English

Quarter 1 – Module 2 9
English – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1
First Edition, 2021

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Myra A. Fuentes, Maida V. Dominguito

Reviewers: Emmanuel B. Buenviaje, Rhodora S. Guitap,

Ramero B. Tagum

Illustrator:

Layout Artist: Dennis T. Secorata, Virgilio G. Torio Jr.

Management Team: Joel T. Torrecampo, CESO VI

Juan C. Obierna

Annabelle H. Nava

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 9
English
Quarter 2 – Module 2

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Introductory Message

For the facilitator:

Welcome to the English 9 Alternative Delivery Mode (ADM): Connecting to the World!
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st-century skills while taking into consideration their needs and
circumstances.

To the parents:
As parents, you play a vital role in educating your child’s life; hence, you may also
help provide the support and stimuli that your child needs to make sense of the world. Since
we are currently facing the corona virus pandemic, now is the perfect time for you to make
your home a school and act as a teacher to your child.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.
The module contains Lessons 5-8: Analyze literature as a means of understanding
unchanging values in the VUCA (Volatile, Uncertain, Complex and Ambiguous) world.
 Lesson Analyze literature as a means of
understanding unchanging values in the
5 VUCA world

WHAT I NEED TO KNOW

Rapid changes in technology have brought about an environment where the
internet, smartphones, and social media have become widespread. The
continuous innovations in different fields have improved the way of living of the people.
Hence, worldwide instability, rapid changes, and the emergence of technological
transformations are some of the characteristics attributed to what we called, VUCA (Volatile,
Uncertain, Complex and Ambiguous) world. The term acted mainly to create meaning in the
face of uncertainties in a world of constant change, increasingly interconnected and digital.
Since then, the term has been used to describe technological and cultural changes and their
impact on the daily lives of people. We could not avoid this wind of change. As Albert Einstein
said, “The measure of intelligence is the ability to change.” If we want to be a survivor in this
era, we have to instill in our minds the values that our ancestors taught us. Our actions can
be beneficial or detrimental. It is a constant challenge for every human to succeed in a VUCA
world equipped with the knowledge, skills, experience, and values while promoting thinking
the welfare of others.

After this lesson, you are expected to:

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

(Volatile, Uncertain, Complex, Ambiguous) world
2. Determine the elements of the story
3. Compose a Thank You Letter

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 WHAT IS IT
Where does VUCA come from?

The acronym VUCA was first used by the US Army as of the end of the
Eighties, with Prof. Herbert Barber being the first, in 1991, to officially use the term. He stated
that War College derived these ideas from the book of Warren Bennis and Burt Namus
Leaders: The Strategies for Taking Charge. In Military Context the acronym was used
primarily to mark the early situation in Afghanistan, where it was difficult to understand the
current situation and predict the outcomes of specific actions.

What does VUCA stand for?

Each of these elements can be seen individually: i.e. we can have a situation that is Volatile
but not Complex or Ambiguous. The more of these four elements happen together, the more critical
understanding of the scenario and reacting to it becomes.

2
Activity 1. PICTURE TALK
Directions: Study the pictures and answer the questions that follow.

1. Who are involved in the first picture?

A. A nurse and a patient B. A mother and a child C. A host and a guest

2. What does the second picture show?

A. A philanthropist distributing relief goods
B. A teacher distributing self-learning module to a parent
C. A woman selling books

3. What are the pictures all about?

________________________________________________________________
4. Do you believe that people nowadays can help and work with each other in
kindness? Explain your answer.
____________________________________________________________________
_________________________________________________________________________

WHAT’S MORE
How would you react if you see someone stealing your bag or wallet? Find out
in this story how Mrs. Jones’s reaction differs from the usual behavior of most
people towards the same situation.

