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Instructional Material
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ENGLISH 9
Made Easy in the New Normal Classroom
Bernley Joy Maing-Nobleza
 English 9
Quarter I – Activity Sheet 3:
Justice or Peace?
 Foreword

“The success you want to enjoy tomorrow depends on the ACTIONS you
take today!” ---Shane Eubanks

In the light of this “new normal” conditions in the lives of the people
including children around the globe brought by this COVID-19 pandemic,
education sector tend to embrace new trends and systems supporting
programs that provide sustainable access to quality education and ensure
welfare of the learners. The Department of Education strive fully to give all-
out support and commitment in order to produce holistic 21 stcentury
Filipino learners. Teachers then were empowered to create, innovate and
implement materials that inspire other educators and students gain
knowledge and skills and realize that learning should not stop and life must
move on.

This teacher-made instructional material is developed based on the

DepEd’s Most Essential Learning Competencies (MELCs) for Grade 9
students making it easy to learn English in the new normal learning
environment that may bridge gaps in ensuring relevant and flexible learning
amidst this global crisis.

Further, this content material expects the learners to engage in the

guided and independent learning tasks according to their own pace.

Together, we can heal as one!

 EN9
Learning Activity Sheet 3
GRADE LEVEL STANDARDS: The learner demonstrates communicative
competence through his/her understanding of British-American Literature
including Philippine Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries

ACTIVITY TITLE/CONTENT: Justice or Peace

LEARNING COMPETENCIES: Analyze literature as a means of valuing other people

and various circumstances in life (EN9LT-IId-15); Agree or disagree with ideas
presented in the material viewed (EN9VC-IId-22)

OBJECTIVES:

1. Read and analyze the literary text as a means of appreciating other people
and their situations
2. Share personal opinion about the ideas presented in the material viewed
3. Appreciate the importance of supporting other people’s advocacies for the
good of society

Let’s TRY this out!

LEARNING TASK 1: POST IT!

On the answer sheet provided, write your thoughts, comments, reactions regarding
the quotation below:

“A nation will not survive morally or

economically when so few have so
much while so many have so little.”

-Bernie Sanders

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 Let’s EXPLORE something!
EN9

LEARNING TASK 2: VALUE RIGHT!

Watch the video clip about justice. Share your personal opinion about the ideas
presented in the video clip.

Source: https://www.youtube.com/watch?v=z754lhcX6qw

LEARNING TASK 3: WELL-CONNOTED!

Work on the concept of JUSTICE. Write the word JUSTICE vertically down the side
of a page. Make a short phrase or sentence that begins with each letter of the word
and offers important characteristics about the topic.

J-
U-
S-
T-
I-
C-
E-

https://www.pinterest.ca/tlg59/acrostic/?autologin=true

Let’s LEARN new thing!

Lesson “Ida B. Wells-Barnett and her Passion for

1 Justice” by Lee D. Baker
Ida B. Wells-Barnett was a fearless anti-lynching crusader, suffragist, women's
rights advocate, journalist, and speaker. She stands as one of our nation's most
uncompromising leaders and most ardent defenders of democracy. She was born in
Holly Springs, Mississippi in 1862 and died in Chicago, Illinois in1931 at the age of
sixty-nine.

Although enslaved prior to the Civil War, her parents were able to support their
seven children because her mother was a "famous" cook and her father was a

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skilled carpenter. When Ida was only fourteen, a tragic epidemic of Yellow Fever
swept through Holly Springs and killed her parents and youngest sibling.
Emblematic of the righteousness, responsibility, and fortitude that characterized
EN9
her life, she kept the family together by securing a job teaching. She managed to
continue her education by attending nearby Rust College. She eventually moved to
Memphis to live with her aunt and help raise her youngest sisters.

