9

English
Quarter 2, Wk.4 Module 1
Anticipate the Points That Will Be Made Based on
the Speaker’s Purpose

Department of Education ● Republic of the Philippines

i
English- Grade 9
Alternative Delivery Mode

Quarter 2, Wk. 4 Module 1. Anticipate the Points that will be Made Based on
the Speaker’s Purpose
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Published by the Department of Education – Division of Iligan City
Schools Division Superintendent: Roy Angelo E. Gazo, PhD.,CESO V

DEVELOPMENT TEAM OF THE MODULE

Writer/s: KAREN V. BANGELISAN

Content and Language Evaluators: MILA-LITA B. TEJADA / GREGORIA BADO
Design and Lay-out Evaluators: FE A. OBLENDA
Illustrator/Layout Artist: REZELLE MAE A. MONTICILLIO

Management Team
Chairperson: Roy Angelo E. Gazo, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Nimfa R. Lago, MSPh, PhD, CESE

Assistant Schools Division Superintendent

Members: Henry B. Abueva, EPS, OIC-CID Chief

Sherlita L. Daguisonan, LRMS Manager
John Ryan Dela Cruz – Division English Coordinator
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II

Printed in the Philippines by

Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

ii
 9
English
Quarter 2, Wk.4 Module 1
Anticipate the Points that will be Made Based on
the Speaker’s Purpose

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Division English Coordinator of the
Department of Education - Division of Iligan City. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
iligan.city@deped.gov.ph or Telefax: (063)221-6069.

We value your feedback and recommendations.

iii
Department of Education ● Republic of the Philippines

iv
 Table of Contents

What This Module is

About…………………………………………………………………….v

What I Need to Know………………………………………………………….

………………..v

How to Learn from this

Module………………………………………………………………..v

Icons of this Module…………………………………………………………..……………..

…vi

What I
Know…………………………………………………………………………………....vii

Lesson 1:

Anticipating Points Based on Speaker’s Purpose 1

What’s In …………………………………………………………………. 1

What’s New ……………………………………………………………. 2

What Is It ………………………………………………………………… 3
What’s More …………………………………………………………….. 4
What I Have Learned …………………………………………………… 4
What I Can Do ………………………………………………………….. 5

Summary ………………………………………………………………………………… 8

Assessment: (Post-Test) …………………………………………………………….. 9

Key to Answers ……………………………………………………………………….. 9

References ……………………………………………………………………………. 10

v
What This Module is About
This module is about the points that will be anticipated based on the speaker’s
purpose. It will provide the learner a further understanding about the points the
speaker has and make them realize the value of empathy, fairness and justice in
dealing with others.
In this way the learner will be guided and can apply his or her acquired
knowledge in the future. Analyzing, Creating and Evaluating will be part of the
closure activity of this module.
This module is substantial for more understanding of English language
literature.

What I Need to Know

In this lesson, you will be exposed to opportunities in realities of life and

anticipating points that will be based on the speaker’s purpose. The skills that you
will be learning in this lesson could help you understand more about the world of
English language.

Through several processes, you are expected to:

1. Anticipate points that will be made based on the speaker’s purpose.

How to Learn from this Module

To have achievable objectives, you need to undergo the following:

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises

diligently.

vi
• Answer all the given tests and exercises.

vii
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along
the module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with
that of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be
presented to you

What is It These are discussions of the activities as

a way to deepen your discovery and
understanding of the concept.

What’s More These are follow-up activities that are

intended for you to practice further in
order to master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to

show-case your skills and knowledge
gained, and applied into real-life concerns
and situations.

viii
 What I Know

Pre- Assessment

Activity 1: Think and Anticipate!

Direction: Study the picture, and answer the following probing questions below.

Probing questions:

1. What are some choices that you have had to make today?

2. What are some small choices or decisions that people have to make in their
lives?

3. What are some big choices or decisions that people have to make in their lives?

4. Describe a decision you have made that has had an important impact on your
life.

ix
 Anticipating Points Based on
Lesson Speaker’s Purpose
1
“Shall I follow the stream or cross the sea, strive for a dream or let life be?”
-Anonymous-
The journey through life is never easy. At this stage, you may have begun to
experience the struggles and complexities of life. Meeting these complexities is a
challenge you need to face, often alone or sometimes with the help of others. As you
walk through life, whether you like it or not, you have to take options, such as
deciding to stand firm and tall about what you are and what you believe in, or to
make choices to cross over to some vantage point. In the process, you turn your
weaknesses into strengths and get connected with those who see life differently. In
the end, however, the journey that you will take ultimately leads you to find meaning
in life.
In this lesson, you will be able to know and anticipate each other’s feelings
through the target concepts and themes that are clearly presented in the given
activities as you explore and take adventure in this lesson that will enhance and
develop lifelong learning skills.

