving in the story
_________________3. The place and time of the story
_________________4. The message of the story conveyed for the readers
_________________5. It is the opposition of forces which ties one incident to another and
makes the plot move.
Assessment 1.1. Read the statements from the text, “Suicide Is Not a Solution to the
Problem But Fighting for Right Is” and determine what element of prose is being presented
in each part of the text.
_____________1. Therefore, after the last disappointing examination, in April 2010, I got off
the bus at canals of Faridkot, Punjab, to commit suicide. What element of prose is referred
in the underlined words?
_____________2. I was battling at individual, family and societal levels then. The constant
thoughts of not achieving self-satisfaction, losing one academic year and career
uncertainty, ruining parents’ hard-earned money, humiliation from society were the
significant precursors of terminating life. Probably, in the short term, it was the only way
to deal with failure, I could think narrowly at that time. What element of prose is express
in these lines?
_____________3. The character in the story experienced academic and sociocultural
pressure. As a student, he must pass all kinds of examinations for in their culture, failing
is a kind of taboo. On the last day of examination, if he couldn’t make it well again, he
thing both for him and family and there was no other way of living with such shame. He
9
felt guilty of his decision of ending up his life because of his fear of failure and realized
that he was too self-centered. Fortunately, the result of examination favored him, and he
realized that he would never allow himself to be pessimistic, instead he continued to live
with dignity without thinking of society. What element of prose is expressed in these lines
presented?
_____________4. I have almost taken a decade to unbutton this issue of my life. Now, I have
sufficient courage for the self-disclosure about this turning point of my life. I feel an urge
to reveal to a younger generation so that they can courageously face and find the solution
of their personal and/or career challenges and not allow any momentary glitches to take
away their harmony. What element of prose does the use of the pronoun “I” in the
statement express?
_____________5. This academic stress is prevalent among the students regarding the fear of
failure, acceptance issues, job anxiety, and achieving success. Parents and teachers
should provide enough emotional space for children to discuss their psychological stresses
to them liberally. Parents and teachers should aim at strengthening the confidence and
encourage students to face the odd circumstances with determination. What element of
prose does these lines from the text express?
Activity 1.2 Linear vs. Non-linear

Distinguish if the given texts are linear or non-linear.
1. ______________ 2. ________________
3. _____________ 4. ________________
5. ____________________
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Assessment 1.2 Make it in a non-linear text
Go back to the story you read. Complete the concept map below.
Activity 1.3 Tone and Mood

Identify if the statement is correct, write true and if it is not, write false.
___________1. In literature, mood is the atmosphere of the narrative. It is general feeling or
atmosphere that a piece of writing creates within the reader and it is created by means of
setting, attitude, and descriptions.
___________2. Mood is the same as tone.
___________3. Tone is an attitude of a writer toward a subject or an audience. Tone is
generally conveyed through the choice of words, or the viewpoint of a writer on a subject.
__________4. Based on the lines below, the speaker is afraid of being caught.
‘The police officers find me jumping and will beat me severely. Being alive after a failed
attempt will add fuel to fury.”
__________5. “I was guilty of my decision; how could I be so self-centered to contemplate
death without considering the psychosocial effects of it on my family.” These lines imply
that the prevalent mood is regretful.
Assessment 1.3 Share your feelings

While reading the text presented above, write your experiences which relate on the
corresponding emoji.
_____________________________________________________________________
_____________________________________________________________________
1. ___________________________________________________________________ .
__________________________________________________________________
2. __________________________________________________________________
_________________________________________________________________.
___________________________________________________________________
3.
___________________________________________________________________
__________________________________________________________________.
Accessed through: https://coolsymbol.com/emojis/emoji-for-copy-and-paste.html
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What I Have Learned
Write the lesson you learned from the story you read. Write it in a paragraph form and be
guided by the rubric below.
My Reflection
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________________________________ .
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What I Can Do
Read the letter of a person who tempted to commit suicide. Give your convincing advice to
him by writing him a letter.
Anonymous on September 27, 2020 at 9:13 pm Reply
“Sometimes I think it’s in my genes or I’m crazy …I crave death, I crave escape…I’m
cursed or crazy or just not good enough…I’ve been suicidal for as long as I can
remember and I had planned to kill myself on my birthday this year but my mum
just had to spoil my plans and decide to throw me a sweet sixteen party I didn’t ask
for I mean what’s special about being 16 when you broken…when you dead inside
when everyone who comes into your life just comes to break you even more …I’m
the girl with the old soul …the black sheep in my family…never good enough for
any friendship or relationship …getting good grades is the only thing I’m abit good
at …I mean what’s the point of getting good grades when your only plan for the
future is death …I’m broken, lonely and don’t see the whole point of my existence
so I totally relate to the writer of this letter”
Accessed through https://www.hiretheyouth.org/suicide-note-15-year-old-girl/on November 3, 2020.
Assessment
Choose the letter of your answer. Write your answer in another sheet of paper.
1. What is the predominant feeling of character in the story being discussed?