3
Activity 1. THE TEXT
Directions: Read the selection carefully. Then, answer the activity below.

Thank You Ma’am

By Langston Hughes

She was a large woman with a large purse that had everything in it but a hammer and nails. It
was about 11 o’clock at night, and she was walking alone when a boy ran up behind her and tried to
snatch her purse. The large woman simply turned around and kicked him, picked the boy up to his
shirt front, and shook him until his teeth rattled. After that woman said, “Pick up my pocketbook, boy
and give it here.” She still held him tightly. Then she said, “Now ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said, “Yes,m.” The woman said, “What did you want to do it
for?” The boy said, “I didn’t aim to.” She said, “You a lie!” “If I turn you loose, will you run?” asked the
woman. “Yes’m,” said the boy. “Then I won’t turn you loose,” said the woman. She did not release
him. “I’m very sorry, lady, I’m sorry,” whispered the boy. “Um-hum! And your face is dirty. I got a great
mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?” “No’m,”
said the boy. “Then it will get washed this evening,” said the large woman starting up the street,
dragging the frightened boy behind her. He looked as if he were fourteen or fifteen, frail and willow-
wild, in tennis shoes and blue jeans. The woman said, “You ought to be my son. I would teach you
right from wrong. Least I can do right now is to wash your face. “Are you hungry?” “No’m,” said the
boy. “I just want you to turn me loose.” “Was I bothering you when I turned that corner?” asked the
woman. “No’m.” “But you put yourself in contact with me,” said the woman. “If you think that contact
is not going to last a while, you got another thought coming. When I get through with you, sir, you
are going to remember Mrs. Luella Bates Washington Jones.” Sweat popped out on the boy’s face
and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half-nelson
about his neck, and continued to drag him up the street. When she got to her house door, she
dragged the boy inside, down a hall, and into a large kitchenette furnished room at the rear of the
house. She switched on the light and left the door open. The woman still had him by the neck in the
middle of her room. She said, “What is your name?” “Roger,” answered the boy. “Then, Roger, you
go to that sink and wash your face,” said the woman, whereupon she turned him loose—at last.
Roger looked at the door—looked at the woman—looked at the door—and went to the sink. Let the
water run until it gets warm,” she said. “Here’s a clean towel.” “You gonna take me to jail?” asked the
boy, bending over the sink. “Not with that face, I would not take you nowhere,” said the woman. “Here
I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe, you ain’t
been to your supper either, late as it be. Have you?” “There’s nobody home at my house,” said the

4
boy. “Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my
pocketbook.” “I wanted a pair of blue suede shoes,” said the boy. “Well, you didn’t have to snatch my
pocketbook to get some suede shoes,” said Mrs. Luella Bates Washington Jones. “You could have
asked me.” “M’am?” The water dripping from his face, the boy looked at her. There was a long pause.
After he had dried his face and not knowing what else to do dried it again, the boy turned around,
wondering what next. The door was open. He could make a dash for it down the hall. He could run,
run, run, run, run! The woman was sitting on the daybed. After a while, she said, “I was young once
and I wanted things I could not get.” There was another long pause. The boy’s mouth opened. Then
he frowned, but not knowing he frowned. The woman said, “Um-hum! You thought I was going to
say but, didn’t you? You thought I was 3 going to say, but I didn’t snatch people’s pocketbooks. Well,
I wasn’t going to say that.” Pause. Silence. “I have done things, too, which I would not tell you, son—
neither tell God if he didn’t already know. So you set down while I fix us something to eat. You might
run that comb through your hair so you will look presentable.” In another corner of the room behind
a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman
did not watch the boy to see if he was going to run now, nor did she watch her purse which she left
behind her on the daybed. “Do you need somebody to go to the store,” asked the boy, “maybe to get
some milk or something?” “Don’t believe I do,” said the woman, “unless you just want sweet milk
yourself. I was going to make cocoa out of this canned milk I got here.” “That will be fine,” said the
boy. She heated some lima beans and ham she had in the icebox, made the cocoa, and set the
table. The woman did not ask the boy anything about where he lived, or his folks, or anything else
that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty shop
that stayed open late, what the work was like, and how all kinds of women came in and out, blondes,
red-heads, and Spanish. “Eat some more, son,” she said. When they were finished eating, she got
up and said, “Now, here, take this ten dollars and buy yourself some blue suede shoes. And next
time, do not make the mistake of latching onto my pocketbook nor nobody else’s—because shoes
come by devilish like that will burn your feet. I got to get my rest now. But I wish you would behave
yourself, son, from here on in.” She led him down the hall to the front door and opened it. “Good-
night! Behave yourself, boy!” she said, looking out into the street. The boy wanted to say something
else other than “Thank you, ma’am” to Mrs. Luella Bates Washington Jones, but he couldn’t do so
as he turned at the barren stoop and looked back at the large woman in the door. He barely managed
to say “Thank you” before she shut the door. And he never saw her again.

1. Describe the characters in the story using STEAL Method.

STEAL Method Roger Mrs. Jones

Say

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 (What does the character say?)

Think
(What are the characters’ thoughts?)

Effect
(Effect on others and other effects on them)

Actions
(What are the character’s actions)

Looks
(Physical appearance)

2. Where and when the story happened?

___________________________________________________________________________

Activity 2. WHAT’S IN THE STORY?

Directions: Plot the important events in the story.

CLIMAX
(The most interesting part of the story)
3. _______________________________________________________________

RISING ACTION RESOLUTION

(Complication that occurs after some
sort of conflict is introduced)
2. _____________________________
_______________________________
_______________________________
(The situation after the conflict is
resolved)
4. _______________________________
_______________________________
_______________________________

EXPOSITION
(The situation at the beginning of the story)
1. _____________________________
_______________________________
_______________________________
CONCLUSION
(The ending of the story)
5. _______________________________
_______________________________
_______________________________

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 WHAT I CAN DO
Activity 1: DELVING DEEPER
Directions: Based on the story, “Thank You, Ma’am” answer the following
questions.

