9

English
Learning Activity Sheets

Quarter 2: Weeks 1-2

 ENGLISH 9
SECOND QUARTER: WEEK 1
Make Connections between Texts
(PARTICULAR SOCIAL ISSUES, CONCERNS, OR DISPOSITIONS IN REAL LIFE)

Name of Learner: ________________________________Section: _____________

Date: ________________________

Background Information:
Making a connection is an important skill, which allows us to find relevant meaning
and information between texts as well as personal experiences. This means you need to find
similar information between texts or identifying related information between texts. If you can
make connections between texts, you can then compare information and meaning from
different texts. Having this skill, you can expand your knowledge and understanding of a
certain topic. A deeper understanding of a topic will allow you to effectively evaluate, analyze
and create things related to the subject. Lastly, this skill will allow you to connect to the world
by understanding the relationships among related texts of all sorts.
We have a rich source of information in today’s world and not all texts are the same,
in fact, texts come in different genres and classifications. It is also common that we make
connections across genres. In our lesson, we will deal with two common types of text. We
will classify them as journalistic texts and literary texts. Let us now find out what
characteristics do they have and how to make connections between them.
Journalistic texts are generally written to inform by providing facts about a topic. You
can usually find them in a newspaper in the form of news articles, feature articles, and
editorials. Since they are based on facts, they are considered nonfiction.
On the other hand, literary texts are usually written for entertainment. They may
come in a form of a story or poem. These stories may be based on reality or in make-
believe. These types of texts are generally focused on the artistic side of writing. Generally,
they are found in storybooks and in some textbooks.

In making connections between texts to particular social issues, you need to follow
these simple tips:
1. Read the texts thoroughly, and be sure to understand the messages of the texts
2. Determine what the text is about.
3. Identify particular concerns (particular concerns are problems or issues which are
related to the main idea of the text)
4. Relate the particular issues to your own experiences.
5. Confirm if the particular issue is reflected in both texts.
6. Determine if both texts have the same opinion about the idea.
7. State your own opinion about the idea presented by both texts (What can you say
about the opinion of the texts regarding the idea?)

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To further help you in understanding the process, read both texts below, and follow along.
The first text is an example of a journalistic text; it is a short feature article published in a
newspaper and on their online platform.

All hands on deck towards a safe ‘new normal’ 1. Read the text thoroughly
for the Philippines ,and figure out what the text
INQUIRER.net BrandRoom / 10:23 AM June 26, is about.
2020
In this case, the text is about the
new normal, and the
If there’s one thing that people miss the most during adjustments that people make.
the quarantines imposed due to COVID-19, it is a
physical connection.

The streets are now mostly devoid of children

playing after school. Churches are empty of 2. At this point we need to pick
parishioners kneeling elbow-to-elbow during mass.
specific details that you think
With classroom learning suspended, schools are
are significant.
deprived of the sound of the students’ squeals of
laughter. Corporate boardrooms are eerily quiet
without the brainstorming sessions of the
employees. Bars no longer cater to friends sharing
their Friday-night two botts. Special family
occasions are not as joyous when not everyone is
in attendance. The most heartbreaking, though, are
homes where parents serving at the frontline
cannot give their small children a hug.
Probably you will pick the details
After more than a hundred days of quarantine, the about not physically going to
country is now slowly easing quarantine school to study and playing after
restrictions. However, no one should celebrate just school hours because you can
yet. As long as the invisible enemy is still around relate to this particular detail.
and no cure or vaccine against it is available,
people must learn to adjust to what we call the “new This is a particular concern in
normal.” this text. There are many others
that you can find within the text.

What are the other particular issues that you can find in the article? Write them below.

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This time let’s read a literary piece in a form of a poem.

The New Normal 1. Read the text thoroughly and

by: ShadyBrady figure out what the text is about.
In this text, the author talks about the
All of our kids
changes in the new normal.
Have been expelled from school
Social distancing
Is the new rule
If I try to reach the beach 2. Now, we need to pick specific
The police issue me a citation details that you think are
Crazy people coughing significant.
Thomas Nashe, ‘A Litany in Time of Plague’.
In the grocery store
No mask, not following
Adieu,
The “onefarewell
way”earth’s
arrows bliss!
on the floor
This world uncertain is:
The whole world is on lockdown
Fond are life’s lustful joys,
Some
Death folksthem
proves got stuck
all but toys.
On permanent
None from his darts vacation
can fly;
Police
I am sick,with bullhorns
I must die— in the street
Yelling
Lord, have“STAY
mercy CONFINED
on us! IN YOUR HOME”
The president ordering the production
Of contaminated
Rich men, trust not inmeat wealth, Again you might pick the lines about
Yum-yum
Gold cannot buygotta
you get ME some
health; not going to school to study, but there
Drive-thru
Physic himselfbanking and disease tests
must fade; are also other problems or concerns,
AllAll
things
of theto casinos
end are made;
and churches shut down which were mentioned by the author.
The plague full
Looks like both swiftGod
goes by;
I am
AND sick,
theI must
devildie—
has left town
Lord, have mercy
The unthinkable onhasus! manifest
And all the hotels are closed to guests What are the other particular issues
Restaurants all delivering curbside
that you can find in the article? Write
No tavern can let you inside
them below.
Actors, musicians, professional athletes
furloughed
Their million dollar contracts all on hold
The essential workers keeping us alive day to
day?
The migrant workers, burger flippers and grocery
store clerks
The unsung heroes of minimum pay
30,000,000 Americans on the dole
So far we’re at a 63,000 U.S. death toll
Welcome to the new normal
Not to sound flippant or overtly informal
But with the world in massive upheaval
I think there’s one observation
That we cannot miss
Perhaps Jesus, Kalki
Melech HaMeshiach, Saoshyant
And Mahdi are ALL on the way
(And MAN are they PISSED!)

https://www.booksie.com/623721-the-new-
normal#

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Answer the following questions below

1. Do both texts have the same idea? Yes___ / No___

2. Did you find similar concerns presented in the texts? Yes___ / No___

3. Do the texts share the same views? Yes___ / No___

4. What can you say about the concerns presented in both texts?
___________________________________________________________________
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Let us use a Venn Diagram to show the similarities and differences between the issues of
the two texts. Some Examples are given; find more examples from the texts.

Feature article Poem

(journalistic) (literary)

• There is no cure yet
Similarities
• Death toll of American
• Kids don’t go to workers
school to study.
• Churches are closed.

Reflect on the questions below.

1. What conclusion can you make after reading both the journalistic and literary text?
2. How are the texts related?

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Learning Competency: Make connections between texts to particular social issues,
concerns, or dispositions in real life.
Directions/Instructions
Activities/Exercises:
With the transition to online learning, students may not be given equal opportunity,
education stakeholders say

Metro Manila (CNN Philippines, June 6) — Education stakeholders say that access to internet
and other essentials needed for online learning may hinder some students to continue their
education.
The Asian Institute of Management held an online seminar “Education Under the New Norm” on
Saturday wherein stakeholders voiced out their concerns as the country’s education sector
transitions to its new normal, online learning.

Catherine Alarzar, a teacher and mother from Camarines Sur, noted that her main concern is the
ACTIVITY 1. Read
students’ access the statements
to technology, based
especially theon the article.
internet, Put aare
since there those who✓live
checkmark before the
in remote
areas who do not even have access to electricity.
number of each statement that can be connected with the CORONA PANDEMIC we are
experiencing today and put X mark if the statement is not connected with today’s pandemic.
Schools in Bohol are also challenged by access to internet, Nalven Acenas, a senior high school
coordinator the province said. This is despite their preparations towards the transition to the new
normal.

Mothers Mariana Malecdan and Diana Nuñez also shared the same sentiment. Malecdan also
noted that in order for students to attend online, each student must have his own gadget which
would lead to additional expenses for the part of the parents.

As for Nuñez, the lack of access to essentials for online learning is very much evident in her area,
Tondo, Manila. She noted that families will have to buy load in order to connect to the internet.
Moreover, if ever modules will be sent online, children will not be able to have these printed since
they are prohibited to go out.

Estelita Peña, a principal from a public school in Zambonga Sibugay, also noted internet
connectivity and resources to purchase gadgets as the main challenge for students.
Education and Literacy Programs Director Peachy Abellon of Project Pearls, a non-government
organization that provides education for the marginalized children like those in Tondo, said that
even though they are still willing to support those in need, the organization’s ability to transition to
the new normal may be limited in terms of budget.
Abellon said that in order for their learning centers to function, computers and printers must be
purchased.

With the transition, teachers must be given enough training about the new method of teaching.
Ateneo Teacher Center Director Rita Atienza said that teachers should be trained on how to
“leverage the features of distance learning.”
“How do we leverage these features to help us focus on not what we will teach but what can
students learn,” she said.

Atienza also noted the need to simplify the country’s curriculum. She said that the old way should
not just be converted to the new way because this will only fail.

One World School Headmaster Ericson Perez said that the new normal should also be adjusted
for children with special needs. Training is needed not only for teachers, but also for parents.

As for Fr. Nolan Que, trustee for NCR schools of the Catholic Educational Association of the
Philippines, the main concern that should be addressed is changing directions of the government.
He said that leaders should coordinate with one another to come up with clearer directions as
schools prepare for the opening of the new school year.

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A. Read the statements below. If the statement is related to the news article put O on the
space provided before the number of the item. If the statement is not related to the article, put
X on the space provided on that item.
___ 1. Internet connection is a problem among learners.
___ 2. Students don’t have gadgets.
___ 3. Power supply or electricity is unavailable in remote places.
___ 4. Preparations by some teachers are not enough due to the unavailability of internet
connection.
___ 5. Parents need to spend more.
___ 6. Teachers are not skilled in holding online classes.
___ 7. Students are not disciplined enough to learn on their own.
___ 8. The curriculum must be adjusted.
___ 9. The department cannot provide gadgets to all learners.
___ 10. Local governments will pay for the internet connection.

B: Read the narrative poem and answer the questions that follow. Write your answer inside
the box after each question.

Twas the Day of Distance Learning – Poem

~ by Chris Skierski

Twas the day of distance learning, and all through the room
The children were getting ready to talk to their teacher through Zoom
The backgrounds were selected, most with great care
In hopes that their teacher would soon be there
The children were huddled all snug for their call
While parents hoped that she could help with it all
Mama fretted the science, and I feared the math
But the children were waiting and all started to nap

When up on the screen arose such a clatter

I sprang to the device to see what was the matter
The microphone wouldn’t work, the connection was bad
The internet was down, and we all blamed dad
When what to my wandering eyes should appear
But our teacher, to calm all our greatest fears

With a patient smile so lively with ease

I knew our homework would now be a breeze
More rapid then eagles the understanding came
Our children delighted as she called them by name
Now Billy, now Jane, now Coral and Sarah,
On Breezie, and Richie, and Ocean, and Tarah
To your books, she cried, to your work, do it all
Then dash away, dash away, dash away all
As leaves before the hurricane fly
The children started to work, and they didn’t even cry
And throughout all the houses, through their courses they flew
Through English, and writing, and algebra too
Then, with a wink of her eye and a twist of her head
Our teacher told us we had nothing to dread

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I spoke not a word, but checked my child’s work
Then she filled up the gradebook and turned with a jerk
I thanked her so kindly as she waved goodbye
And ended the zoom as I let out a sigh
But I heard her exclaim as she went out of sight
Your doing great with distance learning, it will all be alright

1. What is being talked about in the poem? (5 pts.) Score: ___

2. What seems to be the concerns in the poem? (5pts.) Score: _______

3. What concerns do you think are relevant to everyone? Explain (5pts.) Score: _____

Criteria 3 2 1
Content The answer is The explanation is The answer is not
explained very clearly clear with few well explained and
with evidences and evidences or lacks
examples examples substantiation
Organization The explanation is The explanation is The explanation is
presented logically presented logically confusing
and is easy to follow but has few vague
parts

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C. Complete the Venn Diagram to show the similarities and differences between the news
article (With the transition to online learning, students may not be given equal
opportunity, education stakeholders say) and the poem (Twas the Day of Distance
Learning). Provide 3 ideas for each part of the diagram. (10 pts)

news article poem (literary)

(journalistic)

D. Answer the questions inside the box. Write your answer on the space provided.

1. What conclusion can you make after reading both the journalistic and literary texts?
(5pts)
Score: ______
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 2. How are the two texts related? (5pts) Score: ______
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Criteria 3 2 1
Content The answer is explained The explanation is The answer is not
very clearly with clear with few well explained
evidences and evidences or and lacks
examples examples substantiation
Organization The explanation is The explanation is The explanation
presented logically and presented logically is confusing
is easy to follow but has few vague
parts

E. Read the texts below and write an essay explaining the connection between the
journalistic article and the poem.

30 new virus infections in a single day in Angeles City

AUGUST 22, 2020 3:52 PM PHT

JUN A. MALIG
PAMPANGA, PHILIPPINES

Angeles City now has a total of 219 COVID-19 cases

Angeles City recorded on Friday, August 21, 30 confirmed SARS-CoV-2 cases, the highest
number of infections in a single day.

SARS-CoV-2 is the virus that causes COVID-19 or coronavirus disease.

Hundreds of city residents reacted and posted comments on the Angeles City government’s
Facebook page. At 6:40 p.m Friday update, which announced the latest tally of COVID-19
cases.

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Within a day, the city’s 189 confirmed cases rose to 219, after 30 new cases were added to
the total number. That record doubled the 15 infections listed Thursday, August 20.

By 8:00 a.m Saturday, August 22, the city’s COVID-19 update on Facebook was shared for
more than 2,500 times and had about 525 comments.

Netizens asked the city government to provide information about the new COVID-19 cases,
like their sex, age, and travel history, or how they were infected.

They said that this basic information would protect the public from contracting SARS-CoV-2.

“They (city officials) always say ‘We are one in this together.’ They know the details, and
they can safeguard themselves, they can inform their families, and not worry about taking
the virus to their homes. But our regular citizens do not know anything. We just rely on
ourselves,” one commented.

The city government discloses only the barangay where COVID-19 patients reside.

Due to the continuing rise in the number of coronavirus cases, Mayor Carmelo Lazatin Jr
ordered the purchase of 200 isolation tents. These were installed at the compound of Rafael
Lazatin Memorial Medical Center and the City College of Angeles. Each tent would be
equipped with a mattress and air cooler.

Poem of encouragement
Tyrone Brown
Plans might change, though we never had thought
Our lives were going to a standstill be brought
Planning and playing, considering life was all good
But life turned around when we understood
An invisible enemy had entered our land
Covid 19 choosing to take the upper hand
There is worry and anxiety with pandemic fears
Nurses and doctors haven’t seen this in years
Government daily, with doctors, give news
Thanking our health workers, with raving reviews
Many in anxiety with nowhere to turn
They’re now unemployed and with no way to earn
None prepared for this war that we’re in
But with God’s help we’ll eventually win
Plans will return and we’ll meet once more
Just stay apart as the doctors implore
This struggle is putting us all in a bind
But one day we’ll put it all far behind

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 Guide questions for the essay:
1. What common issue was mentioned on both texts?
2. What are the differences cited between the texts?
3. Why are these concerns relevant to the texts?
4. Why are they relevant to you?
5. How can you relate the texts to your life?

