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English 9
Activity Sheet
Quarter 2 – MELC 1
Making Connections Between Texts
to Particular Social Issues

REGION VI – WESTERN VISAYAS

English Grade 9
Activity Sheet No. 1
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of English 9 Activity Sheet

Writer/s: Roju M. Dumdum, PhD

Illustrator/Layout Artist/s: Eldiardo E. de la Peña

Schools Division Quality Assurance Team:

Jessa P. Go
Marjoe N. Bering
Gift A. Rivera

Division of Escalante City Management Team:

Clarissa G. Zamora, CESO VI
Ermi V. Miranda, PhD
Ivy Joy A. Torres, PhD
Jason R. Alpay
Ma. Theresa L. Tabotabo, PhD

Regional Management Team

Ma. Gemma M. Ledesma
Dr. Josilyn S. Solana
Dr. Elena P. Gonzaga
Mr. Donald T. Genine
Introductory Message
Welcome to English, Grade 9!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Escalante City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible adults)
in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The English 9 Activity Sheet will help you facilitate the teaching-
learning activities specified in each Most Essential Learning Competency (MELC)
with minimal or no face-to-face encounter between you and the learner. This will be
made available to the learners with the references/links to ease the independent
learning.

For the learner:

The English 9 Activity Sheet is developed to help you continue learning even
if you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.
 Learning Activity Sheets (LAS)

Name of Learner: _________________________ Grade and Section: ______________

Date: ___________________

ENGLISH 9 ACTIVITY SHEET

Making Connections Between Texts to Particular Social Issues

I. Learning Competency with Code

Make connections between texts to particular social issues, concerns, or
dispositions in real life
Make connections between texts to particular social issues

II. Background Information for Learners

Reading becomes meaningful when you recognize how ideas in a text connect to
events happening in a larger world. Relating these ideas to particular social issues
allows you to make sense of what you read, retain information better, and engage more
with the text itself.
For this reason, reading texts can provide valuable insights especially on social
issues. This can be done by connecting to the overall message of the text, to the lines
delivered by the speaker or the author or to the situations presented in the story.
In this lesson, you will relate the text content to particular social issues. A social
issue is a problem or concern connected to a larger issue that affects society in general.
Examples of social issues are oppression, political dynasty, extrajudicial killing, poverty,
social injustice, and discrimination.

Common Social Issues

1. Oppression refers to relations of domination and exploitation - economic, social
and psychologic — between individuals; between social groups and classes
within and beyond societies; and, globally, between entire societies (Gil, 1994, p.
233).
2. Political dynasty refers to traditional political families or the practices by these
political families of monopolizing political power and public offices from
generation to generation and treating the public elective office almost as their
personal property.
3. Extrajudicial killing is the killing of a person by governmental authorities or
individuals without the sanction of any judicial proceeding or legal process.

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 4. Poverty is a state or condition in which a person or community lacks the
financial resources and essentials for a minimum standard of living.
5. Social injustice is described as a situation in which dominant population is
made known of the inequity that leads for others due to their relative position in
the structure of power (Maus n.p.). Social injustice is also the way unjust actions
are done in the society. Social injustice occurs in a situation where the equals
are treated unequally and the unequal is treated equally. Three common
examples of social injustice include: discrimination, ageism, and homophobia
(Farooq n.p.).
6. Discrimination is the unfair or prejudicial treatment of people and groups based
on characteristics such as race, gender, age or sexual orientation (APA, 2020).

How to Make Connection Between Texts and Social Issues (Text-to-World

Connection)
1. Ask yourself what does this remind you of in the real world.
2. Link how events in the text are similar to things that happen in the real world.
3. Cite events in this text that are different from things that happen in the real world.

III. Accompanying DepEd Textbook and Educational Sites

Chen, J. (2020, September 20). Poverty. Investopedia. https://www.investopedia.com/
terms/p/poverty.asp
Department of Education (2014). A journey through Anglo-American literature - Grade 9
Extrajudicial killing. (2020, October 31). In Wikipedia. https://en.wikipedia.org/wiki/
Extrajudicial_killing
Isioma, C. (2016, April 14). Social injustice: Discrimination. Honor Society. https://
www.honorsociety.org/articles/social-injustice-discrimination
Tadem, T., & Tadem, E. (n.d.). Political dynasties in the Philippines: Persistent patterns,
perennial problems [Powerpoint slides]. https://asiapacific.anu.edu.au/sites/default/
files/Teresa%20Tadem%20Political%20Dynasty.pdf

IV. Activity Proper

1. Directions
Answer and accomplish the activities on pages 3 to 4.

2. Activity/Exercise

Activity 1. Poetry Reading!

Read the sonnet below and answer the questions that follow.

