Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
CALUBCUB 1.0 NATIONAL HIGH SCHOOL
CALUBCUB 1, SAN JUAN, BATANGAS
Learning Area English

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)
Grade
School Grade 9
Level
Teacher Learning
English
Lesson Area
Exemplar Teaching
Quarter 2nd Quarter
Date
Teaching No. of
Time Days
Monday Tuesday Wednesday Thursday Friday

Analyze literature as means of understanding unchanging
values in the VUCA (volatile, uncertain, complex,
ambiguous) world
I. OBJECTIVES Analyze literature as means of valuing other people and
other various circumstances in life
Demonstrate honesty and appreciation in the varied
activities
A. Content Standards
B. Performance Standards
C. Most Essential Learning Analyze literature as means of understanding unchanging
Competencies (MELC) values in the VUCA (volatile, uncertain, complex,
(If available, write the indicated MELC) ambiguous) world
D. Enabling Competency Analyze literature as means of valuing other people and
(If available, write the attached enabling other various circumstances in life
competencies)
Unchanging Values in the VUCA (Volatile, Uncertain,

II. CONTENT
Complex, Ambiguous) World
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages n/a
b. Learner’s Material Pages n/a
c. Textbook Pages n/a
https://youtu.be/HLYSlKY6Ww4
d. Additional Materials from COVID-19 frontliners in the Philippines share their struggles
Learning Resources Learning notes
Address: Calubcub 1, San Juan, Batangas

Telephone No: (043)575-8124
Email Address: calubcub1st_nhs@yahoo.com, calubcub1nhs@gmail.com
Facebook: https://facebook.com/calubcub.nhs.9
B. List of Learning
Resources for Development Activity Sheets
and Engagement Activities
IV. PROCEDURES
A. Introduction Review
Arrange the letters to reveal the dimension being exhibited
by the people in the given situations.
1. Carl wants to earn income, so he watches video tutorials
in photography after his work. He plans to accept
photography jobs during weekends.
I I B E Y L I F X L T
2. As a teacher, Mr. Gomez actively participates in webinars

and trainings.
A I N N M F T O O R I
E G R G A T I H N
3. Lea is new in marketing, so she asked questions and

assistance from her superiors if she does not know what to
do.
I S N O T N E R A P E R L
S I K R T K A I G N
4. The team leader asks his members’ opinions and ideas

during their meeting before making decisions.
K S I N E G E
B F A C E E K D
5. Joan explore different methods in accomplishing her

project in TLE.
N R I E G M X E P N E T I
Activity 1
Picture Analysis
In this activity, the teacher will present different pictures

linked by one word and the students will guess the word
from a set of letters given below the pictures.

1. Corona Virus
2. Pandemic
3. Healthcare Workers
What I Already Know
Constructivism Approach
Video Presentation
The teacher will ask the learners to watch the video

presentation.
https://youtu.be/HLYSlKY6Ww4
COVID-19 Frontliners in the Philippines Share Their
Struggles
1. What is the message of the video that you watched?

(The corona virus disease pandemic has brought huge
challenges and risk to our health workers.)
What I Know But Don’t Understand

B. Development
Unlocking of Difficulties
The students will arrange the jumbled letters to form the

correct word based on the given meaning.
1. I C D P E M A N – a disease prevalent over a whole

country or the world (PANDEMIC)
2. G T S I A M N I Z A T I O T - the action of describing or

regarding someone or something as worthy of disgrace or
great disapproval. (STIGMATIZATION)
3. A R E T G I - the sorting of patients (as in an emergency

room) according to the urgency of their need for care
(TRIAGE)

4. C F I U E N - United Nations Children's Fund an

organization which aims to advocate for the protection of
children's rights, to help meet their basic needs and to
expand their opportunities to reach their full potential
(UNICEF)
What I Need to Know
The teacher will read the article We are Not the Virus ‘Health
workers speak to UNICEF about their struggles’. She will ask
these questions in between the articles:
1. How do people consider health care workers before the

pandemic?
2. What happened to the way people treat our health care
workers shortly after the lockdown due to COVID-19?
It’s Lonely in the Front Line

1. Why do the health workers say that it’s lonely in the front
line?
2. What are their predicaments/dilemmas?
Finding the Balance?