1. In literature, a conflict is a literary device characterized by a struggle between two

opposing forces. Conflict provides crucial tension in any story and is used to drive the
narrative forward. It is often used to reveal deeper meaning in a narrative while highlighting
characters’ motivations, values, and weaknesses.
The four types of conflict:
A. Man Vs. Man- a conflict between two or more characters
B. Man Vs. Himself- a conflict within the character
C. Man Vs. Nature- a conflict between a character and the nature
D. Man Vs. Society- a conflict between the character and a group of people
What type of conflict did the author present in the story? Explain your answer.
___________________________________________________________________

2. How did Mrs. Jones earn the trust of Roger?

___________________________________________________________________
___________________________________________________________________
3. Do you think Roger’s encounter with Mrs. Jones changed his life? Explain your answer.
___________________________________________________________________
___________________________________________________________________
4. What important lesson did Mrs. Jones teach the boy?
______________________________________________________________________________________________________
____________________________________________________________________

Activity 2: VERBALIZING THOUGHTS

Directions: Pretend that you are Roger and you wanted to say, “Thank You, Ma’am” to
Mrs. Jones as you left but couldn’t say a word. Write a letter to her expressing your
gratitude and what you have realized from the experience. Use the rubrics below as your
guide. Write your letter in 1 whole sheet of paper.

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 Rubrics in Writing a Thank You Letter

Criteria 5 3 1

The student used strong details to The student used limited ideas. The student used few details and not
Content make the letter comes alive and much happens.
touching.

The 5 parts (Heading, 3-4 parts of the letters are 1-2 parts of the letters are present and
Parts of the Salutation, Body, Closing, and present and written correctly. written correctly.
Letter Signature) of the letter are present
and written correctly.

The letter does not contain The letter contains a few The letter contains numerous
Mechanics grammatical, punctuation and grammatical, punctuation and grammatical, punctuation, and spelling
spelling errors. spelling errors. errors.

Activity 3: CREATIVITY 101

Directions: Make a poster showing the theme of the story. Use the rubrics below as your
guide. Do it in bond paper.

Criteria 15 10 5

Content and The poster is original and contains The poster shows effort but only a few The poster does not show
Relevance information/images related to the pieces of information/elements are information related to the theme
theme of the story. related to the theme of the story. of the story.

Presentation The poster is exceptionally attractive The poster is attractive in terms of The poster is acceptably
in terms of design, design, layout and neatness. attractive but messy and
layout and neatness. disorganized.

Work Quality The work done exceeds the The work is done with good effort. The work is done with little
expectations. effort and appears rushed.

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

WHAT I NEED TO KNOW

Literature plays a big role in shaping the minds of the people. It mirrors the
world we are living and teaches us valuable lessons on how to live with it. Therefore,
developing a love for reading is vital now more than ever especially that we are living in
a VUCA (Volatile, Uncertain, Complex, Ambiguous) world. Improving skills,
understanding the different facets of living and changing perspectives will help us to
overcome the adversities and challenges that we are facing.
After this lesson, you are expected to:
1. Analyze literature as a means of understanding unchanging values in the VUCA
(Volatile, Uncertain, Complex, Ambiguous) world

2. Infer character’s traits and feelings

3. Write a character sketch

WHAT IS IT
To succeed in today’s VUCA (Volatile, Uncertain, Complex, Ambiguous)
world, we must not only be adaptable, resilient, and open to innovative
thinking, but also, we need one essential quality- Learning Agility.
Learning agility is a set of complex skills that enable us to learn something new in
one place and then apply what we learned elsewhere, in a wholly different
situation. Learning agility is our ability to learn, adapt, unlearn, and relearn to keep up with
constantly changing conditions.

Dr. Warner Burke and his research colleagues at Columbia University provide us
with nine dimensions or behavior patterns as a result of their scientific data.

9
 They include:

1. Flexibility – Readiness to try new things

2. Speed – Quickly grasping new ideas
3. Experimenting – Trying out new ideas
4. Performance Risk Taking – Accepting challenges
5. Interpersonal Risk Taking – Seeking others’ help
6. Collaborating – Benefiting from the skills of others
7. Information Gathering – Augmenting personal knowledge on an ongoing
basis
8. Seeking Feedback– Asking for feedback
9. Reflecting – Reflecting on own effectiveness

People who possess learning agility seek out and learn from unfamiliar experiences
and then apply those lessons to succeed in the next new situation. Learning agility dictates
how we can figure out a way through a new situation without knowing what to do, by using
past and present experiences to make sense of an uncertain situation.