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 Essay Writing Rubric

Criteria 10- 8 Score 7-6 score 5-3 Score

Content The claims are The claims have The claims
well- enough basis. are lack of
explained and The explanation evidence
well- is not extensive. and
substantiated. The explanation.
The presentation of The
connection ideas is presentation
between the straightforward. is not clear.
text is clearly
stated. The
presentation
of ideas is
also clear and
original.
Organization The ideas are Some ideas are The
presented in a not clear due to connection
logical misplacement. of ideas is
manner, and The structure is difficult to
easy to logical. understand
understand due to lack
structure. of logic in
the
structure.
Grammar Very few to no There are 3-5 Glaring
errors in errors found in grammatical
grammar. grammar. errors are
found
throughout
the essay.
Total

Reflection: Complete the statements below with insights about the lesson that you have
learned.
1. Understanding how to connect texts to particular issues will help me to…
________________________________________________________________
________________________________________________________________
2. Upon reflecting on this lesson, I realized that….
________________________________________________________________
________________________________________________________________
3. I can use this skill in my life when I…….
________________________________________________________________
________________________________________________________________

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 13
Note: answers may vary Note: answers may vary
E. D.
C.
News B.
• Availability of gadget
1. It talks about how online
• Availability of internet
classes feel like for the first
connection
time.
• Budget for internet
connection 2. Most of the problems are
related to technicalities such A.
• Hindrances of having online
classes as problems with the
1. O
Poem equipment and internet
2. O
• Technical problems connection. The mix emotions
3. O
• Gadgets are available could also be considered as a
4. O
• Possibility of online class concern.
5. O
3. The problems related to the
6. O
Similarities internet connection is widely
7. X
• Unstable connection seen as a common concern in
8. O
• New normal set up online classes.
• Adjustment to new normal 9. X
Note: answers may vary 10. X
ANSWER KEY:
SST – II, ACNHS
ARNOLD O. ARCEO
Prepared and illustrated:
References:

• All hands on deck towards a safe ‘new normal’ for the Philippines
https://lifestyle.inquirer.net/365069/all-hands-on-deck-towards-a-safe-new-normal-for-
the-philippines/ INQUIRER.net BrandRoom /

• The New Normal by: ShadyBrady

https://www.booksie.com/623721-the-new-normal# Search Date Accessed September
15, 2020

• URL https://cnnphilippines.com/news/2020/6/6/internet-access-hinder-transition-to-
onlinelearning.html?fbclid=IwAR3xDC10gV2IfNIVIpEqmdpw5Ba7BbzqZrsIoyeEMBSd2s
wKT43JS_iqNl0 Website Title Google Search Date Accessed September 15, 2020

• URL http://www.rethinkmathteacher.com/twas-the-day-of-distance-learning-poem/
Website Title Google Search Date Accessed September 15, 2020

• URL https://rappler.com/nation/new-coronavirus-cases-angeles-city-22-august-2020
Website Title Google Search Date Accessed September 15, 2020

• URL https://selfadvocatenet.com/covid-19-poem-of-encouragement/ Website Title

Google Search Date Accessed September 15, 2020

14
 ENGLISH 9
SECOND QUARTER: WEEK 2
MAKE CONNECTIONS BETWEEN TEXTS
PARTICULAR TO PARTICULAR SOCIAL ISSUES, CONCERNS, OR REAL LIFE
DISPOSITION

Name of Learner: ____________________________________________________

Section: _____________________________ Date: ___________________

Background Information:
In this lesson, you will use reading texts to discover what life may portray through its
vocabulary and content. Explore how texts may be connected as regard to particular social
issues within them and find solutions for some concerns related to real life.

On engaging with two different reading materials, you may unlock ideas similar
between texts. Though may have similarity, in most cases, they may still have differences.

Here are the steps that we use in comparing and contrasting two different texts:

1. Select the texts you want to read. Try to answer the following guide questions:
- What does the content of each selection remind me of?
- Have I already encountered texts with similar flow of events?
2. Identify the themes or the common ideas presented in both texts.
3. Focus also on the ways how they are presented to achieve greater comparison and
contrast.
4. Use text evidences to support your ideas for connections.

Text Evidences provide supporting ideas by getting details from both texts. It is
important to read the materials thoroughly to get concrete proofs.

ACE Strategy is a technique used to effectively show connections through text evidence.
A - Answer the question/s based on the two texts you have read.
C - Cite evidence/s from the texts as supporting details.
E - Explain your answer with support from the piece of evidence you have cited by expressing
them in your own words.

15
Example:
Text 1 Text 2
For the TMC frontliners, Abelanes As the seasons changed, in
said they were used to seeing death November, in the bitter cold,
many artists in the village
every day, “but not like this.” With the caught Pneumonia.
COVID-19 pandemic, the frequency of
Source: L.M Digital Media (2020).
death has taken a toll on the
Kids Worlds Fun Short
frontliners’ mental health. Stories " The Last Leaf.
Source: Cayabyab, Marc Jayson. Retrieved from http://www.
“Kids Cheer Up Health Workers kidsworldfun.com/short-
With Their Notes, Drawings.”
stories/the-last-leaf.php
OneNews.ph. onenews.ph,
April 17, 2020.
https://www.onenews. ph/kids-
cheer-up-health-workers-with-
their-notes-drawings.

Using the ACE Strategy, you will effectively find connections between the reading texts
above.

How are the texts considered connected to each other?

A- Answer the Similarities: Both texts show the occurrence of illness among vast
question/s based number of people.
on the two texts
you have read. Differences: Each reading text uses different terms to justify the
number of people affected by the condition.

C- Cite evidence/s Reading Text 1 Evidence: With the pandemic, the frequency of death
from the texts as has taken a toll on the frontliners’ mental health.
supporting details

Reading Text 2 Evidence As the seasons changed, in November,

in the bitter cold, many artists in the village caught
Pneumonia.

E- Explain your
answer with Though they may have differences in the use of terms ‘pandemic’ and
support from the ‘many,’ both texts indicate similarity on how COVID-19 and
evidences Pneumonia greatly affect humans.

Learning Competency: Make connections between texts to particular social issues,

concerns, or dispositions in real life

16
Directions/Instructions:

Activities/Exercises:

Analyze the reading texts below. Answer the activities given after each reading text. Use the
activities provided for you to discover the text connections.

Reading Text 1

Kids Cheer Up Health Workers with their

Notes, Drawings
by Marc Jayson Cayabyab
The simple messages and artwork give
health workers and other frontliners
strength and inspiration as they grapple
with the mental stress of attending to
coronavirus disease 2019 patients.
They may be young and unaware of the
magnitude of the coronavirus disease
2019 (COVID-19) pandemic, but these
children’s efforts to cheer up health
workers and other frontliners of The
Medical City (TMC) are paying off.
The children are sending TMC doctors
and staff drawings with notes like, “Thank
you for your risks everyday!”
In an interview with The Philippine
STAR, Dr. Sally-Mae Abelanes of the
TMC emergency department said these
simple messages and artwork give health
workers strength and inspiration as they
grapple with the mental stress of
attending to COVID-19 patients.
Abelanes said the job at this time could
be overwhelming.
The drawings and notes were sent to the
hospital through mail. Some of them
were attached to meals donated for the
health workers.
“Thank you po. I love you all. God
bless po,” read a note accompanying the
drawings of a nurse and doctor standing
beside a bedridden patient.
The same artwork featured sketches of a
framed rainbow hanging over a table with
a cross on top of it with heart symbols
and the words: “Frontliners, alagaan
nyo po nang mabuti yung mga
pasyente.Lalong lalo na po yung
may Covid 19. Protect yourselves.”
The drawings are pinned on a wall in
the food lounge so that the nurses,
doctors and other staff members of the
hospital will find reason to smile during
what has been described as their
sanity breaks.
“A majority of the drawings are from
children… They’re all pasted here on
our lounge where we eat. It’s to boost
everyone’s spirit, to remind us to
continue,” Abelanes said.
Letters from relatives of patients who
recovered also boost the health
workers’ morale. “There are Bible
passages, and there are those sent to
say they are thankful, and that they
have us in their prayers,” Abelanes
added.
Hearing about their patients getting
better also inspires them to carry on,
she noted.
The hospital even received a video
message from actor Miltos Yerolemou,
known for his role in the HBO hit
series “Game of Thrones” as Syrio
Forel.

17
Yerolemou’s character was known for
this iconic line in Game of Thrones:
“There is only one thing we say to
Death. Not today.”
“Huwag po kayong susuko. Bayani
po kayong lahat. Maraming
maraming salamat po,” Yerolemou
said in the video message posted on
TMC’s Facebook page.
The video was sent to the hospital
through the family of a patient who died
of disease.
“What boosted our morale more was
that even though we were not able to
save the patient, they still thanked us,
and they understand how hard we
fought for their relatives,” Abelanes
noted.
The emergency room of the Rosario
Maclang Bautista General Hospital in
Quezon City is seen closed on April 14,
2020 as it undergoes thorough
disinfection after a number of its
employees tested positive for COVID-
19. Photo by Michael Varcas, The
Philippine STAR
‘One last look’
For the TMC frontliners, Abelanes said
they were used to seeing death every
day, “but not like this.” With the
pandemic, the frequency of death has
taken a toll on the frontliners’ mental
health.
“Three or four deaths in a day… we
were fully overloaded. It came to a point
that we had the same number of critical
cases in the intensive care unit and the
emergency room,” Abelanes recounted.
It became difficult for frontliners to carry
on, she said.
“Everyone is critical, one death after
another. Everyone’s emotions are
running high. The morale of people – for
a while, everybody started to become
depressed,” Abelanes narrated.
The medical personnel were sometimes
tasked to administer the final prayers for
the dead due to the absence of a
18
chaplain, which was an “additional
stress” for them, she bared.
“It’s harder for us to inform the
relatives that the patient died.
Because they can’t even see their
relatives. The hospital is starting to
move towards at least allowing
relatives to have one last look without
going near the patient,” Abelanes
said.
To address the frontliners’ stress from
having to deal with death daily, the
hospital management offered
psychological services by phone in
individual sessions, and video chat in
group therapy so they would feel that
they are not alone in coping with the
mental anguish.
These sessions would enable health
care workers to process their
emotions and thoughts so they would
not end up being desensitized to
death and disease, Abenales said.
After all, even healers need healing
themselves, she said.
“The emergency room in itself is
already a stressful environment. We
were bound to break down if we didn’t
process our emotions. You feel so
desensitized, as if you do not care for
the dead anymore, which should not
be the case,” Abelanes explained.
With the outpouring of support in the
form of letters, drawings and tribute
videos, the frontliners find the will to
carry on with battling the deadly
disease.
“These mechanisms in the hospital
help us to know that we are not alone
in what we’re going through, that there
are people going through the same
thing,” Abelanes said.
A. 1 Write TRUE if the statement is evident from the text and FALSE if it is not. Write your
answer on the blank provided before each number.

_________1. Children’s efforts to cheer up health workers and other frontliners of ‘The Medical
City (TMC)’ are paying off.

_________2. The drawings and notes were personally sent by the children to the hospital.

_________3. With the pandemic, it became difficult for the frontliners to carry on.

_________4. The health staff and medical workers were sometimes tasked to pray for the
patients even if their relatives are present.

_________5. Based on the text, to address the frontliners’ stress from having to deal with
death daily, the said hospital management offered free food and transportation services.

_________6. It is mentioned that psychological services by television and radio would help
them feel that they are not alone in coping with mental anguish.

_________7. Health care workers would be able to process their emotions and thoughts with
these sessions for them to emotionally cope with death and disease.

_________8. Letters, drawings, and tribute videos to the frontliners are overwhelming support
for them to battle with the deadly disease.
_________9. Hearing about their patients getting better also inspire them to carry on.

_________10. Healthcare workers battle independently to become successful against this

deadly disease.

Analyze the reading texts below. Answer the activities given after each reading text. Use the
activities provided for you to discover the text connections.

Reading Text 2
The Last Leaf (An Abridged Version)
by O. Henry

In a small district near Washington

Square, there was a strange village
called Greenwich Village, where many
artists lived in their studios. Among them
were Joanna, called ‘Johnsy’, and Sue.

Johnsy and Sue had their studio at the

top of a three-story brick building. They
had come from different parts of the
world: one from California, and the other
from Maine. They had many tastes in
common, and so had decided to rent a
studio together.

