English 9 LAS Quarter 3

9
English
Third Quarter
LEARNING ACTIVITY SHEET
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

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Doc Code: FM-ORD-009 Rev: 00
As of: 07-02-2018 Page: 1
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
ENGLISH
Learning Activity Sheets
(Grade 9)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines.
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This material has been developed for the implementation of K to 12 Curriculum through the
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Development Team
Writers: FLORENCIA BASILIO, Teacher III, Maddela Comprehensive High School-Maddela
NOLI R. MEDINA JR., Teacher III, Saguday National High School-Saguday
BABY DAINA P. VILLANUEVA, Teacher III, Diffun National High School- Diffun I
ROMELA F. MINIA, Teacher III, Victoria High School-Aglipay
MA. LOURDES A. UGALE, MT I
Content Editor: SHERYL M. ESPERANZATE, PhD, Head Teacher I- Maria Clara Elementary School- Diffun I
Language Editors: MARIA LOURDES A. UGALE, Master Teacher I, Reina Mercedes Vocational and Industrial School SHERLY
C. CAINGUITAN PhD, Education Program Supervisor - English, SDO Quirino
Illustrators: MELVIN P. FLORENDO, Teacher III, Ifugao Village Integrated School-Diffun II
Layout Artists: BABY DAINA P. VILLANUEVA, Teacher III, Diffun National High School-Diffun I
RODERICK A. TADEJA, Head Teacher I–Magsaysay Elementary School-Diffun II
Focal Persons: RONNIE F. TEJANO, Education Program Supervisor–English, CLMD, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
SHERLY C. CAINGUITAN PhD, Education Program Supervisor–English, SDO Quirino
FELIMENDO M. FELIPE, SEPS-HRD, OIC LR Supervisor – SDO Quirino
RONALD T. BERGADO, PDO II-LRMS, SDO Quirino
ROZEN D. BERNALES, Librarian II, SDO Quirino
Printed by: Curriculum and Learning Management Division
DepEd, Carig Sur, Tuguegarao City

Telephone Nos.: (078) 304-3855; (078) 396-9728
As of: 07-02-2018 Page: 2
Table of Content
Page
Competency number
Differentiate biases from prejudice 1

.....................
Determine the relevance and the truthfulness

..................... 12
of the ideas presented in the material viewed
Judge the validity of the evidence listened to 24

.....................
Compare and contrast similar information 30

presented from different text
.....................

Telephone Nos.: (078) 304-3855; (078) 396-9728
As of: 07-02-2018 Page: 3
ENGLISH 9
Quarter 3 – MELC 1
Differentiate biases from prejudice
1
Note: Practice Personal Hygiene Protocols at all Times.
ENGLISH 9
Name of Learner:_____________________ Grade Level:__________________

Section:_____________________________ Score:_______________________

BIAS VS. PREJUDICE
Background Information for Learners
Bias means a tendency to favor one person, group, thing or point of view over another, often
in an unfair way. It is the inclination or prejudice for (or against) one person, or group or
concept in a way considered to be unfair.
Examples:
• Female teachers give more attention to girls.
• Some companies hire only women because they feel they make better employees for
some gender-related reason or vice-versa.
• If someone is biased toward his own religion, he will think his beliefs and practices are
superior to any other form of religion.
• If someone is biased toward a political affiliation, they will tend to speak more positively
of politicians belonging to the same party. If the same person is biased against a different
political affiliation, he or she might show his/her bias by quickly dismissing or
disagreeing with anyone who aligns with the opposing political view.
Prejudice is an unfavorable opinion or feeling formed beforehand or without knowledge,

thought or reason. It simply means to pre-judge others. The main problem with prejudice is
that it often ends in discrimination or biased treatment based on someone’s race, age, gender,
religion, socioeconomic background or other characteristics.
Examples:
• It is sometimes assumed that someone who is physically disabled is also mentally
disabled
• A person may hold prejudiced views towards a certain race or gender etc. (e.g. sexist).
• Bullying is often caused by a prejudice against people who are different.
• Some parents will not approve of their children marrying anyone of a different race or
religion. Typically, these parents believe their ethnic or cultural background is superior to
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others. Or they want to preserve the purity of their bloodline without any other nationalities
mixed in. Or an irrational fear that someone different or foreign is inferior or bad.
• Prejudice occurs when someone is hired, fired, paid, promoted, laid off, or is impacted by
some other work-related action, based solely on his/her age.
Learning Competency
Differentiate Biases and Prejudices (Quarter 3, Week 1)
Directions/Instructions:
Exercise 1a. Identify if the statement is bias/prejudice. Write your answers in your paper.
1. Bullying and discriminating someone with a disability.
2. Posting negative comments in social media about economic status of a family.
3. Not serving someone in a restaurant or retail store because of their color of skin or
race.
4. Dave is not allowed to enroll in a public school because he is a gay.
5. She won the contest because one of the judges is her father.
1b. Identify whether the pictures express bias/prejudice or not
A B C D E
____________ _______________ _______________ __________________ _______________
_______ ____ ____ __ ___
Exercise 2. Look at the pictures and describe each. What have you noticed about men and
women?
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1. What do they reveal about men and women?
2. Should women always be portrayed as doing household chores and men as warriors?
Why?
3. Have you experienced fighting for something or defending yourself against other
people’s biases? How did you react to it?
4. When you put “label’ on someone/classmate, are you also biased? Why?
5. Do you think it is right to have biases/prejudices? Why?
Exercise 3. Solve the puzzle. Think of a word that you could associate with prejudice and
bias. Guess the words defined by the given clues.
1 2
F R
7
D
4
R
3
U S
5
P Y
6
O - 8
I S
10
P
9
D
J
N
ACROSS- Bias
1. Showing of special favor
3. Treating people in a way that favors some over others
5. State of being partial
6. Showing only one opinion or point of view
9. Feeling of not liking or approving of something or someone
4
Down- Prejudice
2. Poor treatment of or violence against people because of their race
4. The action of negating
7. The practice of unfairly treating a person or groups of people differently from other
people or groups of people.
8. The state of being in a place or situation that is separated from others