It’s also being open to new ideas and innovating rather than relying on outdated
information. When you’re an agile learner, you’re comfortable being uncomfortable. Agile
learners seek out new challenges, ask for feedback from others to learn and grow, and are
reflective.

WHAT’S MORE
Activity 1: GUESS THE WORD
Directions: Arrange the letters to reveal the dimension being exhibited by the
people in the given situations. Write your answer in the blank box.

1. Carl wants to earn extra income, so he watches video tutorials in photography after his
work. He plans to accept photography jobs during weekends.

IIBEYLIFXLT

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

AINNMFTOORI EGRGATIHN

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 GN

4. The team leader asks his members’ opinions and ideas during their meeting before
making decisions.

KSINEGE BFACEEKD

5. Joan explore different methods in accomplishing her project in TLE.

NRIEGMXEPNETI

Activity 2: AMAZING STORY

Directions: Read the news article and complete the table below.

Stranded during COVID, athlete trained with water jugs—

Now she’s won Olympic gold, a first for the Philippines

Imagine what it must feel like for that century-long wait to finally be over. Awesome
and then some, of course, and it’s the very reason Hidilyn Diaz, a 30-year-old weightlifter
from the Philippines was over the moon when, with her final dramatic lift of the competition,
she won the first-ever gold medal for her homeland after a 100-year Olympic drought.
The Philippines has been sending teams to the Summer Olympics since 1924. Over
the course of ensuing competitions, Filipino athletes have historically scored 10 medals, but
the gold remained elusive. (Diaz herself won a silver in the 2016 Rio de Janeiro games.)
Training throughout the pandemic has been rough, but for Diaz, the challenges she
faced were tougher than most. Stranded by COVID-19 travel restrictions, Diaz was unable
to see her family for more than a year. To top that off, she lacked proper training
equipment and was forced to improvise—but she persevered. Coming as she did from an
economically challenged childhood, the lessons Diaz learned early in life about self-

11
sufficiency and resilience certainly stood her in good stead during the ordeal she endured
leading up to the games.
A Reddit discussion chronicles the many obstacles Diaz had to overcome just
to get to Tokyo, and how she repeatedly rose to the occasion. “The most amazing thing
about her story is that she got stuck in Malaysia during the COVID lockdown. She was
only there for an Olympic qualifying event when the government banned traveling and she
ended up being stuck there for more than a year. I read she had to build her own workout
equipment using water jugs,” one Reddit commenter reported. “And despite all that, [she]
and her team were running online seminars at the same time in exchange for donations.
They used the funds they raised to help get basic necessities like groceries to people back
home in the Philippines who were having trouble during the lockdown,” another enthused.
To win the gold, Diaz needed to take down the 2019 world champion, China’s Liao
Qiuyun, who’d earned an impressive overall score of 223 for her three lifts. But Diaz
proceeded to set a new world record with a clean and jerk of 127 kg (about 280 lbs.), taking
her cumulative total to 224 and cinching the top honors in the event.
Realizing what she’d just accomplished, an ecstatic Diaz was overcome with emotion.
Tears flowed freely as she took the podium and saluted the Filipino flag while the country’s
national anthem played.
“We are so proud to see our motherland’s flag raised at the Olympic podium and we
are deeply thankful to Hidilyn Diaz for bringing the first gold medal to the Philippines,”
Brendan Flores, president of the National Federation of Filipino American Associations
told The Washington Post.
Based on the article, infer the character that best describes Hidilyn Diaz and cite the
line/s from the article to prove your answer.

Trait #1: Trait #2: Trait #3:

Supporting Evidence/s: Supporting Evidence/s: Supporting Evidence/s:

12
Activity 3: EXPRESSING EMOTIONAL REACTION
One reading skill that needs to be enhanced is your ability to express an emotional
reaction based on what you have read. It can be based on words, actions, or situations made
by the characters.

Directions: Draw an emoticon inside the box that best describes your feelings after you
read the selection and write your explanation of why you feel that way.

Explanation:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

WHAT I CAN DO
Activity 1: 3-2-1+1 CHART
Directions: Based on the text read, fill up the chart.

3 THINGS you 1. 2. 3.
found out

2 INTERESTING THINGS 1. 2.
you discovered

1 QUESTION you still want to ask

1 ISSUE you have discovered from the text

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Activity 2: MAKING CONNECTIONS
Directions: Resolve the unfortunate events shown in the pictures by writing the appropriate
people’s actions and values.

Unfortunate Event Actions to Values to

Make Possess

Activity 3: DRAW IN WORDS

Writers need to describe people believably and realistically. They need to describe
characters in such detail readers can feel they know them.

