VALUES EDUCATION 9

SECOND QUARTER
Learning Module No. 1

Weeks 10 - 11
Nov. 9-13 , 16-20, 2020

Topic : Lesson 1: People’s Rights and Social Responsibilities

Learning Competencies: 1. Recognize the people’s rights and responsibilities
2.Evaluate human rights violations existing in the family, school,
barangay/community, or society/nation
3. Prove that rights only make real sense if people fulfill their responsibility to
recognize, understand their rights, and use reason in the promotion of the
equality of all people’s dignity

CONCEPT NOTES: HUMAN RIGHTS

According to the United Nations (UN), there are four characteristics of human rights:
1.Universal and inalienable
All rights apply to people around the globe regardless of color, creed, or nationality.
2. Interdependent and Indivisible
Rights are interrelated. The facilitation of one right advances another right.
3. Equal and nondiscriminatory
Human rights are true to all with no bias to age, gender, color, and nationality.
4. Both rights and obligations
Since everyone is entitled to his / her own rights, he/she also has to respect the
Rights of others. People must mutually foster a sense of respect and responsibility
to protect their own and other’s rights.
The General Assembly of the UN adopted on December 10, 1948 the Declaration of
Human Rights , a universal document that sets the basis of the fundamental rights and
Responsibilities of people around the globe. The declaration has thirty articles, which are
condensed to twenty. These are the following:
right to be born 7. right to dignity and welfare 13. right to social
right to privacy 8. right to a standard of living and international order
right to equality 9. right to matrimony and family 14. right to equal
right to property 10. right against slavery or servitude protection before the
right to education 11. right to life, liberty, and security law
right to nationality 12. right to work and employment 15. right to freedom
protection of movement and residence
16. right to due process or fair 17. right to suffrage and equal access to
and public hearing public service
18. right to freedom of thought , conscience, and religion
19. right to freedom of peaceful assembly and association
20. right to culture, arts, and scientific advancement society

Human rights violations may happen anywhere- at home, in school, community, or society. People
should be vigilant in the exercise and protection of their rights. Their fundamental rights only make
sense if they take the responsibility to recognize and understand them and promote the equality of
people’s dignity.
 LET US CHECK YOUR UNDERSTANDING !

INSTRUCTIONS: Answer directly the following activities on a long bondpaper with your name , grade
and section, and subject. Then you will pass only your answer sheet which refers to your long bond
paper. Leave only this module at home.

ACTIVITY 1: Classify each human right violation based on its scope of occurrence such as family,
school, community, or society. Choose your answer from home, school, barangay, or nation. Then,
write a solution for each human right violation.

Example; A nearby slum in your barangay has no access to clean water.

Answers: 1. Barangay
Solution: Barangay officials should request the Metro Manila Waterworks and Sewerage System to
Provide access to clean water for those who do not have one.

1. Verbally abused by his parents, a child is mostly troubled in his room.

2. A classmate is noisy that the lecture is disrupted during a Math class.
3. A neighbor is fond of singing the karaoke even beyond midnight, depriving others of a decent
sleep.
4. For the sake of marketing advantage , most local television networks endorse products that are
dangerous to consumers.

ACTIVITY 2: Identify the rights violated in each situation. Choose your answer from the box. Write only
the letter of the correct answer.

a. right to be born f. right to nationality

b. right to privacy g. right to dignity and welfare
c. right to equality h. right to a standard of living
d. right to property i. right to matrimony and family
e. right to education j. right against slavery or servitude

1. Activists during martial law were arrested, imprisoned, and tortured.

2. Health care services in the provinces are limited than in major cities.
3. Several factory workers in Metro Manila receive a salary less than the minimum daily wage.
4. A family denies a legal member from getting a share of an inheritance left by their deceased
parents.
5. A daughter is forced by her parents to marry someone she does not love at all.
6. Some states have been legalizing abortion to mitigate overpopulation and issues related to
unwanted pregnancies.
7. Several government websites have been hacked by unknown entities , disseminating confidential
information to the public.
8. Aside from receiving her weekly wage irregularly, a housemaid works beyond the required time
and barely has eight hours of sleep.
9. After working for two decades, a Filipino migrant worker’s application for new citizenship has been
denied by the government several times.
10. Some media agencies sensationalize news reports at the expense of the accuracy of facts in
order to gain high ratings.
 ANSWER SHEET NO.1
ENGLISH 8
SECOND QUARTER

NAME:_____________________________________________ SCORE:__________________
GRADE AND SECTION:_______________________________

Weeks 10 -11
Nov. 9-13 , 16-20, 2020

Topic : Explaining Visual-Verbal Relationships Illustrated in Tables, Graphs,

and Information Maps Found in Expository Texts
Learning Competency : Explain visual-verbal relationships illustrated in tables, graphs, and
information
Read andmaps found in
understand expository
first the EQUIPtexts
part on pages 3-6 on your modular textbook, My Distance
Learning Buddy , Grade 8, before you will answer the following activities.
READ THIS FIRST!