10. To form an opinion about someone or something before you have enough
understanding or knowledge
Exercise 4. Imagine that life is no longer possible on Earth. A rocket ship has been built to
carry six people to another planet and start a new life. A raffle was done to select the final ten
people whom you can choose the final six from. Which six would you take and which four
would you leave behind and explain what leads you to make your final options/judgement.
Put a check on the box of your choice.
1. A classmate who bullies you since grade school
2. Your teacher whom you find terrible
3. Your snobbish crush
4. A corrupt politician
5. Your family doctor with a fake professional license
6. Your nagging neighbor
7. A famous terrorist
8. A former convict
9. Your stubborn sister or brother
10. Your lazy best friend
Exercise 5. Directions: In this activity, you can select one among the options for your
performance-based output.
1. Think of a profession which shows biases/prejudices in terms of sex, age or race.
(Draw your answer).
2. Create a mini dialogue showing your personal experience of prejudice or bias.
3. A comic strip drawing about prejudice and biases
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4. A short story of your personal encounter/experience where you are bullied in school,
at home in your community or wrongly judged by others around you.
5. Draw signage that portrays biases/prejudices.
Rubric for Scoring
Total Points: ______
Source:
https://www.google.com/search?q=rubric+for+performance+task+in+english&client=Whtt
ps;// en.wikipedia.org=https;//www.simplypsyshology.org.=a journey through Anglo-
American literature.-google.com/serach?q=
Reflection:
• Think back on the activities, tasks you have finished and concepts you have learned.
• Reflect on and answer the following questions.
• What is it that you found most enjoyable and most difficult in this lesson?
• How do you plan to do away with these difficulties?
• Write your overall impression about the topic. What particular part of the lesson/activities
do you like most? What have you learned from the lesson?
• Plot your answers in your Learning Log.

My Learning Log
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Answer Key
Exercise 1A.
1. Prejudice
2. Prejudice
3. Prejudice
4. Bias
5. Bias
Exercise 1B.
a. Prejudice
b. Prejudice
c. Prejudice
d. Not bias/prejudice (shows unity)
e. Bias
Exercise 2.
Posible Answers:
1. Men are depicted as strong fighters.
2. Women are busy doing house chores.
Exercise 3.
1. Favoritism
2. Racism
3. Unfairness
4. Rejection
5. Partiality
6. One-sidedness
7. Discrimination
8. Isolation
9. Dislike
10. Prejudgment
Exercise 4. Answers may vary
Exercise 5. Answers may vary
Reference:
A Journey through Anglo-American Literature 9
Prepared by:
FLORENCIA N. BASILIO
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ENGLISH 9
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: ________________________
DIFFERENTIATE BIASES FROM PREJUDICES

Nowadays, biases and prejudices are becoming issues in the society. We cannot deny
the fact that even in a small community, these problems are arising.
The human tendency to make systematic errors in judgment or when making

decisions based upon certain thinking, thoughts, or preconceived notions is known to be
biased.
Examples:
1. Picking articles or stories that are pleasing to the owners of the media
organization or network.
2. Selecting media stories based on what will please advertisers. Say for instance,
what if an online news outlet’s biggest sponsor was a major airline? In this
instance, it’s possible that outlet might headline stories pertaining to incidents on
other airlines and holdback stories that made that airline look bad.
Prejudice on the other hand is a prejudgment or an assumption made about by

someone or something before having adequate knowledge to be able to do so with guaranteed
accuracy.
Examples:
1. Some people may consider all Muslim women to be illiterate and uneducated. This
is actually a prejudice against religion and gender.
It is therefore important to be sensitive to others without being bias and prejudice.
Learning Competency: EN9LC-IVf-13.3. Differentiate biases from prejudices.

Activity 1: Let’s Be Fair
Directions: Read the following statements. Identify whether the actions done are fair or unfair.
1. The barangay captain favors certain residents over others in giving relief.
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2. Teachers give grades following the grading system.
3. Pregnant women and disabled persons were given special considerations in bank and
groceries/malls.
4. Not allowing one of your classmates to join your group of friends because she is disabled.
Activity 2: Get the meaning meaningfully

Directions: Read the text below then answer the questions that follow.
Transcript of a TV commercial:
“Shame that there is still double standard. Sayang daw ako, because I am a single mother. If a guy gets
a girl pregnant, he’s right and it’s natural. But if a girl gets pregnant, malandi siya. When the news
spread of my pregnancy, people say, she’s on top of her game. People make stories like she’s malandi
or a woman of the world. Was I unfairly judged? Yes! But then did it stop me? No, but does it keep me
stronger? Yes! Label is a challenge I accepted. I want to show people that no matter what happens to
you, it should never stop you from being successful. As an actress, I’ve never been happiest. And being
a single mom and parent give me purpose. Sayang! I don’t think so! Can you whip it? I did!”—Denise
Laurel, shampoo TV commercial.
1. What is the “label” attached to the woman in the commercial?

__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________
2. Do you agree with what the woman said? Why?

__________________________________________________________________________________
____________________________________________________________.
3. When you put “label” on someone, are you also biased? Why?
__________________________________________________________________________________
____________________________________________________________.
4. Do you know a woman in the same situation as the actress? What comments do you hear from
other people about them?
__________________________________________________________________________________
____________________________________________________________.
Activity 3: Unmasked
Directions: Identify if the sentence is a statement of bias/prejudice. Write B for bias and P for
prejudice.
1. Discriminating someone in the community because of his disability.
2. Posting negative comments in Faccebook about economic status of a family.
3. Staying away from Moslem community because of the notion that they are violent and
chaotic.
4. Princess won the title of the pageant because her uncle is one of the judges.
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5. Ignoring someone who is courting you because he is not giving you gifts and chocolates.
Activity 4: Picture the Pic!

