Department of Education

ENGLISH 9
Analyzing Literature
as a Means of Understanding
Unchanging Values in the VUCA World
Second Quarter - Week 6

JAY BOY E. EVANO

Writer

ADOR B. QUERUBIN, EdD

Validator
Rosalinda G. Jusi
Cecilia Teresa C. Claudel
Alyssa V. Aventurado
Dr. Ma. Carmen D. Solayao
Quality Assurance Team

Schools Division Office – Muntinlupa City

Student Center for Life Skills Bldg., Centennial Ave., Brgy. Tunasan, Muntinlupa City
(02) 8805-9935 / (02) 8805-9940
 In this lesson, you will learn how to analyze literature as a means of
understanding unchanging values in the VUCA (volatile, uncertain, complex,
ambiguous) world.

Specifically, after completing the lesson, you will be able to:

1. Identify the universal values represented by characters in a story;

2. Explain how the characters depict such values; and
3. Analyze how VUCA environments challenge the personal value
systems of characters in a story

Directions: Encircle the letter of the correct answer.

1. What serve as motives behind purposeful actions?

A. values C. attitudes
B. beliefs D. actions
2. Which term referto a person's beliefs about right and wrong and may or may
not be considered moral?
A. internal struggle C. aspirations
B. personal grudges D. personal values
3. Which values are accepted by religions or societies and reflect what is
essential in each context?
A. social values C. shared values
B. cultural values D. accepted values
4-5 Which of the following are characteristics of a VUCA environment?
A. ambiguous C. uncertain
B. constant D. accommodating

6. What refers to a lack of clarity about how to interpret something, which

happens when information about a situation is incomplete, contradicting,
or too inaccurate to draw clear conclusions?
A. volatility C. ambiguity
B. uncertainty D. complexity

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 7. Which is often associated with people's inability to understand what is
going on and confidently predict the future?
A. volatility C. complexity
B. uncertainty D. ambiguity

8. Which term refers to evaluating characters' traits, their role in the story,
and the conflicts they experience?
A. persona C. static character
B. character traits D. character analysis
9. What value is highlighted in the given poem?

The Rock Cries Out to Us Today

Maya Angelou
Each of you a bordered country,
Delicate and strangely made proud,
Yet thrusting perpetually under siege.
Your armed struggles for profit
Have left collars of waste upon
My shore, currents of debris upon my breast.
Yet, today I call you to my riverside,
If you will study war no more.
Come, clad in peace and I will sing the songs
The Creator gave to me when I
And the tree and stone were one.

A. justice c. peace
B. love d. contentment
10. Which line captures a reflection of unconditional love?

The magi, as you know, were wise men- wonderfully wise men—who brought
A
gifts to the Babe in the manger. They invented the art of giving Christmas
B
present. Being wise, the gifts were no doubt wise ones, possibly bearing the

privilege of exchange in case of duplication. And here I have lamely related

C
to you the uneventful chronicle of two foolish children in a flat who most

unwisely sacrificed for each other the greatest treasures of their house. But

in a last word to the wise of these days let it be said that of all who give gifts

these two were the wisest. O all who give and receive gifts, such as they are
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wisest. Everywhere they are wisest. They are the magi.
excerpt from The Gift of the Magi
by O. Henry
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A. Directions: Examine the pictures, then answer the given questions.

1. What Filipino custom is depicted in the

pictures?
_______________________________________
_______________________________________
_______________________________________

2. Do you think that custom is alive amid

the COVID-19 pandemic? Why or why
not?
_______________________________________
_______________________________________
_______________________________________

3. How do you think does it help our

country in its fight against COVID-
19? Cite a specific situation.
_______________________________________
_______________________________________
_______________________________________

Source: https://region4b.mgb.gov.ph/archive/news-archive/324-keeping-the-bayanihan-
spirit-alive-amid-covid-19-pandemic

B. Directions: Supply the missing letters to form human values reflected in

Bayanihan.
1. The ability to understand and share the feelings of another

E M A T

2. The quality of being friendly, generous, and considerate

N D S S

3. Sympathetic pity and concern for the sufferings or misfortunes of others

C O M S N

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 There is no denying that we live in a volatile, uncertain, complex, and
ambiguous (VUCA) world. The COVID-19 pandemic, climate change, and the
proliferation of fake news are VUCA conditions we all face today.
To thrive in this continuously changing and highly uncertain
environment, we have to build our capacity to respond to the challenges it
brings. One way of doing that is harnessing the power of human values such
as love, compassion, justice, respect, among others. When situations become
too complicated, confusing, and overwhelming, these values help us outline
our priorities and guide our actions.
Literature offers us an opportunity to deepen our understanding of the
unchanging values that help us succeed in this VUCA world. By determining
and understanding the characters' value systems and recognizing how they
shape decisions and consequences, we gain insights into how we should
respond to real-life situations.

