Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila
ö

ENGLISH 9
Understanding Unchanging
Values Amidst the Changing
Society

Quarter 2 Module 5
Most Essential Learning Competencies:
1. Analyze literature as a means of understanding
unchanging values in a VUCA (volatile, uncertain, complex
and ambiguous) world
2. Make connections between texts to particular social
issues, concerns or dispositions in real life
HOW TO USE THIS MODULE
Before you start answering the module, I want you to set aside other tasks
that will distract you while enjoying the lessons. Read the simple instructions
below to successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every page
of this module.
2. Write on your notebook or any writing pad the concepts about the lessons.
Writing enhances learning, which is important to develop and keep in
mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations - These are what you will be able to know after
completing the lessons in the module.
• Pretest - This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
• Looking Back - This section will measure what learnings and skills
that you understand from the previous lesson.
• Brief Introduction- This section will give you an overview of the
lesson.
• Activities - These are activities designed to develop critical thinking
and other competencies. This can be done with or without a partner
depending on the nature of the activity.
• Remember - This section summarizes the concepts and applications
of the lessons.
• Checking Your Understanding - It will verify how you learned from
the lesson.
• Post Test - This will measure how much you have learned from the
entire module

2
LESSON 1: VOICE OF VERBS

EXPECTATIONS
In this module, you will learn the active and passive voice of verbs.
Specifically, you will guided to:
• identify the voice of the verb used in a sentence
• use the active and the passive voices of the verb in expressing
social issues , concerns, and dispositions in life
• transform sentences from active voice into passive voice and vice
versa
Let us start your journey in learning more about the voices of verbs.Think and
move forward!

PRETEST

Directions: Identify the voice of the underlined verb/verb phrase in each sentence.
Write whether it is in active or passive voice.
__________ 1. The Philippines exports mangoes to the most countries in the world.

__________ 2. The first mechanical computer was created by Charles Babbage.

__________ 3. COVID-19 will leave a drastic memory

__________ 4. Our economy has been deeply affected by the pandemic..

__________ 5. Minimum health protocols must be applied by any individual to

prevent COVID-19 from spreading.

LOOKING BACK TO YOUR LESSON

Directions: Complete the table below by supplying the simple past and the past
participle of the given verbs.

Base Form Past Form Past Participle

see
come
bring

3
 be (am, is, are)
forgive
beat
forbid
take
give

BRIEF INTRODUCTION
The voice of a verb tells whether the subject of the sentence performs or
receives the action. In English there are two voices: active and passive.

➢ Study each picture and the corresponding sentence. Cite the difference/s
between the two sentences.

Healthful foods strengthen one’s One’s immune system is

immune system. strengthened by healthful foods.

Source:
https://www.123rf.com/photo_108757457_healt
h-food-to-boost-immune-system-hgh-in-
antioxidants-minerals-and-vitamins-top-
view.html
Source:
https://www.everydayhealth.com/news/10-
amazing-facts-about-your-immune-system/

4
KEYPOINTS
Voice is the quality of a verb that denotes whether the subject is the doer or
the receiver of the action.
Active Voice
In active voice, the subject performs the action expressed by the verb:
• The student wrote a song.
Passive Voice
In passive voice, the subject receives the action expressed by the verb:
• A song was written by the student.
Forming Tenses of Passive Verbs
The passive voice always consists of two parts: a form of the verb "to be" + past
participle.
Tense Passive voice form
Present it is cleaned
Past it was cleaned
Future it will be cleaned
Present perfect it has been cleaned
Past perfect it had been cleaned
Future perfect it will have been cleaned
Uses of Passive Voice
Use the passive voice to:
• Call attention to receiver of the action rather than the performer:
• The professor was hit by three
snowballs.
• Point out the receiver of the action when performer is unknown or
unimportant:
• A love letter was slipped under the
door.
• The signs will be posted.
• Avoid calling attention to the performer of the action (known as the
"institutional passive"):
• The fines will be collected on Monday.
✓ The verb is in active voice if the subject is the doer of the action, and the verb
is in passive voice if the subject is the receiver of the action.
Source: https://lutfifiieanie.wordpress.com/2015/10/17/active-and-passive-softskill/
A. Simple Tenses

SIMPLE PRESENT TENSE SIMPLE PAST TENSE

PAST PAST
PARTICIPLE PARTICIPLE
(main verb) (main verb)

5
 SIMPLE FUTURE TENSE

PAST
PARTICIPLE
(main verb)

