St.

Anthony’s Academy Of Gonzaga Quarter 2: Module 3 School ID: 400370

SUBJECT/ GRADE LEVEL: ENGLISH 9 SUBJECT TEACHER: Abigail F. Gumabay
Academic Year: 2020-2021 CP NUMBER: 09752436791 FB ACCOUNT: Abigail Fetalcorin Gumabay
I. INTRODUCTION
English Literature is one of the richest literatures of the world. Being the literature of a great
kingdom, its development in Europe has made its mark in the world on account of experience and
adventure. This literature reflects the characteristics of a great people for it has vitality, rich variety and
continuity. The literature’s various changes show the same changes in the English society. This
development impacts the other societies of the world. This lesson was designed and written with you in
mind. Read with comprehension as you discover further knowledge that will help you out in your quest in
learning.
II. STANDARDS
CONTENT STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types
serve as means of valuing other people; also how to use processing information strategies, different forms
of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
LEARNING OBJECTIVES
After the end of this module, students will be able to:
 Employ varied verbal and nonverbal strategies to create impact on the audience while delivering
lines in a Readers Theatre or in a Chamber Theatre. EN9OL-IIb-3.7;
 Analyze literature as a means of valuing other people and their various circumstances in life.
EN9LT-IIe-15;
 Distinguish between active and passive voice in sentences;
 Describe the characteristics of a sonnet;
 Analyze the structure of a sonnet; and
 Compose forms of literary writing EN9WC-IIf-9.

III. TRANSFER
In this module, students are expected to create their own sonnet.
IV. DISCUSSION

VERBAL AND NON VERBAL

Verbal strategy is the use of one's voice in a form of word to effectively deliver a speech. A
speaker should consider volume, tone, rate of delivery, projection, articulation, pronunciation, and
pausing. Verbal delivery enhances understanding of your message.
Examples of this are the following: talk, speech, cheering, shouting, and singing. Issuing commands
by voice and offering questions by voice are also included.
On the other hand, nonverbal strategy includes facial expression, gestures, body language,
posture and eye contact.
1. Facial Expressions- Facial expressions are responsible for a huge proportion of nonverbal
communication. The look on a person’s face is often the first thing wesee, even before we hear
what they have to say.
2. Gestures- Deliberate movements and signals are an important way to communicate meaning
without words. Common gestures include waving, pointing, and using fingers to indicate numeric
amounts.
3. Body Language- Research on body language has grown significant since the 1970’s, but popular
media have focused on the over- interpretation of defensive postures, arm- crossing and leg-
crossing.
4. Posture- Posture and movement can also convey a great deal of information
5. Eye contact- Visual contact with another person's eyes.

ACTIVITY 1: Distinguish between verbal and Nonverbal strategies

A. All the items below is written in verbal form. Underline all the nonverbal cues you find in each
sentence.
1. Cris greet Myra good morning while waving his hand.
2. Toni look sad upon hearing the bad news.
3. Liza raise her brow upon seeing the mess in her room.
4. Randy is very happy while holding his new cell phone.
5. Mary look nervous upon seeing the big snake in zoo.
B. Write V if the statement is Verbal and NV if it is Nonverbal.
6. Lito clenched fist while facing his enemy.

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 7. “May I just add something here?”
8. He’s standing with hands placed on the hips while doing the interview.
9. “I don’t want to lose my train of thought”.
10. She Signal “stop” with hand.

ACTIVITY 2: FILM VIEWING

Directions: Watch with comprehension the literature entitled, “Pride and Prejudice” by
Jane Austen.
Link: https://ww5.fmovie.sc/online/pride-prejudice-2005/watching.html/?ep=10

Jane Austen (1775- 1817) was a Georgian era author, best known for her social
commentary in novels including 'Sense and Sensibility,' 'Pride and Prejudice' and 'Emma. Her novels,
including Pride and Prejudice and Sense and Sensibility, are considered literary classics, bridging the
gap between romance and realism. 

Points for Discussion:

Answer the following questions. Write your answer in your notebook.
1. Why was Mrs. Bennet so eager to find husbands for her daughters?
2. How did Elizabeth and Mr. Darcy meet?
3. Describe the first impression of Mr. Darcy of Elizabeth.
4. How did Jane become ill that she stayed at Mr. Binley’s mansion until she recovered?
5. When did Mr. Darcy start noticing Elizabeth?
6. What happened to Jane after Mr. Bingley left for London?
7. How did Elizabeth realize the good intentions of Mr. Darcy towards her?
8. How did Mr. Darcy save Elizabeth’s family from shame?