19
As the seasons changed, in
November, in the bitter cold, many
artists in the village caught
pneumonia. Unfortunately, Johnsy
caught the dreadful disease. She lay
on her bed, hardly able to move,
looking through the small Dutch
window-panes at the wall of the next
brick house.
One morning, after checking on
Johnsy, her doctor took Sue aside
and talked to her.
“She will survive only if she really
wants to live, but she looks as though
she has lost all hope. She should
have the want to live. That is her only
chance. Is she disappointed about
something?”
“She was dreaming of painting the
Bay of Naples some day, but now it
seems like she is just awaiting her
death,” replied Sue softly.
“If my patients start thinking about
their own funeral, the medicines will
not work for them. You should get
your friend to think about something
positive. If you can get her to think
about living instead of dying, then she
has a chance.”
Sue wiped her tears, plastered a smile
on her face, and went into Johnsy’s
room with her drawing board,
humming a joyful song. Johnsy was
lying with her face towards the
window. Sue stopped humming,
thinking that she was sleeping.
As she started a pen-and-ink drawing,
she heard a low sound from Johnsy’s
bed. She quickly went to the bedside.
Johnsy was looking out of the window
intently, and counting. Sue listened
closer. Johnsy was counting
backward.
“Twelve,” she said, and a while later,
“eleven”, and then after a while, “ten”,
and then “nine.”
20
Sue looked out of the window. She
could not see anything other than the
blank side of the neighbouring brick
house. Then she saw an old ivy vine
that had climbed half way up the brick
wall, but was decayed at the roots.
The autumn wind had blown most of
its weak leaves away, until just a
couple more were remaining. The
almost bare vine clung to the bricks,
with just a few leaves left.
"What is it, dear?" Sue asked.
“Six,” whispered Johnsy. “Now falling
fast! I am sure three days back there
were almost a hundred leaves. There
goes another. There are only five
leaves left now.”
“Tell me, dear. Five what?”
“Leaves. On the ivy vine. When the
last one falls, I will go too. I know that.
Didn’t the doctor tell you?”
“Oh, dear! Such nonsense! The vine
has nothing to do with your getting
well. The doctor this morning told me
that your chances of getting well were
– let me remember- yes, he said the
chances were ten to one! Let me give
you some broth now. Be a dear.”
“There goes the fifth one. Now only
four more leaves to go. No…I don’t
want any broth. I want to see the last
leaf fall…. Then I’ll go too.”
“Johnsy, dear,” Sue spoke softly,
close to her ear, “Just keep your eyes
closed, and don’t look out of the
window. I must hand in this drawing
by tomorrow. I need the light to draw.
Otherwise I would have drawn the
shade down.”
“Why don’t you draw in the other
room?”
“I want to be with you,” Sue said
softly. “Try to get some sleep. I have
to call Behrman up to be my model for
the old hermit miner in my drawing. I’ll
come back in a minute.”
Old Behrman lived on the ground floor
beneath them. He was a painter. He
was past sixty and had a long beard
that was the main feature of his
impish body. Behrman had had
consistent failures as an artist. He
talked about a masterpiece that he
was going to paint soon, but had
never got around to actually doing it.
Sue found Behrman, smelling of gin,
in his dimly lighted den below. In one
dark corner was a blank canvas on an
easel that had been awaiting the
brushstrokes of the masterpiece that
Behrman was dreaming about, for
twenty-five years. She told him about
Johnsy's fancy about vine and its
falling leaves, and how she felt
terrified that Johnsy would die when
the last leaf fell from the vine.
Old Behrman, with his characteristic
contempt for ‘weakness’ in artists,
shouted his contempt for such idiotic
imaginings.
"Vass!" he cried. "Is dere people in de
world mit der foolishness to die…”
Johnsy was asleep when they went
upstairs. Sue pulled the shade down
and went into the other room with
Behrman. In there they looked out of
the window fearfully at the ivy vine.
They stared blankly at each other.
There was just one leaf left.
Sue could not sleep that night, and in
the morning she found Johnsy staring
at the drawn green shade.
“Pull up the shade. I want to see.”
But, lo! Even after the beating rain
and the horrendous gusts of wind,
there stood the one ivy leaf against
the brick wall. It was the last one, still
dark green near its stem, but its
serrated edges oddly highlighted with
21
the colour of decay. It held on to the
branch about twenty feet above the
ground.
"There is the last one,” said Johnsy
weakly. "I thought it would fall during
the night. I heard the rain and the
wind. I am sure it will fall today, and I
shall die at the same moment.”
"Dear, dear!" whispered Sue, half-
sobbing, “You are not going to die, my
dear. Think of me. What would I do?"
But there was no answer from Johnsy.
The most lonely thing in all the world
is a soul as it gets ready to go on its
mysterious, far journey. One by one,
her bonds to friendship and to earth
were being loosened.
The day progressed wearily, and even
at dusk, they could see the lone ivy
leaf bravely clinging to its stem
against the brick wall. When night
came, the wind blew again
mercilessly, and the rain beat against
the windows.
When the new day dawned, Johnsy
wanted the shade up again. She
looked at the vine.
The ivy leaf was still there.
For a very long time, Johnsy lay on
her bed, looking at the leaf. Then she
called Sue, who was making chicken
broth over the stove.
“Sudie, I have not been a good girl,”
said Johnsy. “See, something has
made that last leaf cling on there, to
show me how wicked I was.
Wanting to die is bad. Please bring
me some broth- no, first bring me a
hand-mirror.”
And hour later she said, "Sudie, some
day I hope to paint the Bay of Naples."
 Sue waited for the doctor’s visit.
“Things are looking up,” said the
doctor. “With good nursing, your friend
will live. Now I have to go to another
case downstairs. Behrman- his name
is. Sort of an artist. Pneumonia too.
The attack is acute, as he is an old
man. No hope for him. But I will take
him to the hospital so that he is more
comfortable.”
With new hope for Johnsy, Sue
devoted her time to nursing and
caring for her.
The next day, the doctor said, “She is
out of danger now. Now all that is
needed is good care and nutrition.”
That afternoon Sue found Johnsy, still
on her bed, but happily knitting a
scarf. Her eyes welled up. She went
to her and hugged her.
A.2 Choose the term synonymous to underlined words given below. Write your answers on
blanks provided after each item.
Non-fictional character lightweight cotton fabric a board used in mixing colors
shabby mockery curiously
moving around medium in painting
1. To avoid people from prowling, health
protocols are implemented. ____________
2. The couple who find it hard to look for a
living, moved out of the city’s squatty
households. _____________________
3. Our relatives abroad are sending their
zephyrs as their warm touch of love for
December. _____________________
4. On being at home for several months, I
solicitously look at the windows on what
might now be happening around in this time
of the pandemic. _____________________
5. We must avoid having a goosey feeling
in dealing with this situation.____________
22
"I have something to tell you, my
dear,” Sue said. "It about Mr.
Behrman. He died of pneumonia. In
the hospital today. He was sick only
two days. The janitor found him in his
room downstairs, in terrible pain, on
the first day. He was icy cold, and his
clothes and shoes were very wet.
They couldn't understand where he
had been on such a terrible night. And
then they found a lantern, and a
ladder, scattered brushes, and a
palette with green and yellow colours
mixed on it, and - look out the window,
dear, at the last ivy leaf on the wall.
Didn't you wonder why it never
fluttered or moved when the wind
blew?
Ah, darling, it's Behrman's
masterpiece - he painted it there the
night that the last leaf fell."
twisted nervous/afraid of
settling in a place
6. He was not able to cut his bear as it
rolls down his chin to his neck making
him look like satyr. ________________
7. Stop expressing derision to
someone’s mistakes. _______________
8. Mang Kulas was the one who
removed the vines that gnarled on our
old house’s wall. __________________
9. Creating paintings out of canvas was
an artist’s way of surviving amidst the
pandemic. _______________________
10. Brushes and palettes are their
swords to express support for our
frontliners. _______________________
B. Answer the following questions posted on a canvas. Write your answers inside the palette
provided below.

Processing questions:

1. Who were the characters in the story?

2. When and where does the story take place?.
3. What sickness is the character suffering from?
4. How was Johnsy able to figure out her condition?
5. What do you think Johnsy meant when she said
“When the last one falls, I will go too?”
6. How was Mr. Berhman’s being related with Sue and
Johnsy?
7. With a ladder, brushes, and a palette with green and
yellow colors mixed on it, what was Mr. Berhman’s plan
during that night?
8. How was Johnsy able to cope with illness?
9. What happened with Mr. Behrman at the end of the
story?
10. What does the last leaf symbolize in the story?

23
C. Using the ACE Strategy, identify connections between the reading texts above. Don’t
forget to provide piece of evidence to support your comparisons.

In what way Reading Text 1 ‘Kids Cheer Up Health Workers With Their Notes, Drawings’
and Reading Text 2 ‘The Last Leaf’ considered connected to each other?
A- Answer the Similarities:
question/s based
on the two texts Differences:
you have read.

Reading Text 1 Evidences:

C- Cite evidence/s
from the texts as
supporting details

Reading Text 2 Evidences:

E- Explain your Explanations of Answers with Evidences:

answer with
support from the
evidences

D. Review the following texts given below. Use the graphic organizer to compare and
contrast them. Don’t forget to apply the techniques given above as your guide.

COMPARE AND CONTRAST

Reading Text 1 Reading Text 2

The Last Leaf
Kids Cheer Up Health Workers
SIMILARITIES With Their Notes, Drawings

DIFFERENCES

24
E. Think of two stories, songs, or movies which you think might have relevance with each
other. Show text connections by explaining each of them. On the last lines given below,
provide their relationship through their similarities. Use the boxes below to write their titles.

1.) Title of the Text 2.) Title of the Text

VS

_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
Relationship of two texts:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Compare and Contrast Rubric (Activities/Exercises D and E)

5 3 2 1 Points
Comparison Describes and Mainly Somewhat Does NOT
explains reasons describes two describes two compare two things
on two things that things that are things that are
are alike alike alike
Contrasts Describes and Mainly Somewhat Does NOT
explains reasons describes describes compare two things
on similarities and similarities and similarities and
differences of two differences of differences of
things that are two things that two things that
different are different are different

Organization Explanations on Organized but Somewhat Explanations on

similarities and with less use of organized; similarities and
differences are well transitional without the use differences are
organized with devices. of transitional NOT organized.
transitional devices devices.
Reliability of Uses more than Uses only two Uses only one Does NOT use text
Comparison two text evidences text evidences text evidence evidences to show
for similarities and for for comparison. similarities and
and differences comparison. differences
Contrasts
Mechanics Correct spelling, Correct With 4-5 errors Frequent erros in
and capitalization and spelling; with in spelling spelling;
punctuations 1-3 errors capitalization capitalization and
Grammar and punctuations.
punctuations
Total Score=

25
F. Creative Writing: In this time of the pandemic, how do you think you can use your artistic
skills as a support to our frontliners? In the space provided below, write your ideas in an
essay with three sentences each.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

26
 Rubric in Evaluating a Paragraph Activity (Activity/Exercise F)

Criteria 5 3 2 1 Score
Topic Interesting, Clearly stated Acceptable Missing,
Sentence original topic topic topic invalid, or
focused on one sentence sentence inappropriate
interesting main presents one presents topic sentence;
idea. main idea. one idea. main idea is
missing.
Supporting Interesting and With Sufficient Insufficient,
Details concrete examples number of vague, or
examples with and details examples undeveloped
explanations relate to the related to examples.
that relate to the topic. the topic.
topic.
Organization With logical Details are in Transitions No discernible
progression of a logical may be pattern of
ideas; uses progression; weak. organization
transitional without
devices. devices
Style Effective word Correct tone Acceptable Inconsistent or
choices. and effective tone; Inappropriate
Appropriate tone diction Adequate di tone; Bland
is considered. ction and diction, poor
word word choice.
choices.
Mechanics Consistent Some errors, A few errors Distracting
standard but none in usage, errors in
English usage, major, in spelling, or usage,
spelling, and usage, punctuation spelling, or
punctuation. No spelling, or punctuation
errors. punctuation.
Total=

Reflections:
Rate yourself with 1-5, as 5 being the highest on how well you think you responded on the
following tasks provided in this lesson.

From 1-5 Tasks/ Drills

Understanding texts provided in this lesson
Providing evidences or supporting details from the reading texts
Making connections of texts to social issues, concerns, and
dispositions in real life
Accomplishing drills after each discussion in this lesson

27
 28
Activity A1 Activity A2
References:
1. TRUE 6. FALSE 1. moving around 6. non-fictional character
2. FALSE 7. TRUE 2. shabby 7. mockery
Name of writer
3. TRUE 8. TRUE 3. lightweight cotton fabric 8. twisted
4. FALSE 9. TRUE 4. curiously
Angela I. Roño- SST 1 9. medium in painting
5. FALSE 10. FALSE 5. nervous/ afraid of
Prepared: 10. A board used in
mixing colors
Activity B
1. Sue, Johnsy, Mr. Berhman and the Doctor
2. November, in a little district west of Washington Square, old Greenwich village, at the top of squatty studio
of Sue and Johnsy
3. Pneumonia
4. Johnsy was able to figure out her condition through her doctor.
5. As the last leaf falls, she will also be facing death.
6. Mr. Berhman’s was Sue and Johnsy’s friend.
7. To paint on the wall a vine with a last leaf remaining to cling
8. Seeing the last leaf remains on its vine, she gains courage to live. This time with the help of Sue, enough
love and nutrition, she was able to survive.
9. He was sent to the hospital an eventually died because of Pneumonia
10. Hope/ Love for others
Activity C
In what way Reading Texts 1 and 2 considered connected to each other?
A- Answer the Similarities: Both texts show how diseases affect people. Both texts express the
question/s based on idea of helping other people using one’s talents or expertise.
the two texts you have Differences: Types of illness vary in both texts. The expression of talents/ expertise
read. to help also differ.
C- Cite evidence/s Reading Text 1 Evidence:
from the texts as A. “…the magnitude of the coronavirus disease 2019 (COVID-19)…”
supporting details B. The simple messages and artwork give health workers and other frontliners
strength and inspiration.
Reading Text 2 Evidence:
A. As the seasons changed, in November, in the bitter cold, many artists in the
village caught Pneumonia.
B. Didn't you wonder why it never fluttered or moved when the wind blew? Ah,
darling, it's Behrman's masterpiece - he painted it there the night that the last leaf
fell."
E- Explain your Both texts may be similar as they show the occurrence of diseases among
answer with support people. In both texts, large number of people is affected. However, in reading text
from the evidences 1, COVID-19 is the condition mainly described while in reading text 2, it was
Pneumonia.
The extent of providing help or camaraderie in both texts was shown through
artistic skill or expertise of drawing, illustrating and painting.
Activities D, E and F: Answers may vary.
ANSWER KEY:
 Prepared:
Angela I. Roño- SST 1
Name of writer

References

Cayabyab, Marc Jayson. “Kids Cheer Up Health Workers With Their Notes,
Drawings.” OneNews.ph. onenews.ph, April 17, 2020. https://www.onenews.
ph/kids-cheer-up-health-workers-with-their-notes-drawings.

“Compare and Contrast Diagram .” Compare and Contrast Diagram. Accessed

September 3, 2020. https://www.biologycorner.com/worksheets/graphic_
compare.html.

L.M Digital Media (2020). Kids Worlds Fun Short Stories " The Last Leaf. Retrieved
from https://www.kidsworldfun.com/short-stories/the-last-leaf.php

“Making Connections - ReadWriteThink.” readwritethink.org. Accessed September

3, 2020. http://www.readwritethink.org/professional-development/strategy-
guides/ making-connections-30659.html.

Resources, Rockin. “How to Teach Text Evidence: A Step-by-Step Guide & Lesson
Plan.” The TpT Blog, January 27, 2019. https://blog.teacherspayteachers.com/
teach-text-evidence/.

Rubric for Evaluation of the Paragraph, n.d, www.messacc.edu/~paoih30491/Rubric

ParagraphAssignment.html.

Teach Depot. “It's Back to School We Go! Compare and Contrast Rubric Grade 1.”
Teachers Pay Teachers, n.d,www.teacherspayteachers.com/Product/Compare-
and-Contrast-Rubric-Grade-1-2481383

29
9
English
Learning Activity Sheets
Quarter 2: Week 3

1
 ENGLISH 9
SECOND QUARTER: WEEK 3
Make Connections between Texts to Particular Issues, Concerns, or
Dispositions in Real Life
Name of Learner: ____________________________________________________
Section: _____________________ Date:_____________________

Background Information:

Making connections is a skill in reading that aids us to find meaning in a text we read,
by relating it to our background knowledge. Connecting our experiences in life, culture, and
values help us better understand the text we are reading. Likewise, connecting the text helps
us improve our disposition in life since the connection can widen our knowledge towards
something and provides a better understanding of life and the world we lived in.
According to CSI Literacy, a New Zealand Association of Educators that aims to
enhance literacy for targeted teaching and intervention classes, making connections can be
divided into three categories. These are:
Text to self: Readers relate their own knowledge and experiences. It means that the
reader is reminded of his/her personal experiences.
Text to text: Readers relate to another story or book (even a movie or song!). It means
that the reader is reminded of previously read text or a movie he/she watched or song he/she
heard.
Text to the world: Readers relate to the community and the world around them. It
means that the reader is reminded of something in the text to a current issue.
Here is an example using The Parable of the Prodigal Son.
Text to self: I read the story of the Parable of the Prodigal Son. I felt like the son in the
story. I also made mistakes in life but I’m very happy that my parents were there to help me
change my ways in life.
Text to text: The Parable of the Prodigal Son reminds me of the song of Freddie Aguilar
“Anak.”
Text to the world: The Parable of the Prodigal Son tells us that despite the mistakes
we made God still loves us. If all the people in the world will just ask God’s forgiveness and
will do the right thing, the world will be a better place to live in.
Remember when making connections, you are relating the text:
1. with experience in life,
2. with what you read before,
3. with what you watched in the movie or songs you’ve heard;
4. with what is going on around you.

Learning Competency: Make connections between texts to particular social issues,

concerns, or dispositions in real life.

2
Directions:
Activities/Exercises
Read the excerpt from the news article below.

The 1918 influenza pandemic was the most severe pandemic in recent history. It was
caused by an H1N1 virus with genes of avian origin. Although there is no universal consensus
regarding where the virus originated, it spread worldwide from 1918-1919. In the United
States, it was first identified in military personnel in springhead the excerpt from the news
article below to do Activity A.g 1918. It is estimated that about 500 million people or one-third
of the world’s population became infected with this virus. The number of deaths was estimated
to be at least 50 million worldwide with about 675,000 occurring in the United States.

