Grade-9 ENGLISH QUARTER-2

9
English
Quarter 2 – Module 1:
Making Connections Between
Texts to Particular Social Issues,
Concerns, or Dispositions in
Real Life
English– Grade 9
Alternative Delivery Mode
Quarter 2 – Module 1: Make Connections between Texts to Particular Social Issues,
Concerns, or Dispositions in Real Life
First Edition, 2020
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.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Maribel Anog-Gumangan and Irene S. Maniego

Editors: Patricia Ulynne F. Garvida and Michelle G. Rocillo
Reviewer: Eden F. Samadan
Layout Artist: Michelle G. Rocillo, Antionette D. Sacyang
Management Team: Malcolm S. Garma
Genia V. Santos
Dennis M. Mendoza
Micah S. Pacheco
Carleen S. Sedilla
Angelita S. Jalimao
Neil Vincent C. Sandoval
Printed in the Philippines by ________________________
Department of Education - National Capital Region
Office Address: Misamis St., Brgy. Bago Bantay, Quezon City

Telefax: (632) 8926-2213 /8929-4330 /8920-1490 and 8929-4348
E-mail Address: ncr@deped.gov.ph
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
Making Connections between Texts to Particular Social Issues, Concerns, or
Dispositions in Real Life. The scope of this module can be used by you in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is divided into two lessons, namely:

• Lesson 1 –Bridging Connections between Poetry and Life
• Lesson 2 – Finding Meaning inthe When, Where,and How of Life
After going through this module, you are expected to:

1. make connections between texts to issues, concerns, or dispositions in real
life.
2. use literature as a way of understanding one’s life experiences as well as other
people’s lives and circumstances.
3. distinguish the features present in poetry.
4. express appreciation for sensory images used.
5. identify adverbs in each text.
6. pick out adverbs in the given paragraph/s; and
7. express one’s disposition in literary forms such as poem and essay using
adverbs appropriately and effectively.
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CO_Q2_English9_ Module 1
What I Know
Read each question carefully and then choose the letter of the best answer. Write
your answer on a separate sheet of paper.
1. What mood is suggested by the last two lines of William Ernest Henley’s poem,
Invictus: “I am the master of my ship, I am the captain of my soul”?
A. persistent C. vindictive
B. sad D. funny
2. Prose is written in sentences which are arranged in paragraphs whilepoetry is

written in lines grouped in ____________.
A. composition C. stanza
B. clause D. phrase
3. “I should have forgotten you if not for the wind who whispered your name to
me!” What figure of speech is used in the sentence?
A. metaphor C. personification
B. alliteration D. irony
4. What literary devices are used in the poem, “O Captain, My Captain,” by Walt
Whitman?
“But O heart! heart! heart!, O the bleeding drops of red,
Where on the deck my Captain lies, Fallen cold and dead”
A. simile and metaphor C. hyperbole and assonance
B. apostrophe and alliteration D. apostrophe and metaphor
5. “O Captain, My Captain” is an example of a/an _________________________?

A. epic C. elegy
B. sonnet D. ode
6. The song, “Auld Lang Syne” is intentionally played during _________?

A. funeral service C. Christmas party
B. birthdays D. New Year’s Eve
7. Auld Lang Syneis atitle of a poem written by Robert Burns in 1788.What does
the phrase literally mean?
A. Happy New Year C. Old long since
B. For the good times D. Till we meet again
8. Our national heroes, soldiers, poets, artists, educators, and leaders are great
people in the society. During this time of pandemic, who could be your new
heroes? Identify at least three sectors of people in your society whom you
consider great and heroic.
__________________, ____________________________, _______________________
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9. Which of the following sentences uses an adverb?
A. The doctor is very jolly and lovely.
B. The show will be held tomorrow at the quadrangle.
C. The policeman warned the people politely.
D. Both b and c
10. The following sentences contain different types of adverb. Which one does not?
A. Today, the Bayanihan spirit thrives among the people.
B. The modern-day heroes are the front liners who serve ceaselessly amid
the dangers of COVID-19.
C. Doctors and nurses work under great pressure in the hospital.
D. The president praised all the front liners.
11. Which of the given sentences below contain an adverb of manner?

A. Today, the Bayanihan spirit thrives among people.
B. The modern-day heroes are the front liners who serve ceaselessly amid
the dangers of COVID-19.
C. Doctors and nurses work under great pressure in the hospital.
D. The president praised all the front liners.
12. Which of the following statements is true about an adverb?

A. It is a part of speech that modifies a noun or pronoun.
B. It is a part of speech that modifies a verb, adjective, or another adverb.
C. It is a part of speech that tells when, where, and how a thing is done.
D. Both b and c
13. Which sentence correctly shows an adverb of manner?

A. She talks spontaneously and fluently.
B. Ana delivered a short message in front of the children.
C. Ben strolled at the park.
D. They arrived one hour late at the venue.
14. What sentence correctly shows an adverb of time?

A. Alex waited for me for almost three hours.
B. He immediately consulted his doctor about the symptoms that he felt.
C. “Meet me at the lobby”, said the nurse.
D. The soldier instructed him to show his quarantine pass.
15. The police officer handed back my pass carefully and cheerfully. What type of
adverb are the underlined words?
A. Adverb of manner C. Adverb of place
B. Adverb of time D. None of the above
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Lesson
Bridging Connections
1 between Poetry and Life
Men always find meaning in anything that happens to them; whether good or bad,
pleasant or dishonorable, blissful or anguished. Indeed, there is always a connection
between poetry and life! And why not, when poetry is given life by men’s experiences,
feelings, decisions, dispositions, struggles, and successes? Let us then be inspired
with what is written for no matter how excellent or miserable its subject may be,
poetry still bears bright ripples of hope and success!
What’s In
Activity: Just for Fun!

Are you familiar with these lines? Read these interesting lines with the emotions
they convey then answer the questions for each item.
1. In poetry, how do you call the underlined words?