Directions: Take a look with the pictures below. React about what do they imply.
1.
From gettyimages.com
1. What does the picture tell you? Do you agree? Why or why not.
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________.
From gettyimages.com
2. This picture tells something about workplace. What can you say about it?
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__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________.
Answer Key
Activity 1: Let’s be fair
1. Unfair
2. Fair
3. Fair
4. Unfair
Activity 2: Get the meaning meaningfully
1. Malandi, Woman of the world.
2. Explanations may vary.
3. Explanations may vary.
4. Answers may vary depending on the background of the students about the topic.
Activity 3: Unmasked
1. Prejudice
2. Prejudice
3. Prejudice
4. Bias
5. Bias
Activity 4: Picture the picture!
Answers and explanations may vary.
References:
Angelo Cormen (2015). Journey to English Secondary Level 9-K-12.
https://www.qora.com/what-is-the-difference-between-prejudice-and-bias
https://www.slideshare.net/mobile/msladuke/prejudice-and-bias
Prepared by:
NOLI R. MEDINA JR.

Writer
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ENGLISH – 9
Determine the relevance and the truthfulness of the ideas presented

in the material viewed
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ENGLISH 9
Name of Learner: _______________________________ Grade Level: _____________

Section: _______________________________________ Date: ___________________

DETERMINE THE RELEVANCE AND THE TRUTHFULNESS OF
THE IDEAS PRESENTED IN THE MATERIAL VIEWED
A Raisin in the Sun

Lorraine Hansberry
Background Information for Learner
YOUR JOURNEY
Life gets even harder for people who do not dream of making it a little better. Keep
reaching for your dreams; keep reaching for your goals which you have created with your
heart and soul. And every time you fail, hold on to it tightly; never let it go. It may get harder
every day but every step you put forward is a great leap towards triumph. After all, chances
are, the life you try to redefine is just right there at the corner. (Anglo-American Literature
LM)
Overview of the Play

A Raisin in the Sun is a play written by Lorraine Hansberry, which debuted on
Broadway in 1959. The play is titled after a famous verse from Langston Hughes' poem,
'Harlem.' The play is about a Black family in Chicago that struggles to improve their situation
in life with the insurance payout from the father's death.
Walter and Ruth Younger live with their son, Travis, Walter's mother, Mama, and
Walter's sister, Beneatha, in a tiny and dilapidated apartment on the south side of Chicago.
Walter wants to open a liquor store with his friends Willy and Bobo. He wants to use the life
insurance payout from his father's death to invest in the business. His mother disapproves,
wanting to use the money for a new house in an all-white neighborhood. After they put a
down payment on the house, a representative of the neighborhood offers to buy them out in
order to prevent a Black family from moving into the neighborhood. The Youngers ultimately
reject this bribe, moving into the new home. Their future seems uncertain and slightly
dangerous, but they are optimistic and determined to live a better life. They believe that they
can succeed if they stick together as a family and resolve to defer their dreams no longer.
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The action of the play is set in Chicago’s Southside, sometime between World War
II and the present.
Act I
Scene One: Friday Morning
Scene Two: the following morning
(Ruth comes in forlornly and pulls off her coat with dejection. Mama and Beneatha both
turn to look at her.)
RUTH (dispiritedly): Well, I guess from all the happy faces – everybody knows.
BENEATHA: You pregnant?
MAMA: Lord have mercy, I sure hope it’s a little old girl. Travis ought to have a little sister.
(Beneatha and Ruth give her a hopeless look for this grandmotherly enthusiasm).
BENEATHA: How far along are you?
RUTH: Two months.
BENEATHA: Did you mean to? I mean did you plan it or was or an accident?
MAMA: What do you know about planning or not planning?
BENEATHA: Oh, Mama.
RUTH (wearily): She’s twenty years old, Lena.
BENEATHA: Did you plan it Ruth?
RUTH: Mind your own business.
BENEATHA: It is my business – where is he going to live, on the roof? (There is silence
following the remark as the three women react to the sense of it.) Gee – I didn’t mean that
Ruth, honest. Gee, I don’t feel like that at all. I – I think it is wonderful.
RUTH (dully): Wonderful.
BENEATHA: Yes – really.
MAMA (looking at RUTH, worried): Doctor say everything will be alright?
RUTH (far away): Yes – she says everything is going to be fine...
MAMA (immediately suspicious): “She” – What doctor you went to?
(Ruth folds over, near hysteria)
MAMA (worriedly hovering over RUTH): Ruth honey – what’s the matter with you – you
sick?
(RUTH as her first clenched on her thighs and is fighting hard to suppress a scream that
seems to be rising in her)
BENEATHA: What’s the matter with her, Mama?
MAMA (working her fingers in RUTH’s shoulders to relax her): She be all right. Women
gets right depressed sometimes when they get her way. (Speaking softly, expertly, rapidly).
Now you just relax. That’s right...just lean back, don’t think ‘bout nothing at all...nothing at
all –
RUTH: I’m all right...
(The glassy-eyed look melts and then she collapses into a fit of heavy sobbing. The bell
rings.)
(The front door opens slowly, interrupting him, and TRAVIS peeks his head in, less than
hopefully.)
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TRAVIS (to his mother): Mama, I –
RUTH: “Mama I” nothing! You’re going to get it boy! Get on in that bedroom, and get
yourself ready!
TRAVIS: But I –
MAMA: Why don’t you all never let the child explain hisself
RUTH: Keep out of it now, Lena.
(Mama clamps her lips together, and RUTH advances towards her son menacingly.)
RUTH: A thousand times I have told you not to go off like that –
MAMA (holding out her hands to get grandson): Well – at least let me tell him something.
I want him to be the first one to hear... Come here Travis. (The boy obeys, gladly.) Travis
– (She takes him by the shoulder and looks into his face) – you know that money we got in
the mail this morning?
TRAVIS: Yes ‘m---