LET US CHECK YOUR UNDERSTANDING !

INSTRUCTIONS: After reading and understanding the given lesson in the modular book
,answer these following.

MISSION 1: Study the tree diagram about the branches of science found on page 5.Then
answer the following questions on pages 6-7. Get the answers from the tree
diagram.
1.
2.
3.
4.
5.

MISSION 2: Read the article “ The Sciences” on pages 5-6.Then answer the following
questions 1 – 4 based on the article. Get the answers from the given article.
1.
2.
3.
4.
 ANSWER SHEET NO.1
MUSIC 8
SECOND QUARTER

NAME:_____________________________________________ SCORE:__________________
GRADE AND SECTION:_______________________________

Weeks 10 -11
Nov. 9-13 , 16-20, 2020

Topic : Lesson 1: Music of China

Learning Competency : Listens perceptively to music of East Asia ( China )
Analyzes musical elements of selected songs and instrumental pieces heard
Read and understand first the I LEARN part on pages 389-391 on your modular
and performed
textbook, My Distance Learning Buddy , Grade 8, before you will answer the
READ THIS FIRST! following activities.

LET US CHECK YOUR UNDERSTANDING !

INSTRUCTIONS: After reading and understanding the given lesson in the modular book ,answer these
following directly.

ACTIVITY 1: Answer the I KNOW , items no.1-5 on page 389 on this answer sheet . Write only the
letter of the correct answer.
1.
2.
3.
4.
5.

ACTIVITY 2 : Answer the I Accomplish , letter B , page 392 on this answer sheet.
A. Watch and listen to these following representative music on Youtube.
 Fisherman’s Song at Dusk ( Chinese Zither Performance )
 Jasmine Flower ( Chinese Traditional Music )
After watching and listening, analyze the two music selections from China based on four simple musical
elements. Fill in the table with your answers in every column. Choose your answer from every given
underlined descriptions about its musical elements on the first column.

Example: Answer : For pitch : high

MUSICAL ELEMENTS FISHERMAN’S SONG DUSK JASMINE FLOWER

PITCH
( Do the notes sound high or
low? )
RHYTHM
( Is it regular, irregular, or free ?)
TEMPO
( Is the music fast or slow? )
DURATION
( Are the notes short or
sustained?)
 CREATIVE NONFICTION
SECOND QUARTER
LEARNING MODULE 1

Weeks 10 - 11
Nov. 9-13 , 16-20, 2020

Topic : Lesson 1: A Life Worth Narrating: The Autobiography

Learning Competencies: Present a commentary/critique on a chosen creative nonfictional text
representing a particular type or form (Biography/Autobiography, Literary Journalism/Reportage, Personal
Narratives, Travelogue, Reflection Essay, True Narratives, Blogs, Testimonies, Other Forms)
Learning Goals: 1. Describe autobiography as a type of creative nonfiction
2. analyze a sample autobiography
3. recall memorable episodes in his/her life as an initial exercise in writing an
autobiography

CONCEPT NOTES: AUTOBIOGRAPHY

An autobiography is a kind of biography that centers on the life of the narrator himself/herself. The
term autobiography is said to have been derived from the Greek words autos ( which means “self”),
bios ( which means “ life”), and graphein ( which means “to write”). Literally, an autobiography is a
form of writing that is about one’s –that is, the narrator’s own life. An autobiography however, does not
simply list down or relate events chronologically. It borrows some of the literary strategies and devices of
fiction, such as characterization and plot, in order to make one’s life story interesting. When writing an
autobiography , one should also exercise discernment in choosing the details that a writer wishes to
include, particularly details which are not only memorable but are also worth sharing with the
readers.
The autobiography shares certain characteristics with other types of creative nonfiction, primarily its
being in the first person. But unlike the personal narrative which usually focuses on a single event or
episode, the autobiography deals with a chain of events and covers a longer period of time. Indicating
information such as dates and places, therefore, is essential.

LET US CHECK YOUR UNDERSTANDING !

INSTRUCTIONS: Answer the activities on a long bond paper with your name , grade and section, and
subject. Then you will pass only your answer sheet which refers to your long bond paper. Leave only this
module at home.