What’s In

From the previous lessons, you have learned making inferences, paraphrase
and summarize information from persuasive texts. Through different activities you
were able to express up what’s inside in you, and now let’s go more in understanding
some points that will be based on the speaker’s purpose.

1
 What’s New

Activity 2. Speculate this!

Directions: Study the Picture. How does the persona deal with the circumstance he
is in? Using the graphic organizer below, write your answers inside the box.

Circumstance

2
Note: Answers may vary. You are free to express your opinion.

What Is It
From the previous activity which is SPECULATE THIS! (From previous
page), you were asked to give your own opinion that is related to
persona’s circumstances, what do you think is the best decision to take to?

Robert Frost wrote “The Road Not Taken” as a joke for a friend, the
poet Edward Thomas. When they went walking together, Thomas was chronically
indecisive about which road they ought to take and—in retrospect—often lamented
that they should, in fact, have taken the other one. Soon after writing the poem in
1915, Frost griped to Thomas that he had read the poem to an audience of college
students and that it had been “taken pretty seriously … despite doing my best to
make it obvious by my manner that I was fooling. … Mea culpa.” However, Frost
liked to quip, “I’m never more serious than when joking.” As his joke unfolds, Frost
creates a multiplicity of meanings, never quite allowing one to supplant the other—
even as “The Road Not Taken” describes how choice is inevitable. 

The Road Not Taken

Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves, no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less travelled by,
And that has made all the difference.

3
Note: Study the poem and reflect about it.

What’s More

Activity 3. Answer me frankly!

Direction: Answer the following questions using complete
sentences.

1. What is the speaker in the poem doing?

________________________________________________________________
2. What does the speaker encounter?
________________________________________________________________
3. What decision does the speaker have to make in the poem?
________________________________________________________________
4. Infer the season. How did you know?
________________________________________________________________
5. Describe the conflict the speaker feels.
______________________________________________________________
6. Explain why the reader doubts he’ll ever come back to travel the first road.
________________________________________________________________
7. Analyse the last stanza. What does the speaker mean by ―Somewhere ages
and ages hence”?

________________________________________________________________

What I Have Learned

At this point, you will be going to look over what you have learned from this
lesson. Follow the given instructions and be able to accomplish the given tasks.

Did you write more than the physical space where you are sitting? Setting includes:
1. The geographical location – where does the story take place? This includes a
town, classroom, or soccer field.
2. The time period – when does the story take place? Time includes the year, era,
or actual time.
3. The emotional setting – emotions include being at the party, a visit to a dentist,
or a travel with the family.
4. The occupations or daily living conditions of the characters-or what is the
living condition each day? This includes a farmer who is at the farm every day.
4
 What does it mean to anticipate?
Use the information you learn from
the text and add your own thoughts
about that information. What
conclusions can you draw? That is
anticipation.
Activity 4. Anticipate it!
Direction: Use the graphic organizer below to help you find clues about the setting
of the poem. After looking over the clues, what can you anticipate about each
stanza? You may not find an answer for each column, but you should be able to
make anticipation in the last column. Some answers have been filled in for you.
Stanza Geographica Time Emotional Occupation What I can
l location period condition / daily life anticipate
from this
stanza?
Stanza 1 A yellow daytime sorry Traveller It is fall
wood Two
roads
diverged
Stanza 2 It wanted
wear

Stanza 3 Morning

Stanza 4 He is in
the future..

What I Can Do

Performance Task.
1. Write an essay on what strand to choose to take up in Grade 12.
2. Answer Reflection Question on the next page.