MAMA: Well – What you think your grandma gone and done with that money?
TRAVIS: I don’t know grandmamma.
MAMA (putting her fingers on his nose for emphasis): She went out and bought you a
house! (The explosion comes from WALTER at the end of the revelation and he jumps up
and turns away from all of them in a fury. MAMA continues to
TRAVIS) You glad about the house? It’s going to be yours when you get to be a man.
TRAVIS: Yeah – I always wanted to live in a house.

MAMA (She takes an envelope out of her handbag and puts it in front of him and he
watches her without speaking or moving.)
I paid the man thirty-five hundred dollars down on the house. That leaves sixty-five
hundred dollars. Monday morning I want you to take this money and take three thousand
dollars and put it in a savings account for Beneatha’s medical schooling. The rest you put
in a checking account – with your name on it. And from now on, any penny that come out
of it or that go in it is for you to look after. For you to decide. (She drops her hand a little
helplessly.) It ain’t much, but it’s all I got in the world and I’m putting it in your hands. I’m
telling you to be the head of this family from now on like you supposed to be.
WALTER (stares at the money): You trust me like that, Mama?
MAMA: I ain’t never stop trusting you. Like I ain’t never stop loving you.
(She goes out, and Walter sits looking at the money on the table. Finally, in a decisive
gesture, he gets up and in mingled joy and desperation, picks up the money.)
https://www.youtube.com/watch?v=rZK3EX6N1tI
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Learning Competency with Code: EN9LT-IV2-15: Determine the relevance and the
truthfulness of ideas presented in the material viewed.
(Quarter 4: Week 1)
Directions: Here are different exercises to develop your skill in our lesson.
Answer the exercises the best you can.
Activity 1. Analyzing the Play! Answer the following questions.
1. How does Mama introduce her concept of dreams?

_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
2. How do the members of the family view their future differently?

_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
3. What does Walter want to do with the insurance check? Discuss his motive. What do
you think Mama does not approve of it?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
4. Does any of the characters in the play remind you of someone? How does that someone
plan his course of action to realize his dream?
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
5. Would you have dreamt of the same thing for your family? Why?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
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Activity 2. A Raisin in the Sun Evidence Retrieval Chart.
Directions:
1. For each of the characters listed, find at least one passage from the play in which this
character’s aspirations or ambitions are stated, referred to or shown. The speaker does
not necessarily have to be the same as the character. For instance, Walter might make
a statement about his sister, Beneatha, and her ambitions.
2. After copying the passage, write your own thoughts about the passage. Aim to address
the following issues in your response:
• What do you think of the character and his/her ambitions?
• Given the historical/social context, is the aspiration or ambition realistic? Why/why
not?
• What might be some obstacles for this character?
• What might be some strengths that this character has that would help him/her
overcome any obstacles?
Walter Your Response:
Mama Your Response:
Beneatha Your Response:
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Travis Your Response:
Ruth Your Response:
Activity 3. Connecting Character to Theme!
Directions: We come to understand individual characters through what we see them see and
do and by noting what others say about them. But characters are also important in helping
readers or viewers understand some of the important themes of a literary work. Fill out this
chart. Be sure to have at least five characters you will describe.
Want/Need/Desire Conflict/Challenge/Obstacle Big Idea/What This Could

(Specific Evidence) (Specific Evidence) Mean – (Your general
idea)
Activity 4. Supplying the Needs!
Directions: Analyze the question carefully and choose the correct answer from
the choices given.
1) The Younger’s apartment can be described as

A. nice but not cared for. C. nice and cared for.
B. shabby but cared for. D. shabby but not cared for.
2) The relationship between Ruth and Walter could be described as…
A. tense C. loving
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B. calm D. violent
3) What is the news Ruth finds out at the doctor's office?
A. She is pregnant. C. She has a chronic fatigue syndrome.
B. She has a severe asthma. D. She is diabetic.
4) What does Walter want to do with the insurance money?
A. Start a business C. Move to a house
B. Buy a car D. He has no opinion.
5) What does Beneatha want to do with her life?
A. Marry a rich man C. Become an author
B. Become a flight attendant D. Become a doctor
6) In what city do the Youngers live?
A. New York City C. St. Louis
B. Los Angeles D. Chicago
7) Which among the themes was highlighted when the Younger family refused to accept the
money they were offered by the white?
A. dreams, hopes and plans C. dignity in the midst of suffering
B. family dynamics and love D. rebellion and stubbornness
8) What does “A Raisin in the Sun” symbolize in the play?
A. The dreams of the family C. The conflict in the characters’ decisions
B. The struggles of the characters D. The house where the family lived
9) Which event is included in the rising action of the story?
A. Lena received the insurance money.
B. The Youngers moved out from the house.
C. Conflict arose due to the characters’ individual dreams.
D. Walter loses the insurance money.
10) If mama had the means (opportunity), her hobby would be…
A. sewing C. singing in the choir
B. gardening D. traveling
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Activity 5. Review, Analyze, Reflect!
Directions: To review a play is to study, analyze and render a rational judgement. You will
be tasked to compose a simple play review.
Consider the preliminaries of the play, A Raisin in the Sun.
Title of the Play:____________________________________________________________