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 England in 1819
Percy Bysshe Shelley

1 An old, mad, blind, despised, and dying King;

2 Princes, the dregs of their dull race, who flow
3 Through public scorn,—mud from a muddy spring;
4 Rulers who neither see nor feel nor know,
5 But leechlike to their fainting country cling
6 Till they drop, blind in blood, without a blow.
7 A people starved and stabbed in th’ untilled field;
8 An army, whom liberticide and prey
9 Makes as a two-edged sword to all who wield;
10 Golden and sanguine laws which tempt and slay;
11 Religion Christless, Godless—a book sealed;
12 A senate, Time’s worst statute, unrepealed—
13 Are graves from which a glorious Phantom may
14 Burst, to illumine our tempestuous day.

Vocabulary
dregs – the most useless part
dull race – inactive legacy
public scorn – contempt of the public
leechlike – similar to leech
liberticide – killing liberty, suppressing freedom
prey – a victim of oppression
sanguine – bloody
statute unrepealed – unreformed law passed by an official ruling body
phantom – spirit
burst – emerge
tempestuous – violent

1. How did the poet describe the king?

2. Why is the king despised?
3. What does this line “Princes, the dregs of their dull race,…” mean?
4. What kind of leader is highlighted in line 4?
5. The poet describes the princes and all those or royal blood as “leechlike.” What
does a “leech” represent?
6. What makes England ‘fainting country’ for the poet?

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 7. What situation is captured in line 7? 10?
8. Based on your answer in number 7, what similar situation does it remind you in
the present world?

Activity 2. Double-Entry Journal

Accomplish the double-entry journal below. In the left hand column, write
lines from the poem that speak of social issues and t h a t which struck you the most.
Enclose in parenthesis the particular social issue associated with the lines from the
poem. In the right hand column, write your reaction to the passage by reflecting
your personal responses to the lines on the left. The entry may include a
comment, a connection made, or an analysis. You may use any of these sentences
appropriate for your entry:
- This reminds me of…
- This is similar to…
- This is different from…
Lines from the Poem (that
Reaction / Connection
speak of social issues)
Example: Example:

Rulers who neither see nor feel
nor know
(Extrajudicial Killing, Social
Injustice)
This reminds me of the patriarch of the Ampatuan
political family during the Maguindanao massacre
which claimed the lives of at least 34 journalists.
This is similar to the holocaust that killed millions
of Jews and other dissidents in concentration
camps. Behind these killings was Adolf Hitler, one
of the notorious dictators in the 20th century.

1. This reminds me of…

2. This is similar to…
3. This is different from…

3. Guide Questions
1. What does this remind me of in the real world?
2. How is this text similar to things that happen in the real world?
3. How is this different from things that happen in the real world?

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 5
Activity 1. Possible Answers
1. How did the poet describe the king?
The poet described the king as “old, mad, blind, despised, and dying.”
2. Why is the king despised?
The king is despised because he has no true human emotions. He relies on the labor of the
country’s poor to provide for the ruling class.
3. What does this line “Princes, the dregs of their dull race,…” mean?
This means that the prince is as useless as the king, i.e., the same type of leadership will be
endured for the next generations. As a successor to the throne, nothing by necessity is going to change
when the king dies.
4. What kind of leader is highlighted in line 4?
A ruthless and decadent leader who is oblivious to the cries of the people
5. The poet describes the princes and all those or royal blood as “leechlike.” What does a
“leech” represent?
It represents a leadership that feeds off from others, that is, the rulers are parasites on their
people.
6. What makes England ‘fainting country’ for the poet?
England is a fainting country for the poet because it is living under poor conditions due to the
madness and blindness of the King, the muddied genetic line that includes the Prince, the ignorance of
the nation’s rulers, and the lack of moral standing of law and religion.
7. What situation is captured in line 7? 10? 12?
Line 7 - Poverty, Social Injustice, and Oppression
Line 10 - Repression, Social Injustice
8. Based on your answer in number 7, what similar situation does it remind you in the present
world?
The issue of poverty reminds me of the time when community lockdown due to Covid 19
started. Many lost their jobs and people were scrambling to find means to secure food on their table.
Activity 2. Possible Answers
Lines from the Poem Reaction / Connection
1. Princes, the dregs of their dull race, who flow Answers may vary.
Through public scorn,—mud from a muddy spring;
(Political Dynasty)
2. A people starved and stabbed in th’ untilled field; Answers may vary.
(Poverty, Social Injustice, and Oppression)
3. Golden and sanguine laws which tempt and slay; Answers may vary.
(Social Injustice, Discrimination, Oppression)
VI. Answer Key
_____________________________________________________________________.
______________________________________________________________________
I have learned that relating text content to particular social issues ____________
V. Reflection