B. Perfect Tenses

PRESENT PERFECT TENSE PAST PERFECT TENSE

PAST PAST
PARTICIPLE PARTICIPLE
(main verb) (main verb)

has
been

FUTURE PERFECT TENSE

PAST
PARTICIPLE
(main verb)

ACTIVITIES
Activity 1. Tell whether the underlined verb/verb phrase is expressed in active or
passive voice. Write your answer on the blank before each number.
________1. Corona Virus Disease 2019 (COVID-19) pandemic has caught the world
off-guard.
________2. Scientists and experts from different countries tirelessly have worked to
discover a vaccine against the deadly disease.
________3. Families below poverty line were given Social Amelioration Fund (SAF) by
the government.
________4. Everybody has been warned about the adverse effects of COVID-19.
________5. Soon, people will enjoy their social life again.
________6. Health and safety protocols are observed to prevent the virus from
spreading.
________ 7. According to reports, COVID-19 originated from Wuhan, China.
________ 8. One’s immune system will be improved by eating healthful foods.
_______ 9. Most schools conduct online classes.
_______ 10. Quarantine had been implemented before the virus reached a maximal
spread.

6
Activity 2. Underline the verb/verb phrase is each sentence. Then, identify its voice
by writing A for active and P for passive.
_____ 1. Primitive man could not control the forces of nature.
_____ 2. Many of nature’s secrets have been discovered by modern man.
_____ 3. Archaeologists have found wall paintings in the caves of the primitive man.
_____ 4. The harsh environment of space will be conquered by human beings in the
future.
_____ 5. The thief has been identified by the detective.
_____ 6. I opened the door of the house quickly.
_____ 7. Melanie was given a doll’s house.
_____ 8. Today modern people take electrical appliances for granted.
_____ 9. Someday, airtight shelters for scientific
research in space will have been designed.
._____ 10. Anthropologists study the traces of past cultures

REMEMBER

Source: https://mrhparson.weebly.com/active-and-passive-voice.html

CHECKING YOUR UNDERSTANDING

Directions: Rewrite each paragraph by using the passive voice of the verbs in the
parentheses.

add  dry  introduce  invent  mix  not make  not need 

produce  use (x2)

Paper (1) ________________________________ from wood. The

fibres of wood from trees (2)

_________________________________ with water until they become a

soft wet pulp, which (3)___________________________. This method of paper-making (4)
_____________________________ in the 2nd century BC in China. However, early writing
material (5) ______________________________ (always) from wood. In fact, the word
paper comes from papyrus plants which (6) _________________________ by the
Egyptians to make a form of paper in 3,000 B.C. When machines for-paper making
(7) _____________________________ in the 19th century, paper became easy to afford.

7
Today, one of the problems with the huge production of paper is that a chemical
called chlorine (8)____________________________ to make the paper white. Recycling is
important, because chlorine (9) __________________________ and less energy (10)
____________________________ for recycled paper.

give kill make need not protect not

understand

Disease is one of man’s greatest enemies. Between 1347

and 1351, about 25 million people in Europe (1)
_______________________________ by the Black Death. Before
vaccines, people (2) __________________________ from disease. The
first vaccine (3) ________________________________ in about 1800,
but the theory (4) ________________________________ for another
50 years. Today, vaccines (5) ____________________________ to
most children in developed world, but more vaccines (6)
___________________________________ in poorer countries.

buy invent make not teach print write

The earliest books (1) ___________________________ by hand. This
took a long time, so very few copies (2) ______________________________.
They (3) _____________________________ only by rich

and important people. Ordinary people (4)

_____________________________ to read. The printing press (5)

_______________________________ in 1450 by Johann Gutenberg. He

printed copies of the Bible. In the modern world, millions of books, magazines and
newspapers (6) ______________________________ every day.
Source:https://en.islcollective.com/english-esl-worksheets/grammar/passive-
voice-or-active-voice/passive-inventors-and-inventions/78629

POST TEST
A. Pick out the verb/verb phrase in each sentence, and identify its voice by
writing A for active voice and P for passive voice.

1. Rudy made a mess in the kitchen.

2. Thomas washes the dishes.
3. The food is prepared by Maria.
4. The house was painted by Kevin last week.
5. I will vote the best candidate.
6. The bills are paid by my mother.
7. The lazy employees have been caught by their boss.
8. The meat will be frozen.
9. Thelma is summoned by the court.
10. Sam has been taken to the hospital.