“Mirror, mirror, on the wall
Who’s the greatest of them all?”
2. What literary device is used in the tongue twister below?

“Peter Piper picked a peck of pickled pepper
A peck of pickled pepper Peter Piper picked
If Peter Piper picked a peck of pickled pepper
Where’s the peck of pickled pepper Peter Piper picked?”
3. Where are these romantic lines lifted?

“If I profane with my unworthiest hand
This holy shrine, the gentle fine is this;
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.”
4. What is the rhyme scheme of these lines from Shakespeare’s Sonnet 130?
“My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.”
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What’s New
Activity1: Memories and Photographs!

1. Can you name some of the great personalities of the world who are included
in the collage? Do you think they are truly great? Why? Why not?
2. Among those whom you have identified, who do you consider as the greatest?
Why?
3. In this time of pandemic, who do you regard as truly great? Why?
Read the poem aloud and listen to the message it whispers to you. Observe
the abundance of literary devices used by the author. Analyze how wonderfully the
words are chosen to extract the richness of the ideas in each stanza.
I Think Continually of Those Who Were Truly Great

By Stephen Spender
I think continually of those who were truly great.

Who, from the womb, remembered the soul’s history
Through corridors of light, where the hours are suns,
Endless and singing. Whose lovely ambition
Was that their lips, still touched with fire,
Should tell of the Spirit, clothed from head to foot in song.
And who hoarded from the Spring branches
The desires falling across their bodies like blossoms.
What is precious, is never to forget

The essential delight of the blood drawn from ageless springs
Breaking through rocks in worlds before our earth.
Never to deny its pleasure in the morning simple light
Nor its grave evening demand for love.
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Never to allow gradually the traffic to smother
With noise and fog, the flowering of the spirit.
Near the snow, near the sun, in the highest fields,

See how these names are fêted by the waving grass
And by the streamers of white cloud
And whispers of wind in the listening sky.
The names of those who in their lives fought for life,
Who wore at their hearts the fire’s centre.
Born of the sun, they travelled a short while toward the sun
And left the vivid air signed with their honour.
Activity 2: Check Me Out!

1. Who are being described by the persona in the first verse? What tone did the
author use to describe them?
2. According to the second stanza, how are we supposed to treat precious
things and great people?
3. In the last two lines of the third verse, name a few groups of people who, by
virtue of their job or vocation, fall under this category.
“Born of the sun they traveled a short while towards the sun,
And left the vivid air signed with their honor.”
Activity 3: A Wall to Remember!

Imagine that these frames will be hung on the Wall of Fame. Whose faces
would you like to appear in the frame based on the given category? Cut their pictures
and paste them on their appropriate frames. The one at the middle is for you. What
could you be great of in the future?
Greatest Greatest Greatest

Scientist Teacher Leader
Greatest Artist Greatest Greatest Hero

_________
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What is It
Prose is basically a literary piece presented in the pattern of natural,

straightforward, and ordinary language written in sentences that are arranged in
paragraphs. It does not pay much attention to metrical or rhythmic structures but
is most concerned about the accuracy of grammatical structure, punctuations,
capitalization, and syntax.
Poetry is a special kind of artistic writing. It is a way of blending art with
language. Repetition and rhythm are often used as building blocks for poetry. Poems
use well-chosen words which are so intricately woven to convey lots of ideas, making
each word very essential.
Category Prose Poetry

Written in sentences Written in lines forming
Structure/Form
forming paragraphs stanzas/verses
Observes strict grammar, Has loose grammar and
Syntax punctuation, and punctuation
capitalization Has poetic license
Common examples are:
Lyric– elegy, ode, and
Common examples are
sonnet
essays, novels, journals,
Dramatic– tragedy,
Kinds/Types articles, blogs, news,
comedy, tragic-comedy,
speeches, diary entries,
closed drama, and masque
etc.
Narrative– epic, ballad,
tale, metrical, and romance
Usually straightforward, Uses creative, concise,
ordinary, and natural articulate words
Language Style
No limit in terms of word Uses figurative Language
usage and is rhythmical
Informational, logical,
Content/Purpose Emotional
practical
Now that you have a clearer understanding on the difference between prose
and poetry, you are now ready to study the elements of poetry!
Elements of Poetry
The following are the most common elements of poetry:
1. Stanza– a group of lines that form the basic metrical unit in a poem or verse.
Stanzas may be classified into different types, such as couplet- two lines that
rhyme, tercet-three lines that may or may not rhyme, quatrain-four lines,
cinquain-five lines, sestet-six lines septet-seven lines, and octave-eight lines.
Three-lined poems up to eight-lined poems may or may not rhyme.
2. Rhyme– the repetition of the same or similar sounds at the end of each line.
It is achieved when two or more words have the same sound when spoken or
read, though these words may not have the same spelling. This rhyme creates
a pattern within the poem, called rhyme scheme, which makes the poem more
interesting.
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3. Rhythm– the pattern of stressed and unstressed syllables in each line, giving
the poem a regular beat. Each group of stressed and unstressed syllable is
called “foot”. One kind of metered foot is the iamb, which is a unit of rhythm
consisting of one unstressed (ˇ), followed by one stressed (/) syllable. Iambic
pentameter consists of five iambs in a single line.
4. Tone– the attitude of the writer about a subject. This is created by word
choice, setting, regular or irregular meter, and figurative language.
Mood– the emotion evoked by the author. It is the feeling or the atmosphere
that the reader gets when he is reading a text.
5. Imagery– the use of vivid words that appeal to the five senses in order to
deepen the reader’s understanding of the text. It also means the use of
figurative language to represent ideas in a way that appeals to our physical
senses. It usually creates an image in the reader’s mind.
6. Figurative Language– refers to a language that conveys deeper and more
complex meaning of words than what it literally suggests. It is achieved mostly
when identifying or comparing one to another. The most common figures of
speech used in poems are simile, metaphor, personification, hyperbole, irony,
alliteration, assonance, consonance, onomatopoeia, repetition, and
symbolism.
What’s More
A Glimpse of Sonnet and the Sonneteers