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 A character sketch is a way to put people on paper. It goes beyond just describing a
person’s physical characteristics. Character sketches are most effective when they reveal
(telling details that capture the essence of someone’s personality.

Directions: Make a character sketch for someone very special to you. It could be a friend,
family member, classmate, artist, or anybody you know very well. Follow the guide and the
rubrics. Write it in 1 whole sheet of paper.

How to write a character sketch?

Parts Information Needed

First Introduce the subject (person) and explain how you meet him/her.
paragraph

Body Include information about the physical description of the person

(Appearance, habits, mannerisms, likes, dislikes, etc.

Include some of his/her personality traits with supporting evidence.

Last Describe your connection/relationship with him/her.

paragraph

Rubrics

Criteria 5 3 1

A central impression of the Some key character traits are Details are irrelevant or missing.
Content
person is clearly stated. explained and supported.

The organization is The organization shows some The organization seems random; the
Organization consistent and logical. logic but is often inconsistent. reader often feels confused.

The letter does not contain The letter contains a few The letter contains numerous
Mechanics a grammatical, punctuation grammatical, punctuation and grammatical, punctuation, and
and spelling errors. spelling errors. spelling errors.

Character Sketch of ____________________

(Write your subject here.)

15
 Lesson Analyze literature as a means of understanding
7 unchanging values in the VUCA world

WHAT I NEED TO KNOW

“It’s not hard to make decisions when you know what your values are.”- Roy
E. Disney. It is easy to choose what words to say and what action to do when you have
values that are part of your identity. Your words and actions are well-matched to the values
that serve as your guide in life.
In a VUCA world where change is rapid, the present and the future are unpredictable,
everything in the world is interconnected that makes them complex and distorted as a whole,
you can determinedly reach your destination by holding on and following your values like
they are your map.
When making decisions especially if it is a crucial one that can make or break your
life, learn to contemplate whether the choices reflect your values in life.

As you go through this lesson, you are expected to:

1. Analyze literature as a means of understanding unchanging values in the

VUCA world
2. Infer character’s traits or feelings
3. Determine the theme in the text

WHAT IS IT

VUCA stands for Volatile, Uncertain, Complex and Ambiguous world. It

describes the situation of constant, unpredictable change that is now the new norm.

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 1. VOLATILE- unexpected or unstable (rate of change)
Ex. Prices fluctuate after a natural disaster takes a supplier off-line.

2. UNCERTAIN- change is possible but not given (unknown direction)

Ex. The Coronavirus pandemic took over and uncertainty took over.

3. COMPLEX- the situation has many interconnected parts and variables

(decision factors)
Ex. Due to the pandemic, the economy stumbles.

4. AMBIGUOUS- casual relationships are completely unclear (intended

outcome)
Ex: There is no best intervention that the companies can follow to
manage the challenges caused by the pandemic.

WHAT’S MORE
Activity 1: A PERSON TO REMEMBER
Directions: Lets read the short background of William Shakespeare, the
author of the famous play, “Romeo and Juliet”. Then, identify which statement below
is true about him. Write True if the statement is correct and False if not.

William Shakespeare (1564-1616) was an English playwright, poet, and actor. Widely
regarded as the greatest writer in the English language and called an extraordinary person.
His works are loved throughout the world because he possessed qualities of open-
mindedness but Shakespeare’s life remained in mystery. He works on small or little details
and makes it into big detail, so he was called an amazing person with a creative mind.
Shakespeare’s works are classified as heroic deeds and are renowned for being a hero
because of his works all over the world.

_____________ 1. He is an extraordinary person.

_____________ 2. He possessed qualities of open-mindedness.
_____________ 3. He is an optimistic person and never give-up.
_____________ 4. He is creative with his ideas.
_____________ 5. He’s not famous at all.

17
Activity 2: PERUSE TIME!
Directions: Read the summary of the play “Romeo and Juliet” by William Shakespeare and
fill in the characterization table below.

Let us read the summary of the play, “Romeo and Juliet’, written by William
Shakespeare we will be able to analyze and infer their actions and values in a VUCA world.

Romeo and Juliet are a play written by the English playwright William Shakespeare.
It was published for the first time in 1597. Romeo and Juliet are probably the most famous
love story of all time. It is a tragic tale depicting the forbidden love shared by two young
lovers coming from feuding families.