SONNET
A sonnet shows two related but differing things to the reader in order to communicate something about
them. Each of the three major types of sonnets is reflective on this in a somewhat different way. The three
basic types of the sonnet are the Italian sonnet, the Spenserian sonnet and the English sonnet.

THE ITALIAN SONNET

The Italian sonnet is divided into two sections by two different groups of rhyming sounds. The first 8
lines is called the octave and rhymes:
a b b a a b b a
The remaining 6 lines is called the setset and can have either two or three rhyming sounds, arranged a
variety of ways:
c d c d c d
c d d c d c
c d e c d e
c d e c e d
c d c e d c
The exact pattern of setset rhymes is flexible. The one thing that is to be avoided in the setset is ending
with a couplet (dd or ee), as this was never allowed in Italy. In actual practices, setsets are sometimes
ended with couplets.
Example of Italian Sonnet:
 When I Consider How My Light Is Spent .The Final Fight
By  John Milton By: Leny Roovers
When I consider how my light is spent, In cold earth’s arms your body came to rest.
Ere half my days, in this dark world and wide, The fight had lasted years and winning swayed,
And that one Talent which is death to hide as bleeding cuts were caused by poisoned blades-
Lodged with me useless, though my Soul more bent you parried thrusts no longer played in jest.
To serve therewith my Maker, and present The venom spread within your tissues’ cells,
My true account, lest he returning chide; deformed the life-force, till it stopped to flow-
“Doth God exact day-labour, light denied?” the marrow in your bones refused to grow-
I fondly ask. But patience, to prevent deteriorated, in between bright spells.

That murmur, soon replies, “God doth not need Each point you made, was cheered on by the crowd,

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 Either man’s work or his own gifts; who best
Bear his mild yoke, they serve him best. His state
Is Kingly. Thousands at his bidding speed
And post o’er Land and Ocean without rest:
They also serve who only stand and wait.”
each wound received we mourned, in closing ranks;
each little death survived, would make you proud,
your smile and laughter cheerful, filled with thanks.
Yet gone are silver linings from your clouds-
the pistols given, fired only blanks.

THE SPENSERIAN SONNET

The Spenserian sonnet, invented by Edmund Spenseras. It has the pattern
a b a b b c b c c d c d e e
The “abab” pattern sets up distinct four line groups, each gives a specific idea. However, the overlapping
a,b,c, and rhymes form the first 12 lines into a single unit with a separated final couplet. The three
quatrains then develop three distinct but closely related ideas, with a different idea in the couplet.
Examples of Spenserian Sonnet:
One Day I Wrote her Name upon the Star Sonnet LIV
By: Edmund Spenser By: Edmund Spenser
One day I wrote her name upon the strand, Of this worlds theatre in which we stay,
But came the waves and washed it away: My love like the spectator ydly sits
Again I wrote it with a second hand, Beholding me that all the pageants play,
But came the tide, and made my pains his prey. Disguysing diversly my troubled wits.
"Vain man," said she, "that dost in vain assay, Sometimes I joy when glad occasion fits,
A mortal thing so to immortalize; And mask in myrth lyke to a comedy:
For I myself shall like to this decay, Soone after when my joy to sorrow flits,
And eke my name be wiped out likewise." I waile and make my woes a tragedy.
"Not so," (quod I) "let baser things devise Yet she, beholding me with constant eye,
To die in dust, but you shall live by fame: Delights not in my merth nor rues my smart:
My verse your vertues rare shall eternize, But when I laugh she mocks, and when I cry
And in the heavens write your glorious name: She laughs and hardens evermore her heart.
Where whenas death shall all the world subdue, What then can move her? if nor merth nor mone,
Our love shall live, and later life renew." She is no woman, but a senceless stone

THE ENGLISH OF SHAKESPEAREAN SONNET

The English sonnet has the simplest and most flexible pattern of all sonnets, consisting of 3 quatrains of
alternating rhyme and a couplet:
a b a b
c d c d
e f e f
g g
Not only is the English Shakespearean sonnet is the easiest in terms of its rhyme scheme, calling for only
pairs of rhyming words rather than groups of 4, but it is the most flexible in terms of the placement of the
volta.
Examples of Shakespearean Sonnet
Sonnet XVIII Sonnet XXXVI
By: William Shakespeare By: William Shakespeare

Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wander'st in his shade,
When in eternal lines to time thou grow'st,
   So long as men can breathe, or eyes can see,
   So long lives this, and this gives life to thee.
Let me confess that we two must be twain,
Although our undivided loves are one:
So shall those blots that do with me remain,
Without thy help, by me be borne alone.
In our two loves there is but one respect,
Though in our lives a separable spite,
Which though it alter not love's sole effect,
Yet doth it steal sweet hours from love's delight.
I may not evermore acknowledge thee,
Lest my bewailed guilt should do thee shame,
Nor thou with public kindness honour me,
Unless thou take that honour from thy name:
   But do not so, I love thee in such sort,
   As thou being mine, mine is thy good report.

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VOICES OF VERBS
Verbs have two choices; active and passive voice. While verb tenses have to do with the time of the
actions, the voices of the verb pertain to the way the verbs function with respect to the subject of the
sentence.
When the verb is active, the subject performs the action. Active voice is also called the normal voice of
the verb.
Examples: The wind blows hard.
The lead actor helps the new stunt man.
I receive the award personally.
When the verb is passive, the subject is the recipient of the action. The object of the active verb becomes
the subject of the passive verb.
Examples: The movie was watched mostly by young girls.
The new television was bought by my eldest brother.
The plaques were donated by the town mayor.

ACTIVITY 3
Directions: Write A if the sentence is in Active voice and P if the sentence is written in the Passive voice.
1. The big bone was taken by the dog.
2. The fish was eaten by the Siamese cat.
3. Layla left with her cousins.
4. The referee called a foul.
5. His mother baked cookies.
6. The captain abandoned the ship.
7. The poster was created by the crew.
8. The lemonade was prepared by my eldest sister.
9. I come to say goodbye.
10. The email message was sent by an anonymous writer.

V. NEW IDEAS
What have you learned in the lesson? I learned that
_____________________________________________________________________________________
__________________________________________________

VI. EVALUATION
A. Directions: Identify if it is Verbal or Non Verbal.
1. Shut up and let me finish! 6. (Tiger look)
2. (Derisive laughter). 7. (Talk louder)
3. (Move closer to the speaker). 8. Please don’t interrupt me.
4. Just a minute, please. 9. (Angry face)
5. Signal “stop” with hand. 10. How are you today?

B. Directions: Change the sentences into passive voice.

Example: Sue changed the flat tire. The flat tire was changed by Sue.
1. The janitor rendered overtime to clean the stage.
2. The lawyer accompanied his client.
3. The clerk of court read the decision.
4. Jason will be here tonight to close the store.
5. The kangaroo carried her baby in her pouch.

C. Compose your own sonnet. You may choose your own type of sonnet from the lesson. Write your
sonnet in a short bond paper. Be artistic and creative in your work.

References:
Mendoza, G., Rellorta, A., Dela Cruz, E. (2013). Journey to English Secondary Level 9. KLEAFS

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 Publishing. Block 609, Lot 1, Phase 6, Metrogate, Meycauayan II Loma de Gato, Marilao
Bulacan.
Quarter 2: Module 4 Subject: ENGLISH 9
I. INTRODUCTION
English Literature is one of the richest literatures of the world. Being the literature of a great
kingdom, its development in Europe has made its mark in the world on account of experience and
adventure. This literature reflects the characteristics of a great people for it has vitality, rich variety and
continuity. The literature’s various changes show the same changes in the English society. This
development impacts the other societies of the world. This lesson was designed and written with you in
mind. Read with comprehension as you discover further knowledge that will help you out in your quest in
learning.
II. STANDARDS
CONTENT STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types
serve as means of valuing other people; also how to use processing information strategies, different forms
of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.
LEARNING OBJECTIVES
After the end of this module, students will be able to:
 EN9LT-IIg-15: Analyze literature as a means of valuing other people and their various
circumstances in life;
 EN9VC-IIg-23: Share personal opinion about the ideas presented in the material viewed.
 EN9G-IId-19: Identify and use adverbs as modifiers to express time, place, manner, degree, and
frequency;
 Distinguish the difference between Inductive and Deductive Reasoning;
 Examine the subject and predicate in a sentence;
 EN9WC-IIg-9: Compose forms of literary writing.
III. TRANSFER
After this module, students are expected to apply the concept learned through writing a reaction paper.
IV. DISCUSSION

Doris May Lessing, original name Doris May Tayler, (October 22, 1919- November
17, 2013) British writer whose novels and short stories are largely concerned with
people involved in the social and political upheavals of the 20th century. She was
awarded the Nobel Prize for Literature in 2007.