Sonnets were first written as love poems which started in Italy by Francesco
Petrarch in the 14th century. He was the first known major sonnet writer. Petrarch
wrote a lot of poems compiled in a book called Canzoniere, meaning songs. His first
epic poem, Africa, and other writings on Roman history made him very popular in
Europe. In 1341, he became Rome’s Poet Laureate, one who is appointed to write
poems for special events and occasions for the government.
William Shakespeare, a well-known dramatist and poet, started using
sonnets during the Elizabethan Era. He was born in Stratford-Upon-Avon, England.
He is regarded as the god of English Literature. Today, Shakespeare is known as one
of the most prolific sonnet writers of all times. He wrote 154 sonnets which were
published in 1609 by Thomas Thorpe.
Take time to read this additional information which differentiates English
sonnet from Italian sonnet.
English Sonnet Italian Sonnet

14 lines divided into three quatrains 14 lines divided into two sections:
and a rhyming couplet octave and a sestet
3 Quatrains x 4 lines = 12 lines Octave = 8 lines
Rhyming couplet = 2 lines Sestet = 6 lines
Total= 14 lines Total = 14 lines
First two quatrains present a The first eight lines present a problem
proposition, an argument, or a problem or an argument; the last six lines
provide an answer or a resolution
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The third quatrain presents a turn from
question to answer, from proposition to
question
The final couplet provides the theme of

the poem or the final answer.
Rhyme scheme plays around:
Rhyme scheme is abab, cdcd, efef, gg abba, abba, cde,cde;
abba, abba, cde,dec;
abba, abba, cdc, dcd
Its meter is aperfectiambic pentameter Its meter is iambic pentameter
Sonnets 1-126 were dedicated to a Petrarch dedicated his sonnets to a
young man beautiful woman named Laura. He
Sonnets 127-154 were dedicated to a wrote 317 sonnets for her.
dark lady
Popularized by William Shakespeare Canonized by Francesco Petrarch
Activity: Dress Me Up!

Copy Sonnet 18 in your Journal Notebook. Let us clothe the sonnet in fashion.
First, label the lines according to their division as quatrains and couplet on the left
side. Then on the right, underline all end words and write its rhyme scheme using
the alphabet. When this is all done, try to mark the unaccented as well as the
accented syllable in each line using the appropriate symbols.
Sonnet 18
By William Shakespeare
Shall I compare thee to a summer’s day? ___
Thou art more lovely and more temperate: ___
Rough winds do shake the darling buds of May, ___
And summer’s lease hath all too short a date: ___
Sometime too hot the eye of heaven shines, ___
And often is his gold complexion dimm’d: ___
And every fair from fair sometime declines, ___
By chance or nature’s changing course untrimm’d: ___
But thy eternal summer shall not fade, ___
Nor lose possession of that fair thou ow’st: ___
Nor shall death brag thou wander’st in his shade. ___
When in eternal lines to time thou grow’st: ___
So long as men can breathe or eyes can see, ___
So long lives this, and this gives life to thee. ___
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What I Have Learned
Activity: Exit Ticket

You have been exposed to different types of poetry and have experienced
sonnets as well. It would be nice to show us your take-away by doing the Exit Ticket
below. Be sure to answer all items to pass through the next level.
EXIT TICKET
1. In this lesson, I learned new words, such as:
a. _____________________
b. _____________________
c. _____________________
2. I was especially Hooked in the particular topic on

________________________________________________________
_______________________________________________________.
But then I think I need more time understanding the topic on

__________________________________________________.
As a consequence, I will try to cope with it by__________
______________________________________________________.
3. Through this lesson, I realized that life _______________

________________________________________________________
________________________________________________________.
What I Can Do
Literature and Life

By: Maribel Anog-Gumangan
It has been said that literature is life! It mirrors everything that transcends in
our everyday life. Literature encompasses all types of emotions in any circumstances
across people in all walks of life. At times it greatly manifests how man braves the
storm of life to see the glittering rays at dawn. Sometimes it also paints man in his
quest for the truth and how he explores every unturned stone to quench his thirst
for what is! Often, though, literature portrays man in response to the dictates of his
heart—whether that be on love, despair, bliss, trials, triumph, struggles, and power,
to name a few! All these things having been scribbled on the pages comprise
Literature!
It must be understood that literature and life do not outsmart each other.
They walk alongside, hold each other’s hand, and leave their mark on the sand! And
like the story of the Footprints in the Sand, they leave only one mark because one
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carries the other! It means, whatever man experiences, whatever man imagines
happening, whatever man puts to life, it is artistically interwoven in literature! One
glorious thing about literature is that the rough edges of man’s experiences
are refined by the lessons conveyed in the written pages.
The adversities experienced by man today due to this pandemic must not
cripple his desire towards the attainment of his dreams. He should learn to blend
colors in life to let Prism glow its natural beauty as it is swiftly moved by the blow of
the wind. Amidst these eminent changes, man must trust the One True God and His
plans for us. Look at a man in the eye and wipe away the glaring shadow of fear and
uncertainty in him. Look at a child in the eye and assure him of hope, direction, and
discernment. Let literature paint the color of a meaningful life in the hearts of
everyone!
Activity: Bridging the Gap!
1. Read the article again and take special notice on the figurative language used
by the author. List them down in your journal notebook then try to analyze
their meaning.
2. Pick out words that are unfamiliar to you then look up their meaning in a
dictionary. Beside your definition, construct a sentence using the vocabulary
word.
3. Choose a line or an idea that struck you the most. Relate that line or idea to
your present situation in life.
4. Think of something positive to say to someone in your family whom you think
is most affected by the pandemic. Talk to him/her about the other side of this
inevitable challenge. You may find inspiration in the message that the article
conveys.
Scoring Guide
Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pts
Content Content is thorough Content is Content is Content has no
and appropriate with mostly somewhat relation to the
relation to time appropriate with appropriate with time period and
period. There's an relation to time relation to time has very little
abundance of period. There are period. There are descriptive
descriptive details. many descriptive a few descriptive details.
details. details.
Knowledge The journal reflects The journal The journal The journal
an excellent reflects good reflects shows no
understanding of knowledge of the knowledge of the reflection of
knowledge of the time period. time period, knowledge of the
time period. The there may be a time period.
journal is developed few minor
effectively. misconceptions.
Organization The journal is The journal is The journal is The journal is
/ organized and the mostly organized somewhat not organized.
Structure text flows smoothly. and most text organized. Text Text is nearly
flows smoothly. is slightly hard impossible to
to follow. follow.
Grammar, Journal has no Journal has a Journal has Journal has
Punctuation grammatical or few minor many minor or many major
& Spelling punctuation errors. grammatical, major grammatical,
There are no spelling punctuation grammatical, punctuation
errors. and/or spelling punctuation and/or spelling
errors. and/or spelling errors.
errors.
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Lesson
Finding Meaning in the
2 When, Where, and How of Life
Before we start with the discussion on adverb and its types, it might be of
great help to recall what you previously know about adverbs as a part of speech.
Study the sentences below:
1. The room was elegantly decorated.
2. The horse runs quickly.
3. The house was painted yesterday.
4. The sun shines brightly.
5. He delivered all the items in the hospital.
How are the underlined words used?
What’s In
Activity: Pliant as a Bamboo!