It was in Memphis where she first began to fight (literally) for racial and gender
justice. In 1884 she was asked by the conductor of the Chesapeake & Ohio
Railroad Company to give up her seat on the train to a white man and ordered her
into the smoking or "Jim Crow" car, which was already crowded with other
passengers. Despite the 1875 Civil Rights Act banning discrimination on the basis
of race, creed, or color, in theaters, hotels, transports,
and other public accommodations, several railroad
companies defied this congressional mandate and
racially segregated its passengers. It is important to
realize that her defiant act was before Plessy v.
Ferguson (1896), the U.S. Supreme Court decision that
established the fallacious doctrine of "separate but
equal," which constitutionalized racial segregation.
Wells wrote in her autobiography:

I refused, saying that the forward car [closest to the

locomotive] was a smoker, and as I was in the ladies'
car, I proposed to stay. . . [The conductor] tried to drag
me out of the seat, but the moment he caught hold of
my arm I fastened my teeth in the back of his hand. I
had braced my feet against the seat in front and was
holding to the back, and as he had already been badly
bitten he didn't try it again by himself. He went forward and got the baggage man
and another man to help him and of course they succeeded in dragging me out.

Wells was forcefully removed from the train and the other passengers—all whites--
applauded. When Wells returned to Memphis, she immediately hired an attorney to
sue the railroad. She won her case in the local circuit courts, but the railroad
company appealed to the Supreme Court of Tennessee, and it reversed the lower
court's ruling. This was the first of many struggles Wells engaged, and from that
moment forward, she worked tirelessly and fearlessly to overturn injustices against
women and people of color.

Her suit against the railroad company also sparked her career as a journalist.
Many papers wanted to hear about the experiences of the 25-year-old school
teacher who stood up against white supremacy. Her writing career blossomed in
papers geared to African American and Christian audiences.

In 1889 Wells became a partner in the Free Speech and Headlight. The paper was
also owned by Rev. R. Nightingale-- the pastor of Beale Street Baptist Church. He
"counseled" his large congregation to subscribe to the paper and it flourished,
allowing her to leave her position as an educator.

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In 1892 three of her friends were lynched –Thomas Moss, Calvin McDowell, and
Henry Stewart. These three men were owners of People's Grocery Company, and
their small grocery had taken away customers from competing white businesses. A
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group of angry white men thought they would "eliminate" the competition so they
attacked People's grocery, but the owners fought back, shooting one of the
attackers. The owners of People's Grocery were arrested, but a lynch-mob broke
into the jail, dragged them away from town, and brutally murdered all three. Again,
this atrocity galvanized her mettle. She wrote in The Free Speech.

The city of Memphis has demonstrated that neither character nor standing avails
the Negro if he dares to protect himself against the white man or become his rival.
There is nothing we can do about the lynching now, as we are outnumbered and
without arms. The white mob could help itself to ammunition without pay, but the
order is rigidly enforced against the selling of guns to Negroes. There is therefore
only one thing left to do; save our money and leave a town which will neither
protect our lives and property, nor give us a fair trial in the courts, but takes us out
and murders us in cold blood when accused by white persons.

Many people took the advice Wells penned in her paper and left town; other
members of the Black community organized a boycott of white owned business to
try to stem the terror of lynchings. Her newspaper office was destroyed as a result
of the muckraking and investigative journalism she pursued after the killing of her
three friends. She could not return to Memphis, so she moved to Chicago. She
however continued her blistering journalistic attacks on Southern injustices, being
especially active in investigating and exposing the fraudulent "reasons" given to
lynch Black men, which by now had become a common occurrence.

In Chicago, she helped develop numerous African American women and reform
organizations, but she remained diligent in her anti-lynching crusade, writing
Southern Horrors: Lynch Law in All Its Phases. She also became a tireless worker
for women's suffrage, and happened to march in the famous 1913 march for
universal suffrage in Washington, D.C. Not able to tolerate injustice of any kind,
Ida B. Wells-Barnett, along with Jane Addams, successfully blocked the
establishment of segregated schools in Chicago.