1. Why do you think it is important for us to have an enough
number of healthcare workers?
2. How does their health and safety matter to our own?
For Love of Fellowmen and Family

1. How do the healthcare workers feel sending a patient
home?
2. What help did the UNICEF provide to our government?
C. Engagement Learning Tasks
Activity 1
Inquiry-based Approach
Strategy: Thinking Skill/HOTS
After reading, the teacher will ask these following questions:
1. What does the article say about the medical frontliners’

situation in the country?
(The article talks about the struggles being experience by
health workers, how they live in fear as they perform their
duties and how people harassed and ridicule them at times.)

2. How can the situation influence the Filipino medical

frontliners?
(This is a very challenging time for every Filipino, most
especially to our frontliners. Their lives are at risks yet they
have no choice but to do their jobs and save other people’s
lives. Sadly, despite their sacrifices, they are discriminated
by their fellow Filipinos. So, they had to speak up and tell
them about their struggles.)
3. How should this situation be addressed?

(Everyone must understand how difficult it is to be a health
worker. The government must provide them with enough
supplies of the equipment such as PPEs, and tents. Trainings
must also be conducted. Filipinos must also remove the
belief that our frontliners are the carriers of the virus
through proper education and correct information
dissemination.)
4. What Filipino values can be gained from the given text?

(Filipinos are very passionate. When we love what we do, we
give our all into it even if it means sacrificing what we have.
Filipinos are very hardworking and enduring. We are also
risk-takers. Though we fear, we gain strength to the love we
get from our families, friends and co-workers.)
Reflective Approach
Activity 2
Directions: Based on the article, trace the development of

your thinking. Use the graphic organizer to jot down your
initial and final perspectives concerning other people’s
circumstances. And you may send it in a digital presentation
in my messenger account Graziel Anne Mercado. You may
also do it a short bond paper. Please refer on your module p.
32 Learning task 5

Activity 1
Strategy: Thinking Skill

Approach: Inquiry-based/Reflective
The teacher will read the poem If We Must Die. Then she will
ask the learners these following questions:
1. What do the first four lines establish?

(The first four lines establish the poem’s theme and
introduce its form. As the poem opens, the speaker outlines
a desperate situation.)
2. What message does this persona forward to his allies?

(It calls for oppressed people to resist their oppressors
bravely even if they die in the struggle.)
3. How does the persona describe his enemies?

(The persona described his enemies as more powerful group
D. Assimilation
of oppressors and racists who have lost their humanity.
4. According to the poet, how can one die nobly?

(The poet argues that violent, even suicidal, acts of
resistance are the only viable option for them to reclaim
their dignity and freedom. They have to fight their enemies.)
Activity 2
Using the Venn Diagram below, compare and contrast the
specific messages and/or values presented in the poem and
in article We are Not the Virus.
What Filipino values have you learned in the lesson which

V. REFLECTION
you think is important for you to possess? Why?

Prepared by:
English Teacher
Checked:
Principal I


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Republic of the Philippines

Learning Area English

Monday Tuesday Wednesday Thursday Friday

Unchanging Values in the VUCA (Volatile, Uncertain,

Address: Calubcub 1, San Juan, Batangas

2. As a teacher, Mr. Gomez actively participates in webinars

3. Lea is new in marketing, so she asked questions and

4. The team leader asks his members’ opinions and ideas

5. Joan explore different methods in accomplishing her

In this activity, the teacher will present different pictures

Address: Calubcub 1, San Juan, Batangas

The teacher will ask the learners to watch the video

1. What is the message of the video that you watched?

What I Know But Don’t Understand

The students will arrange the jumbled letters to form the

1. I C D P E M A N – a disease prevalent over a whole

2. G T S I A M N I Z A T I O T - the action of describing or

3. A R E T G I - the sorting of patients (as in an emergency

Address: Calubcub 1, San Juan, Batangas

4. C F I U E N - United Nations Children's Fund an

What I Need to Know

1. How do people consider health care workers before the

It’s Lonely in the Front Line

Finding the Balance?

For Love of Fellowmen and Family

After reading, the teacher will ask these following questions:

1. What does the article say about the medical frontliners’

Address: Calubcub 1, San Juan, Batangas

2. How can the situation influence the Filipino medical

3. How should this situation be addressed?

4. What Filipino values can be gained from the given text?

Directions: Based on the article, trace the development of

Address: Calubcub 1, San Juan, Batangas

Strategy: Thinking Skill

1. What do the first four lines establish?

2. What message does this persona forward to his allies?

3. How does the persona describe his enemies?

4. According to the poet, how can one die nobly?

What Filipino values have you learned in the lesson which

Address: Calubcub 1, San Juan, Batangas

Address: Calubcub 1, San Juan, Batangas

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