Mortality was high in people younger than 5 years old, 20-40 years old, and 65 years
and older. The high mortality in healthy people, including those in the 20-40 year age group,
was a unique feature of this pandemic. While the 1918 H1N1 virus has been synthesized and
evaluated, the properties that made it so devastating are not well understood. With no vaccine
to protect against influenza infection and no antibiotics to treat secondary bacterial infections
that can be associated with influenza infections, control efforts worldwide were limited to non-
pharmaceutical interventions such as isolation, quarantine, good personal hygiene, use of
disinfectants, and limitations of public gatherings, which were applied unevenly.

Source: NCIRD 2019

A. Read the statements based on the article. Put a checkmark (✓) before the number of
each statement that can be connected with the COVID 19 PANDEMIC we are experiencing
today and put a cross mark (X) if the statement is not connected with today’s pandemic.

____1. The virus is easily detected.

____2. Influenza is a devastating virus.
____3. Everyone is safe from this pandemic.
____4. Influenza spreads all virus over the world.
____5. The influenza virus is also caused by rats.
____6. Mortality rate is higher among people younger than 5 years old.
____7. It was caused by H1N1 virus with genes of avian origin.
____8. There was no vaccine to protect the people against influenza.
____9. H1N1 virus was first identified in military personnel in the United States.
____10. Isolation, quarantine, good personal hygiene, use of disinfectants, and limitations of
public gatherings were observed to prevent influenza.

3
B. Read the narrative poem and answer the questions that follow. Then write your answer
inside the box after each question.

Richard Cory
BY EDWIN ARLINGTON ROBINSON
Whenever Richard Cory went down town,
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,
And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.
And he was rich—yes, richer than a king—
And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,
And went without the meat, and cursed the bread; Source: Comic Book Religion.com
And Richard Cory, one calm summer night, 2020
Went home and put a bullet through his head.

1. Who is being described in the poem?

2. What are the words that describe Richard Cory in stanza 1?

3. What makes him different from others?

4. What kind of life do people have in the poem?

5. How do people look at him?

6. What happened to Richard Cory on one calm summer night?

7. What could be his reason for doing such action?

8. What is the connection between the story of Richard Cory to teenagers nowadays?

4
9. If you were Richard Cory, how would you react to the people around you?

10. What song can you think of that has a connection to the story of Richard Cory? Explain
your answer briefly.

Read the selection to complete the diagram below.

Manny Pacquiao's Unbelievable Success Story Will Inspire You

It's 1990 in the province of General Santos in the Philippines. Manny
Pacquiao is 12 years old. Pacquiao often speaks of his debt to his
maternal uncle, Sardo Mejia, who introduced him to boxing after he
dropped out of school. It was this moment that would spark an
unforeseen passion and drive in Pacquiao to be one of the best
boxers in the entire world. According to his autobiography, he
describes watching Mike Tyson's shocking defeat to James "Buster"
Douglas in 1990 on television with his uncle as an experience that
"changed [his] life forever." In his hometown, he set up an open-for-
Source:
all boxing match and beat every opponent who came. He was well GoodNewsPilipinas.com. 2020

on the road of transforming himself from a lanky school dropout to a

junior boxing champion.
Despite his success, his family was still living in extreme poverty and hunger. They became
so desperate to the point that his father had to kill his pet dog for dinner. Pacquiao couldn't
forgive his father for what he did so he left home, slept on cardboard boxes, and sold bread
on the streets just to make a meager living. At that point, he also used boxing and won matches
for $2 each, as a means of escaping poverty. He soon moved to Manila and continued winning
several boxing matches, but given the increased standards of living, he wasn't making enough
to survive. He soon got a job at a local gym doing gardening, cleaning, and construction while
boxing on the side. He trained crazily all day and all night when possible, waking up the earliest
and leaving the gym at the latest possible time. Early on, his perseverance and determination
to be a part of the boxing world swayed him to cheat and add on some weights to meet the
featherweight class requirements.
As the fights got more serious, Pacquiao started getting more famous as well. He would beat
fighters from South Korea, Japan, and Thailand, and at the very young age of 19, he won his
first World Champion title by beating Chatchai Sasakul, the reigning World Boxing Council
(WBC) World Flyweight Champion at that time. https://www.youtube.com/watch?v=-
nMmnBKGAqM The turning point for Pacquiao came when he won against world-class
featherweight boxer Marco Antonio Barrera at the Alamodome in Texas with a TKO. After that
fight, he was recognized internationally as a force to be reckoned with.
https://www.youtube.com/watch?v=5xo1gmHnqiE Today, at 37, he is one of the most
respected boxers. Despite his loss during the Mayweather match, he still has won the hearts
of many boxing fans both in the Philippines and worldwide. His one-of-a-kind story will
continue to inspire and it will always portray the journey of what millions of Filipinos continue
to aspire for.

5
C. Complete the statements inside the box based on your understanding of the selection of
Manny Pacquiao.

1.I am like Manny Pacquiao

because______________________________________
____________________________________________.

2. I can relate Manny Pacquiao to ________________,

a character from the story ________________because
____________________________________________.

3. Manny Pacquiao is like a frontliner because

____________________________________________.

Source: PhilStar.com

D. Think of a worth emulating person who serves as your inspiration. Then identify his/her
positive qualities which are similar to yours. Explain briefly.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6
 Rubric for scoring an essay
4 3 2 1
Content The main idea The main idea is The main idea is The main Idea is
is precisely exactly relevant to definitely relevant irrelevant to the
relevant to the the topic. to the topic. topic.
topic.
Organization The essay is The essay is The essay is The essay is
logical and generally logical somewhat illogical unstructured.
effective. and effective with a and confusing.
few minor errors.
Mechanics Punctuation, Punctuation, A few errors in Distracting errors in
spelling, spelling, punctuation, punctuation,
capitalization are capitalization are spelling, spelling,
correct. No generally correct, capitalization. capitalization.
errors. with few errors.

7
Reflection: Complete the statements below with your insights about the lesson you have
learned.

1. My understanding to this lesson helps me to___________________________________

________________________________________________________________________
________________________________________________________________________
2. The lesson made me realized that __________________________________________
________________________________________________________________________
________________________________________________________________________
3. I can face problems and struggles better because ______________________________
________________________________________________________________________
_________________________________________________________________________

Prepared:

LEAH P. ALIM
Secondary School Teacher II

8
ANSWER KEY:

10. Answers may vary. 3. Answers may vary.

10. ✓
9. Answers may vary. 2. Answers may vary
9. x 1. Answers may vary
8. ✓ their life.
nowadays are unhappy with C.
7. x
8. Most of the teenagers
6. x
7. He is unhappy with his life
5. x
head (committed suicide)
4. ✓
6. He put a bullet through his
3. x perfect person Answers may vary.
2. ✓ 5. They look at him like a D.
1. x 4. They have a poor life.
A. 3. He has everything
slim
Clean favored, and imperially
2.He is gentleman,
1. Richard Cory
B.

References:
“1918 Pandemic (H1N1 Virus).” Centers for Disease Control and Prevention. Centers for
Disease Control and Prevention, March 20, 2019. https://www.cdc.gov/flu/pandemic-
resources/1918-pandemic-h1n1.html.
ComicBookReligion.com. “The Religious Affiliation of Richard Cory .” Religion of Richard
Cory; wealthy, admired man who commits suicide. Accessed September 24, 2020.
http://www.comicbookreligion.com/?c=25119.
GoodNewsPilipinas.com 2020. Manny Pacquiao’s July 20 title fight billed Most Important
Fight of 2019. Accessed September 24, 2020.
https://www.goodnewspilipinas.com/manny-pacquiaos-july-20-title-fight-billed-most-
important-fight-of-2019/
Google Search. Google. Accessed September 24, 2020.
https://www.google.com/search?q=influenza.
Google Search. Google. Accessed September 24, 2020.
https://www.google.com/search?q=making+connections.
PhilStar.com. No US tax issue for Manny Pacquiao. Accessed September 24, 2020.
https://www.philstar.com/sports/2018/10/03/1856894/no-us-tax-issue-manny-pacquiao
“Manny Pacquiao's Unbelievable Success Story Will Inspire You.” Advice RSS, May 4, 2015.
https://www.kalibrr.com/advice/2015/05/manny-pacquiao-success-story-willl-inspire-
you/.
“Most Important Fight of 2019 Archives.” Good News Pilipinas, July 5, 2019.
https://www.goodnewspilipinas.com/tag/most-important-fight-of-2019/.
Robinson, Edwin Arlington. “Richard Cory by Edwin Arlington Robinson.” Poetry Foundation.
Poetry Foundation. Accessed September 24, 2020.
https://www.poetryfoundation.org/poems/44982/richard-cory.
Rubric for Assessment of the Personal Essay. Accessed September 24, 2020.
https://www.mesacc.edu/~paoih30491/RubricNameEssay.html.

9
9
English
Learning Activity Sheets

Quarter 2: Weeks 4-5

 ENGLISH 9

SECOND QUARTER: WEEK 4

Analyze literature as a means of understanding unchanging values in the

VUCA (Volatile, Uncertain, Complex, Ambiguous) world.

Name of Learner:_____________________________________________________
Section:_______________________ Score:__________________

Background Information:

The Masque of the Red Death tells the tale of a dreamlike masquerade ball
thrown by the half-mad Prince Prospero during the height of a terrible plague. Most
intriguing of all, however, is the arrival of a most unfortunate guest. The story
portrays how there was equality in death and it does not discriminate on the basis of
wealth and status.

Although Poe’s short story is completely fictional, the American poet who was
inspired by existing diseases relied on biblical symbolism and takes upon a realistic
approach to human behavior that resonates with today’s current events and the
public reaction.

“The Masque of the Red Death” serves as a parallel not only to the tragic
deaths it can foresee, but in the lack of morality in human behavior.

Many life lessons can be learned through classical literature and Poe’s short
story resonates today as a cautionary tale in this time where humanity is plagued
with an epidemic.

Literary Devices in Focus

Sensory Imagery
Sensory imagery involves the use of descriptive language to create
mental images. In literary terms, sensory imagery is a type of imagery; the
difference is that sensory imagery works by engaging a reader’s five
senses (sight, smell, touch, taste, and hearing). Any description of sensory
experience in writing can be considered sensory imagery.
Most writing contains some level of imagery. One reason fiction
writers deal in significant concrete detail is to permit the reader the pleasure
of arriving at their own judgments and conclusions through perceptual
clues. However, writers don’t have to always resort to describing the way
things look to create mental images.
Describing how something tastes, smells, sounds, or feels—not just
how it looks—makes a passage or scene come alive. Using a combination
of imagery and sensory imagery arms the reader with as much information
as possible and helps them create a more vivid mental picture of what is
happening.

1
 Types of Sensory Imagery
1. Visual imagery engages the sense of sight. This is what you can see,
and includes visual descriptions. Physical attributes including color, size,
shape, lightness and darkness, shadows, and shade are all part of visual
imagery.
2. Gustatory imagery engages the sense of taste. This is what you can
taste, and includes flavors. This can include the five basic tastes—sweet,
salty, bitter, sour, and umami—as well as the textures and sensations
tied to the act of eating.
3. Gustatory imagery engages the sense of taste. This is what you can
taste, and includes flavors. This can include the five basic tastes—sweet,
salty, bitter, sour, and umami—as well as the textures and sensations
tied to the act of eating.
4. Tactile imagery engages the sense of touch. This is what you can feel,
and includes textures and the many sensations a human being
experiences when touching something. Differences in temperature is
also a part of tactile imagery.
5. Auditory imagery engages the sense of hearing. This is the way things
sound. Literary devices such as onomatopoeia and alliteration can help
create sounds in writing.
6. Olfactory imagery engages the sense of smell. Scent is one of the
most direct triggers of memory and emotion, but can be difficult to write
about. Since taste and smell are so closely linked, you’ll sometimes find
the same words (such as “sweet”) used to describe both. Simile is
common in olfactory imagery, because it allows writers to compare a
particular scent to common smells like dirt, grass, manure, or roses.

Vocabulary in Focus

Here is a list of unfamiliar words found in the text

• dreadful - exceptionally bad or
displeasing
• corpse - the dead body of a human
being
• rampantly - in an uncontrolled
manner
• fend off - to drive something away
• plague - any epidemic disease with a
high death rate
• ravaging - destructive and wasting
• masquerade - a party of guests
wearing costumes and masks
• ominous - threatening or
foreshadowing evil or tragic
developments
• ghoulishly - suggesting the horror of
death and decay
• furious - marked by extreme anger

2
About the Author
Edgar Allan Poe was an American writer, poet, critic
and editor best known for evocative short stories and
poems that captured the imagination and interest of
readers around the world. His imaginative storytelling
and tales of mystery and horror gave birth to the
modern detective story.
Many of Poe’s works, including “The Tell-Tale
Heart” and “The Fall of the House of Usher,” became
literary classics. Some aspects of Poe’s life, like his
literature, are shrouded in mystery, and the lines
between fact and fiction have been blurred
substantially since his death.
Poe developed a reputation as a cut-throat
FULL NAME: Edgar Alan Poe critic, writing vicious reviews of his contemporaries.
NATIONALITY: American His scathing critiques earned him the nickname the
BIRTH DATE: January 19, 1809 "Tomahawk Man." Despite his success and
DEATH DATE: October 7, 1849 popularity as a writer, Poe continued to struggle
financially and he advocated for higher wages for
writers and an international copyright law.
Poe died in a Baltimore hospital in 1849, his
last words being: "Lord, help my poor soul.”
Learning Competency:
Analyze literature as a means of understanding unchanging values in the (volatile,
unchanging, complex, and ambiguous) world.

Reading Selection A
THE MASQUE OF THE RED DEATH
By Edgar Allan Poe

From “The dagger dropped gleaming upon the sable carpet”, Tales of Mystery and
Imagination by Edgar Allan Poe, illustrated by Harry Clarke, 1919

3
 A terrible disease called the Red Death has struck the country. It's incredibly
fatal, horribly dreadful, and it's already killed off half the kingdom. Even though this
disease is spreading rampantly, the prince, Prospero, feels happy and hopeful. He
decides to lock the gates of his palace in order to fend off the plague, ignoring the
illness ravaging the land.

After several months, he throws a fancy masquerade ball. For this

celebration, he decorates the rooms of his house in single colors. The easternmost
room is decorated in blue, with blue stained-glass windows. The next room is purple
with the same stained-glass window pattern. The rooms continue westward,
according to this design, in the following color arrangement: green, orange, white,
and violet. The seventh room is black, with red windows. Also in this room stands an
ebony clock. When the clock rings each hour, its sound is so loud and distracting
that everyone stops talking and the orchestra stops playing. When the clock is not
sounding, though, the rooms are so beautiful and strange that they seem to be filled
with dreams, swirling among the revelers. Most guests, however, avoid the final,
black-and-red room because it contains both the clock and an ominous ambience.

At midnight, a new guest appears, dressed more ghoulishly than his

counterparts. Whoever the new guest is, he's decided to dress as a corpse, a
corpse who died of… the Red Death. He's so frighteningly lifelike he freaks
everybody out, and he slowly starts "stalking" through the frightened crowd. When
Prince Prospero sees the ghostly guest, he's furious that someone would have the
nerve to wear such a costume, and orders him to be seized and unmasked. But no
one has the guts to do it, including Prospero himself.