B. Rewrite the sentences by transforming them from active voice into passive
voice. Use a separate sheet.

8
1. She pays a lot of money.
2. A thief stole my car.
3. Jane will buy a new computer.
4. Kevin has paid the bill.
5. I have eaten the hamburgers.
6. The children had broken the glasses when they threw a ball.
7. Theena has divulged the secret recipe.
8. Mark recites a poem enigmatically.
9. Ana deciphered the meaning of the text.
10. I will bring some gifts for the kids.

LESSON 2: LITERATURE

EXPECTATIONS
This time, you will guided to:
• identify the words being defined through picture clues
• analyze literature as a means of understanding unchanging values in
VUCA ( volatile, uncertain, complex, ambiguous) world
• relate text content to particular social issues, concerns, or dispositions in
real life

Let us start your journey in learning more about the plight of Africans-Americans.
Think and move forward!

PRETEST
Directions: Think of an object to which you can compare the justice system in
the Philippines. Draw it, and explain. Use a separate sheet.

LOOKING BACK TO YOUR LESSON

The voice of the verb tells whether the subject is the doer or the receiver of the
action.
❖ The verb is in the active voice if the subject is the doer of the action.
❖ The verb is in the passive voice if the subject is the receiver of the action.

Directions: Underline the verb/verb phrase in each sentence; then, identify its voice.
__________ 1. Most people endure a hand to mouth life.
__________ 2. Any form of discrimination is discouraged.
__________ 3. A clamor for justice has been staged by the families of the victims
extra-judicial killings.
__________ 4. Racism and injustice have left a vast scar in history.
__________ 5. Black Americans fought against discrimination.

9
BRIEF INTRODUCTION
I Have a Dream, speech by Martin Luther King, Jr., that was delivered on August 28,
1963, during the March on Washington. A call for equality and freedom, it became
one of the defining moments of the civil rights movement and one of the most iconic
speeches in American history.
Early in his prepared speech, King referenced Abraham Lincoln’s Gettysburg Address
with “Five score years ago….” He then spoke about the Emancipation Proclamation,
which “end[ed] the long night of their [slaves’] captivity.” However, he continued by
noting that African Americans were still “not free” and that they were “crippled by the
manacles of segregation and the chains of discrimination.”
Source: https://www.britannica.com/topic/I-Have-A-Dream

Word Dynamics
Directions: Analyze the pictures to identify the words being described.
1. M A E N P T O I C A N _______________________________
--the freeing of someone from slavery

https://thepreachersword.com/2017/04/17/ http://climatechangefork.blog.brooklyn.e http://survivingchurch.org/2019/03/10/r

word-of-the-week-emancipation/ du/2020/11/03/freedom-and-liberty/ eflections-on-freedom/

2. C V O I S U I - __________________________ (-- deliberately cruel or violent)

https://theconversation.com/the-link-between-violence- htthttps://www.shutterstock.com/image-
https://parentingbykristinfarmer.wordpress.com/20
against-women-and-children-matters-heres-why-106942 photo/asian-agressive-father-threatens-his-
14/03/27/the-effects-of-violent-games-on-children-
son-
and-young-children/
1687464961ps://thepreachersword.com/20
17/04/17/word-of-the-week-emancipation/
3. K E R O C O D - _________________-- bent or twisted out of shape or out of place

https://en.wikipedia.org/wiki/Crooked_Forest#/media/Fil https://www.alamy.com/stock-image-steel-crooked- https://www.shutterstock.com/search/bent+person

e:Krzywy_Las_-_Nowe_Czarnowo_2.JPG nail-isolated-on-white-background-with-clipping-path-
161856324.html

10
 4. I C M I A N N I S D R T O I - _______________________________
-- treatment or consideration of, or making a distinction in favor of or
against, a person or thing based on the group, class, or category to which
that person or thing is perceived to belong to rather than on individual merit

https://workplaceinsight.net/over-a-quarter-of-black-
https://www.sfchronicle.com/opinion/openforum/article/ https://castancentre.com/2011/12/05/rolli employees-say-racial-discrimination-hinders-career/
The-racial-discrimination-that-existing-laws-fail- ng-the-federal-anti-discrimination-acts-
15414612.php into-one-great-big-new-law/

Reading Text
I HAVE A DREAM
by Martin Luther King, Jr.