Name of the Playwright: _____________________________________________________
Background of the Playwright: ________________________________________________
(Include pertinent information about the play and the author)
Background of the Play: _____________________________________________________
Discuss how a play differs from other literary forms:_______________________________
_________________________________________________________________________
Rubrics for Play Review:
10 8 6 5
CATEGORY Exceeds Standards Grade Level Basic Below Basic
I have at least 1 paragraph I have at least 1 I have I did not
Understanding that summarizes the paragraph that identified the show that I
important story elements of summarizes the problem and have
the play. I give details and important story solution. understood
have remembered elements of the what the play
characters names, setting, play. was about.
problem and how it was
solved.
Opinion I have not only clearly I have given I have given I have just
stated my opinion, but I my opinion of my opinion and given my
have taken time to use the play and I explain why. opinion with
connotative vocabulary to have at least 3 no real
stress my point when I clear reasons reason.
describe 3 reasons why I why.
did or did not like it.
Elements of In my review I have In my review I In my review I I did not list
play described certain elements have described have or mention
of the play in great detail certain mentioned elements of a
and critiqued them elements of the different play
(dialogue, scenery, acting, play and elements of a
costumes, etc.) critiqued them play (dialogue,
(dialogue, scenery, acting,
scenery, acting, costumes, etc.)
costumes, etc.)
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Grammar and My work is free (or almost My work has My work needs My work has
Mechanics free) of grammar and few grammar editing for many errors
spelling errors. and spelling many grammar in grammar
errors. and spelling and spelling
errors. and it
interferes
with
meaning.
Reflection
Complete this statement.
What I have learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Answer Key:
Activity 1. Analyzing the Play!
1. Mama introduced her concept of dreams to her family by showing a great vision to have
a successful life and to experience the life full of privileges like the White American.
2. The members of the family view their future differently because of their indifference in
their wants, needs and desires.
3. Walter wants to open a liquor store with his friends Willy and Bobo. He urges his Mama
to use the insurance money. Lena (Walter’s mom) refuses because she wants to buy a
house in a safer place like Clybourne Park and she is totally against liquor business
since she has seen how alcohol has negatively affected the poor people in their
neighborhood.
4. Answers may vary.
5. Answers may vary.
21
Activity 2. A Raisin in the Sun Evidence Retrieval Chart!
Possible Answers
Answers may vary
Walter Your Response:

“Yeah. You see, this little liquor store we got I think Walter wants to be his own boss and
in mind cost seventy-five thousand and we he sees Mama’s insurance check as a way to
figured the initial investment on the place be get started in his own liquor business with his
‘bout thirty thousand, see. That be ten friends. It seems like it should be realistic for
thousand each.” Walter to open a liquor store. It’s not like
he’s thinking about becoming a stockbroker
on Wall Street. One obstacle that seems clear
already is that his wife, Ruth, doesn’t seem
to support him on this. She thinks he might
be getting involved with some shady
business partners. Walter seems to know his
own mind, though, so maybe he will be
successful.
Mama Your Response:
“We was going to set away, little by little, Mama’s dream seems pretty simple—she
don’t you know, and buy a little place out in wants a house with a little garden. I think
Morgan Park. We even picked out the house. most people would want that. Her dream
Looks right dumpy today. But Lord, child, doesn’t seem outrageous. I guess it might be
you should know all the dreams I had ‘bout hard for African Americans to find a house
buying that house and fixing it up and to buy during this time, especially if they
making me a little garden in the back. And want to move out of the city and into the
didn’t none of it happen. suburbs. But it seems like if you have enough
money, you should be able to buy a house
wherever you want. Money talks, right?
Mama’s insurance money is just as green as
the next person’s.
Activity 3. Connecting Character to Theme!
Possible Answers
Answers may vary
Want/Need/Desire Conflict/Challenge/Obstacle Big Idea/What This Could
(Specific Evidence) (Specific Evidence) Mean – (Your general
idea)
Example for Walter: Wants Ruth is worried about money, Men have lots of financial
to show his son that he can - doesn’t seem to trust Walter pressures It’s important to
support him – gives him $ look like you have $$$
for school/taxi/fruit
22
Activity 4. Supplying the Needs!
1. B 6. D
2. B 7. C
3. A 8. A
4. A 9. C
5. D 10.B
Activity 5. Review, Analyze, Reflect!
Answers depend on how students compose their play review.
References:
https://www.rcampus.com/rubricshowc.cfm?sp=true&code=T53367
https://www.youtube.com/watch?v=rZK3EX6N1tI
https://www.edrawsoft.com/share-graphic-organizer.php
A-Raisin-in-the-Sun-Unit-and-Teacher-Guide- TeachNovels.com
A Journey through Anglo-American Literature 9.1st ed. Department of Education. 2014
p.424-442
Prepared by:
BABY DAINA P. VILLANUEVA

Writer
23
ENGLISH 9
Judge the validity of the evidence listened to
24
ENGLISH 9
Name of Learner: _________________________________ Grade Level: _________
Section: _________________________________________ Date: _______________
STAYING POSITIVE
When the news is all doom and gloom—as it has been since the outbreak of the
coronavirus—it’s hard for even the most optimistic among us to stay positive. It’s true
that we need to take this virus seriously. It’s capable of causing severe illness, death
and drastic changes to how we live and work.
But, those thoughts would be counterproductive. Obviously, there are things
we need to know about the coronavirus outbreak to protect yourself and those around
you, but you do not need to become a COVID-19 expert, nor do you need to hear about
every unpleasant detail from dawn to bedtime. Instead, focus on the positive so that
you have the energy and resolve needed to weather this storm. Listen to a pre-recorded
text entitled, “Five Positive Mindsets to Have During the Coronavirus Outbreak”.
https://www.youtube.com/watch?v=TEhl1n0p4NA
Learning Competency:
Judge the validity of the evidence listened to.