A. happy B. excited C. depressed D. lonely
2. Which of the words below that is different?

A. novel B. poem C. short story D. journal
3. Below are the elements of prose except one. Which of them is not?
A. climax B. plot C. point of view D. theme
4. “Therefore, after the last disappointing examination, in April 2010, I got off the bus at
canals of Faridkot, Punjab, to commit suicide.” What word in the statement is an example
of setting?
A. disappointing examination B. commit suicide
C. at canals of Faridkot, Punjab D. got off the bus
5. It is a text in which readers do not have to go through it in a sequential manner in order

to make sense of it.
A. non-linear text B. linear text C. literary text D. journalistic text
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6. What word below means the highest point of interest in any narrative?
A. exposition B. denouement C. climax D. rising action
7. Which of the following words is not an example of a non-linear text?

A. diary B. table C. line graph D. Venn diagram
8. It is a story element that refers to the main idea that the author wants to convey to the
readers.
A. resolution B. theme C. plot D. conflict
9. What is true about the story being discussed?

A. The story is a kind of tragic wherein the character died in the end.
B. It is a kind of fiction that is created out of the imagination of the author.
C. The story uses second person point of view.
D. The character realized that he was selfish and felt sorry on what he intended to do.
10. What is the best lesson you get from the story that was discussed?
A. Life is full of happiness that we should have to enjoy every moment of it.
B. Opportunity knocks once, so we must take it and live other’s expectations.
C. Life is a long journey wherein we can encounter many changes and
challenges.
D. Never be selfish to quit life for it is not the solution of your problem, instead
be a fighter of what is right.
Additional Activities
A. Read and understand each situation below and explain your stand on it. Write your
answer on your paper.
1. In this pandemic what are the challenges you encounter and what are the ways you
take to overcome them? Were those means effective? Why or why not?
2. Tell me the time that you failed in any subject or thing you do. How did you deal with
it?
3. Tell me about a time you were under a lot of pressure. What was going on, and how did
you get through it?
B. On a bond paper, make a slogan that encourages all readers to choose life amidst
problems in life. Please be guided on the criteria for grading.
Criteria:
Concept/message ---------10 pts.
Originality ------------------10 pts.
Relevance to the theme ----5 pts.
Neatness ---------------------5 pts.
Total -------------------------30 pts.
14
15
What’s More
Activity 1.1.
Assessment 1. Plot
1. C 2. Characters
2. D 3. Setting
3. A 4. Theme
4. C 5. Conflict
5. A Assessment 1.1
6. C 1.Setting
7. A 2. Conflict
8. B 3. Plot
9. D 4. Point of View
10. D 5. Theme
Activity 1.2
1. Non-linear text
2. Linear text
What’s More
3. Linear text
Activity 1.3
4. Linear text
1.True
5. Non-linear Text
2. False
Assessment 1.2 sample answers:
3. True
Reason 1: academic stress-“The final examinations
4. True
were extremely disappointing and were below my
5. True
expectations.”
Reason 2: sociocultural pressure—“Because living in
Assessment 1.3
a conservative society, failure is taboo, stigma and
Answers Vary
sheer shame both for an individual and the family.”
Reason 3: mental stress-“The constant thoughts of
What’s New not achieving self-satisfaction, living one academic
1. The author himself year, and career uncertainty, ruining parent’s hard-
2. sample answers: academic earned money, and humiliation from society.”
stress, depression-suicide, failure, Reason 4. Pessimism --- “I had a thought, if I still do
family and society’s expectations, not attempt well, I will end my life.”
pessimism Reason 5: fear of failure--- “It was the only way to
3. He thought he wasn’t doing well deal with failure, I could think narrowly that time.”
in one of the exams and if he would Reason 6: pride—“There was no other way to live
with a bag full of embarrassment.”
fail, it would put himself and
family to shame.
4. sample answer: I admit I have
weaknesses, so I just will accept if
I fail in the exam and think that it
is not the right time yet for me to
make it. Then I would think
positively and say. “I can do it.”
5. * any experience/story is
acceptable
Answer Key
References
Charney, Davida. 1987. Comprehending non-linear text: the role of discourse cues and
reading strategies. Accessed 11 1, 2020.
https://dl.acm.org/citation.cfm?id=317436.
n.d. Poetry. Accessed 10 28, 2020. http://en.wikipedia.org/wiki/Poetry.
n.d. Prose. Accessed 10 29, 2020. http://en.wikipedia.org/wiki/Prose.
n.d. Taboo. Accessed 10 29, 2020. http://en.wikipedia.org/wiki/Taboo.
n.d. Tone. Accessed 10 28, 2020. http://en.wikipedia.org/wiki/Tone_(literature).
Accessed 10 29, 2020. https://www.slideshare.net/klam20/linear-and-non-linear-
texts-english-9
Accessed 10 29, 2020. https://www.differencebetween.com/difference-between-linear-
and-nonlinear-text/
Accessed 10 29, 2020. https://en.wikipedia.org/wiki/Prose
Accessed 10 29, 2020. http://www.readwritethink.org/files/resources/p-
as_docs/PoetryandProse.pdf
Accessed 11 1, 2020. https://www.differencebetween.com/difference-between-linear-
and-nonlinear-text/
Accessed 11 2. 2020. https://www.bing.com/imagthat surrounds the
storyes/search?q=linear+and+nonlinear+text+examples&qs=MM&form=QBIR&sp=2&pq=
linear+and+nonlinear+texts&sk=AS1&sc=3-
26&cvid=3DFEA6F3E22B473D9623D513845BCF3C&first=1&scenario=ImageBasicHove
r
Accessed 11 2, 2020. https://en.wikipedia.org/wiki/Mood_(literature)
Accessed 11 2, 2020. https://literarydevices.net/tone/
Accessed 11 2, 2020. https://coolsymbol.com/emojis/emoji-for-copy-and-paste.html
Accessed 11 2, 2020.
http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf
Accessed 11 3, 2020. https://www.hiretheyouth.org/suicide-note-15-year-old-girl/
Accessed 11 4, 2020. https://www.themuse.com/advice/30-behavioral-interview-
questions-you-should-be-ready-to-answer
Accessed 11 3, 2020 https://literaturenotesforyou.weebly.com/elements-of-prose.html
Accessed 11 4, 2020 https://www.slideshare.net/shyrey/elements-of-prose
Accessed 11 5, 2020
https://en.wikipedia.org/wiki/Mood_(literature)#:~:text=In%20literature%
2C%20mood%20is%20the,the%20narrative)%2C%20and%20descriptions.
https://www.hiretheyouth.org/suicide-note-15-year-old-girl/
https://www.differencebetween.com/difference-between-linear-and-nonlinear-text/
https://www.psychreg.org/suicide-not-solution-to-the
https://znnhs.zdnorte.net/wp-content/uploads/2020/11/Sci7_Q1_W6.pdf
http://depedsouthcotabato.org/wp-content/uploads/2020/07/Enclosure-No.-1-to-DM-
CID-No.-081-s.-2020-Key-Stage-K-to-Grade-3-SLM-Template.pdf
16
https://307020-srnhs.com/wp-content/uploads/2020/08/Module-1-Noting-Context-
Clues.pdf
https://en.wikipedia.org/wiki/Wikipedia:Philippines_copyright_law
http://iprotect.ph/intellectual-property-code-copyright-02.htm
https://www.officialgazette.gov.ph/1997/06/06/republic-act-no-8293/
https://www.officialgazette.gov.ph/1972/11/14/presidential-decree-no-49-s-1972/
Clues.pdf
https://www.coursehero.com/file/p3ccdijl/At-the-end-of-this-module-you-will-also-
find-The-following-are-some-reminders/
https://www.coursehero.com/file/p2fl6bv/4-Observe-honesty-and-integrity-in-doing-
the-tasks-and-checking-your-answers-5/
Clues.pdf
https://www.coursehero.com/file/p2fl6bv/4-Observe-honesty-and-integrity-in-doing-
the-tasks-and-checking-your-answers-5/
https://www.psychreg.org/suicide-not-solution-to-the-problem/
https://www.psychreg.org/suicide-not-solution-to-the-problem
https://brainly.ph/question/3956597
https://www.psychreg.org/mental-health-stories/
17
https://brainly.ph/question/3982964
For inquiries or feedback, please write or call:
Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Lapu-Lapu City
Tel #: (032) 420-4525
Email: oliver.tuburan@deped.gov.ph
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English Grade 9 Relating Text Context To A Particular Social Issue, Concern, or Disposition in Real Life