In 1895 Wells married the editor of one of Chicago's early Black newspapers. She
wrote: "I was married in the city of Chicago to Attorney F. L. Barnett, and retired to
what I thought was the privacy of a home." She did not stay retired long and
continued writing and organizing. In 1906, she joined with William E.B. DuBois
and others to further the Niagara Movement, and she was one of two African
American women to sign "the call" to form the NAACP in 1909. Although Ida B.
Wells was one of the founding members of the National Association for the
Advancement of Colored People (NAACP), she was also among the few Black leaders
to explicitly oppose Booker T. Washington and his strategies. As a result, she was
viewed as one the most radical of the so-called "radicals" who organized the NAACP
and marginalized from positions within its leadership. As late as 1930, she became
disgusted by the nominees of the major parties to the state legislature, so Wells-
Barnett decided to run for the Illinois State legislature, which made her one of the

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first Black women to run for public office in the United States. A year later, she
passed away after a lifetime crusading for justice. EN9
Lee D. Baker, April 1996. (ldbaker at acpub.duke.edu) Source: Franklin, Vincent P.
1995 Living Our Stories, Telling Our Truths: Autobiography and the Making of
African American Intellectual Tradition. 1995: Oxford University Press.
Source: http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html

Let’s ENGAGE the fun!

LEARNING TASK 4: BEHIND READING

1. Who was Ida B. Wells-Barnett and how did she contribute to the Civil Rights
Movement?
2. What does “lynching” means? How did she respond to it?
3. Why was her case against the railroad company so important even
though in the end, she lost the case?

LEARNING TASK 5: LET’S TALK ABOUT IDA

Choose any to the following tasks to accomplish.

Option 1: Construct a timeline of significant events in the life of Ida B. Wells
Barnett.
Option 2: Identify various civil rights issues that concerned Ms. Wells-Barnett
Option 3: Examine and evaluate Miss Wells’ responses to discrimination.
Option 4: Analyze the impact that Miss Wells had on history.

Let’s APPLY it on!

LEARNING TASK 6: POST IT FORWARD!

Below is a list of advocacies. Choose one from the list that you would like to
support.
 No to Violence Against Women and Children
 Environmental Advocacy
 Anti-Cyber Bullying
 No to Drugs
Create an advertisement for your chosen advocacy based on the medium that you
prefer: radio ad, classified ads in newspaper, tv advertisement, or infographics.

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 EN9
Let’s CHECK the point!

Instructions: Choose an answer and shade the choices in the provided sheet.
1. Which of the following statements is true about Ida. B. Wells-Barnett?
o She was born in Memphis Tennessee.
o She was an only child.
o She was born into slavery.
o She was born after the Civil War ended.
2. What is the name of the university Ida B. Wells attended?
o Fisk University
o Howard University
o University of Mississippi
o University of Tennessee
3. What is the name of the railroad company Ida B. Wells sued for damages?
o Mississippi Railways
o Tennessee Railways
o Chesapeake and Ohio Railroad
o Southern Railroad Company

Source: https://study.com/academy/practice/quiz-worksheet-life-of-ida-b-wells-barnett.html

For rating your work, refer to the given ADVOCACY ADVERTISEMENT RUBRIC below.

Enrich your SKILLS!

As an enrichment activity, based from the issue you have chosen previously, make
use of or watch out for the following conditionals in expressing your arguments and
fallacies.
 Hasty generalization Definition: Making assumptions about a whole group or
range of cases based on a sample that is inadequate (usually because it is atypical
or too small). Stereotypes about people (“librarians are shy and smart,” “wealthy
people are snobs,” etc.) are a common example of the principle underlying hasty
generalization.
Example: “My roommate said her philosophy class was hard, and the one I‘m in is
hard, too. All philosophy classes must be hard!” Two people‘s experiences are, in
this case, not enough on which to base a conclusion.