I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today,
signed the Emancipation Proclamation. This momentous decree came as a great
beacon light of hope to millions of Negro slaves who had been seared in the flames of
withering injustice. It came as a joyous daybreak to end the long night of captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the
life of the Negro is still sadly crippled by the manacles of segregation and the chains
of discrimination. One hundred years later, the Negro lives on a lonely island of
poverty in the midst of a vast ocean of material prosperity. One hundred years later,
the Negro is still languished in the corners of American society and finds himself in
exile in his own land. So we have come here today to dramatize a shameful condition.
Do you have any idea how it feels to be an exile in your own land?

In a sense we've come to our nation's Capital to cash a check. When the
architects of our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that all men, yes, black men as
well as white men, would be guaranteed the unalienable rights of life, liberty, and
the pursuit of happiness. It is obvious today that America has defaulted on this
promissory note insofar as her citizens of color are concerned. Instead of honoring
this sacred obligation, America has given the Negro people a bad check; a check
which has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to
believe that there are insufficient funds in the great vaults of opportunity of this
nation. So we have come to cash this check- a check that will give us upon demand
the riches of freedom and the security of justice.
We have also come to this hallowed spot to remind America of the fierce urgency
of now. This is no time to engage in the luxury of cooling off or to take the
tranquilizing drug of gradualism. Now is the time to make real the promises of
democracy. Now is the time to rise from the dark and desolate valley of segregation
to the sunlit path of racial justice.

11
 Now is the time to lift our nation from the quicksands of racial injustice to the
solid rock of brotherhood. Now is the time to make justice a reality for all of God's
children. It would be fatal for the nation to overlook the urgency of the moment.
This sweltering summer of the Negro's legitimate discontent will not pass until
there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not
an end, but a beginning. Those who hope that the Negro needed to blow off steam
and will now be content will have a rude awakening if the nation returns to
business as usual.
There will be neither rest nor tranquility in America until the Negro is granted
his citizenship rights. The whirlwinds of revolt will continue to shake the
foundations of our nation until the bright day of justice emerge.
Can you imagine what could possibly happen if their efforts for change would
generate physical violence in the process?

And that is something that I must say to my people who stand on the warm
threshold which leads into the palace of justice. In the process of gaining our
rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy
our thirst for freedom by drinking from the cup of bitterness and hatred.
We must forever conduct our struggle on the high plane of dignity and
discipline. We must not allow our creative protest to degenerate into physical
violence. Again and again we must rise to the majestic heights of meeting physical
force with soul force. The marvelous new militancy which has engulfed the Negro
community must not lead us to a distrust of all white people, for many of our white
brothers, as evidenced by their presence here today, have come to realize that their
destiny is tied up with our destiny.
And they have come to realize that their freedom is inextricably bound to our
freedom. We cannot walk alone. And as we walk, we must make the pledge that we
shall march ahead. We cannot turn back. There are those who are asking the
devotees of civil rights, "When will you be satisfied?" We can never be satisfied as
long as the Negro is the victim of the unspeakable horrors of police brutality.
We can never be satisfied as long as our bodies, heavy with the fatigue of travel,
cannot gain lodging in the motels of the highways and the hotels of the cities.
We cannot be satisfied as long as the Negro's basic mobility is from a smaller
ghetto to a larger one. We can never be satisfied as long as our children are
stripped of their adulthood and robbed of their dignity by signs stating "For Whites
Only."
We cannot be satisfied as long as a Negro in Mississippi cannot vote and the
Negro in New York believes he has nothing for which to vote.
No, no, we are not satisfied, and we will not be satisfied until justice rolls down
like waters, and righteousness like a mighty stream.
No, no, we are not satisfied, and we will not be satisfied until justice rolls
down
How like
can waters
you make and righteousness
justice roll downlike a mighty
like waters,stream.
and righteousness like a
mighty stream?

I am not unmindful that some of you have come here out of great trials and
tribulations. Some of you have come fresh from narrow jail cells. Some of you have
come from areas where your quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the
veterans of creative suffering.
Continue to work with the faith that unearned suffering is redemptive. Go back
to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia,