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English Grade 9 Relating Text Context To A Particular Social Issue, Concern, or Disposition in Real Life

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9

Relating Text Context to a

Published by the Department of Education

Development Team of the Module

Editor’s Name : Maryluz C. Ayta and Regene M. Lumbab

Printed in the Philippines by Department of Education – Division of Lapu-Lapu City

Relating Text Context to a

Notes to the Teacher

For the learner:

This module has the following parts and corresponding icons:

Label in the Module Description

In this portion, the new lesson will be introduced to you in various

What I have learned This includes questions or blank sentence/paragraph to be filled in

Answer Key This contains answers to all

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

2. What is referred to as written or spoken language in its ordinary form, without

9. What is the meaning of the underlined word in the sentence?

Lesson Relate Text Content to Particular Social

1 Issues, Concerns, or Dispositions in

A. Solve the puzzle

4 MIN READ | MENTAL HEALTH STORIES

Suicide Is Not a Solution to the Problem But Fighting for Right Is

Life is a boutique of experiences; vicissitudes are an essential part of life. Acceptance to

On seeing my mother in an entirely sympathetic situation, I realized what would have

Gratefully, I was failed but won many lessons in my life.

Retrieved from: https://www.psychreg.org/suicide-not-solution-to-the

_____________3. The character in the story experienced academic and sociocultural

Activity 1.2 Linear vs. Non-linear

Activity 1.3 Tone and Mood

Assessment 1.3 Share your feelings

Accessed through: https://coolsymbol.com/emojis/emoji-for-copy-and-paste.html

1. What is the predominant feeling of character in the story being discussed?

2. Which of the words below that is different?

5. It is a text in which readers do not have to go through it in a sequential manner in order

7. Which of the following words is not an example of a non-linear text?

9. What is true about the story being discussed?

For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

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