ENG9LC-IV-2.15
(Quarter 3 )
25
Activity 1. The underlined words in the following sentences are used in the listening text. Give
the word that is closest to the meaning of the underlined word. Make use of context clues to
arrive at the correct answer. Encircle the letter of your answer.
1. The doctor ordered the isolation of sick patients from their families.
a. separation b. combination c. keeping
2. If you want to shift responsibility, shift it on to me.

a. maintain b. transfer c. loosen
3. He moved away as if there had been contamination in my touch.

a. infection b. healing c. cure
4. Consumer hoarding of limited goods, such as alcohol and mask, is creating shortages
in stores.
a. give b. waste c. hide
5. I have allowed myself to give away to panic like a child in the dark.
a. To be calm b. to be afraid c. to be content
6. The manager gave entry restrictions to his employees. They are not allowed to enter
their work place without wearing a face mask.
a. Limit b. freedom c. off limit
7. The child did not know what to say, he is uncertain of his thoughts.
a. confuse b. clarity c. sureness
8. The woman’s compassion for others led her to become a nun.

a. kindness b. indifference c. hatred
9. His summer vacation is productive for he managed to create a mini-garden in their

home.
a. valueless b. fruitful c. unhelpful
10. The book accurately captures the mindset of the teenage girl.
a. physical state c. reaction c. way of thinking
Activity 2 & 3: Fill-up the chart below based on your experience/response during the
pandemic.
What I think… What I feel… What I do…
26
Processing questions:
6. What can you say about the activity?
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
7. How did you feel when you recalled your thoughts and actions during the crisis?
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
8. What did you realize, after doing the activity?

_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
Activity 4. From the listening text, fill-up the diagram below by identifying the five possible
problems we could experience during the coronavirus pandemic and, what are the things we
could do to alleviate these problems. what are the things we could do to alleviate these
problems.
PROBLEM:________________________
_______________________________
WHAT WE CAN DO:

________________________________
________________________________
________________________________
________________
PROBLEM:________________________ PROBLEM:________________________
_______________________________ Five Positive _______________________________
Mindsets to Have
WHAT WE CAN DO: WHAT WE CAN DO:
During the
________________________________ Coronavirus ________________________________
________________________________ Outbreak ________________________________
________________________________ ________________________________
________________ ________________
PROBLEM:________________________ PROBLEM:________________________
_______________________________ _______________________________
WHAT WE CAN DO: WHAT WE CAN DO:

________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________ ________________ 27
Activity 5. Answer the following questions.
1. According to the speaker, what are the five common problems that we could encounter
during the pandemic and how can a person create a positive mindset out of these
problems?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
2. Why is it essential that we do our part and take a proactive stance against the
coronavirus pandemic?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
3. The author of the video suggests things to do to control our current situation. Do you
think the idea is valid? What are the things mentioned in the video that can support
these ideas.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection
What I have learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
28
Answer Key:
Exercise 1:
6. A 6.A
7. B 7.A
8. A 8.A
9. C 9.B
10. B 10.C
Exercise 2: Answers may vary

Exercise 5:
1. According to the speaker, the five common problems that we encounter during the
pandemic are the following: being quarantined, risk of contamination, hoarding and
panic buying, everything being closed and all the uncertainty.
2. With the given problem, we could create a positive mindset through shifting our minds
to others things; like music, arts, gardening etc. were we could develop ourselves. And
we should always see the positive side of every problem no matter how bad it is.
3. It is essential that we do our part amidst the coronavirus pandemic for it will relieve us
from the stress it makes, we could help in the control of the virus and we could still be
productive despite the big impact it makes to our self, to the society and to the world.
References
https://www.youtube.com/watch?v=TEhl1n0p4NA
https://www.forbes.com/sites/williamarruda/2020/03/15/9-ways-to-stay-positive-during-the-
coronavirus-pandemic/#248c39fe5a8e
https://www.edrawsoft.com/share-graphic-organizer.php
A Journey through Anglo-American Literature 9.1st ed. Department of Education. 2014
Prepared by:
ROMELA F. MINIA
Writer
29
ENGLISH – 9
Compare and Contrast Similar Information Presented from

Different Texts
30
ENGLISH 9
Name of Learner: _________________________________ Grade Level: _________
Section: _________________________________________ Date: _______________
COMPARE AND CONTRAST SIMILAR INFORMATION PRESENTED FROM

DIFFERENT TEXTS
Good Day, Learners!

Did you know that comparative tasks improve comprehension and help you
develop higher order thinking skills?
Even if two texts are written about the same topic, they can have different
information depending on the author's perspective or the source. When you
compare two texts on the same topic, you get more evidence than you would if you
read just one. This is important in order to judge the validity of information you
gathered. In today’s lesson you will learn how to compare and contrast similar
information from different texts.
Remember the following terms:
To COMPARE means to identify the similarities.
Example: Both Von and Jon enjoy playing basketball.
To CONTRAST means to identify the differences.