The Red Death masquerader passes within a few feet of the Prince and starts
to walk through the rooms, heading toward the black room. Prospero loses it and
runs after him in a rage, drawing his dagger as he approaches. But just as Prospero
reaches the edge of the black room, the corpselike guest suddenly whirls around to
face him, and Prospero falls to the ground, dead. When other party-goers enter the
room to attack the cloaked man, they find that there is nobody beneath the costume.
Everyone then dies, for the Red Death has creeped into the castle.

Directions/Instructions:
Activities/Exercises:

A. Answer the following questions by recalling information from the selection

Masque of the Red Death. Encircle the letter of your answer.

1. What did Prince Prospero do about his people during the plague of the Red
Death?
A. helped them find a cure
B. provided for their needs
C. executed those who were sick
D. ignored the disease spreading in his lands

4
 2. Why did Prince Prospero and his guests lock themselves in the castle?
A. pray in seclusion C. escape an invading army
B. end their misery D. escape the Red Death

3. When did everyone notice the uninvited guest”

A. around noon C. at midnight
B. in the morning D. during dawn

4. What did the uninvited guest symbolize?

A. anger B. celebration C. death D. wealth

5. How did Prince Prospero's guests react to the black room?

A. avoid it because it is too dark.
B. fear it and do not want to enter it.
C. are awed by its incredible beauty.
D. find it to be exciting and interesting.

B. Fill in the crossword puzzle with the vocabulary word that fits the meaning
provided on the hints below.

7 10
6 9
4 8
2 5

ACROSS
1. very displeasing
3. suggests tragic developments
5. dead body of a human
8. mask and costume party

DOWN
2. extreme anger
4. destructive and wasting
6. horror of death and decay
7. uncontrolled manner
9. to push something away
10. an epidemic

5
C. Answer the following questions based on your understanding of the selection.
Write your answer on the space provided below. (4 points each, see rubric for
checking.)

1. The guests' masks and costumes symbolize their desire to hide from the Red
Death. What supports this interpretation?
______________________________________________________________
2. The guests in the castle seem happy and relaxed, but they stop celebrating
and get very quiet every time the clock clangs. What does this say about how
they truly feel?
______________________________________________________________

3. What message is the author trying to convey through the story?

______________________________________________________________

4. Explain what made Prince Prospero very furious to the Red Death
Masquerader?
______________________________________________________________

5. Is there justice in the story’s ending? Explain your answer.

______________________________________________________________

Rubric for Checking

CRITERIA 4 3 2 1
Reflective The answer The answer The answer The answer
Thinking explains the explains the attempts to does
student’s own student’s demonstrate not address
thinking and thinking thinking about the
learning about his/her learning but is student’s
processes, own vague and/or thinking
as well as learning unclear about and/or
implications for processes the learning
future learning. personal
learning
process..

D. Applying your knowledge of the different Sensory Imagery, tell which of the five
sensory imageries in the box is involved in the following sentences. Write your
answer on the blank before each number.

visual gustatory olfactory auditory tactile

________1. For this celebration, he decorated the rooms of his house in single
colors. The easternmost room is decorated in blue, with blue stained-glass windows.
________2. The rooms in the westward was designed in the following color
arrangement: green, orange, white, and violet.

6
________3. When the clock rang each hour, its sound was so loud and distracting
that everyone stops talking and the orchestra stops playing.
________4. Most guests, however, avoided the final, black-and-red room because it
contained both the clock and an ominous ambience.
________5. At midnight, a new guest appears, dressed more ghoulishly than his
counterparts. Whoever the new guest was, he decided to dress as a corpse, a
corpse who died of… the Red Death.

E. Read the article and accomplish the task given below.

Lazatin orders barangay officials to “To assure public safety,” he said,
enforce safety measures vs COVID- “the
19 coordination
CITY INFORMATION OFFICE ANGELES
CITY·WEDNESDAY, MARCH 18, 2020·READING
TIME: 3
ANGELES CITY – Mayor Carmelo
‘Pogi’ Lazatin Jr. ordered all barangay
officials to enforce safety measures against
COVID-19 at the ground level, and yield to
the instruction of President Rodrigo Roa
Duterte to implement these measures or
face jail time for dereliction of duty.
Lazatin is urging barangay officials
to strictly monitor their respective areas,
since they know more their residents and
what is happening around their premises.
Mayor Lazatin with Chief Adviser
Irish Calaguas on Tuesday called for an
emergency meeting with barangay officials
and barangay health workers to strengthen
the activation of their respective Barangay
Health Emergency Response Team
(BHERT).
stabilized communication and
between the barangay level
and the City Government is important.” He
is asking barangay chiefs to report
immediately if there are residents in their
areas who recently went home from
affected areas of COVID-19 and monitor
them, as well as their families, if they are
experiencing the virus symptoms such as
fever, cough, cold, and difficulty of
breathing.
“The City Government is ready and
equipped for this fight. If there is anything
you need to assist you, please seek help
from the City Government, specifically for
medical needs. We will do everything to
protect our citizens from this coronavirus
pandemic,” Lazatin said.
Furthermore, the Mayor reminded
them to abide the Implementing Rules and
Regulations set by the government,
especially now that we are in health crisis,
where everyone’s live is at risk.

E.1 Answer the following questions based on your understanding of the article read.
Write your answer on the space provided below.

1. Who ordered all barangay officials to enforce safety measures?

________________________________________________________________

2. What did the barangay officials and barangay health workers do to strengthen the
safety measures against COVID 19?

________________________________________________________________

3. Why was the stabilized communication and coordination between the barangay
level and the City Government important according to the Mayor?

7
 ________________________________________________________________

4. What was the final statement of Mayor Carmelo ‘Pogi’ Lazatin Jr., based on the
article?
________________________________________________________________

5. What caused the Mayor to impose strict safety measures in the city?
________________________________________________________________

E.2 After reading the article make judgements on the actions of Prince Prospero and
Mayor Lazatin. In what way are they different? Who did the right thing? Write a
paragraph explaining your answer (15 points, see rubric for scoring Activities E.2 and
F.2).

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

8
Read the selection and accomplish the task given below

Everyman
(A medieval moral play by an anonymous author)
God saw that men have become thoroughly wicked and have taken for granted
everything He has given them. He summons Death and commands him to bring Everyman
to accounting.
Death obeys and comes upon Everyman walking alone. He asks Everyman if he has
forgotten God, and tells him he must make a pilgrimage to the afterlife to be judged. This
will be a journey from which he can never return. Everyman stalls, begging for more time.
He complains he was not expecting Death. An exasperated Death tells him he should have
known better.
Everyman laments his fate. He asks Fellowship, who represents his earthly friends,
for help. Fellowship declares he would walk through hell with Everyman. However, he
quickly changes his position when he realizes the afterlife is actually where Everyman is
going. Everyman turns to Kindred and Cousin, who make similar promises, but also
abandon him when they learn where he is going. Everyman calls out to Goods, who
represents his wealth and worldly possessions, saying he loved Goods best of all. Goods
says he can fix any earthly problem but will only hurt Everyman's case with God, as love of
wealth is a trap that damns souls.
Everyman calls out to Good-Deeds to come with him and speak to God. She says
she would if she were not so weak from the weight of his sin. She directs him to her sister
Knowledge, who will guide him. Knowledge brings Everyman to see Confession, who gives
Everyman a penance to absolve his sins. Once this is done, Good-Deeds is healed and
able to come with him.
Knowledge further suggests Everyman to call his other traits like Beauty, Strength,
Discretion, and Five Wits who can help him in his preparation for the journey of pilgrimage.
All of them are now happy to support him and gives him some suggestions and wisdom to
face the Death. They all wish to stand by him till his Death, but the moment he faces Death,
the first thing to disappear is Beauty, then his Strength, and then rest of his companions
except Good Deeds. Everyman now comes to know the universal truth that only the Good
Deeds give us company up to grave. Everyman is received by an Angel and because of his
sincere confessions, his sufferings, and his Good Deeds, he is allowed to be into the
kingdom of Heaven.

F.1 Answer the following questions based on your understanding of the article read.
Write your answer on the space provided below.

1. Who summoned Death and commanded him to bring Everyman to

accounting?
______________________________________________________________

2. What did Death ask Everyman in the beginning of the story?

______________________________________________________________

3. Who represented Everyman’s earthly friends in the story?

______________________________________________________________

9
 4. Why did Goods say that he can fix any earthly problem but will only hurt
Everyman's case with God?
______________________________________________________________

5. Why was Everyman allowed to go into the kingdom of Heaven?

______________________________________________________________

F. 2 Writing
Suppose that the character Death in the play Everyman was sent to Prince Prospero
in The Masque of the Red Death and the Prince realized that his life is volatile in the
face of Death and only good deeds and virtues remain of him once he dies. How
would you change the story’s ending based on these assumptions? Write your own
version of The Masque of the Red Death’s ending on the space provided below. Be
sure to include what lesson the readers will get from your work.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

10
Rubric for scoring Activities E.2 and F.2
CRITERIA 5 4 3 2
Reflective The answer The answer The answer The answer
Thinking explains the explains the attempts to does
student’s own student’s demonstrate not address the
thinking and thinking thinking about student’s
learning about his/her learning but is thinking
processes, own vague and/or and/or learning
as well as learning unclear about
implications for processes the
future learning. personal
learning
process.
Analysis The answer is The answer is The answer The answer
an an attempts to does
in-depth analysis of the analyze the not move
analysis learning learning beyond a
of the learning experience and experience but description of
experience, the the the the
value of the value of the value of the learning
derived learning derived learning learning to the experience
to to student or
self or others, self or others. others is
and vague and/or
the unclear.
enhancement
of the student’s
appreciation for
the discipline
Making The answer The answer The answer The answer
Connections articulates articulates attempts to does
multiple connections articulate not articulate
connections between this connections any
between this learning between this connection to
learning experience and learning other
experience and content from experience and learning or
content from other content from experiences.
other courses, past other
courses, past learning courses, past
learning, life experiences, learning
experiences and/or experiences, or
and/or future goals. personal goals,
future goals. but
the connection
is
vague and/or
unclear.
TOTAL: _____________
15

11
Reflection
Tell whether you agree or disagree with the following statements. Put a check mark
on the box of your answer.

Statement of Learning Agree Disagree

I learned that knowing the meaning of difficult words makes a
reading text easy to understand.
I learned that sensory imaging brings life to a work of
literature.
I learned from the lesson that literature can teach us many
important life lessons.
I learned that humanity’s moral and compassion is tested
during difficult times like the times of a pandemic.
I learned that this life and the world itself is volatile but the
unchanging value of a good character remains when
everything else is gone.

References:

berfrois.com, March 19, 2020. https://www.berfrois.com/2020/03/the-masque-of-the-

red-death-by-edgar-allan-poe/.

City, City Information Office Angeles. Lazatin orders barangay officials to enforce
safety measures vs COVID-19. Facebook, March 18, 2020.
https://www.facebook.com/notes/city-information-office-angeles-city/lazatin-
orders-barangay-officials-to-enforce-safety-measures-vs-covid-
19/3092993074053436.

“Dictionary.” Vocabulary.com. Accessed September 3, 2020.

https://www.vocabulary.com/dictionary/.

“Edgar Allan Poe.” Biography.com. A&E Networks Television, March 4, 2020.

https://www.biography.com/writer/edgar-allan-poe.

“Everyman Plot Summary: Course Hero.” Everyman Plot Summary | Course Hero.
Accessed September 4, 2020. https://www.coursehero.com/lit/Everyman/plot-
summary/.

Martinez, Jaqueline. “IN REVIEW: The Relevance of Edgar Allan Poe's 'Masque of
the Red Death' in the Era of COVID-19.” The Prospector. Accessed September
3, 2020. https://www.theprospectordaily.com/2020/03/31/in-review-the-
relevance-of-edgar-allan-poes-masque-of-the-red-death-in-the-era-of-covid-19/.

“Portfolio Rubric for Reflection PRINT.” earlycollegeconference,org. Accessed

September 4, 2020. http://earlycollegeconference.org/wp-
content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf.

12
 13
Secondary School Teacher I
ANA MARIE C. DIAZ
Prepared:
ANSWERS KEY C.
A. Answers may vary E. 2 Answers may vary
1. D D.
2. D 1. visual F. 1
3. C 2. visual 1. God
4. C 3. auditory 2. He asks Everyman if he
Angeles City National High School
5. B 4. visual/tactile
SST-I has forgotten God.
5. visual
ANA MARIE C. DIAZ 3. Fellowship
B. E. 1 4. Because love of wealth is
1. dreadful 1. Mayor Carmelo Lazatin a trap that damns souls.
2. furious Jr. 5. Because of his sincere
3. ominous 2. The activation of their confessions, his sufferings,
respective Barangay and his good deeds
4. ravaging
Health Emergency
Prepared by:
5. corpse Response Team (BHERT). F. 2 Answers may vary
6. ghoulish 3. To assure public safety
7. rampantly 4.The Mayor reminded
8. masquerade them to
9. fend off abide by the Implementing
10. plague Rules and Regulations set
by the government.
5. Because of the Covid 19
pandemic
https://www.sparknotes.com/lit/poestories/section10/.
SparkNotes. SparkNotes. Accessed September 3, 2020.
guides/literature/masque-of-red-death/summary.
Shmoop University, November 11, 2008. https://www.shmoop.com/study-
Shmoop Editorial Team. “The Masque of the Red Death Summary.” Shmoop.
 ENGLISH 9

SECOND QUARTER: WEEK 5

Analyze literature as a means of understanding unchanging values in the VUCA

(Volatile, Uncertain, Complex, Ambiguous) world.

Name of Learner: ___________________________________________________

Section: _____________________ Date: ____________

Background Information:

The Sick Rose was first published in William Blake's poetry collections, Songs
of Experience in 1794.
The speaker of the poem addresses Rose and informs her that she is sick.
The cause of her sickness is a worm that is invisible, and it howls in the storm at
night. The invisible worm infects her with his dark secret love and destroys her life.
Both good and virtues are indicated by the number of words in the poem. Evil
is indicated by a number of words: sick, worm, night, howling storm, dark, secret,
destroy. The worm stands for evil. The worm is a mystery as it is described as
"invisible". The rose stands for innocence, beauty, ignorance, and so on. The
innocent rose is ruined by an experienced worm. The rose is a symbol of love, which
is destroyed by selfishness. A crimson rose has been entered, sickened, and
destroyed by a worm.

Words can be used in many different ways. Sometimes, we tell what

happened in a simple way. Other times, we compare what we talk about
something else, to make the meaning clearer. When we do this, we use
the Figurative language. It is the use of figures of speech to produce a
greater effect on the language.

Figure of Speech- an expression having different meanings other than its

literal meanings.

Here are the figures of speech found in the poem.

1. Apostrophe- the writer speaks directly to someone who is not present or is dead,
or speaks to an inanimate object.
Example from the poem: “O Rose thou art sick.”
Other examples:
“Oh, Starbucks, how I love you!”
“Ugh, cell phone, why won’t you load my messages?”

