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English 9
Activity Sheet
Quarter 2 – MELC 4
Analyzing Literature as a Means of
Understanding Unchanging Values
in a Volatile World

REGION VI – WESTERN VISAYAS

English 9
Activity Sheet No. 2
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: Marjoe N. Bering

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

Schools Division Quality Assurance Team:

Jessa P. Go
Gift A. Rivera
Roju M. Dumdum, PhD

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 leaching-learning
activities specified in each Most Essential Learning Competency (MELC) with minimal
or no face-to-face encounter between you and 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 Sheet (LAS)
Name of Learner:
Grade & Section:
Date:

ENGLISH 9 ACTIVITY SHEET

Making Connection between Texts to Particular Social Concerns

I. Learning Competency with Code

• Make connections between texts to particular social issues, concerns, or

dispositions in real life (No code)
Make connections between texts to particular social concerns.

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 concerns. 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 concerns. A social concern is
any issue, problem, or conflict that is a high priority for a society to solve or prevent. Examples
of social concerns are depression, poverty, homelessness, social anxiety, regret, and grief.

Common Social Concerns

1. Depression is a common and serious medical illness that negatively affects how you
feel, the way you think and how you act.
2. Poverty is a state or condition in which a person or community lacks the financial
resources and essentials for a minimum standard of living. Poverty means that the
income level from employment is so low that basic human needs can't be met.
3. Homelessness is defined as living in accommodation that is below the minimum
standard or lacks secure tenure. People can be categorized as homeless if they are:
living on the streets (primary homelessness); moving between temporary shelters,
including houses of friends, family and emergency accommodation (secondary
homelessness); living in private boarding houses without a private bathroom and/or
security of tenure (tertiary homelessness); or marginal caravan park residents who are
renting.

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 4. Social Anxiety is a mental health condition. It is an intense, persistent fear of being
watched and judged by others. This fear can affect work, school, and your other day-
to-day activities. It can even make it hard to make and keep friends.
5. Regret is the negative emotion that people experience when realizing or imagining
that their present situation would have been better had they decided or acted
differently. Regret thus originates in a comparison between outcomes of a chosen
option and the non-chosen alternatives in which the latter outperforms the former. This
painful emotion reflects on one’s own causal role in the current, suboptimal situation.
6. Grief is the response to loss, particularly to the loss of someone or something that has
died, to which a bond or affection was formed. Although conventionally focused on the
emotional response to loss, it also has physical, cognitive, behavioral, social, cultural,
spiritual and philosophical dimensions.

III. Accompanying DepEd Textbook and Educational Sites

• American Psychiatric Association. Diagnostic and Statistical Manual of Mental

Disorders (DSM-5), Fifth edition. 2013.
• https://en.wikipedia.org/wiki/Homelessness
• www.nimh.nih.gov/health/topics/mental-health-medications.
• Gilovich, T., & Medvec, V. H. (1995). The experience of regret: What, when, and
why. Psychological Review, 102, 379-395.
• https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html
• www.poetryfoundation.org

IV. Activity Proper

1. Directions
Answer and accomplish the activities on pages 3 to 5.

2. Activity/Exercise
Activity 1. Poetry Reading!
Read the poem “Richard Cory” and answer the questions that follow.

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 Richard Cory
By Edwin Arlington Robinson (1869-1935)

1 Whenever Richard Cory went down town,

2 We people on the pavement looked at him:
3 He was a gentleman from sole to crown,
4 Clean favored and imperially slim.

5 And he was always quietly arrayed,

6 And he was always human when he talked,
7 But still he fluttered pulses when he said,
8 "Good-morning," and he glittered when he walked.

9 And he was rich--yes, richer than a king--

10 And admirably schooled in every grace:
11 In fine, we thought that he was everything
12 To make us wish that we were in his place.

13 So on we worked, and waited for the light,

14 And went without the meat and cursed the bread;
15 And Richard Cory, one calm summer night,
16 Went home and put a bullet through his head.