Romeo and Juliet are uniquely known but rarely understood. By analyzing
Shakespeare’s treatment of these characters and translating their dialogue into modern
vernacular for this timeless play.
Romeo and Juliet have become one of the most well-known love
stories in the world. The play begins with a brawl and when we first
see and Romeo, he’s over someone
else. Love strikes Romeo when he
sees Juliet Capulet across a
crowded room.
It is later that same night when Juliet daydreams out loud
on her balcony about the object of her infatuation.
Romeo overhearing her reveals himself and they both profess their love.
Romeo meets with his friends Friar Laurence to tell of his love and arrange to marry
Juliet. Juliet’s nurse, her messenger finds Romeo later. When her nurse returns, Juliet is
able to coax the message out of her. Juliet meets Romeo at Friar Laurence ‘s cell to be
shrived and married.
Their bliss is short-lived. Before the sun sets on their marriage, Romeo’s friend
Mercutio gets into a fight with Juliet’s cousin Tybalt with tragic consequences.

18
 Romeo comes between them, but in doing so allows
Tybalt to deliver a death blow to his friend. Mercutio dies
and Romeo chases after Tybalt. He and Juliet were able
to spend one night as husband and wife before he
leaves.
Faced with an impending marriage to Paris and
bigamy, Juliet looks to Friar
Laurence for rescue. He devises a simple plan. Juliet will drink a
potion to appear dead the friar will send for Romeo who, once he
arrives, will awake Juliet and they lived happily ever after.
Romeo thinks Juliet is dead. He arrives at her tomb drinks a
potion and kills himself. Juliet awakens sees Romeo dead and uses
his dagger to stab herself. The Montagues and Capulets hear the
fall tale of their children’s love and resolve to end their feud.

CHARACTERIZATION

CHARACTER TRAITS/HUMAN VALUES

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Activity 3. FAMOUS LINES

Directions: Here are some lines taken in the play “Romeo and Juliet”. Infer the character
traits/feelings based on their words.

LINES MEANING CHARACTER TRAITS

Juliet: Parting is such sweet It is saying goodnight to Romeo

sorrow.

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 Abraham: Do you bite your thumb To disagree in an argument
at us?

Juliet: My only love sprung from They will never be allowed to

my only hate. love each other because they
are enemies.

Paris: These times of woe afford Give my regards to your

no time to woo. daughter.

Romeo: It was a grip so brief to Leaving so soon.

part with thee. Farewell.

Activity 4. DO THE DIAGRAM

Directions: Fill up the story diagram based on the play Romeo and Juliet.

CLIMAX
(The most interesting part of the story)
3. _______________________________________________________________

RISING ACTION RESOLUTION

(Complication that occurs after some
sort of conflict is introduced)
2. _____________________________
_______________________________
_______________________________
(The situation after the conflict is
resolved)
4. _______________________________
_______________________________
_______________________________

EXPOSITION
(The situation at the beginning of the story)
1. _____________________________
_______________________________
_______________________________
CONCLUSION
(The ending of the story)
5. _______________________________
__________________________________
_______________________________

Activity 5: DETERMINING THEME

Directions: Theme is the central idea in the story. It is what the author is trying to convey.
Identify some of the themes in the story based on the character’s line. Write your answer

Death Marriage Violence Sacrificial Love Hatred

on the space provided.

_________1. Romeo: Tybalt, liest thou there in thy bloody sheet? Than with that hand that
cut thy youth in twain to surrender his that w thine enemy.

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 _________ 2. Juliet: Conceit more rich in matter than in words, brags on his substance, not
on ornament. They are but beggars that can count their worth; but my true love
is grown to such excess, I cannot sump up sum of my wealth.

_________ 3. Prince: That heaven finds mean to kill your joys with love! And I, for winking at
your discord too, have lost a brace of kinsmen. All are punish’d.

WHAT I CAN DO
Activity 1: GIVING MORALS
Directions: Determine the applicable morals for the story, Romeo and Juliet. On
the space provided before the number, put a / it is applicable and x if not

__________________1. You can’t trust anybody with power.

__________________2. Never hate others before it’s too late.

__________________3. Lower your pride for the common good.

__________________4. Think carefully before you act.

__________________5. Never let your emotions rule over you.

Activity 2: PERSONAL ENTRY

Directions: Write about the best decision you ever made in your life. Use the guide questions and
for the content of your essay. Write your short essay in 1 whole sheet of paper.

Criteria 5 3 1

The central idea is The central idea is The central idea is not
Content
clearly developed. somewhat developed. clearly developed.

All ideas/information Most of the Only a few

are logically ideas/information are ideas/information are
Organization organized and well- logically organized and logically organized and
structured. well-structured. well-structured.

The letter does not The letter contains a few The letter contains
contain grammatical, numerous
Mechanics grammatical, punctuation and spelling grammatical,
punctuation and errors. punctuation, and
spelling errors. spelling errors.

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

WHAT I NEED TO KNOW

You seek to know and understand yourself and you may change or
retain the information, skills and values that may help you reach your goals
and solve the problems along the way. In a VUCA world, it is gainful that you are flexible to
changes and critical situations. However, retaining one’s culture and identity is equally
important. Your appearance, speech and gestures represent you and accompany you in
reaching your success in a VUCA world.