Example: Diane likes country music while David prefers classical.
Here are some tips to help you find the similarities and differences in various texts:
a. Analyze your prompts- When you analyze reading selections, you need to
breakdown in simple terms what you are being asked to compare and contrast. For
instance, comparing two characters in the selection, the theme, or even the authors’
views.
b. Determine your method- Once you have analyzed your prompts, you know
exactly what to look for. You may simply write the details in bulleted lists or use
graphic organizers such as tables, charts, webs and diagrams for visual presentation.
In comparing and contrasting, the most common method is to use Venn Diagram.
To form this diagram, simply draw two or three intersecting circles each
representing the ideas or objects being compared. In the intersecting section, write
all the similarities. Then, in the outside section, write all the differences.
31
c. Find the Details- Look for data, details, or facts that are related to the point of
comparison. Rule out other information that may not be relevant.
d. Present your Findings- There are two main approaches in accomplishing this
step. First, organize by individual points, in which you discuss each subject in
relation to each point. It is also known as the Alternating Method. The second
approach is to organize by the subjects themselves, one then the other. This is
called the Block Method.
Learning Competency
Compare and contrast similar information presented from different texts (Quarter 3, Week 4)
Here are some activities to help you master the skill in comparing and contrasting.
WORDS
Activity 1: Words Matter
Inside the box are transition words for comparing and contrasting. Decide
which words are used to compare and which ones are used to contrast by writing
them in the appropriate columns.
like, even though, also, unlike, in the same way, likewise, again, on
the contrary, however, otherwise, both, although, similarly, yet, still,
but, besides, in addition, comparatively, nevertheless, conversely, at
the same time, despite, in like manner, instead, as well as
COMPARING CONTRASTING
32
Activity 2: Comparing or Contrasting
Read the following sentences and determine whether each used comparing or
contrasting. Write your answers on the space provided.
_______________1. Both Aljon and Coco are good leading men.
_______________2. Tomas likes ice cream but his brother John prefers hot chocolate.
_______________3. It's important to remember that time is money even though many believe
that money is more important.
_______________4. Unlike time or money, desire for new learnings is an unlimited resource.
_______________5. While Ana is a nurse, her sister Maria is a lawyer.
Activity 3: Read and Analyze

Read the given sample of a comparison and contrast paragraph. Analyze the
information presented by completing the Venn Diagram showing similarities and differences.
Pixabay.com Commons.wikimedia.org
Chinese and American Families

by Carrie Lee
Families in China and the United States are alike in some ways and different in others.
Many American households include just parents and their children. But Chinese households
often include many other family members. Most Chinese families have only one child.
However, American families often have two or three children. Both cultures teach respect for
older people, but Chinese culture is strict about it. Families in China and United States are
similar because family members help each other.
33
Similarities and differences between American and Chinese families based on the text.
American Family Chinese Family
Activity 4: Similar but not Similar

Remember when comparing and contrasting similar information from multiple
texts, you need to find important details that are similar and different. You may compile
needed information into a graphic organizer that synthesizes the data for you to gain a more
comprehensive understanding of the topic.
Read these two texts with similar topic. Afterwards, compare and contrast the
information presented.
BUTTERFLIES
The butterfly is an insect. Butterflies are noted for their wings, which are
often colorful and bright. Butterfly wings are a bit like bird wings. Bird wings are
made of feathers, but butterfly wings are made of tiny overlapping scales. The
wings are colored in various patterns. Some butterfly wings look iridescent
(changing rainbow colors, depending on the light) because of the way light hits
the scales.
34
Butterflies have an interesting life cycle. They start as eggs. When they are
born, they are what we call caterpillars. This is the larval stage for the caterpillar.
The caterpillars then move into a cocoon, becoming what we call a chrysalis. This
is the pupal stage. When the insect comes out of the cocoon, we call it a butterfly.
This is the adult stage for the butterfly. These clear stages of changing on the way
to adulthood are called metamorphosis. Many animals go through metamorphosis,
but the butterfly’s changes are more dramatic than most.
Butterflies can be found almost all over the world. There may be as many
as twenty thousand different species of butterflies. Butterflies usually eat flower
nectar. Because of this, they are important to the life cycle of many flowers.
Butterflies also need minerals, which they usually get from water found in dirt and
sand. They reach their adult stage in the summer. Some butterflies migrate. The
Monarch butterflies migrate about 3000 miles (4800 km) every year.
Source:
https://schoolwires.henry.k12.ga.us/site/handlers/filedownload.ashx?moduleinsta
nceid=97190&dataid=115893&FileName=Paired_Passages_-_Presentation.pdf
The Cocoon
I found a cocoon
That a caterpillar made,
Fastened to a leaf
Hanging in the shade.
He barely had room
To wiggle or wag
Like me zipped up
In my sleeping bag.
I looked each time
That I passed his way,
But he never budged
Until just today.
Something happened!
He wagged and wiggled
And then climbed out
And carefully jiggled
Small wet wings
That grew as they dried.
He’d turned to a butterfly
Inside!
Source:
https://schoolwires.henry.k12.ga.us/site/handlers/file
download.ashx?moduleinstanceid=97190&dataid=1
15893&FileName=Paired_Passages_-
_Presentation.pdf
35
Now try to find similarities and differences between the two texts by completing
the chart below:
Comparison and Contrast

Text Analysis
What is the major idea found in both selections?

_________________________________________________________________
_________________________________________________________________
What is the main focus in each?

_________________________________________________________________
_________________________________________________________________
What is the purpose of the author in each selection?

_________________________________________________________________
_________________________________________________________________
How are the ideas presented differently in the selections?

_________________________________________________________________
_________________________________________________________________
36
Activity 5: Deadly Viruses
Read relevant information on the worlds’ most deadly global pandemic- Spanish Flu
and Covid-19. Make sure to analyze the details, evidence and facts and decide which points
you would like to focus on. Write a short comparison and contrast paragraph following either
the Alternating Method or the Block Method.
Alternating Method: (Point-by-point)
Thesis: ___________________________________________________________
___________________________________________________________
Point 1:
Spanish Flu: _______________________________________________________
____________________________________________________________
Covid-19: _________________________________________________________
____________________________________________________________
Point 2:
Spanish Flu: _______________________________________________________
____________________________________________________________
Covid-19: _________________________________________________________
____________________________________________________________
Point 3:
Spanish Flu: _______________________________________________________
____________________________________________________________
Covid-19: _________________________________________________________
____________________________________________________________
37
Block Method: (By Subject)
Thesis: ___________________________________________________________
___________________________________________________________
Spanish Flu:
Point 1: __________________________________________________________
__________________________________________________________
__________________________________________________________
Point 2: __________________________________________________________
__________________________________________________________
__________________________________________________________
Point 3: __________________________________________________________
__________________________________________________________
__________________________________________________________
Covid-19:
Point 1: __________________________________________________________
__________________________________________________________
__________________________________________________________
Point 2: __________________________________________________________
__________________________________________________________
__________________________________________________________
Point 3: __________________________________________________________
__________________________________________________________
__________________________________________________________
38
COMPARISON AND CONTRAST ESSAY RUBRIC
Reflection
My journey through this lesson enabled me to learn
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
39
Key to Correction
Activity 1: Words Matter
COMPARING CONTRASTING
Like even though
also unlike
in the same way on the contrary
likewise however
again although
similarly yet
at the same time still
in like manner but
comparatively nevertheless
As well as despite
both conversely
In addition instead
besides
otherwise
Activity 2: Comparing or Contrasting