5
 Rubric for Assessment of the Personal Essay
(maximum of 15 points for each essay)

3 2 1 0
INTRODUCTION Well-developed Introduction Introduction Background
Background/Histor introduction creates adequately details are a
y engages the interest. explains the random
Thesis Statement reader and Sufficient background, collection of
CONCLUSION creates interest. background but may lack information,
Contains information is detail.  Thesis unclear, or not
detailed provided. states the related to the
background Thesis clearly position or topic. Thesis is
information. states the belief. vague or
Thesis clearly position or Conclusion is unclear.
states a belief. recognizable Conclusion does
significant and Conclusion and ties up not summarize
compelling effectively almost all loose main points.
position or summarizes ends.
belief. topics.  
Conclusion
effectively
wraps up and
goes beyond
restating the
thesis. 
MAIN POINTS The main idea The main idea The main idea More than one
Body Paragraphs or a thesis can be can be of the following
statement is identified. The identified. The problems may
clearly defined. writer shares writer shares be evident: The
There may be relevant some main idea is not
more than one information, information, identifiable. The
key point. facts and facts and writer shares
Appropriate experiences.  experiences, some
relevant There is a clear but may show information, but
information and distinction problems going it is limited or
details are between from general unclear. Details
shared from a general observations to are missing or
variety of observations specifics. repetitious.
sources and specifics.  Stronger
including Supporting support and
personal details are greater
experiences, relevant and attention to
6
 observations, explain the details would
and prior main idea. strengthen this
knowledge. paper.
Supporting
details are
accurate,
relevant, and
helpful in
clarifying the
main idea(s).
ORGANIZATION Logical Logical Organization is No discernable
Structure progression of progression of clear. organization. 
Transitions ideas with a ideas.  Transitions are Transitions are
clear structure Transitions are present.  not
that enhances present equally present. Connec
the thesis.  throughout tions between
Transitions are essay. ideas seem
mature and confusing or
graceful. incomplete.
STYLE  The paper is Writer's voice Writer's voice Writing is
Writer’s Voice, honest and is consistent may emerge confusing, hard
Audience enthusiastic. and strongly on to follow. 
Awareness, The language is strong.  The occasion, then Language is
natural yet writer is aware retreat behind vague.  No
thought- of an audience. general, vague, audience
provoking. It The reader is tentative, or awareness.  No
brings the topic informed and abstract variety in
to life. The remains language. The sentence
reader feels a engaged. writer is aware structure.
strong sense of Sentences of an audience.
interaction with have varied The reader is
the writer and structure. informed, but
senses the   must work at
person behind remaining
the words. engaged.
Writing is Sentence
smooth, skilful, structure
and coherent.  shows some
Sentences are variety.
strong and
expressive with
varied structure
MECHANICS Punctuation, Punctuation, A few errors in Distracting
Spelling, spelling, spelling, punctuation, errors in
punctuation, capitalization capitalization spelling, punctuation,
capitalization are correct.  No are generally capitalization. spelling,
errors. correct, with (3-4) capitalization.
few errors. (1-
2)
 

7
 Introduction/Conclusion _______
                   Main Points _______
                Organization  _______
                             Style _______
                    Mechanics _______

Total Points ______

Reflection questions:

1. What made you decide to take that choice?

______________________________________________________________
______________________________________________________________
________________________
2. Is it the choice of your parents or your own choice?
______________________________________________________________
______________________________________________________________
________________
3. Do you think you will be happy with that choice?
______________________________________________________________
______________________________________________________________
________________
 

Summary

This lesson reintroduced you to skills that need in reinforcing so that you
could do well through your student life. You used graphic organizers also as tools for
better comprehension. In the course of your reading, anticipating situations can be
helpful in choosing better decisions in life, you also used word building skills such as
analysis, and context clues and in understanding themes of literary pieces. You
explored creative forms of expressions like short essays that could be helpful for you
to express your thoughts and opinions.
The idea behind the poem’s message is to challenge students to think about
the choices they are making in their own life and reflect upon the consequences.
8
 With all these acquired skills, you can expect to move forward, to be more
confident of the next steps to take in exploring the world of language.

Assessment
Post-Test
Journal Making

Directions: Referring back to the pre reading activity questions, you will chart a
decision you have made in your life and trace the outcomes of that decision. You will
also chart possible outcomes related to making a difference choice in the same
situation. You will write a journal response based on your reflective thoughts on the
decision you made and also comment on the decision-making process you have
explored in class through the exercises associated with the poem.

Key to Answers

PRE-ASSESSMENT
Activity 1 . Think and Anticipate!
Answers may vary

Activity 2.Speculate this!

Answers may vary

Activity 3. Answer me frankly!

Travelling
Two roads to pass
To take the road less travelled by
Time of fall, because of the yellow leaves
Confusion, whether as to where road to choose
The reader got the wrong decisions in choosing
9 the road to take.
We must choose the best that fits to us, because time will pass and will never turn back.
Regrets happens at the end.
Activity 4. Anticipate it!

Post-Test
Journal Making
Answers may vary
References
Book

Almonte, Liza R et al,. A Journey Through Anglo-American Literature. English

Learner’s Material for Grade 9.Pasig City: Vibal Group, Inc., 2014.p144.

Website

“The Road Not Taken.” Poetry Foundation. Accessed June 03, 2020.
https://www.poetryfoundation.org/articles/89511/robert-frost-the-road-not-taken

“Personal Essay Rubrics.” MESACC EDU. Accessed June 03, 2020.

https://www.mesacc.edu/~paoih30491/RubricNameEssay.html

For pictures:

“Love Triangle Photo.” Mediapopup. Accessed June 03, 2020.

https://www.123rf.com/stock-photo/love_triangle.html?sti=mpldxt5lgeqv4m9whm|
&mediapopup=99695199

“Career Decision Photo.” Sutterstock. Accessed June 03, 2020.

https://www.shutterstock.com/image-illustration/career-decision-business-man-cross-roads-84730195

10
 For inquiries and feedback, please write or call:

Department of Education – Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

11