As you go through this lesson, you are expected to:

1. Analyze literature as a means of understanding unchanging values in the

VUCA world
2. Determine the elements of the poem
3. Infer thoughts feelings and emotions in the text

WHAT IS IT

Poetry is a form of literature where words and sounds are combined to let the
readers think of beautiful thoughts. Poets explore all the elements of language
for communicating and giving form to a world of personal vision embodying their thoughts,
ideas and feelings regarding a human experience. They use literary devices like:

1. Imagery - The use of words to create images in the mind of the readers
Ex. Listen to the rhythm of the falling rain. (Sense of Hearing)

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2. Rhyme – The occurrence of the same sounds at the end of matching lines of poetry
Ex. Tyger Tyger burning bright
In the forest of the night

3. Simile – Comparing two unlike objects using like, as, similar with.
Ex. O my loves like a red, red rose.

4. Metaphor It expresses comparison but without the use of like, similar to or as.
Ex. Death is along and and dreamless sleep.

WHAT’S MORE
Activity 1. MY INSPIRATION
Directions: Think of someone who has been successful in performing their
important roles in his/her life. Write his/her qualities in the boxes.

1.

_____________________ is an
inspiring person 2.
because:

3.

Activity 2. READING A POEM

Directions: Read the poem, “The Seven Ages of Man.” Then, fill in the table below.
The Seven Ages of Man

All the world's a stage, And then the justice

And all the men and women merely players,
They have their exits and entrances,
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse's arms.
Then, the whining schoolboy with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden, and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth.
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In fair round belly, with good capon lin'd,
With eyes severe, and beard of formal cut,
Full of wise saws, and modern instances,
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose, and pouch on side,
His youthful hose well sav'd, a world too wide,
For his shrunk shank, and his big manly voice,
Turning again towards childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans
everything.
Activity 3. LIFE IS A JOURNEY
Directions: Determine the different stages we go through from birth to death. Describe
the Seven Ages of Man according to the poem.

Stage of Man Qualities/Traits

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Activity 4: COMPREHENSION CHECK
Directions: Answer the questions below.

1. What are being compared in the first two lines?

________________________________________________________________
What figurative language is used?
________________________________________________________________

2. Give two lines from the poem that rhymes.

________________________________________________________________

3. What imagery is used in the following lines: “In fair round belly, with good capon lin'd,
With eyes severe, and beard of formal cut”
________________________________________________________________

4. Does the poem make you think of the importance or recognizing and performing?
a role in life effectively? Why?
________________________________________________________________

5. What would be the most effective way of performing your role in life?

________________________________________________________________

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 WHAT I CAN DO
Activity 1: ANTICIPATORY WRITING ACTIVITY
Directions: Write a short essay on 1 whole sheet of paper. Be guided of the
questions and rubrics below.

GUIDE QUESTIONS:
1. What roles can I perform that will make a difference in my life?
2. How can I perform my roles in life effectively?
3. Why is it important to recognize our roles in life?

Rubrics for Essay

Criteria 5 3 1

The central idea is clearly The central idea is The central idea is not clearly
Content
developed. somewhat developed. developed.

All ideas/information are Most of the ideas/information Only few ideas/information are
Organizati logically organized and well- are logically organized and logically organized and well-
on structured. well-structured. structured.

The letter does not contain The letter contains a few The letter contains numerous
Mechanics grammatical, punctuation and grammatical, punctuation grammatical, punctuation, and
spelling errors. and spelling errors. spelling errors.

Activity 2: ACROSTIC POEM

Directions: Write an acrostic poem about the value or mindset you already possess. As you
write your poem, be guided by the rubric and the sample provided.
Your Own Acrostic:
Sample Acrostic
Care for the voiceless
Overturn whatever is unjust
Unlock the doors of freedom
Regain control over your destiny
Alleviate the pain of the suffering
Glitter through the darkest night
Echo your beliefs in your deeds.

Scoring:

All lines are related to the word - 15 pts.

Most of the lines are related to the word – 10 pts.
Few lines are related to the word - 5 pts.