12
go back to Louisiana, go back to the slums and ghettos of our northern cities,
knowing that somehow this situation can and will be changed. Let us not wallow in
the valley of despair.
I say to you today, my friends, so even though we face the difficulties of today
and tomorrow, I still have a dream. It is a dream deeply rooted in the American
dream. I have a dream that one day this nation will rise up and live out the true
meaning of its creed: "We hold these truths to be self-evident; that all men are
created equal."
I have a dream that one day on the red hills of Georgia the sons of former slaves
and the sons of former slave owners will be able to sit down together at the table of
brotherhood. I have a dream that one day even the state of Mississippi, a state
sweltering with the heat of injustice, sweltering with the heat of oppression, will be
transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where
they will not be judged by the color of their skin but by the content of their
character. I have a dream today… I have a dream that one day down in Alabama,
with its vicious racists, with its governor having his lips dripping with the words of
interposition and nullification, that one day right down in Alabama little black boys
and black girls will be able to join hands with little white boys and white girls as
sisters and brothers.
Have you been mistakenly judged before because of your physical
appearance?
________________________________________________________________________
I have a dream today… I have a dream that one day every valley shall be
exalted, every hill and mountain shall be made low, the rough places will be made
plain, and the crooked places will be made straight, and the glory of the Lord shall
be revealed, and all flesh shall see it together. This is our hope. This is the faith
that I will go back to the South with. With this faith we will be able to hew out of
the mountain of despair a stone of hope. With this faith we will be able to transform
the jangling discords of our nation into a beautiful symphony of brotherhood. With
this faith we will be able to work together, to pray together, to struggle together, to
go to jail together, to stand up for freedom together, knowing that we will be free
one day.
This will be the day when all of God's children will be able to sing with new
meaning, "My country 'tis of thee, sweet land of liberty, of thee I sing. Land where
my fathers died, land of the Pilgrims' pride, from every mountainside, let freedom
ring." And if America is to be a great nation, this must become true. So let freedom
ring from the prodigious hilltops of New Hampshire. Let freedom ring from the
mighty mountains of New York. Let freedom ring from the heightening Alleghenies
of Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado. Let
freedom ring from the curvaceous slopes of California.
But not only that; let freedom ring from the Stone Mountain of Georgia. Let
freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill
and molehill of Mississippi, from every mountainside. Let freedom ring…
When we allow freedom ring, when we let it ring from every village and every
hamlet, from every state and every city, we will be able to speed up that day when
all of God's children, black men and white men, Jews and gentiles, Protestants and
Catholics, will be able to join hands and sing in the words of the old Negro
spiritual, "Free at last! Free at last! Thank God Almighty, we are free at last!"

How does it feel to be free? Can you say that you are free?

Source: A Journey Through Anglo-American Literature, Learner’s Materials for English

13
ACTIVITIES
Activity 1. Answer the following questions.
1. According to MLKJ, why was the American Negro not yet free one year after the
signing of the Emancipation Proclamation?
________________________________________________________________________________
2. According to MLKJ, what might happen if the Negro is not given equality and
justice? ______________________________________________________________________
3. How should the black Americans conduct their struggle for justice and equality?
_________________________________________________________________________________

4. How should the black Americans treat the white Americans?

______________________________________________________________________________
5. What specific cases of injustices against the blacks did MLKJ mention in his speech?
_____________________________________________________________________

6. What is the dream of Martin Luther King,Jr.?

_________________________________________________________________________

Activity 2. Analyze each illustration. Then, explain the meaning of each illustration.
Which frame is best suited to the message of Martin Luther King, Jr’s speech “Ï Have a
Dream”?

Source: https://open.avenues.org/new-york/ny-single-blog-detail/~board/open-new-york-learning/post/equality-equity-and-liberation-at-a-
glance

_________________________________________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REMEMBER
The “I Have a Dream” speech delivered by Martin Luther King, Jr. before a
crowd of some 250,000 people at the 1963 March on Washington remains one of
the most famous speeches in history. Weaving in references to the country’s
Founding Fathers and the Bible, King used universal themes to depict the
struggles of African Americans before closing with an improvised riff on his
dreams of equality. The eloquent speech was immediately recognized as a
highlight of the successful protest, and has endured as one of the signature
moments of the civil rights movements.
Source: https://www.history.com/topics/civil-rights-movement/i-have-a-dream-
14
speech#:~:text=The%20%E2%80%9CI%20Have%20a%20Dream,most%20famous%20speeches%20in
%20history.
 CHECKING YOUR UNDERSTANDING
Directions: Select your favorite phrase or line from the speech “I Have a Dream”.
Use it as your title. Then, illustrate it. Use color, creativity, design…try to express
what that phrase means or why it is so powerful or important in relation to the
present condition. Use a separate sheet.

POST TEST
Directions: Directions: After reading the speech, complete the graphic organizer with the
necessary information. Write the main idea on the dove and the supporting details on the
cloudsclouclouds.
c

I HAVE A DREAM
by Martin Luther King, Jr.