1. Comparing
2. Contrasting
3. Contrasting
4. Contrasting
5. Contrasting
Activity 3: Read and Analyze respect for older people
*Include just parents *Include many other

and their children family members
*Have two or more * Have respect for
*Have only one child
children older people
*family members
help each other.
American Family Chinese Family
40
Activity 4: Similar but not Similar (Text Analysis)
What is the major idea found in both selections?
Answer: The process of becoming a butterfly
What is the main focus in each?
Answer: The main focus in the first article is about the butterfly as an insect while on the second
article is about a caterpillar inside the cocoon.
What is the purpose of the author in each selection?
Answer: The purpose of the author in the first article is to inform while on the second one is to
entertain.
How are the ideas presented differently in the selections?
Answer: The ideas in article one is presented in prose. In contrast, the ideas presented in article
2 is in poetry.
Activity 5: Deadly Viruses Answers may vary
References:
Beare, Kenneth. (2020, August 27). Comparing and Contrasting in English. Retrieved from
https://www.thoughtco.com/comparing-and-contrasting-in-english-1212049\
Comparison and contrast essay rubric . Retrieved February 19, 2021 from
https://www.eriesd.org/site/handlers/filedownload.ashx?moduleinstanceid=14837&dataid=13
730&FileName=5Comparison%20Contrast%20Rubric.pdf
Curriculum Guide, English 9 – Department of Education
Schoolwires.com (2020) Paired Passages. Retrieved January 9, 2021 from
https://schoolwires.henry.k12.ga.us/site/handlers/filedownload.ashx?moduleinstanceid=9719
0&dataid=115893&FileName=Paired_Passages_-_Presentation.pdf
Sumnicht, S. (2017) Compare and Contrast Texts on the Same Topic. Retrieved on February
9, 2021 from https://www.education.com/download/lesson-plan/compare-and-contrast-texts-
on-the-same-topic/compare-and-contrast-texts-on-the-same-topic.pdf
Prepared by:
MARIA LOURDES A. UGALE
Master Teacher I
REINA MERCEDES VOCATIONAL AND INDUSTRIAL SCHOOL
41

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9

LEARNING ACTIVITY SHEET

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Differentiate biases from prejudice 1

Determine the relevance and the truthfulness

Judge the validity of the evidence listened to 24

Compare and contrast similar information 30

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Differentiate biases from prejudice

Name of Learner:_____________________ Grade Level:__________________

LEARNING ACTIVITY SHEET

Background Information for Learners

Prejudice is an unfavorable opinion or feeling formed beforehand or without knowledge,

1b. Identify whether the pictures express bias/prejudice or not

8. The state of being in a place or situation that is separated from others

2. Your teacher whom you find terrible

3. Your snobbish crush

5. Your family doctor with a fake professional license

6. Your nagging neighbor

9. Your stubborn sister or brother

10. Your lazy best friend

Total Points: ______

• Plot your answers in your Learning Log.

LEARNING ACTIVITY SHEET

DIFFERENTIATE BIASES FROM PREJUDICES

The human tendency to make systematic errors in judgment or when making

Prejudice on the other hand is a prejudgment or an assumption made about by

It is therefore important to be sensitive to others without being bias and prejudice.

Learning Competency: EN9LC-IVf-13.3. Differentiate biases from prejudices.

Activity 2: Get the meaning meaningfully

1. What is the “label” attached to the woman in the commercial?

2. Do you agree with what the woman said? Why?

Activity 4: Picture the Pic!

Activity 4: Picture the picture!

Answers and explanations may vary.

NOLI R. MEDINA JR.

Determine the relevance and the truthfulness of the ideas presented

Name of Learner: _______________________________ Grade Level: _____________

LEARNING ACTIVITY SHEET

A Raisin in the Sun

Background Information for Learner

Overview of the Play

TRAVIS: Yes ‘m---

TRAVIS: Yeah – I always wanted to live in a house.

Activity 1. Analyzing the Play! Answer the following questions.

1. How does Mama introduce her concept of dreams?

2. How do the members of the family view their future differently?

Walter Your Response:

Mama Your Response:

Beneatha Your Response:

Ruth Your Response:

Activity 3. Connecting Character to Theme!

Want/Need/Desire Conflict/Challenge/Obstacle Big Idea/What This Could

Activity 4. Supplying the Needs!

1) The Younger’s apartment can be described as

Title of the Play:____________________________________________________________

Rubrics for Play Review:

Activity 1. Analyzing the Play!

Walter Your Response:

Activity 3. Connecting Character to Theme!

Activity 5. Review, Analyze, Reflect!

Answers depend on how students compose their play review.

BABY DAINA P. VILLANUEVA

Name of Learner:___ Grade Level:

Name of Learner: ___________________ Grade Level: _

Section: ___________________________ Date: _

Section: ___________________________ Date: _

Include just parents Include many other