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 Missing the point Definition: The premises of an argument do support a
particular conclusion — but not the conclusion that the arguer actually draws. EN9
Example: “The seriousness of a punishment should match the seriousness of the
crime. Right now, the punishment for drunk driving may simply be a fine. But
drunk driving is a very serious crime that can kill innocent people. So, the death
penalty should be the punishment for drunk driving.” The argument actually
supports several conclusions—"The punishment for drunk driving should be very
serious,” in particular—but it doesn‘t support the claim that the death penalty,
specifically, is warranted.
 Post hoc (also called false cause) This fallacy gets its name from the Latin phrase
“post hoc, ergo propter hoc,” which translates as “after this, therefore because of
this.”
Definition: Assuming that because B comes after A, A caused B. Of course,
sometimes one event really does cause another one that comes later—for example,
if I register for a class, and my name later appears on the roll, it‘s true that the first
event caused the one that came later. But sometimes two events that seem related
in time aren‘t really related as cause and event. That is, correlation isn‘t the same
thing as causation.
Examples: “President Jones raised taxes, and then the rate of violent crime went
up. Jones is responsible for the rise in crime.” The increase in taxes might or might
not be one factor in the rising crime rates, but the argument hasn‘t shown us that
one caused the other.
 Slippery slope Definition: The arguer claims that a sort of chain reaction,
usually ending in some dire consequence, will take place, but there‘s really not
enough evidence for that assumption. The arguer asserts that if we take even one
step onto the ―slippery slope,” we will end up sliding all the way to the bottom; he
or she assumes we can‘t stop partway down the hill.
Example: “Animal experimentation reduces our respect for life. If we don‘t respect
life, we are likely to be more and more tolerant of violent acts like war and murder.
Soon our society will become a battlefield in which everyone constantly fears for
their lives. It will be the end of civilization. To prevent this terrible consequence, we
should make animal experimentation illegal right now.” Since animal
experimentation has been legal for some time and civilization has not yet ended, it
seems particularly clear that this chain of events won‘t necessarily take place. Even
if we believe that experimenting on animals reduces respect for life, and loss of
respect for life makes us more tolerant of violence, that may be the spot on the
hillside at which things stop—we may not slide all the way down to the end of
civilization. And so we have not yet been given sufficient reason to accept the
arguer‘s conclusion that we must make animal experimentation illegal right now.
Like post hoc, slippery slope can be a tricky fallacy to identify, since sometimes a
chain of events really can be predicted to follow from a certain action. Here‘s an
example that doesn‘t seem fallacious: “If I fail English 9, I won‘t be able to
graduate. If I don‘t graduate, I probably won‘t be able to get a good job, and I may
very well end up doing temp work or flipping burgers for the next year.”

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 Weak analogy Definition: Many arguments rely on an analogy between two or
more objects, ideas, or situations. If the two things that are being compared aren‘t
really alike in the relevant respects, the analogy is a weak one, and the argument
EN9
that relies on it commits the fallacy of weak analogy.
Example: “Guns are like hammers—they‘re both tools with metal parts that could
be used to kill someone. And yet it would be ridiculous to restrict the purchase of
hammers—so restrictions on purchasing guns are equally ridiculous.” While guns
and hammers do share certain features, these features (having metal parts, being
tools, and being potentially useful for violence) are not the ones at stake in deciding
whether to restrict guns. Rather, we restrict guns because they can easily be used
to kill large numbers of people at a distance. This is a feature hammers do not
share—it would be hard to kill a crowd with a hammer. Thus, the analogy is weak,
and so is the argument based on it. If you think about it, you can make an analogy
of some kind between almost any two things in the world: “My paper is like a mud
puddle because they both get bigger when it rains (I work more when I‘m stuck
inside) and they‘re both kind of murky.” So the mere fact that you can draw an
analogy between two things doesn‘t prove much, by itself.
Arguments by analogy are often used in discussing abortion—arguers frequently
compare fetuses with adult human beings, and then argue that treatment that
would violate the rights of an adult human being also violates the rights of fetuses.
Whether these arguments are good or not depends on the strength of the analogy:
do adult humans and fetuses share the properties that give adult humans rights? If
the property that matters is having a human genetic code or the potential for a life
full of human experiences, adult humans and fetuses do share that property, so
the argument and the analogy are strong; if the property is being self-aware,
rational, or able to survive on one‘s own, adult humans and fetuses don‘t share it,
and the analogy is weak.
 Appeal to authority Definition: Often we add strength to our arguments by
referring to respected sources or authorities and explaining their positions on the
issues we‘re discussing. If, however, we try to get readers to agree with us simply
by We are an emerging division where excellence is a habit and allegiance for
quality is a pledge. impressing them with a famous name or by appealing to a
supposed authority who really isn‘t much of an expert, we commit the fallacy of
appeal to authority.
Example: “We should abolish the death penalty. Many respected people, such as
actor Guy Handsome, have publicly stated their opposition to it.” While Guy
Handsome may be an authority on matters having to do with acting, there‘s no
particular reason why anyone should be moved by his political opinions—he is
probably no more of an authority on the death penalty than the person writing the
paper.
Source: http://writingcenter.unc.edu/handouts/fallacies/
Post your support on your chosen advocacy on your Facebook timeline.
 Tag as many friends as you can (including your teacher).