Do you remain grateful despite all your circumstances in life? Read the letter
below and connect your thoughts and emotions to the thoughts and feelings of the
writer. Have you ever experienced the same? If so, what is it about? Write it in your
journal or diary.
Then, consider the underlined words. What are they and how do they function
in the sentences they are situated?
Dear Lord,
As I start the day, I just want to thank you for all that you’ve been, for all that you
are and for your faithfulness in my life. Today, Lord, indeed is a fresh beginning a
perfect day to forget about the pains and sufferings of yesterday and head on to
the hopes of tomorrow. Yesterday is but just a shadow; now, is the brilliance or
gleam and not just flickers of light. As I walk on with a head held high and feet
firmly planted on the ground, I, your humble and weak creature was once again
empowered and well-directed by your lamp carrying the brightest light. With your
compassion, grace, and mercy, my spirit would always be strong and free. No evil
power can hamper me to walk directly in the path you are leading me. I cling to
your resounding words in Psalm 123“The Lord is my shepherd, I shall not want,
He makes me lie down in green pastures, and He leads me in still waters”.
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Yesterday, I was guilty of many things. Today, I am a new creation through your
cleansing power. Things may be difficult. Life itself, and even people around could
knock me down through their words and actions; but I would always stand with
pride, honor, and dignity for you alone Lord, know exactly what’s in my heart and
mind. People’s actions causing unexplainable heartaches ignite me to be always
pursuing, still achieving, continuously laboring, and patiently waiting for your
outpouring of blessings. I may be crashed, and my head is bloody, but it remains
unbowed knowing that you are always there to lift me up, God. I thank you Father
for being with me in all circumstances of my life and for staying by my side guiding
me through my life’s journey.
Humbly yours,
Eneri
What’s New
Activity: Expressing Sincere Appreciation in No Occasion!
Read the poems below and underline the adverbs.
Then, relate your personal experiences to that of the poet. As a student, was
there ever a time when you wrote a thank you note or have you ever composed a
poem dedicated to your teacher/s who inspired you and made an impact on your life
and with whom you are thankful with? And have you expressed your deep and
sincere appreciation to our doctors, nurses, policemen, soldiers, sanitary engineers,
and all other front liners? If so, how did you do it? Scribble your answer in not more
than three (3) sentences.
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
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A Poem for my Professor Thank You Teacher
(Eneri S. Ogeinam) (Eneri S. Ogeinam)
To an epitome of grace, wit and beauty How can I forget thee?

A woman of strength and exceptional From this day on, to eternity?
character Your light is shining so brightly
With a heart full of love and mercy
No words can describe you further
To a learner like me
That’s all I can utter
Truly because you are beyond compare Your fairness exudes far beyond marvel
With which I am inspired to do better
For all the laughter you continuously Your versatility has taught me greatly
share To be the best of what I can be
Overflowing knowledge, wisdom and You truly are an inspiration to me!
care
A teacher of grace, charm and beauty
A humor that makes learning fun and I will never ever forget thee
enjoyable For you taught and mentored me
Imploring meaningful ideas and making patiently
things comfortable Deeply encouraged me amid life’s
All these make you admirable perplexity
All these, I owe to thee
In this world full of mystery and wonder
A teacher like no other
Your influence is like a roar of thunder A great mentor and encourager
It echoes here, there and everywhere Motivating every learner to be better
Mobilizing me to be better You were there to scaffold
In my craft and character Acting as a great stronghold
I am what I am today
To you, my superb professor
Because you light the way
With all pride and honor I am now a teacher too;
That is my clamor Greatly influenced by you
Innate in you is the glamor And if one day, we cross way…
Of a woman worth emulating for I will proudly say
Thank you teacher!
Your smile brings power and happiness I honestly and sincerely love you!
To our week full of stress
Each time I look at you
I am reminded of people who I looked up
to
They seem so few, and one of them is
you!
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What is It
ADVERB
An adverb is a part of speech that simply acts or functions to modify an
adjective, a verb, or another adverb. It answers the questions: When? Where? How?
To what extent? Simply, it tells us how a thing is done, and when and where it is
done.
Examples:
1. An adverb describes an adjective.
The doctors are extremely busy attending COVID-19 patients.
What adjective describes doctors? Busy.
How busy? Extremely is the adverb.
2. It describes another adverb.
The victim acted quite suspiciously.
How did the victim act? = suspiciously (adverb)
How suspiciously? = quite (adverb describing another adverb)
3. It describes a verb.
The sun shines brightly amid the rain.
What did the sun do? Shines (verb)
How did it shine? = brightly (adverb)
Remember:
A. Adverbs can be anywhere in a sentence.
1. Quickly, the doctors attend to the needs of the COVID-19 patients.
2. The doctors attend quickly to the needs of the COVID-19 patients.
3. The doctors attend to the need of the COVID-19 patients quickly.
B. Two or more adverbs may be present in a sentence, a combination plainly of