A. Directions: Read the text, then answer the questions that follow.

Thank you, M’am

Langston Hughes
(summary and overview published in https://americanliterature.com/
author/langston-hughes/short-story/thank-you-mam)

The story features two characters; Roger and Mrs. Luella Bates Washington
Jones.

They meet when Roger attempts to steal her purse as she is walking home
late at night. Roger loses his balance, and Mrs. Jones, who seems to be a
substantial woman, first kicks him in the behind as he is sprawled on the
sidewalk, and then hauls him up and shakes him. She has the boy pick up her
purse, and begins to dress him down. Then the story takes a turn,

"Um-hum! And your face is dirty. I got a great mind to wash your face for
you. Ain't you got nobody home to tell you to wash your face?"

"No'm," said the boy.

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 "Then it will get washed this evening," said the large woman starting up
the street, dragging the frightened boy behind her.

And with those simple lines, Hughes affects a magical transformation

turning a tough old black woman into everyone's mother and a young hood-
lum into everyone's friend, brother or son. By explaining the crime -- it's out
of a child's impoverished necessity -- and humanizing the characters, he
makes us understand that Roger is not a bad kid as much as he is a kid
trapped in difficult circumstances.

After a bit more physical and verbal trouncing, Mrs. Jones' course of
action is clear:

"But you put yourself in contact with me," said the woman. "If you think
that that contact is not going to last awhile, you got another thought coming.
When I get through with you, sir, you are going to remember Mrs. Luella
Bates Washington Jones."

Sweat popped out on the boy's face and he began to struggle.

Mrs. Jones puts the boy in a half-nelson and drags him up the street
and into her house where the "tough love" lightens up on the toughness and
starts to load up a bit on the love. She feeds him, lectures him gently, and
gives him the money he was attempting to steal so that he may buy the blue
suede shoes that he needs.
Then the story concludes:

She led him down the hall to the front door and opened it. "Goodnight!
Behave yourself, boy!" she said, looking out into the street.

The boy wanted to say something else other than, "Thank you, ma'am"
to Mrs. Luella Bates Washington Jones, but although his lips moved, he
couldn't even say that as he turned at the foot of the barren stoop and looked
back at the large woman in the door. Then she shut the door.

Note: You will find the full version of the story at

https://www.chino.k12.ca.us/cms/lib/CA01902308/Centricity/Do-
main/1689/Thank%20You%20%20Ma%20am.pdf

COMPREHENSION QUESTIONS

1. What did Roger attempt to do at the beginning of the story?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. What did Mrs. Jones do to him after he lost his balance?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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3. Did you expect Mrs. Jones to bring Roger home after what he did? Why or
why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. Did Roger's characterization change as a result of Mrs. Jones' actions?

If yes, how?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5. What do you think did Roger learn from Mrs. Jones? Explain your answer.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

B. Directions: Identify three values displayed by Mrs. Jones in the story, then
cite her actions and statements that embody each of them.

VALUES TEXTUAL EVIDENCE

Mrs. Jones' actions and statements that reflect each value

C. Directions: It is not a stretch to imagine that Roger represents people in the

contemporary world. For example, pandemic-related factors such as
unemployment and scarcity of resources have increased the country's
poverty incidence, forcing many people to commit crimes such as theft. What
can we learn from Mrs. Jones about dealing with individuals who fall prey to
wrongdoings?

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Directions: Complete each statement.
1. Literature helps readers understand unchanging values. Such values
are essential to thrive in a VUCA world because they
_____________________________________________________________________.

2. To identify and understand the values highlighted in a literary piece, a

reader can analyze __________________________________________________.

3. The characters’ ______________________________________________________

help readers spot and deepen their understanding of the underlying
values conveyed in a story.