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 ADVOCACY ADVERTISEMENT RUBRIC
1 pts
Content There were very little, if any,
facts and/or opinions given
for the product
5 pts
There were very few
convincing facts and
opinions given for the
product.
10 pts
EN9
There were a sufficient number of facts
and opinions to support why people
should buy your product.

Audience Persuasion
Did the group use effective
convincing and persuasive language
to get audience to buy product?
-It was unclear who your
audience was.
-Nothing about the
advertisement was convincing
or useful for selling your
product.
-Your advertisement did
not connect with your
intended audience
-Very little of the
advertisement was
convincing to buy your
product.
-It was clear who your audience was.
-You connected well with your audience
and provided a convincing argument as
to why they should purchase your
product.

Slogan The slogan was not effective The slogan was mildly The slogan was very effective in
in describing and selling the effective in describing and describing and selling the product.
product. selling the product.
Did the group create a slogan that
was effective in describing and
selling their product?

Final Presentation -The team did not work
together during the creating
process.
-The final product was
unorganized, messy, and was
not suitable for this task.
-There is no evidence of the
process you took for creating
your product.
-There is very little
evidence to the creation
process.
-The team worked well
together at times, but was
not consistent.
-The final presentation was
average.
-There is sufficient evidence of the
creation process of your advertisement.
-Your team worked well together and
stayed on task consistently.
-The final production was a great
example of a successful advertisement.

Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=E29556&

Key to Correction

Let’s TRY this out!

Let’s ENGAGE the fun!
Answers may vary
Let’s APPLY it on
Answers may vary Answers may vary
Let’s EXPLORE something!
Answers may vary

Let’s CHECK the point

1. a
2. d
3. b

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 EN9

References
Boetsch, N. B. (2020, June 14). educaplay. Retrieved from Google:
https://www.educaplay.com/learning-resources/628266-modal_auxiliaries.html

Cruz, M. D. (2020, June 13). SlideShare. Retrieved from Google:

https://www.slideshare.net/maricar_cah23/modals-of-obligation-156355486?qid=fcae09c3-
95b7-40aa-807f-20816d277ba9&v=&b=&from_search=6

Department of Education Republic of the Philippines. (n.d.). A Journey through Anglo-American

Literature Learner's Material for English.

ESL Lounge Student. (2020, June 8). Retrieved from Google: https://www.esl-
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english/teaching-esl-modal-verbs/

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grammar/verb

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online.com/grammar/modals/prohibition.html

Luna, J. M., & Elineth Elizabeth L. Suarez, E. (2014). Skill Builders for English Profeciency. Quezon City:
Phoenix Publishing House, Inc.

SlideShare. (2020, June 13). Retrieved from google:

https://www.slideshare.net/pietvanderlaan/modals-permission?from_action=save

SlideShare. (2020, June 11). Retrieved from Google: https://www.slideshare.net/Anaojer/modal-

exercises-answer-key?from_action=save

TeachThis ESL/EFL Resources. (2020, June 13). Retrieved from Google: https://www.teach-
this.com/parts-of-speech-activities-worksheets/modal-verbs-obligation-
prohibition#intermediate

Tristan. (2020, June 13). EC English Language Centres. Retrieved from Google:
https://www.ecenglish.com/learnenglish/lessons/modal-verbs-1-permission-prohibition-
obligation-no-obligation

Warre, T. (2020, June 13). Tim's Free English Lesson Plans. Retrieved from Google:
https://freeenglishlessonplans.com/2014/05/05/modals-of-obligation-necessity-and-
prohibition-pictionary/

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For inquiries or feedback, please write or call:

MERIDA VOCATIONAL SCHOOL

English Department

Poblacion, Merida, Leyte

Contact No.: 0916-503-2091

E-mail Address: bernleyjoy.nobleza@deped.gov.ph