an adverb and an adverb phrase.
The teachers are crafting modules carefully and skilfully in the library hub.
Carefully, skilfully (adverb of manner)
in the library hub- adverb phrase (adverb of place)
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C. Adverbs remind us about the what, when, where, why, and how of the events
in our life. Hence, let us face these circumstances/events with courage and
with arms widely open to handle and hurdle challenges bravely and wilfully.
Types of Adverb
Adverbs play various functions aside from what were already discussed. They
also serve to indicate location (where), time (when), and the manner of how things
are done.
Adverbs of place talk about location Adverbs of time indicate or tell when
outside recently
inside last year
in yesterday
out soon
here then
there later
everywhere today
anywhere daily
somewhere presently
nowhere immediately
abroad now
upstairs tonight
downstairs tomorrow
Adverbs of manner tell us how an action is being done.

accidentally fortunately poorly swiftly
angrily frankly powerfully tenderly
anxiously frantically promptly tensely
awkwardly generously punctually thoughtfully
badly gently quickly tightly
beautifully gladly quietly truthfully
blindly gracefully rapidly unexpectedly
boldly greedily rarely victoriously
bravely happily really violently
brightly hard recklessly vivaciously
busily hastily regularly warmly
calmly healthily reluctantly weakly
carefully honestly repeatedly wearily
carelessly hungrily rightfully well
cautiously hurriedly roughly wildly
cheerfully inadequately rudely wisely
clearly ingeniously sadly
closely innocently safely
correctly inquisitively selfishly
courageously irritably sensibly
cruelly joyously seriously
daringly justly sharply
deliberately kindly shyly
doubtfully lazily silently
16
eagerly loosely sleepily
easily loudly slowly
elegantly madly smoothly
enormously mortally so
enthusiastically mysteriously softly
equally neatly solemnly
eventually nervously speedily
exactly noisily stealthily
faithfully obediently sternly
fast openly straight
fatally painfully stupidly
fiercely patiently successfully
fondly perfectly suddenly
foolishly politely suspiciously
What’s More
Activity 1: Pick Me Rightly!

Choose the word that best fits in to complete each sentence.
1. The woman designed the room (elegant, elegantly).
2. Front liners perform their job carefully and (skilful, skilfully).
3. The soldiers and policemen stayed (steady, steadily) all day and all
night in checkpoint areas.
4. We are (current, currently) in Modified Extended Community
Quarantine (MECQ).
5. The Prime Minister explained (clear, clearly) his points of view.
Activity 2: Label Me Correctly!

Underline and label the adverbs in the given paragraph below. Write above
your underlined word the letters AT for Adverb of Time, AM for Adverb of Manner,
and AP for Adverb of Place.
Today, the world is caught off guard with the coming of the COVID-19, a global
pandemic. It has affected everything and everyone. It has taken lives and is
continuously infecting hundreds of thousands, if not millions, around the world. To
date, scientists and health experts are still working together to discover a vaccine as
17
a means to cure and to stop the spread of the aforesaid virus. Currently, the best
ways for people not to contract the virus are to observe proper hygiene, frequent hand
washing, and use of mask and alcohol anytime, anywhere, and everywhere they go.
Equally important, is to strengthen one’s immune system by eating healthy and
nutritious food, having enough rest and sleep, as well as doing healthy exercises.
Furthermore, staying at home and strictly observing physical distancing are also
some of the best measures in avoiding the contraction of the virus.
Activity 3: It’s Adverb Harvest Time!

Read the text below and pick all the adverbs you can see, and then put them
in the column where they belong in the table provided below.
TIME PLACE MANNER
18
Man and Faith
Eneri S. Ogeinam
Bowed by the weight of this global pandemic, our human character and
resilience are again tested. Whether rich or poor, weak or strong, famous or not, no
one is exempted by this COVID-19 virus. Since time immemorial, many have been
crying loudly and eagerly for equality. Suddenly, this cry was answered differently.
Yes, COVID-19 came not just to cause havoc on humanity and economy; but also on
a lighter note, it came as a great global equalizer.
This global pandemic opens doors towards various realizations and several
universal truths as points of reflection. Indeed, everything in life is but just
temporary. Our life, our wealth and all possessions we have, including our own skills
and knowledge, they become limited, at times become meaningless and uncertain.
Even the most powerful people and countries suddenly become powerless.
Everything is unpredictable. We have no control of our time here on earth, for in this
current situation, we all have nothing to behold. Our friends may come and go and
our social connections and interactions gradually cease. Dreams, aspirations and all
things we hold dearly, with a wink of an eye they slowly disappear like bubbles.
Everything in this world swiftly becomes volatile, uncertain, complex and ambiguous.
Indeed, we live in a VUCA world where all of us need to swim by. Nothing is certain
and the only constant now is change. And the very question is, “Who do we run to?
Can we fully and truly rely on the government, family and friends for help?
As we battle this global pandemic, all we need is a positive mindset. More than
ever, it is a time indeed of awakening, rekindling, and strengthening our FAITH. Faith
to a supreme being, our God Almighty is primarily the source of our hope that keeps
us going and enables us to conquer our fears and anxieties amid the gaps and huge
changes in this “new normal”. We all are caught off-guard, but with our faith, we
continue to fight, to be proactive and to be positive at all times. We learn how to look
at the brighter side of life and choose to be optimistic amid the negativity around.
Hence, our faith spells the big difference in facing all forms of life’s challenges.
Therefore, let us hold onto our faith strongly and dearly for as long as we believe we
will never tremble nor fear the unseen. Remember, God is greatest and strongest
above all forms of viruses such as this COVID-19.
19
What I Have Learned
Activity: A PENny for Your Thoughts?