ACTIVITY 1 : Talk About Me

Instruction: Briefly discuss the given concept below.

1. Autobiography
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
 ACTIVITY 2 : Read and analyze the sample of autobiography ,a nonfiction text given below.
Then answer the questions below based on the autobiography.

The Story of My Life, by Helen Keller

Excerpt from Chapter IV

The most important day I remember in all my life is the one on which my teacher, Anne Mansfield
Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrasts between the
two lives which it connects. It was the third of March, 1887, three months before I was seven years old.
On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed vaguely from my
mother's signs and from the hurrying to and fro in the house that something unusual was about to
happen, so I went to the door and waited on the steps. The afternoon sun penetrated the mass of
honeysuckle that covered the porch, and fell on my upturned face. My fingers lingered almost
unconsciously on the familiar leaves and blossoms which had just come forth to greet the sweet southern
spring. I did not know what the future held of marvel or surprise for me. Anger and bitterness
had preyed upon me continually for weeks and a deep languor had succeeded this passionate struggle.
Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in,
and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line,
and you waited with beating heart for something to happen? I was like that ship before my education
began, only I was without compass or sounding-line, and had no way of knowing how near the harbor
was. "Light! give me light!" was the wordless cry of my soul, and the light of love shone on me in that very
hour. I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Some one took it,
and I was caught up and held close in the arms of her who had come to reveal all things to me, and, more
than all things else, to love me. The morning after my teacher came she led me into her room and gave
me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it;
but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled
into my hand the word "d-o-l-l.” I was at once interested in this finger play and tried to imitate it. When I
finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running
downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling
a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the
days that followed I learned to spell in this uncomprehending way a great many words, among them pin,
hat, cup and a few verb like sit, stand, and walk. But my teacher had been with me several weeks before I
understood that everything has a name. One day, while I was playing with my new doll, Miss Sullivan put
my big rag doll into my lap also, spelled "d-o-l-l" and tried to make me understand that "d-o-l-l” applied to
both. Earlier in the day we had a tussle over the words “m-u-g” and “w-a-t-e-r.” Miss Sullivan had tried to
impress it upon me that "m-u-g" is mug and that "w-a-t-e-r” is water, but I persisted in confounding the
two. In despair she had dropped the subject for the time, only to renew it the first opportunity. I came
impatient at her repeated attempts and, seizing the new doll, I dashed it upon the floor. I was keenly
delighted when I felt the fragments of the broken doll at my feet. Neither sorrow nor regret followed my
passionate outburst. I had not loved the doll. In the still, dark world in which I lived there was no strong
sentiment or tenderness. I felt my teacher sweep the fragments to one side of the hearth, and I had a
sense of satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew I
was going out into the warm sunshine. This thought, if a wordless sensation may be called a thought,
made me hop and skip with pleasure. We walked down the path to the well-house, attracted by the
fragrance of the honeysuckle with which it was covered. Someone was drawing water and my teacher
placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the
word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers.
Suddenly I felt a misty consciousness as of something forgotten—a thrill of returning thought; and
somehow the mystery of language was revealed to me. I know then that “w-a-t-e-r” meant the wonderful
cool something that was flowing over my hand. That living words awakened my soul, gave it light, hope,
joy, set it free! There was barriers still, true, but barriers that could in time be swept away. I left the well-
house eager to learn.
Everything had a name, and each name gave birth to a new thought. As we returned to the house every
object which I touched seemed to quiver with life. That was because I saw everything with the strange,
new sight that had come to me. On entering the door I remembered the doll I had broken. I felt my way to
the hearth and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for
I realized what I had done, and for the first time I felt repentance and sorrow. I learned a great many new
words that day. I do not remember what they all were; but I do know that mother, father, sister, teacher
were among them—words that were to make the world blossom for me “like Aaron’s rod, with flowers.” It
would have been difficult to find a happier child than I was as I lay in my crib at the close of that eventful
day and lived over the joys it had brought me, and for the first time longed for a
new day to come.

Questions for Discussion:

1. Why is the text called an autobiography?
2. Who is the narrator?
3. Was Helen Keller born blind and deaf?
4. Who was the teacher helped Keller to change her life and gave her hope?
5. What was the first thing that Sullivan taught Keller?
6. What was the first word that Keller truly understood?

ACTIVITY 3 : Try to recall episodes from your childhood and teenage life which you think are
worth sharing and which you may include in a possible autobiography . Indicate dates, places, and other
details. The incomplete table below serves as your example and guide.

Date Place Event

June 1978 Quezon City birth
1984 Bayanan Elementary School First year in school, was placed
in second-to-the –last section