14
2. Onomatopoeia- (pronounced as)-uh-mat-uh–pee–uh- a word which imitates the
natural sounds of a thing. It creates a sound effect that mimics the thing
described, making the description more expressive and interesting.
Example from the poem: In the howling storm
Other examples:
Both bees and buzzers buzz.
The bird’s chirp filled the empty night air.
3. Oxymoron- is when the writer pairs two words together that are opposing and/or
contradictory.
Example from the poem: Of Crimson joy
Other examples: Silent scream
Terribly good

WORD FACTORY
Here is a list of words that can be found in the poem:

• invisible- adj. capable by nature of being unseen

• destroy- v. to damage something
• crimson- n. is a deep, vivid shade of red (you could describe flowers, blood
and cheeks)
• thou- pro. Old English term for “your”
• howling- adj. blowing hard and making a lot of noise
• joy- n. a state of happiness
• art- old English term for are
• thy- the possessive form of thou (your)

About the author:

William Blake (1757-1827)

was a noted poet, painter and engraver of
famous figure of the English Romantic
Movement. Blake’s poetry is about intense
spiritual visions. Some of his famous works are
Songs of Innocence, Songs of Experience,
Marriage of Heaven and Hell.

Blake was born in his father’s modest

hosiery shop at 28 Broad Street, Golden
FULL NAME: William Blake Square, London. His parents were James Blake
NATIONALITY: British (1722–84) and Catherine Wright Armitage Blake
BIRTH DATE: November 28, 1757 (1722–92).
DEATH DATE: August 12, 1827
PLACE OF BIRTH: Soho, London,
England

15
 His father came from an obscure family
in Rotherhithe, across the River Thames from
London, and his mother was from equally
obscure yeoman stock in the straggling little
village of Walkeringham in Nottinghamshire.
His mother had first married (1746) a
haberdasher named Thomas Armitage, and in
1748 they moved to 28 Broad Street.

Learning Competency:
Analyze literature as a means of understanding unchanging values in the VUCA
(volatile, uncertain, complex, ambiguous) world.
Blake wrote two poems Songs of
Reading Selection A Innocence and Songs of Experience. The Sick
Rose occurs as part of the Songs of
THE SICK ROSE
Experience.
By: Willam Blake

O Rose thou art sick

The invisible worm,
That flies in the night
In the howling storm

Has found out thy bed

Of Crimson joy
And his secret love
Does thy life destroy.

Directions/Instructions:
Exercises/Activities:

A. Answer the following questions based on the selection.

1. What is the title of the poem?

________________________________________________________
2. Who was the invisible enemy?
________________________________________________________
3. What is the meaning of the line “thou Art sick” in the poem?
________________________________________________________
4. Which serves as the protagonist according to the context of the poem?
________________________________________________________
5. When was the poem published?
________________________________________________________
6. When did the poem take place?
________________________________________________________
7. What word in the poem indicates evil? (Use it in a sentence)
________________________________________________________

16
 8. What does the worm have for the Rose that destroys it?
________________________________________________________
9. Where does the poem, “The Sick Rose” belong from the two collections to
Blake?
________________________________________________________
10. What word signifies that the worm is a mystery?
_______________________________________________________

B. Read the following sentences. Encircle the synonyms of the underlined

words found in the puzzle. Then, write the word on the
space provided.
1. She feels as if her success is being blocked by an unnoticeable barrier.
______________
2. The dogs were making a lot of noise last night. _____________
3. Many cities were devastated by the bombs. ____________________
4. Her face turned to red when she wasn’t able to answer.
____________________
5. Happiness seems to be hindered by this pandemic. ____________________

s u t j l o p e y c
y m e n e f g h y r
v b n m f s d e o i
h o w l i n g b r m
w h s h o c a g t s
p a w e r b s o s o
i n v i s i b l e n
e s o r e v o l d l
d e g s a u w s d e
j o y s a d n e s s

C. True or False. Write T if the statement is True and write F if the statement
is False. Write your answer on the space provided.

_________1. William Blake has two perspectives, innocence and reality.

_________2. In the poem, the line “O Rose thou art is sick” represents
mourning.
_________3. The two quatrains of this poem rhyme ABCB.
_________4. The Sick Rose is one of the twenty-six poems found in the
“experience” section of William Blake’s Songs of Innocence and
experience.

17
 _________5. One way of expressing words is by using figurative
language.
_________6. Figures of speech has a less effect in the language.
_________7. William Blake uses figures of speech on his poem, The Sick
Rose”.
_________8. Onomatopoeia is a figure of speech where in the writer is
talking to someone/something that is not existing.
_________ 9. “O stranger of the future!
O inconceivable being.
This is an example of an oxymoron.
_________10. If you have the hiccups, you should try drink a glass of
water.
This sentence uses onomatopoeia.

D. 1 Identify the figures of speech of the following sentences. Choose your

answer from the box.

Apostrophe Onomatopoeia Oxymoron

Example: Good night, good night! Parting is such sweet sorrow

That I shall say good night till it be tomorrow.
Answer: Oxymoron

_____________1. The snake slithered and hissed.

_____________2. “Twinkle! Twinkle! little start, how I wonder what you are.
_____________3. “Car, please get me to work today!”
_____________4. The swamp frogs croaked in unison.
_____________5. It is considered a false truth that a broken mirror means bad
luck.

D.2 Construct a sentence using the words in parenthesis. Write your answer
on the space provided below. (1point each)

Example: Onomatopoeia (meow)- My cat meows loudly when she’s

hungry.

1. Apostrophe- (corona virus)

____________________________________________________________
2. Onomatopoeia- (roar)
____________________________________________________________
3. Oxymoron- (true lies)
____________________________________________________________
4. Onomatopoeia-(oinked)
____________________________________________________________
5. Apostrophe- (Vaccine)

18
 Reading Selection B.

I am Patient 2828
By HOWIE G. SEVERINO
April 7, 2020
After 11 days in the hospital, a bout of pneumonia and a major scare, I think I can
now be called a COVID-19 survivor.

I know of a few others, all attempting to return to low-profile lives in a fearful world,
but most choose to remain invisible. There are strong reasons for this anonymity.
This disease is one of the most stigmatized and loneliest in human history, perhaps
comparable only to leprosy where quarantine can be forever.

One of my fellow COVID-19 patients in the hospital can’t go home because his
condo building won’t let him move back, despite already testing negative for the
virus.

I am one of the lucky ones who have been able to go home, resume a semblance
of my former life, and live to tell the tale.

It’s a tale of long painful needles that couldn’t find a vein in my hands, the swabs
down my throat that made me gag, the torture of long sleep deprivation, and the
team of doctors who formed a Viber group to discuss updates on my case and the
experimental drug chloroquine that worked on patients elsewhere and eventually
worked on me.

Since the pandemic is far from over, many more will be infected and confined.
Some will not make it. Those of us among the pioneers — I’m Patient 2828 in the
lower part of the curve - have a responsibility to talk about this experience in a way
that will enable the public to understand it, lessen the fear, and create compassion
for those who survived COVID-19.

E.1 Answer the following questions. Then, write your answer on the space
provided.

1. What did the writer consider to be the most stigmatized and loneliest disease?
______________________________________________________________
______________________________________________________________
2. What disease did he compare Corona Virus with?
______________________________________________________________
______________________________________________________________
3. How did he describe his experience after being infected of the virus?
______________________________________________________________
______________________________________________________________
4. Why is it his responsibility to share his experience?
______________________________________________________________
________________________________________________________________
5. How do people treat someone who is infected with the virus? Explain.
______________________________________________________________
______________________________________________________________

19
Rubric for Checking
CRITERIA 4 3 2 1
Reflective The answer The answer The answer The answer
Thinking explains the explains the attempts to does not
student’s own student’s demonstrate address the
thinking and thinking about thinking about student’s
learning his/her own learning but is thinking
processes, as learning vague and/or and/or
well as processes. unclear about learning.
implications for the personal
future learning. learning
process.

E.2. Compare and contrast the poem, “The Sick Rose” from the article “, I am
Patient 2828” using the Venn Diagram. Write three Similarities and 3
differences.

The Sick Rose I am Patient 2828

Differences Differences
Similarities

20
 F. Compose your own 2 stanza poem (Free Verse) about the unchanging
value of the world during these hard times amidst a pandemic. Use the box
provided below.

NOTE: Free verse means it doesn’t need to have a rhyme and meter.

Example: Your answer:

AMIDST PANDEMIC

The world is in distress

We are all facing the same stress
Empty and sad streets
Leaving all the memories

Many lives have been taken away

Of this invisible enemy
But let us never forget when we
look into our heart
It is kindness and hope that we will
find.

Rubric for scoring free verse poem

CRITERIA 4 3 2 1
Poetic The poem is The poem is The poem is The poem
Form complete written in its written in itsdoes
and follows proper form proper form not follow the
the poetic and has few but includes proper form
form. errors. errors. and it’s TOT
incomplete. AL:
Analysis The poem The poem The poem The poem ___
shows a shows somewhat does ___
profound analysis of attempts to not move ___
analysis the analyze the beyond a ___
of the learning learning description _
learning experience. experience. of the
experience. learning
experience.
Creativity The poem The poem The poem The poem 12
is very has many shows little does not
creative and creative creative show
shows ideas and ideas and creativity and
illustrations. illustrations. illustrations. illustration.

21
 Reflection
Read the following statements below then tell whether you agree or disagree
by putting a check mark inside the box.

Statement of Learning Agree Disagree

I learned that by using figurative language,
we can produce more meaningful sentences.
figures of speech help me to write sentences
in a creative way.
I learned that by reading literature I am not
just feeding my mind but also my heart and
soul through the values it teaches us.
I learned that life might put me on a situation
that I don’t understand. What is important is
that I must always have an understanding
and a hopeful mind.
I learned that this world is uncertain, but it
must not change the values that I should
have especially in dealing with difficulties in
this changing world.

References:

Affairs, GMA News and Public. “Howie Severino: I Am COVID-19 Patient 2828.”
GMA News Online. Accessed September 4, 2020.
https://www.gmanetwork.com/news/specials/content/140/howie-severino-i-am-
covid-19-patient-2828/.

Blake, William. The Sick Rose by William Blake: Summary and Analysis. Accessed
September 4, 2020.
https://www.bachelorandmaster.com/britishandamericanpoetry/the-sick-rose-
summary-analysis.html?fbclid=IwAR1t_2Q9L3rHi8lEZ87bP_jWSj3-
WOrIEcquML3F6ZPJEcIkKMHg0fUrhp4.

Bentley, G.E. “William Blake.” Encyclopædia Britannica. Encyclopædia Britannica,

inc., August 8, 2020. https://www.britannica.com/biography/William-Blake.

“Figure of Speech - Examples and Definition of Figure of Speech.” Literary Devices,

June 4, 2016. https://literarydevices.net/figure-of-speech/.

Google Search. Google. Accessed September 4, 2020.

https://www.google.com/search?q=notebook and pen clipart.

JANNIELYN ANN BIGTAS, GMA News. “Affected by Howie Severino's COVID-19

Story, South Africa-Based Filipino Writer Pens a Poem.” GMA News Online.
GMA News Online, April 27, 2020.
https://www.gmanetwork.com/news/lifestyle/artandculture/735719/affected-by-
howie-severino-s-covid-19-story-south-africa-based-filipino-writer-pens-a-
poem/story/?fbclid=IwAR1d0tuvudw3vz5id1Wlb48-
Pb12fnWPz8bAUASrgTw3MYWksAb99B1Q1T4.
22
 23
Secondary School Teacher-I
JANET P. BASCO
Prepared:
ANSWERS KEY
A. B.
1. The Sick Rose 1. invisible
2. Worm 2. howling
3. You are sick 3. destroy
4. Rose 4. crimson
5. 1794 5. joy
6. At night
7. Answers may vary.
(Ex. Sick- Many people are now sick because of the virus.)
8. Dark secret love
9. Songs of experience
10. Invisible
C. D. 1
1. True 1. Onomatopoeia
2. True 2. Apostrophe
3. True 3. Apostrophe
4. True 4. Onomatopoeia
5. True 5. Oxymoron
6. False
7. True
8. False
9. False
10. True
D.2 Answers may vary
E. 1 Answers may vary
E.2 Answer may vary
F. Answers may vary
blake/biography/.
Accessed September 4, 2020. https://www.poemhunter.com/william-
“William Blake - William Blake Biography - Poem Hunter.” PoemHunter.com.
content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf.
September 4, 2020. http://earlycollegeconference.org/wp-
“Portfolio Rubric for Reflection PRINT.” earlycollegeconference,org. Accessed
9
English
Learning Activity Sheets

Quarter 2: Weeks 6-7

1
 ENGLISH 9

SECOND QUARTER: WEEK 6

Analyze literature as a means of understanding unchanging values in the

VUCA (Volatile, uncertain, Complex, Ambiguous) world.

Name of Learner:___________________________________________________________
Section:____________________________ Score:_____________________

Background Information:

“The Happy Prince” is a story written by Oscar Wilde, an author whose tales are widely
acknowledged for their literary quality and educational messages. It is a story about the value
of friendship, joyless love, kindness, compassion, charity and self-sacrifice which led to
redemption. It is also about the social inequality of its time with references to poverty, injustice,
wealth allocation, and materialism.
The story contains many contradictions, the most prominent of which is the prince's
outer beauty and smile, while in reality, it is a statue made of simple materials and “sadness”.
This contrast is used by the writer to point out one of the greatest problems a modern man is
facing, namely the desire and obsession with material goods, glory and social prestige without
giving value to inner peace and true happiness; a goal that can only be achieved when a
person shares his love with other people.
Through the self-sacrifice of the prince for the sake of his tortured society, the author
manages to depict a very noble concept, the one that sets us apart from other living beings:
humanity.

Symbolism in Literature
In literature, symbolism is that figure of speech where an object, person, or situation
has another meaning other than its literal meaning. Writers use symbols to signify ideas
and qualities in an indirect manner. So, the deep hidden meaning that leads readers to
understand the message conveyed in a story is what relates to symbolism.
The Happy Prince is a story that pictures the deeds of two understanding and loving
beings, though they are not human; the Happy Prince and the little swallow. The swallow is
a symbol of loyalty and friendship as he remains with the prince and helps him fulfill his
wishes. The lead heart of the prince is the symbol of love and immortality as it did not melt
and was placed with the dead swallow.

Vocabulary in Focus

Here is a list of unfamiliar words found in the text

• gilded - made from or covered with gold
• hilt - the handle of a sword or dagger
• superficial - seen on the surface
• seamstress - a woman whose occupation
is sewing
• playwright - a person who writes plays
• garret - floor consisting of open space at
the top of a house
• shabby - showing signs of wear and tear
• leaden - made of lead
• alighted - settle or come to rest
• overseer - a person with supervisory
responsibilities

2
About the Author

Wilde was an Anglo-Irish novelist, playwright, poet

and critic, and a celebrity in late 19th century London.
Oscar Fingal O'Flahertie Wills Wilde was born in
Dublin on 16 October 1854. His father was a successful
surgeon and his mother a writer and literary hostess. Wilde
was educated at Trinity College, Dublin and Magdalen
College, Oxford. While at Oxford, Wilde became involved
in the aesthetic movement. After he graduated, he moved
to London to pursue a literary career.
His output was diverse. A first volume of his poetry
was published in 1881 but as well as composing verse, he
contributed to publications such as the 'Pall Mall Gazette',
FULL NAME: Oscar Wilde wrote fairy stories and published a novel 'The Picture of
(Oscar Fingal O'Flahertie Wills Wilde) Dorian Gray' (1891). His greatest talent was for writing
NATIONALITY: Irish plays, and he produced a string of extremely popular
BIRTH DATE: October 16, 1854 comedies including 'Lady Windermere's Fan' (1892), 'An
DEATH DATE: November 30, 1900 Ideal Husband (1895)' and 'The Importance of Being
PLACE OF BIRTH: Dublin, Ireland Earnest' (1895). 'Salomé' was performed in Paris in 1896.
PLACE OF DEATH: Paris, France

Learning competency:
Analyze literature as a means of understanding unchanging values in the VUCA (Volatile,
uncertain, Complex, Ambiguous) world.