Have a flashback of your experiences for almost six months now during the
period of Extended Community Quarantine (ECQ), Modified Extended Community
Quarantine (MECQ), and General Community Quarantine (GCQ). Scribble your ideas
using adverbs correctly by following the format below.
Topic: COVID-19
What is it about?
When did it occur?
Where did it come from?
Why did it occur/happen?
How did it occur/happen?
What are your reflections/realizations amid this global pandemic?
What message can you give to your fellowmen in this time of global pandemic?
20
What I Can Do
Activity: Express Your Heart Out!

Amid this global pandemic, do you still find reason/s to smile and be grateful
about what you have? Why? Jot down your ideas in a 2-3 paragraph essay or in a 4-
5 stanza poem depicting your gratefulness about your life’s circumstances. State also
who you cling to and depend on in this trying time. Remember to use the types of
adverb in your poem or essay.
Be guided of the following mechanics:

Organization- 10 points
Content- 30 points
Effective use of adverb and its types- 10 points
Total- 50 points
Scoring Rubric
Total
Category Scoring Criteria Points Score
POEM/ESSAY presentation is appropriate for the 5
Organization topic and audience.
(10 points) Lines/sentences are presented in a logical 5
sequence.
Introduction is catchy and provides framework for 5
the body and ending of the composition writing or
lines in poetry are beautifully written.
Content Good and effective choices of words are used and 5
(30 points) they are well-defined in language appropriate for
the target audience.
Paragraph/Poem presentation contains unity of 5
ideas/oneness of thought.
Ideas cohere or ties with one another and length of 5
presentation is within the assigned number of
paragraphs or number of stanzas.
Points made reflect relative importance to the topic 5
and focuses on the central theme of the activity and
information was well communicated.
There is a conclusion summarizing the 5
Poem or paragraph and or effective clincher was
employed.
Effective use of Writer made use of adverb types effectively and 5
adverbs (10 points) appropriately.
Speaker uses types of adverb in variety of 5
sentences in a paragraph or in lines of poetry.
Score Total Points 50
21
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which is NOT one of the basic characteristics of an adverb?
A. It modifies a verb or another adverb.
B. It tells when, where, or how an action is done.
C. Time, place, and manner are some of its types.
D. It modifies a noun or pronoun.
2. Manny Pacquiao is an epitome of a man worth emulating because he helps
his constituents ceaselessly especially during this time of global pandemic.
Which is true about the sentence?
A. The word ceaselessly does not tell how an action is done.
B. The word ceaselessly is used as an adjective in the sentence.
C. The word ceaselessly in the sentence is an adverb of manner.
D. The word ceaselessly is merely for Manny.
3. Which of the following sentences contain an adverb of time?
A. I had a nightmare last night about this global pandemic.
B. I had a vision that this pandemic will vanish immediately.
C. I had a dream of helping humanity globally.
D. I had high hopes that it will disappear quickly as a bubble.
4. Which of the following sentences depict an adverb of place?
A. In the hospital the doctors and nurses serve with a wide smile.
B. They serve all their patients cheerfully and patiently.
C. They only rest for few minutes.
D. They quickly run to meet the president.
5. Which of the following sentences expresses an adverb of manner?
A. The policemen and soldiers greatly suffer from lack of sleep.
B. The policemen and soldiers stayed the whole night on their post.
C. The policemen and soldiers work day and night.
D. The policemen and soldiers cannot stay in their own homes.
6. The teachers will soon work as front liners in the academe. What type of
adverb is the underlined word?
A. Adverb of time C. Adverb of manner
B. Adverb of place D. All of the above
7. The delivery man handed me the package carefully. And as he left, he
uttered “thank you” shyly. How do you call the underlined words?
A. Adverb of manner C. Adverb of time
B. Adverb of place D. None of the above
8. Which of the following is a characteristic of poetry?

A. It is written in stanza form that uses special kind of language and
figurative devices.
B. It is usually conventional and ordinary.
C. It strictly observes grammatical rules and structure.
D. It uses sentences and paragraphs.
22
9. Tic-tac, tic-tac, says the wall clock
Tic-tac, tic-tac, says the raindrop
This is an example of_______________?
A. assonance C. alliteration
B. onomatopoeia D. repetition
10. The following lines were taken from Sonnet 116 by William Shakespeare. How
do you call the group of four lines in a Shakespearean sonnet?
A. sestet C. quatrain
B. tercet D. octave
11. What kind of love is suggested by lines 1-4?

Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when its alteration finds,
Or bends with the remover to remove.
A. A love that changes when things go wrong
B. A love that fades away as they aged
C. A love that remains faithful and constant
D. A love that dies as one moves to another place
12. Shakespeare’s sonnets consist of a perfect iambic pentameter. How many

iambs per line are referred to in an iambic pentameter?
A. 10 C. 14
B. 5 D. 12
13. Italian sonnet was popularized by Francesco Petrarch who wrote hundreds of
poems to a lady whom he eventually found to be married. Who is this lady?
A. Queen Anne C. Queen Elizabeth
B. Mona Lisa D. Laura
14. The following are taken from the third quatrain of Sonnet 116. What is the
theme of the entire quatrain?
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
A. It talks about love that is like a clown with red lips and cheeks, whose job
is to fool us with his magic tricks.
B. Time cannot alter real love and that time is of little significance because it
lasts only a few weeks yet true lasts forever.
C. Time is like a fool and love ends when the world ends.
D. There is no use loving truly because everything will end during the Last
Judgment.
15. Personally, I think of poetry as _________________________________________.
21
Additional Activities
“Those who never changed their mind never changed anything,” Winston
Churchill.
Today, change is inevitable! In fact, everything about us, everything around

us, and everything within us has changed! This change came unnoticed! It
happened so swiftly that no one was able to prepare for it! It seems that there
is nothing that we can do about it. Our only hope is Divine Intervention that
can surely put an end to the cause of this dilemma that people in the entire
world is facing! Shall we succumb to this despair? Will this be a reason to give
up your dreams and your aspirations? Of course, not!
We, Filipinos, are known for our resilience! It is in fact our trademark and
which no other nation has claimed greater possession of than we do! We endure, we
laugh, we sing, we share, and we care, amidst calamities which make any turbulence
we face lighter. Dear Grade 9 students, you are expected by the whole world to
continue working towards the achievement of the dreams you started to build! Let
us show the world that no virus is too strong to topple us down!
Activity 1: Changing Times