Look for news articles about acts of kindness, empathy, or compassion

during the COVID-19 pandemic. Write a paragraph discussing the impact of
such acts on others' lives and the life lesson they offer.
Assessment Rubric:
Point Value 2 points 1 points .5 points 0 points
Topic Interesting, original Clearly stated topic Acceptable topic Missing, invalid, or
Sentence topic sentence, sentence presents one sentence inappropriate topic
reflecting thought main idea presents one sentence; main
and insight; focused idea idea is missing
on one interesting
main idea
Supporting Interesting, concrete, Examples and details Sufficient Insufficient, vague,
Details and descriptive relate to the topic, and number of or undeveloped
examples and details some explanation is examples and examples
with explanations included details that
that relate to the relate to the
topic topic.
Organization Thoughtful, logical Details arranged in a Acceptable No discernible
and progression of logical progression; arrangement of pattern of
Transitions supporting appropriate examples; organization;
examples; Mature transitions transitions may Unrelated details;
transitions between be weak no transitions
ideas
Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences with some variety in Inappropriate tone;
pleasing variety in varied structures; sentence Awkward, unclear,
sentence structure; Effective diction structures; or incomplete
Vivid diction, precise Adequate diction sentences; Bland
word choices and wordchoices diction, poor word
choice
Mechanics Consistent standard Some errors, but none A few errors in Distracting errors in
English usage, major, in usage, usage, spelling, usage, spelling, or
spelling, and spelling, or or punctuation punctuation
punctuation. No punctuation. (1-2) (3-4)
errors

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Directions: Read the given excerpt from A Day in the Country by Anton
Chekov, then answer the questions that follow.

As soon as the rain begins, the wind drops. The only sound is the pattern
of rain dropping like fine shot on the young rye and the parched road. “We
shall get soaked, Fyokla, “mutters Terenty. “There won’t be a dry spot left on
us. Ho-ho, my girl! It’s run down my neck! But don’t be frightened, silly. The
grass will be dry again, the earth will be dry again, and we shall be dry again.
There is the same sun for all.”

1. What value is reflected in the excerpt?

A. chastity C. love
B. generosity D. optimism

2. Which of Terente's statements expresses that value?

A. "We shall get soaked, Fyokla.
B. As soon as the rain begins, the wind drops.
C. The only sound is the pattern of rain dropping like fine shot on the young
rye and the parched road.
D. The grass will be dry again, the earth will be dry again, and we shall be
dry again. There is the same sun for all."

3. What does the world "sun" symbolize?

A. fear C. prayer
B. hope D. kindness

4. What does the excerpt say about difficulties in life?

A. Challenges make us stronger.
B. Difficulties are not permanent.
C. Difficulties teach us to be humble.
D.We should view all difficulties in life as opportunities for growth.

5. What can we all learn from Terente about coping with the COVID-19
pandemic?
A. We must help one another.
B. We should not worry about COVID-19.
C. We must remain hopeful that everything will get better.
D. Families must follow health protocols imposed by the government.

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 The children fall asleep thinking of the homeless cobbler, and, in the
night, Terenty comes to them, makes the sign of the cross over them, and
puts bread under their heads. And no one sees his love. It is seen only by the
moon which floats in the sky and peeps caressingly through the holes in the
wall of the deserted barn.
6. What value is conveyed in the excerpt?
A. peace C. integrity
B. honesty D. kindness

7-8. Which two of the details below reflect that value?

A. The children fell asleep.
B. Terently made a sign of the cross over them.
C. Terenty put bread under the children's head.
D. The moon saw what Terenty did for the children.

9-10. What life lessons relevant to the challenges posed by the COVID-19
pandemic can we learn from Terente?
A. Hope will keep us going.
B. We can help those in need quietly.
C. We need to remain strong and hopeful.
D. We don't need to be rich to help others.

References

1. Thank you, M'am. https://americanliterature.com/author/langston-

hughes/short-story/thank-you-mam. (Accessed October 11, 2020).

2. Rubric for the Evaluation of the Paragraph.

https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html.
(Accessed October 12, 2020

PRETEST ACTIVITY B (p4) POST-TEST

1. A 6. B 1. D 6. D
2. D 7. B 1. Empathy 2. D 7. B
3. B 8. D 2. Kindness 3. B 8. C
4. A 9. C 3. Compassion 4. B 9. B
5. C 10. C 5. C 10. D

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