Reading Selection A
Read the following selection and answer the questions that follow.

THE HAPPY PRINCE

By Oscar Wilde

The gilded statue of the Happy Prince

stands overlooking a town. Covered in gold leaf
with sapphires for eyes and a ruby on his
sword-hilt, the statue receives admiration from
everyone, including town councilors who want
to raise a reputation for artistic tastes.

A Swallow flies over the city on his

way to Egypt. He had been delayed after falling
in love with a Reed, attracted to her slender
waist and gracefulness. When she wouldn’t
accompany his travels, the Swallow left alone,
so he alighted under the statue of the Happy
Prince to rest. Surprised at what he takes to be
rainfall on a clear night, the Swallow realizes
that the Happy Prince has been crying. They
introduce themselves, and the Happy Prince
describes his childhood in a gated palace,
when he lived in San Souci and played in a
walled garden—a time full of superficial
Photo source: gutenburg.org
pleasures when he was ignorant of the

3
 suffering in his city. The Swallow is surprised to learn that the Statue is not made of
solid gold, but he agrees to help the Happy Prince after he describes his pity for a seamstress
sewing passion-flowers on the satin gown of a lady in waiting. She lives in the poor house and
cannot care for her sick son, so the Swallow agrees to deliver the ruby from the Prince’s sword
hilt to her.

On the way to deliver the ruby, the Swallow sees “old Jews bargaining with each other.”
He delivers the ruby and stays in order to cool the feverish boy by flapping his wings. After
delivering the ruby, the Swallow returns and describes feeling “quite warm” in spite of the cold,
due to his good deed. He still intends to go to Egypt and describes to the Happy Prince what
marvels await him there, from the river-horses to the God Memnon on his great granite throne.
Nevertheless, the Prince begs him to stay and help a young playwright freezing in his garret.
The man needs to finish a play for the theater director but has become too cold. In the end,
the Swallow agrees to stay another night and plucks out one of the Prince’s sapphire eyes to
deliver to the young man.

The Swallow returns once more to bid farewell to the Happy Prince, who pleads with
him to deliver his other sapphire eye to a little match-girl who has dropped her matches.
Without any help, the child’s father will beat her. The Swallow agrees and promises to remain
in the town by the Prince’s side forever, as he cannot bear to leave him alone and blind.

The Swallow sits on the Prince’s shoulder and recounts tales of Egypt and faraway
lands. He tells of the red ibises on the Nile, the Sphinx, “who is as old as the world itself,” and
a great green snake who “has twenty priests to feed it with honey cakes.” Though the Prince
calls these stories “marvelous,” he asks for tales of the suffering townspeople instead, as
“there is no Mystery so great as Misery.”

The Swallow flies over the city and reports of the rich making merry while beggars
starve at their gates, including young boys trying to warm themselves under a bridge while a
passing Watchman tries to clear them out. Upon hearing these tales, the Prince wishes to
distribute the fine gold leaf gilding him, to lessen some of this misery. The Swallow agrees to
help him and he delivers sheets of gold leaf to the children. While the Prince grows “dull and
grey,” the “children’s faces grew rosier and they laughed and played games in the street.”

Winter finally arrives, and the Swallow grows far too cold. Knowing that only limited
time remains to him, he asks to kiss the Prince’s hand. The Swallow does so and falls down
dead at his feet, at which point the Prince’s leaden heart “snaps right in two.”

The next morning, the Mayor spots the grey statue with the dead Swallow at its feet
and claimed it is shabby. The Town Councilors agree, calling the statue “little better than a
beggar,” and they decide to have the Happy Prince melted down and recast into a new statue
(though they fight as to whom he should represent—the Mayor wishes a statue of himself, but
each of the town councilors think it should be of them instead). The Art Professor at the
University goes so far as to say, “as he is no longer beautiful he is no longer useful.”

The overseer of the workmen at the foundry melts down the statue but notes with
shock that the broken lead heart refuses to melt. Giving up, he tosses the heart aside on a
dust-heap along with the body of the Swallow. Soon after, God asks one of his Angels to bring
the “two most precious things in the city.” The Angel brings the leaden heart and the dead bird,
and God agrees that he had rightly chosen. The Happy Prince and the Swallow would be
rewarded eternally in Paradise for their compassion and sacrifice.

Directions/Instructions:

4
Exercises/Activities

A. Answer the following questions by recalling information from the selection The Happy
Prince. Encircle the letter of your answer.
1. In the story, what did the Prince not know during his life?
A. fun B. joy C. sorrow D. wisdom
2. Who did the Happy Prince help first in the story?
A. the Mayor C. young boys under a bridge
B. a Playwright D. a Seamstress with a dying son
3. Why was the Swallow delayed on his way to Egypt?
A. He was sick. C. He fell in love with a Reed.
B. It was raining. D. He wants to befriend the Prince.
4. What happened to the Swallow in the end?
A. went to Egypt C. died
B. became a statue D. married the Reed
5. Why was the Happy Prince sad according to the selection?
A. He has no friend C. He lost all his jewels
B. He died very young D. He saw the misery of his people

B. Fill in the blanks with the appropriate vocabulary words defined in the parenthesis. Choose
your answer from the words in the box below.

gilded superficial seamstress

shabby alighted overseer

1. A (woman whose occupation is sewing) ___________ in Albay helped her neighbors

by sewing surgical and cloth masks needed to prevent the spread of coronavirus
disease 2019 (COVID-19).
2. Because of the pandemic, many Filipinos (settled) _____________ in their houses.
3. Local Government Units (LGUs) served as (a person with supervisory responsibilities)
______________of the people amidst the pandemic.
4. A local vaccine went viral on social media, but many Filipinos thought that it has (seen
on the surface) ____________ results.
5. The Bureau of Quarantine (BOQ) ensures that no (signs of wear and tear)
__________facility get pass their inspection.

C. Read each statement carefully. Write T if the statement is true and F if the statement is
false. Write your answer on the blank provided.

____1. The Happy Prince was ignorant of the suffering of the people when he was
still alive since he never saw it then.

____2. The Swallow felt warm with his good deeds because he was ashamed of
helping others.

____3. When the Mayor and his councilors decided to have the Happy Prince melted
down and they fought as to whom the new statue should represent; it
revealed that they were good public servants.

5
 ____4. When God asked one of his Angels to bring the two most precious things in
the city the Angel brought the leaden heart and the dead bird for he knew of
their sacrifice and compassion.

____5. The Happy Prince lost his dear friend Swallow and it broke his leaden heart.

D. Answer the following questions. Write your answer on the space provided below. (5 points
each, see rubric for checking)

1. In one sentence, how would you describe the story of ''The Happy Prince''? What is
this story about?
___________________________________________________________________
___________________________________________________________________

2. If the Statue of the Happy Prince was built in your city, what do you think would he feel
seeing the people amidst the Covid 19 pandemic?
___________________________________________________________________
___________________________________________________________________

3. Suppose the Happy Prince gave you all his jewels and asked you to help those who
suffer amidst the pandemic, how will you help those in need?
___________________________________________________________________
___________________________________________________________________

4. If you were the Happy Prince, will you still help the people who suffer knowing that no
one will thank you in the end?
___________________________________________________________________
___________________________________________________________________

5. Who do you think are the Happy Prince of the present? Explain your answer.
___________________________________________________________________
______________________________________________________________

Rubric for checking the answer

CRITERIA 4 3 2 1
Reflective The answer The answer The answer The answer
Thinking explains the explains the attempts to does
student’s own student’s thinking demonstrate not address the
thinking and about his/her own thinking about student’s
learning learning learning but is thinking
processes, processes vague and/or and/or learning
as well as unclear about
implications for the
future learning. personal
learning
process.

6
Reading Selection B
Read the News article and accomplish the task given below.

Filipinos show acts of kindness amid
COVID-19 pandemic
Mark Saludes, Philippines March 19, 2020
Security guard Nicko Gloriana offers to spray alcohol disinfectant to their hands to him. Then he pours drops
passersby in the city of Mandaluyong in the Philippine capital Manila.
The guard said it’s the least he can do to help people.
(Photo by Bernice Beltran)
A bottle of alcohol disinfectant is a
priceless possession nowadays in the
Philippines battling against the new
coronavirus.
Instead of a firearm, security guard Nicko
Gloriana holds a bottle of disinfectant while
on duty outside a condominium building in
the city of Mandaluyong in the country’s
capital.
Gloriana’s main task is to signal people
passing by the condominium’s driveway
to stop and give way to entering and
exiting vehicles. Since the government
declared this week an “enhanced
community quarantine” in the main island
of Luzon, including the capital Manila, the
28-year-old guard decided to be stricter in
his job.
Armed with a bottle of alcohol disinfectant,
he signals people to stop and to show
of alcohol on the hands of those who heed
the signal.
“This is a small way to help my fellow
Filipinos fight the disease,” said Gloriana.
He said he does not worry if he runs out
of alcohol, adding that the important thing
is “we get a share of it even in a small
amount and the chance to prevent the
spread of the virus.”

E. After reading the article evaluate whether the values of kindness, compassion and sacrifice
shown in the classic literary piece The Happy Prince is still viewed with importance among
ordinary people in today’s society. Write your answer in a paragraph on the space provided
below (15 points, see rubric for checking Activities E and F).

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

7
F. After learning about the symbolisms in the Happy Prince, create your own symbol for the
Happy Prince of today’s society. Draw the symbol you chose on the box and explain who it
represents on space provided below.

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

Rubric for checking Activities E and F

CRITERIA 5 4 3 2
Reflective Thinking The answer The answer The answer The answer does
explains the explains the attempts to not address the
student’s own student’s thinking demonstrate student’s thinking
thinking and about his/her own thinking and/or learning
learning learning about
processes. processes learning but is
. vague and/or
unclear
Analysis The answer is an The answer is an The answer The answer does
in-depth analysis analysis of the attempts to not move beyond
of the learning learning analyze the a
experience. experience. learning description of the
experience. learning
experience.
Making The answer The answer The answer The answer does
Connections articulates articulates attempts to not articulate any
multiple connections articulate connection to
connections between this connections other
between this learning between this learning or
learning experiences. learning experiences.
experiences. experiences.
TOTAL: ____________
15

Reflection
Tell whether you agree or disagree with the following statements. Put a check mark on the
box of your answer.

8
 Statement of Learning Agree Disagree
I learned that symbolism brings deeper meaning to a story.
I learned that good morals from fiction are applied by
compassionate individuals in our society today.
I learned from the lesson that literature can teach us many
important life lessons.
I learned that kindness, compassion, and all other good values is
far more precious than any jewels.
I learned that in this complex world with people of varying values,
one can find true happiness by helping others and living with
kindness and compassion.

References:

Atg.world. The Happy Prince”: description of the story and moral lessons.”atg.world.
Acessed September 2, 2020. https://www.atg.world/view-
article/The%20Happy%20Prince%20description%20of%20the%20story%20and%20
moral%20lesons-28514

“Dictionary by Merriam-Webster: America's Most-Trusted Online Dictionary.”

Merriam-Webster. Merriam-Webster. Accessed September 1, 2020.
https://www.merriam-webster.com/.

Enotes, Smart. “Plot Summary, Characters and Action, Theme, Symbolism, and
Moral of The Happy Prince.” Smart eNotes, July 7, 2020.
https://smartenglishnotes.com/2019/05/29/plot-summary-characters-and-action-
theme-symbolism-and-moral-of-the-happy-prince/.

“History - Historic Figures: Oscar Wilde (1854 - 1900).” BBC. BBC. Accessed
September 1, 2020.
http://www.bbc.co.uk/history/historic_figures/wilde_oscar.shtml.

Kravchuk, Max. “Everyday Heroes: From A Seamstress To A 74-Year-Old Mother Of

14, These People Help In Their Own Way.” OneNews.ph. Accessed September
2, 2020. https://onenews.ph/everyday-heroes-from-a-seamstress-to-a-74-year-
old-mother-of-14-these-people-help-in-their-own-way.

Saludes, Mark. “Filipinos Show Acts of Kindness amid COVID-19 Pandemic:

Catholic News in Asia: LiCAS.news: Licas News.” Catholic News in Asia |
LiCAS.news | Licas News, March 19, 2020.
https://www.licas.news/2020/03/19/filipinos-show-acts-of-kindness-amid-covid-
19-pandemic/.

Study.com. Accessed September 2, 2020. https://study.com/academy/lesson/the-

happy-prince-book-discussion-questions.html.

Vocabulary.com. “‘The Happy Prince’ by Oscar Wilde.” Vocabulary.com. Accessed

September 1, 2020. https://www.vocabulary.com/lists/2217557.

9
Wilde, Oscar. “The Happy Prince Summary & Analysis.” LitCharts. Accessed
September 1, 2020. https://www.litcharts.com/lit/the-happy-prince/summary-
and-analysis

2. Alighted
T 5. 1. Seamstress
T 4. B.
F 3. D 5.
Answers may vary F 2. C 4.
F. T 1. C 3.
Answers may vary C. D 2.
E. 5. Shabby C 1.
Answers may vary 4. Superficial A.
D. 3. Overseer ANSWERS KEY:

Prepared:

ANA MARIE C. DIAZ

Secondary School Teacher I

10
 ENGLISH 9

SECOND QUARTER: WEEK 7

Analyze literature as a means of understanding unchanging values in the VUCA

(Volatile, Uncertain, Complex, Ambiguous) world.

Name of Learner:____________________________ Section: _____________

Score:_____________________

Background information:

This is a frame story where it starts off with the Pardoner’s telling a tale to the people after he
drank some ale. The story told takes place in Flanders at a bar where three rioters are drinking
before morning. They saw their friend’s corpse and being told that death did it. They then
decide to kill death, but the conflict is that they don’t know where he is. They then run into an
old man who says death is by an oak tree. They sent the youngest rioter to get wine and
bread. The two that stayed behind decide to stab their friend when he got back and their friend
decided to kill them both by putting poison in their drinks. The two rioters followed through with
their plan and decided to celebrate by drinking the wine that was poisoned earlier and they
died as well. The story then goes back to the Pardoner’s telling his audience that they should
buy pardons.

This classic literary piece foretells a story of unchanging values and good character
that most of the people, with varying beliefs, in the society finds ambiguous. Yet it cannot be
denied that these morals have higher value than any amount of worldly possessions.
All must beware the sin of avarice, which can only bring treachery and death.

Every story has its way of unfolding its event. The Plot diagram makes it easy for the
reader to understand the events clearly and easily.

PLOT DIAGRAM- is the basic sequence of events in a story.