Vocabulary
arrayed – dressed
imperially – majestically
fluttered - moved with short, quick, light movements
glittered – showed a brilliant, attractive, lavish, or spectacular looks

Guide Questions:
1. What are the social concerns illustrated in the poem “Richard Cory”?
2. How does the narrator feel about Richard Cory? Pick out lines or statements from the
poem that have identified him as an embodiment of success.
3. How do Richard Cory's external appearance and mannerisms set him apart from the
narrator and the townspeople? How do you describe the townspeople’s economic status?

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4. Is there any possibility that the narrator or other people in the poem could have predicted
or prevented Richard Cory's death? Explain your answer.
5. Why is it ironic that the townspeople envied Richard Cory?
6. In your own understanding, what could be the reasons why Richard Cory killed himself?
What is he suffering from? Justify your point.
7. If you were Richard Cory, how would you deal with problems or conflicts that life may
bring?
Activity 2. Character Silhouettes!
Draw human figures representing Richard Cory and the townspeople. Then, write at least
three characteristics showing their differences in terms of social, mental, economic, emotional,
and psychological conditions.

RICHARD CORY TOWNSPEOPLE

Activity 3. Write Your Thoughts!

Write an essay that explains how the poem “Richard Cory” shows that physical appearance
does not guarantee happiness and contentment in life. You may use lines from the poem to
support your claims. Please see rubric below.

Point Value 4 3 2 1
Topic Interesting, Clearly stated Acceptable topic Missing, invalid,
Sentence original topic topic sentence sentence or inappropriate
sentence, presents one presents one topic sentence;
reflecting main idea. idea. main idea is
thought and missing.
insight; focused
on one
interesting main
idea.
Supporting Interesting, Examples and Sufficient Insufficient,
Details concrete and details relate number of vague, or
descriptive to the topic examples and undeveloped
examples and and some details that examples.
details with explanation is relate to the
explanations that included. topic.

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 relate to the
topic.
Organization Thoughtful, Details are Acceptable No discernible
and logical arranged in a arrangement of pattern of
Transitions progression of logical examples; organization;
supporting progression; transitions may Unrelated
examples; appropriate be weak. details; no
Mature transitions. transitions.
transitions
between ideas.
Style Appropriate Appropriate Acceptable tone; Inconsistent or
tone, distinctive tone; Clear some variety in Inappropriate
voice; pleasing sentences with sentence tone; Awkward,
variety in varied structures; unclear, or
sentence structures; Adequate diction incomplete
structure; Vivid Effective and word sentences;
diction, precise diction. choices. Bland diction,
word choices. poor word
choice.
Mechanics Consistent Some errors, A few errors in Distracting
standard English but none usage, spelling, errors in usage,
usage, spelling, major in or punctuation spelling, or
and punctuation. usage, punctuation
No errors. spelling, or
punctuation.

V. Reflection:

Recall one event in your life that made you disappointed or frustrated and made you think of
quitting. Share the things that serve as your coping mechanisms that have helped you
strengthen your emotional and psychological aspects.

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Activity 1 (Possible Answers)
1. The social concerns which are illustrated in the poem are social anxiety, depression, grief,
regret, poverty, and homelessness.
2. The narrator feels that Richard Cory is a man of happiness and contentment as it is seen
through his physical appearance that he has everything in life.
He was a gentleman from sole to crown, clean favored and imperially slim
And he was rich – yes richer than a king, and admirably schooled in every grace
3. Richard Cory’s external appearance and mannerisms make him very much
different from the people down town. The townspeople belong to the working class.
4. No. They didn't know him well enough. All of their interactions with Richard Cory
were superficial and clouded by their awareness of his wealth.
5. It is ironic that the townspeople envied Richard Cory because no one had ever
imagined that Richard Cory was suffering from something unfavorable that led him
to kill himself.
6. Richard Cory might have been living alone all throughout his life. He is mentally
and psychologically disturbed.
7. If I were Richard Cory, I have to be brave enough to face any trials in life. I have
to remember that there is always a rainbow after a rain.
Activity 2. (Answers may vary.)
Activity 3. (Answers may vary.)
VI. Answer Key