Activity 1: Reading Time!

Directions: Read the story entitled, “A Mild Attack of Locusts” by Doris Lessing.
Link: https://www.newyorker.com/magazine/1955/02/26/a-mild-attack-of-locusts

Points for Discussion: Answer the following questions.

1. How did Margaret, Richard and the rest of the farmers learn about the forthcoming swarms of locusts?
2. How large was the farm of Richard and his father? What was their crop?
3. Describe the swarm of locusts as they approached the place of Margaret?
4. How did the swarm attack the farmers?
5. What prevention method did the farmers do?
6. Describe how the locusts destroyed the farm and its crops.
7. What was the plan of Richard and old Stephen after the swam had left?
8. What can be the best lesson one can learn from the story?

ADVERB
An adverb is an article of speech that modifies other adverbs, verbs, adjectives, clauses, or sentences.
When an adverb is used in a sentence, it will answer one of the following questions:
 How?  Why?  How much?
 When?  In what way?  In what condition?
 Where?  How often?  To what degree?

Although you can recognize some adverbs by their "ly" endings, there are many, many adverbs that do
not require an "ly" ending. For example, consider the following sentence: I went to the store today. In this
sentence, the word "today" is an adverb.

ADVERB CATEGORIES
It's helpful to consider categories of adverbs to get a better understanding of them.

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For example:
1. Adverbs of time- answer the question of when, and include such adverbs as early, never, and
tomorrow to name a few.
2. Adverbs of location- answer the question of where, and include such adverbs as upstairs, outside, up,
and above to name a few.
3. Adverbs of manner- answer the question of how, and include such adverbs as happily, angrily,
quickly, and fast for example.
4. Adverbs of frequency- answer the question of how often, and include such adverbs as rarely, always,
sometimes, and occasionally.
5. Adverbs of degree- answer the question of how much, and include such adverbs as completely,
almost, little, very, and too for example.

RHETORIC – INDUCTIVE AND DEDUCTIVE REASONING

Rhetoric is an art of argumentation and discourse. It is the art and skill of convincing others of what
we believe through writing and speaking. The earlier known practice of rhetoric came from the Golden
Age of Greece when philosophes discussed logos, ethos and pathos. Writers in the Roman Empire later
adapted and modified these Greek ideas. Across the centuries, medieval civilizations have also adapted
modified the theories of the Greek rhetoric. Even today, many consider the study of rhetoric a central part
of liberal arts education.

What are logos? Logos is the use of logical arguments such as induction and deduction. Inductive
reasoning takes a specific case or facts and then draws conclusions from then. Inductive reasoning must
be based on a sufficient amount of reliable evidence. Deductive reasoning begins with a generalization
and then applies it to a specific case. The generalization you start with must have been on a sufficient
amount of reliable evidence.

Example of inductive reasoning:

John came from America and Americans are tall. Therefore, John is tall.

Oranges make my skin glow and orange is a fruit. Therefore, all fruits make my glow skin.

Lions are ferocious animals and lions live in the wild. Therefore, animals in the wild are ferocious.

Jasmine is a standout student and Jasmine belongs to Section A. Therefore, all students in section A
are all standout.

Lemon is rich with vitamin C and lemon is a citrus fruit. Therefore, all citrus fruit are rich with
vitamin C.

Example of deductive reasoning:

All African people are black, Banda is an African. Therefore, Banda is black.

Giant creatures of the sea are known to be gentle, whale shark is a giant of the sea. Whale shark is a
giant of the sea. Therefore, whale sharks are gentle.

Animals and humans alike have venom, Greg is a human. Therefore, Greg has venom.

All mathematics subjects deal with numbers, algebra is a branch of mathematics. Therefore, algebra
deal with numbers.

Filipino singers are emotional singers and Sharon Cuneta is a Filipino. Therefore, Sharon Cuneta is
an emotional singer.

Activity 2: Brain Booster

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A. Directions: Write the adverb in the following sentences.