26
 27
Lesson 7 Lesson 5
WHAT’S MORE What is It?
Activity 1 Activity 1
1. True 1. A
2. True 2. B
3. True 3-4. Answers may vary.
4. True
5. False
What’s More
Activity 2 Activity 1
Answers may vary 1. Answers may vary.
2. 11 PM, in the street
Activity 3
1. Sweet Activity 2
2. Angry Answers may vary.
3. Angry
4. Concerned What I Can Do
5. Sad
Activity 1
Activity 4 1. Man Vs. Man
Answers may vary 2-4. Answers may vary
Activity 5 Activity 2. Answer may vary
1. Violence
2. Sacrificial Love Activity 3. Poster
3. Hatred
Lesson 6
WHAT I CAN DO What’s More
Activity 1
Activity 1
1. X
2. / 1. Flexibility
3. / 2. Information Gathering
4. / 3. Interpersonal Risk Taking
5. / 4. Seeking Feedback
Activity 2
5. Experimenting
Answers may vary.
Activity 2-3
Lesson 8 Answers may vary.
What’s More
Activity 1-3. Answers may vary.
What I Can Do
Activity 4.
1. World and stage, Metaphor Activity 1-3: Answers may vary.
2. Ansers may vary
3. Sense of sight
4-5. Answers may vary.
What I Can Do
Activity 1-2 Answers may vary.
ANSWER KEY
 References

Almonte, L. et al. (2014). A Journey Through Anglo-American Literature.(1st ed.). Pasig. DepEd-IMCS

Caredda, S. (2020, March 31). What is VUCA? The dazzling power of uncertainty. Sergio Caredda.
https://sergiocaredda.eu/people/what-is-vuca-the-dazzling-power-of-uncertainty/

How to meet the VUCA environment challenge. (2020, July 3). LinkedIn. https://www.linkedin.com/pulse/how-meet-vuca-
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https://stock.adobe.com/au/images/kid-got-stress-doing-homework-or-prepare-for-exam-cartoon-schoolboy-sitting-at-
desk-holding-head-textbooks-piles-and-test-paper-forms-scattered-around-sad-student-in-school-vector-
illustration/333370721

Rubrics.https://file:///C:/Users/Teacher/OneDrive%20-%20DEPED%20NCR-
1/Desktop/CHARACTER%20SKETCH%20RUBRIC.pdf

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1145908205.jpg

Image(2020). Businessmirror.com.ph. https://businessmirror.com.ph/wp-content/uploads/2020/09/top01b-092020.jpg

IRubric: Thank you letter rubric - Z3986B: RCampus. (n.d.). A Collaborative Learning Community.:
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IRubric: Poster projects Ruberics (Holistic approach) rubric - W48C6B: RCampus. (n.d.). A Collaborative Learning
Community.: RCampus. https://www.rcampus.com/rubricshowc.cfm?code=W48C6B&sp=true

Kid. https://stock.adobe.com/au/images/kid-got-stress-doing-homework-or-prepare-for-exam-cartoon-schoolboy-sitting-at-
desk-holding-head-textbooks-piles-and-test-paper-forms-scattered-around-sad-student-in-school-vector-
illustration/333370721

Cabanes Ma. Marcinette M. et. al, English Time, Vol No. XIX No. 2, 2015, pp. 2-8,64-70

Learning agility: What it is and how to assess it. (2020, September 1). Harver. https://harver.com/blog/learning-
agility/#What

NA. (n.d.). Http://En.Wikipedia.Org/Wiki/Volatility,_uncertainty,_compexity,_and_ambiguity. Retrieved September 3,

2021, from http://en.wikipedia.org/wiki/volatility,_uncertainty,_compexity,_and_ambiguity

Preparing student to Face VUCA World. SMA DHARMA MULYA SURABAYA. (2021, May 3).
https://smadm.sch.id/2021/05/03/preparing-student-to-face-vuca-world/.

Redirect Notice. (2021).

Google.com.https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.straitstimes.com%2Fasia%2Fse-
asia%2Fcoronavirus-philippines-sends-nurses-around-the-world-but-lacks-them-at
home&psig=AOvVaw1lJxLBxzQB3Mdlp4_oeh&ust=1630289758723000&source=images&cd=vfe&ved=0CAsQjRxqFwoT
COCptOKW1fICFQAAAAAdAAAAABAD

Stranded during COVID, athlete trained with water jugs—Now she’s won Olympic gold, a first for Philippines. (2021, July
28). Good News Network. https://www.goodnewsnetwork.org/philippines-olympics-first-gold-100-years/

What Does It Mean to ‘Thrive’ – Globally? (2021). Thrive, 38-54. doi:10.1017/9781108877152.005

World. https://lh5.googleusercontent.com/proxy/4_DgJmusRraOFxnVc9s_I-
WN37pdDTsR5HMJWJCMrXNb6ixdx2pT13TBf29REg0iEEfqGz9JA_Wbw8LsmC4Oo76Tdrb5NGrgCsIoWEe8XPJ9=s0-
d

2021. [online] Available at: <https://www.masterclass.com/articles/what-is-conflict-in-literature-6

different-types-of-literary-conflict-and-how-to-create-conflict-in-writing> [Accessed 29 August 2021].

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