5 ELEMENTS OF THE PLOT

1. EXPOSITION- introduces the characters, background and setting.

2. RISING ACTION- it occurs before the climax and in which the story main conflict
unfolds and tension builds.

3. CLIMAX- it is considered to be the highest peak of the story. The turning point of
the story where main characters will change in some way.

4. FALLING ACTION- the conflict started to be resolved. The central conflict

decreases and the story moves towards its conclusion.

11
 5. DENOUEMENT- it is he final part of the story in which loose ends are tied up and
questions are answered.

Word Factory

Here is the list of unfamiliar words from the story.

• Pardoner- a medieval preacher who collected money offering as for building
churches
• knell- is a ringing sound particularly from a bell tolled to announce death
• gluttony- greedy or excessive indulgence for something
• avenge- to get revenge for or punish someone for a wrongdoing
• fetch- to go or come after and bring or take back
• vagrants- a person who wanders place to place
• slain-killed or murdered in a violent way.
• relic- an object surviving from an earlier time, especially one of historical or
sentimental interest.
• treachery- betrayal of trust
• apothecary- a person who prepared and sold medicines and drugs.
• debauchery- extreme indulgence on bodily pleasure (like alcohol, drugs or
something considered immoral

About the Author: Geoffrey Chaucer (c. 1343 – October 25,

FULL NAME: Geoffrey Chaucer
NATIONALITY: English
BIRTH DATE: 1343
DEATH DATE: October 25, 1400,
PLACE OF BIRTH: London
1400) was an English writer, poet, and
philosopher. He is famous for writing Canterbury
Tales which were not finished. It ranked one of
the greatest poetic works in English. He is one of
the first writers to write in English and is
considered the father of English literature.
He also contributed importantly in the
second half of the 14th century to the
management of public affairs as courtier,
diplomat, and civil servant. In that career he was
trusted and aided by three successive kings—
Edward III, Richard II, and Henry IV. But it is his
avocation—the writing of poetry—for which he is
remembered.
Chaucer was born in London. His father,
John, and grandfather sold wine in London. His
merchant family were relatively wealthy and
when he was only 12 years old, his father was
kidnapped by an aunt.
He died at St.Mary’s Chapel at Westminster on
October 25, 1400. Chaucer is buried in
Westminster Abbey, in what is now called the
Poets’ Corner.

12
Learning Competency:
Analyze literature as a means of understanding unchanging values in the VUCA (volatile,
uncertain, complex, ambiguous) world.

Reading Selection A
Read the selection carefully then answer the questions that follow.

The Pardoner’s Tale

by: Geoffrey Chaucer

The Pardoner describes a group of young Flemish people who spend their time
drinking and reveling, indulging in all forms of excess.
After commenting on their lifestyle of debauchery, the
Pardoner enters into a tirade against the vices that
they practice. First and foremost is gluttony, which he
identifies as the sin that first caused the fall of mankind
in Eden. Next, he attacks drunkenness, which makes
a man seem mad and witless. Next is gambling, the
temptation that ruins men of power and wealth.
Finally, he denounces swearing. He argues that it so
offends God that he forbade swearing in the Second
Commandment—placing it higher up on the list than
homicide. After almost two hundred lines of
sermonizing, the Pardoner finally returns to his story
of the lecherous Flemish youngsters.
As three of these rioters sit drinking, they hear a
funeral knell. One of the reveler’s servants tells the
group that an old friend of theirs was slain that very
night by a mysterious figure named Death. The rioters
are outraged and, in their drunkenness, decide to find
and kill Death to avenge their friend. Traveling down
the road, they meet an old man who appears sorrowful. He says his sorrow stems from old
age—he has been waiting for Death to come and take him for some time, and he has
wandered all over the world. The youths, hearing the name of Death, demand to know where
they can find him. The old man directs them into a grove, where he says he just left Death
under an oak tree. The rioters rush to the tree, underneath which they find not Death but eight
bushels of gold coins with no owner in sight.
At first, they are speechless, but, then, the youngest of the three reminds them that if
they carry the gold into town in daylight, they will be taken for thieves. They must transport the
gold under cover of night, and so someone must run into town to fetch bread and wine in the
meantime. They draw lots, and the youngest of the three loses and runs off toward town. As
soon as he is gone, the sly plotter turns to his friend and divulges his plan: when their friend
returns from town, they will kill him and therefore receive greater shares of the wealth. The
second rioter agrees, and they prepare their trap. Back in town, the youngest vagrant is
having similar thoughts. He could easily be the richest man in town, he realizes, if he could
have all the gold to himself. He goes to the apothecary and buys the strongest poison
available, then puts the poison into two bottles of wine, leaving a third bottle pure for himself.
He returns to the tree, but the other two rioters leap out and kill him.
They sit down to drink their friend’s wine and celebrate, but each happens to pick up
a poisoned bottle. Within minutes, they lie dead next to their friend. Thus, concludes the
Pardoner, all must beware the sin of avarice, which can only bring treachery and death. He
realizes that he has forgotten something: he has relics and pardons in his bag. According to
his custom, he tells the pilgrims the value of his relics and asks for contributions—even though

13
he has just told them the relics are fake. He offers the Host the first chance to come forth and
kiss the relics, since the Host is clearly the most enveloped in sin. The Host is outraged and
proposes to make a relic out of the Pardoner’s genitals, but the Knight calms everybody down.
The Host and Pardoner kiss and make up, and all have a good laugh as they continue on their
way.

Directions/Instructions:

Exercises/Activities:

A. Recall information from the story “The Pardoner’s Tale” and answer the following
questions.

1. Who tell the story?

________________________________
2. What do the two rioters send the youngest to town to get?
________________________________
3. Who is the old man in the tale?
________________________________
4. What do the three men find under the oak tree?
_______________________________
5. What event disturbs them this morning as they try and drink?
________________________________
6. It is considered to be one of the greatest poetic works in English.
________________________________
7. What do the three rioters hear while drinking?
________________________________
8. What does the young rioter decide while on his way into town for food and wine?
______________________________
9. In the elements of the plot, which parts usually shows that the problem/. conflict gets
solved?
________________________________
10. It shows the sequence of event of a short story.
________________________________

B. Answer the following questions based on your understanding of the story.

1. Why did the young rioters go in search of death?

________________________________
2. How did the two older rioters die?

________________________________
3. Why do they start plotting against each other?

________________________________
4. Which character trait leads to the down fall of the three rioters?

________________________________
5. How do all three rioters die when the youngest returns from town with wine?

14
 ________________________________
6. How does the Pardoner describe the young Flemish?
________________________________

7. Which character/characters does the Pardoner must closely assemble?

________________________________

8. Why does the old man send the three rioters to the tree?
________________________________

9. How will you describe the 3 rioters?

________________________________

10. Why do the rioters look for death?

________________________________

C. Match Column A with Column B. Read the sentences. Look for the meaning of the
underlined words from column A in Column B. Write the letter of your answer on the blank
before each number.

Column A Column B

________1. It is gluttony that led him in jail. a. betrayal

________2.The Pardoner has fallen unconsciously into b. artifact

his political manner.

________3. If you throw the ball, the dog will fetch it. c. bell

________4. Every morning I see that poor vagrant d. preacher

around the street.

________5. We heard a funeral knell while passing by the e. homeless

church.

________6.it was unexpected that he has slain a family f. greed

member.

________7. Forgive your enemy, do not avenge g. get

except by doing good.

________8. His first acquaintance with chemistry was h. revenge

gained as laboratory boy to an apothecary in London.

________9. He felt angry after learning treachery. i. pharmacist

________10. A noteworthy relic of the Roman j. killed

occupation, however, appears in its original place.
k. debauchery

15
D. Accomplish the plot diagram following the 5 elements of the story plot from
The Pardoner’s Tale. Write your answer on the box provided.
3.
Climax

Falling Action

Rising Action 4.

2.

Exposition Denouement

1. 5.

Reading Selection B
Read the article below and answer the questions that follow.

PhilHealth Officials Face P15-Billion Fraud, Other Allegations; Funds

Seen To Run Out By 2022

Dubbed by whistle-blower Thorrsson Montes Keith as the crime of the year, senators bewailed
that these controversies are coming out at a time when the country is grappling with the
COVID-19 pandemic.

At the same time, a PhilHealth official said the agency is projected to run out of funds by 2022,
with its 10-year actuarial life being cut drastically short by decreased collections and increased
payouts due to the coronavirus disease 2019 (COVID-19) pandemic.
“We expect that by 2021, we will be in the red already, so it’s only one year… in terms of the
actuarial life,” acting senior vice president for actuarial services Nerissa Santiago said.
She said the agency projected a net operating loss of P90 billion in 2020 and P147 billion in
2021 should the pandemic persist. Senate Minority Leader Franklin Drilon pointed out that
during the first quarter of this year – the COVID crisis exploded only in March – the reported
loss was just P2 billion.

16
“The government has the responsibility to keep it afloat,” Santiago said. But the government
provides a yearly subsidy of only P71 billion. When Drilon asked if “without additional subsidy
in 2021, PhilHealth will collapse,” Santiago said yes.
The health care crisis was compounded by the “widespread corruption in PhilHealth” cited by
Keith in his resignation letter dated July 23. He also cited his opposition to the mandatory
payment of contributions by overseas Filipino workers (OFWs), the alleged unfairness in the
promotion process, and the failure to receive his salary and hazard pay on time since he
started investigating the agency’s officers.
On July 24, PhilHealth issued an official statement asking Keith to “substantiate his
accusations so proper procedures can be initiated.” It said his issue with promotion “can be
resolved through its grievance machinery.”
On July 27, upon the resumption of Congress’ session, Senate President Vicente Sotto III and
Sen. Panfilo Lacson, along with most of their colleagues, filed Senate Resolution No. 475 to
convene the Senate Committee of the Whole and investigate the “alleged rampant corruption,
incompetence and inefficiency” in PhilHealth.
Because this comes “amidst the COVID-19 pandemic,” this issue “may lead to the financial
collapse of the institution to the prejudice of the Filipino people,” the resolution read.
It recounted numerous issues already unearthed in a series of Senate hearings last year.

E. Comprehension Check:

1. According to the article, which is considered to be the crime of the year?

_________________________________________________________
_________________________________________________________
2. How was the article about the PhilHealth connected to the story “The Pardoner’s
Tale”?
_________________________________________________________
_________________________________________________________
3. Why corruption happened amidst pandemic?
_________________________________________________________
_________________________________________________________
4. How did this corruption affect the people?
_________________________________________________________
_________________________________________________________
5. What important lesson can we get from both the story and the article?
_________________________________________________________
_________________________________________________________

F. Make judgement on the values of the characters in the story “The Pardoner’s
Tale” and on the values of the people in the Article above. Focus on the most
essential values that should have been acceptable before and in modern society.
Explain your answer and write it on the space provided.

________________________________________________________

________________________________________________________

________________________________________________________

17
 ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Rubric for Checking Activities E and F

5 4 3 2
Content There is one There is clear There is Vague or
clear, well- but supporting somewhat unclear topic
focused topic. information is clear but more Inadequate.
general. supporting
details are
needed.

Organization Ideas are Ideas are in Ideas are Ideas are not
connected logical in somewhat in in a logical
and logical in order. logical. order.
order.

Mechanics No errors in Few errors are Many errors of Dominated by

and spelling, observed in spelling, errors in
Grammar punctuation, spelling, punctuation, spelling,
capitalization, punctuation, capitalization, punctuation,
sentence capitalization, sentence capitalization,
structure and sentence structure and sentence
grammar. structure and grammar; structure and
grammar, but meaning grammar;
meaning is not confused or meaning at
obscured. obscured. times
unidentifiable.

Total score- _________

15

18
Reflection

Read the following statements below then tell whether you agree or disagree by putting a
check mark inside the box.
Statement of Learning Agree Disagree
I learned how to write a summary of a short story by using the
plot diagram.
I learned that using the plot diagram makes the writing of the plot
easier.
After reading the story, I realized that by doing so it is not only
that are mind that we feed but also our soul because of the
values it gives us.
I learned that life will throw different obstacles that will challenge
us to do badly like in our present situation today during
pandemic. It must not change it the way we view life especially
our morality.
I learned that in this ambiguous world it is important that we are
certain in what we want in life and be vigilant enough to know that
too much of something is considered to be immoral.

References:

“Geoffrey Chaucer Biography, Life, Interesting Facts.” Famous Birthdays By SunSigns.Org.

Accessed September 9, 2020.
https://www.sunsigns.org/famousbirthdays/d/profile/geoffrey-chaucer/.

“Geoffrey Chaucer Biography: .” Biography Online, January 8, 2020.

https://www.biographyonline.net/writers/geoffrey-chaucer.html.

Google Search. Google. Accessed September 9, 2020.

https://www.google.com/search?q=The Pardoner's tale.

Google Search. Google. Accessed September 9, 2020.

https://www.google.com/search?q=plot diagram template.

“History - Geoffrey Chaucer.” BBC. BBC. Accessed September 9, 2020.

http://www.bbc.co.uk/history/historic_figures/chaucer_geoffrey.shtml.

Kravchuk, Max. “PhilHealth Officials Face P15-Billion Fraud, Other Allegations; Funds Seen
To Run Out By 2022.” OneNews.ph. Accessed September 9, 2020.
https://www.onenews.ph/philhealth-officials-face-p15-billion-fraud-other-allegations-
funds-seen-to-run-out-by-2022?fbclid=IwAR15-6B_uPtrFdAcDVg5zN2CQpTEcY-
gQq1fk5KA7DG2BLu4phIRympeSF8.

SparkNotes. SparkNotes. Accessed September 9, 2020. https://www.sparknotes.com/lit/the-

canterbury-tales/section11/page/2/.

Your Dictionary. Accessed September 9, 2020. https://www.yourdictionary.com/.

https://patnbeth.weebly.com/plot-overview.html?fbclid=IwAR0ar3d4jFNx-
UDOin32J3Y0e09eSZ6KHSW3pWjvQPG8mJ9qNl3xSR7k1wA

19
 20
JANET P. BASCO
Prepared:
ANSWERS KEY
A.
1. The Pardoner
2. food and wine
3. Death
4. 8 bushels of gold coins
5. funeral knell
6. The Canterbury Tales
7. funeral knell
8. kill his comrade
9. rising action
10. Plot/Plot diagram
B.
1. because they want to kill Death
2. They died because the younger one poisoned them.
3. because of greed and they want the money for themselves alone
4. Greed/Gluttony
5. The two rioters died because they were poisoned by the youngest and
the youngest died because the two rioters plotted to kill him.
6. people who spend their time drinking and reveling, indulging in all forms of
excess.
7. three rioters
8. so the three rioters will go to their own death
9. answers may vary
10. avenge the death of their friends
C.
1. f 4. e 7.h 10. b
2. d 5. c 8. i
3. g 6. j 9. a
D. (Note: Consider the answers with similar thought as the ones in the
answer key.)
1. EXPOSITION: The pardoner’s preaching the crowd in Flanders telling
the story of the three rioters.
2. RISING ACTION: Find out that their friend died and they want to find
death and kill him.
3. CLIMAX: They found the gold under the oak tree.
4. FALLING ACTION: They started plotting each other’s death just to get
the gold coins.
5. DENOUEMENT- They all died because all they cared about was money.
E.
1.Corruption in PhilHealth
2-5. Answers may vary
F.
Answers may vary
http://employees.oneonta.edu/benjamkd/advanced/gradingrubric1.html
Secondary School Teacher-I

21
22