1. Akio arrived early.

2. I can run faster than you.

3. Lim Sing seems very sure of herself.

4. Later I believed him.

5. Our soccer team was too slow.

6. Is he always early?

7. Did you know that your new books are here?

8. Did you work hard?

9. Marina has been there.

10. This math problem is especially hard.

B. Directions: Identify if the statement uses an inductive or deductive reasoning.

1. All green leafy vegetables are nutritious. Pechay is a green leafy vegetable. Therefore, Pechay is
nutritious.

2. All criminals will go to jail/. Arthur is a criminal. Therefore, Arthur will go to jail.

3. All movies of Jackie Chan are action comedy. Police Story is a movie of Jackie Chan. Therefore,
Police Story is an action comedy movie.

4. All kinds of jewelry are expensive. This necklace is jewelry. Therefore, this necklace is expensive.

5. Gems are found deep beneath the ground. Diamonds are found deep beneath the ground. Therefore,
diamond is a gem.

Simple Sentence is the most basic type of sentence. It contains one independent clause. An independent
clause includes one subject and one verb.

Example of simple sentences:

The sun shines brightly in the sky.

Her mother takes care for her younger siblings.

The elephant drinks water from the lake.

Simple Subject and Simple Predicate

The simple subject is the person or thing doing the action in the sentence. It may have a modifier before
or after it.

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Read the sentence: The girl waters the plants.

In the sentence above, the girl is the simple subject. The simple predicate is the verb or the action that
the subject is doing. In the sentence, waters is the simple predicate.

Example of sentences with a simple subject and a simple predicate:

The locusts left the farm.

The men gathered in the hall.

Monkeys climbed the tree tops.

Women moved to the right.

Dolphins frolic near the shoreline.

Complete Subject and Complete Predicate

The complete subject is the person or thing doing the action in the sentence plus all the modifiers that go
with it.

Read the sentence: The tall and slim girl waters all the plants in the garden.

The complete subject is the tall and slim girl. The complete predicate includes all worlds that state the
action or condition of the subject. Waters all the plants in the garden is the complete predicate.

Read more examples of sentences where the complete subject is highlighted and the complete predicate is
underlined.

The short and plump girl eagerly left the auditorium.

Many monkeys in the wild live as one big family.

The noisy and naughty class deliberately disobeyed the campus rules.

The festival dance got the attention of the foreign and local tourists.

The apples on the table look deliciously sweet.

Activity 3: COMPLETE ME

Directions: Complete the sentence by writing a complete subject or complete predicate.

1. _________________________ drinks water from the dirty and muddy pond.

2. _________________________ chose to be quiet and still while inside the room.

3. Few teenage girls _____________________________.

4. Three lovely peacocks _________________________.

5. The high and mighty Mr. Suboc ____________________________.

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6. _______________________ left as soon as he saw the manager.

7. _______________________ actually believed what the woman said.

8. Four lovely young ladies _____________________________.

9. A flock of migratory birds ____________________________.

10. __________________________ obediently refused to take a drink.

V. NEW IDEAS

What have I learned in this lesson? I learned that

_____________________________________________________________________________________
______________________________________

VI. EVALUATION

Directions: Underline each adverb in the following sentences. Then, circle the word or words the adverb
modifies. On the line provided, write whether the adverb tells how, when, where, or to what extent.

Example:

When 1. Shall we leave now?

_____________ 1. The boys work slowly.

_____________ 2. Well, what shall we do now?

_____________ 3. This Incan pottery was expertly made.

_____________ 4. She will never believe you.

_____________ 5. If you need any help, I will be there.

_____________6. Emilia danced gracefully.

_____________ 7. After saying goodbye to his mother, Joshua left yesterday for school.

_____________ 8. She learned to make tamales easily.

_____________ 9. Carla often goes to jazz concerts.

_____________ 10. The fandango dance troupe rehearsed diligently

B. Write a reaction paper about the canonization of Saint Pedron Calungsod. Use at least 300 words on
your notebook. Underline all the complete predicate in your sentences.

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---End of Module---

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References:

Mendoza, G., Rellorta, A., Dela Cruz, E. (2013). Journey to English Secondary Level 9. KLEAFS

Publishing. Block 609, Lot 1, Phase 6, Metrogate, Meycauayan II Loma de Gato, Marilao
Bulacan.

11