15
 REFLECTIVE LEARNING SHEET
Complete the following dream catchers with the things that you dream of. Begin
your answer with this sentence: I have a dream that one day

________________________________________________________.

FAMILY MYSELF COUNTRY WORLD

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

16
Lesson 1 References

Books
Lapid, Milagros G. and Serrano, Josephine B., ECAS through Anglo-American and
Philippine Literature, The Phoenix Publishing House, 2018

Internet Sources

https://lutfifiieanie.wordpress.com/2015/10/17/active-and-passive-softskill/
http://www.grammar-worksheets.com
tD2DArw9oAXAAeACAAa0BiAHLCJIBAzYuNJgBAKABAaoBC2d3cy13aXotaW1n&sc
lient=img&ei=R9PAXoawHpqZr7wP4a-
UkA0&bih=695&biw=1366&safe=active#imgrc=APCG3WSlg4JgCM
https://mrhparson.weebly.com/active-and-passive-voice.html

Lesson 2 References
Books
Liza Almonte et al., A Journey Through Anglo-American Literature, Learner’s
Materials for English. (2014), 185-190

Internet Sources
https://www.slideshare.net/alzambra/imagine-lyrics-andactivity
http://www.let.rug.nl/usa/documents/1951-/martin-luther-kings-i-have-a-dream-
speech-august-28-1963.php
https://www.britannica.com/topic/I-Have-A-Dream

Management and Development Team

Schools Division Superintendentent: Maria Magdalena M. Lim, CESO V

Chief Education Supervisor: Aida H. Rondilla
CID Education Program Supervisor: Vicente M. Victorio Jr.
CID LR Supervisor: Lucky S. Carpio
CID-LRMS Librarian II: Hannah C. Gillo
CID-LRMS PDO II: Albert James P. Macaraeg

Editor: Imelda O. Galo, HT III

Writer: Jennifer B. Sariba, MT I

17
 18
CHECKING YOUR CHECKING YOUR CHECKING YOUR
UNDERSTANDING UNDERSTANDING UNDERSTANDING
*Printing* *Why were vaccines a *How is paper produced*
1. were made great invention* 1. is produced
2. were written 1. were killed 2. are mixed
3. were brought 2. weren’t protected 3. is dried
4. weren’t taught 3. was made 4. was introduced
5. was invented 4. wasn’t understood 5. wasn’t always
6. are printed 5. are given made
6. are needed 6. were used
7. were invented
8. is added
9. isn’t needed
10. is used
ACTIVITIES ACTIVITIES PRETEST
Activity 2 Activity 1
1. active
1. could control - A 1. active 2. passive
2. have been discovered - P 2. active 3. active
3. have found - A 3. passive 4. passive
4. will be conquered - P 5. passive
4. passive
5. has been identified – P
6. opened – A
5. active
7. was given - P 6. passive
8. take – A 7. active
9. will have been designed – P 8. passive
10.study – A 9. active
10. passive
LESSON 1 ANSWER KEY
 19
CHECKING YOUR POST TEST ACTIVITIES
UNDERSTANDING
“I Have a Dream” by Martin Luther King, Jr.
**Answers vary. Activity 1.
Main Idea: African-Americans are not yet free
even after the Emancipation Proclamation was **Answers vary.
REFLECTING signed hundred years ago.
LEARNING Detail 1:He dreams to have equality. Activity 2.
SHEET Detail 2: He dreams to have freedom.
Detail 3: He dreams to have justice. **Answers
**Answers vary. Detail 4:He dreams to achieve desegregation. vary.
PRETEST BRIEF
INTRODUCTION
1. endure – active
2. is discouraged – passive (Word Dynamics)
3. has been staged – passive
4. have left – active 1.Emancipation
5. fought - active 2. Vicious
3. Crooked
4. discrimination
LESSON 2 ANSWER KEY
POSTTEST POSTTEST
B. A. 1. made – A
2. washes – A
1. A lot of money is paid by her.
3. is prepared – P
2. My car was stolen by a thief.
3. A new computer will be bought by Jane. 4. was painted – P
4. The bill has been paid by Kevin. 5. will vote – A
5. The hamburgers have been eaten by me. 6. are paid – P
6. The glasses had been broken by the 7. have been caught – P
children when they threw a ball. 8. will be frozen – P
7. The secret recipe has been divulged by 9. is summoned – P
Theena. 10. has been taken - P
8. A poem is recited enigmatically by Mark.
9. The meaning of the text was deciphered
by Ana.
10. Some gifts for the kids will be brought by
me.
Using Verbs in the Active and

20