Look closely at the collage of pictures below. Identify the activities from each
picture. What do these pictures say about the sudden change in our lifestyle these
days? Are you able to cope with the new normal?
Activity 2: One Last Try!

Did you know that Francesco Petrarch was not the only sonnet writer in the
land of the English? In the 19th century, Elizabeth Barrette Browning, a daughter of
a wealthy landowner in England, was held in high respect for her courage in writing.
22
Elizabeth met Robert Browning, a poet, in one of the family gatherings her father
usually sponsors. The two felt love at first sight. But Elizabeth’s father disapproved
of their love. From day one, the two began to exchange love letters in the form of
sonnets. One day, the two decided to elope and went to Florence, Italy and got
married. Their love letters were then compiled and published with the title, “Sonnets
from the Portuguese.” Let us experience one of her sonnets, entitled, “Sonnet 43, How
Do I Love Thee, Let Me Count the Ways.”
Sonnet 43: How Do I Love Thee, Let Me Count the Ways

By Elizabeth Barrette Browning
How do I love thee? Let me count the ways.

I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day’s
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right;
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.
Try This!
1. Use your journal notebook and do the same thing with this poem as you have
done in Activity 1.1.
2. This time draw the line between the two sections of the 14 lines which will
separate the octave from the sestet. See for yourself the difference between the
two poems in terms of structure.
3. Underline all end words and determine the rhyme scheme of the sonnet by
assigning a letter in the alphabet as you have done with Sonnet 18. Compare
the difference between the two in terms of rhyme scheme.
4. Finally, feel the rhythm of the poem by giving one tap on the table for
unaccented syllable, and a clap on accented syllable.
23
24
Activity 2 What’s New What I Know
• AT (anytime, today, Activity 2
1. A
frequent) 1. people who have great
2. C
• AM (continuously, still, contribution; proud
3. C
strictly) 2. never forget them and
4. B
• AP (around the world, their legacy
5. C
anywhere, everywhere) 3. soldiers, social workers,
6. D
peace advocates,
7. C
Activity 3 teachers, etc.
8. Doctors, nurses,
• Adverb of Time (since military men/
time immemorial) policemen/ or any
• Adverb of Place (in a LESSON 2
front liner
VUCA world, on the What’s New
9. D
government) • A Poem for My Professor
10. D
• Adverb of Manner (truly, continuously)
11. B
(loudly, eagerly, • Thank You Teacher
12. D
differently, suddenly, (brightly, greatly, truly,
13. A
gradually, slowly, fully, patiently, deeply,
14. A
truly, strongly, dearly, proudly, honestly,
15. A
swiftly, primarily) sincerely)
LESSON 1
Assessment What’s More
What’s In
1. D Activity 1
1. Rhyme
2. C 1. elegantly
2. Alliteration
3. A 2. skilfully
3. Shakespeare’s Romeo
4. A 3. steadily
and Juliet
5. A 4. currently
4. ABAB
6. A 5. clearly
7. A
8. A
9. B
10. C
11. C
12. B
13. D
14. B
15. Any sensible answer
may be accepted
Answer Key
References
EnglishCLUB Content Writers. 2011. "Adverbs of Manner List." EnglishCLUB .
January 20. Accessed March 20, 2020.
https://www.englishclub.com/vocabulary/adverbs-manner.htm.
Ginger Content Writers. 2014. "Adverbs of Place." Ginger. April 13. Accessed March
20, 2020. https://www.gingersoftware.com/content/grammar-
rules/adverb/adverbs-place/.
Ginger Content Writers. 2014. "Adverbs of Time." Ginger. April 13. Accessed March
20, 2020. https://www.gingersoftware.com/content/grammar-
rules/adverb/adverbs-time/.
Literary Devices Editors. 2010. Literary Devices. December 25. Accessed March 20,
2020. https://literarydevices.net/.
National PASS Center Educators. 2012. "Poetry: Form, Syllables, Mood, and Tone."
Graduation and Outcomes for Success of OSY. October 8. Accessed March 20,
2020.
https://www.osymigrant.org/ROMPoetryFormSyllablesMoodandTone.pdf.
25
9
English
Quarter 2 – Module 2:
Analyzing Literature as a
Means of Understanding
the World
English – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 2: Analyzing Literature as a Means of Understanding the World
First Edition, 2020
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.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Cherry Rose P. Creencia

Editors: Patricia Ulynne F. Garvida and Michelle G. Rocillo
Reviewer: Eden F. Samadan
Layout Artist: Michelle G. Rocillo, Antionette D. Sacyang
Management Team: Malcolm S. Garma
Genia V. Santos
Dennis M. Mendoza
Micah S. Pacheco
Carleen S. Sedilla
Angelita S. Jalimao
Neil Vincent C. Sandoval
Printed in the Philippines by ________________________
Department of Education - National Capital Region
Office Address: Misamis St., Brgy. Bago Bantay, Quezon City

Telefax: (632) 8926-2213 / 8929-4330 / 8920-1490 and 8929-4348
E-mail Address: ncr@deped.gov.ph
What I Need to Know
This module was designed and written with you in mind. It is here to help you exhibit
communicative competence through your understanding of British-American
Literature and other text types for a deeper appreciation of Philippine culture and
those of other countries. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
Most Essential Learning Competency: Analyze literature as means of

understanding unchanging values in the VUCA (volatile, uncertain, complex, and
ambiguous) world.
The module is divided into two lessons, namely:

• Lesson 1 – Analyzing literature through understanding tone, mood,
technique, author’s purpose, rhetoric, and literary devices used
• Lesson 2 – Understanding literature by making inferences, drawing
conclusions, and using comparison and contrast
After going through this module, you are expected to:

1. analyze literature as a means of valuing other people and their various
circumstances in life;
2. determine the tone, mood, technique, and author’s purpose;
3. explain literary device used;
4. make inferences from what was said;
5. draw conclusions based on the text listened to;
6. draw similarities and differences of the featured selections in relation to the
theme; and
7. explain how a selection maybe influenced by culture, history, environment, or
other factors.
1 CO_Q2_English9_ Module2
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Which of the following is the author’s purpose when he wants to amuse you
to enjoy writing?
A. To entertain C. To inform
B. To explain D. To persuade
2. What is the purpose of advertisements?

A. To entertain C. To persuade
B. To inform D. To point out
3. Tone can be best described as _____________.

A. The overall mood or feeling in the story
B. The feelings of the readers after reading
C. Attitude of the reader toward what he/she is reading about
D. Author’s attitude toward the subject he/she is writing about
4. Read the following poem:

"A Birthday"
by Christina Rossetti
My heart is like a singing bird

Whose nest is a weathered shoot;
My heart is like an apple-tree
Whose boughs are bent with thick-set fruit;
My heart is like a rainbow shell
That paddles in a halcyon [peaceful] sea;
My heart is gladder than all these
Because my love is come to me.
What tone do the details of the poem convey?
A. Excitement C. Sorrow
B. Happiness D. Turmoil
There go the loves that wither [dry up], The old loves with wearier wings;
And all dead years draw thither [there] And disastrous things;
Dead dreams of days forsaken, Blind buds that snows have shaken, Wild leaves
that winds have taken,
Red strays of ruined springs. ...
And love, grown faint and fretful With lips but half regretful Sighs, and with
eyes forgetful Weeps that no loves endure [last].
5. What tone do the details in the poem convey?
A. Happiness C. Timidity
B. Sadness and despair D. Wastefulness and excess
6. “The Blue Jay is jumping on the tree singing and dancing happily.”
What is the blue jay's tone while singing?
A. Confused C. Joyful
B. Dreamy D. Sorrowful
7. Repetition is a great tool for helping make words more _________.
A. annoying C. entertaining
B. effective D. pessimistic
8. Which of the following would be considered the best usage of parallelism?

A. He ate, read, and slept.
B. They swarmed like ants
C. She is the meanest person I’ve ever met.
D. I really like people who talk a lot and girls with dyed hair.
9. “Stephen wrote a letter to his parents explaining why he needs a new car.”
The statement aims:
10. The marching PMA Cadets looked amazing on the grandstand. Each cadet
looked smart and perfect. The crowd loved their performance drill.
You can tell that:

A. The PMA cadets practiced a lot.
B. The crowd was not entertained.
C. The PMA cadets stay enthusiastic.
D. The grandstand was big enough for the crowd.
11. Colleen held her stomach and headed back to bed. She coiled and grabbed a
blanket. She thought about the cold meal she ate from the fridge this
morning.
Colleen probably:
A. Feels hungry again.
B. Wishes to eat some more.
C. Wants to go back to sleep.
D. Gets a stomachache from eating the cold meal.
12. What do you look for when you are making a comparison?
A. Differences of two subjects
B. Similarities of two subjects
C. Both differences and similarities of two subjects
D. Overwhelming similarities and differences of two subjects
13. Which of the following is the use of Venn Diagram?

A. to organize ideas
B. to summarize content
C. to compare and contrast
D. to write vocabulary terms
Complete the lines to create a conditional logic.

14. If the COVID-19 patient is more careful, …
15. If I had submitted all my requirements on time, …
Lesson Analyzing Literature
through Understanding Tone,
1 Mood, Technique, Author’s

Purpose, Rhetoric
and Literary Devices Used
What’s In
Man’s pursuit in achieving success in life has given him the courage to pursue
greater heights. The triumph that man achieves is not only limited to his personal
success, but it can also be considered as a triumph of the human spirit itself.
In this lesson, you will be challenged to realize not only your dreams in life but
as well as for others and for your country.
Activity: Three Icons, One Concept

Identify the words being suggested by the pictures below. Try to guess the
correct word by analyzing the pictures. Be guided by the number of lines and the
letters as clues.
1.
.
F __ __ __ __ __ __
2.
D __ __ __ R __ __ __ __ __ __ __ __ N
3.
__ U __ __ __ __ __
4.
__ E __ __ __ __ __ __ __ O __
What’s New
Read the inspiring speech of Martin Luther King Jr. Be prepared to pause
and answer the questions posted in between the text.
How did Martin Luther King Jr. change America?
Read the full text below.
I HAVE A DREAM
Martin Luther King Jr.
I am happy to join with you today in what will go down in history as the
greatest demonstration for freedom in the history of our
nation.
Five score years ago, a great American, in whose
symbolic shadow we stand today, signed the Emancipation
Proclamation. This momentous decree came as a great
beacon light of hope to millions of Negro slaves who had
been seared in the flames of withering injustice. It came as
a joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years
later, the life of the Negro is still sadly crippled by the manacles of segregation and
the chains of discrimination. One hundred years later, the Negro lives on a lonely
island of poverty in the midst of a vast ocean of material prosperity. One hundred
years later, the Negro is still languishing in the corners of American society and
finds himself an exile in his own land. So we have come here today to dramatize a
shameful condition.
Do you know anyone in our history who was exiled in our own country?
In a sense, we have come to our nation's capital to cash a check. When the
architects of our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that all men, yes, black men as
well as white men, would be guaranteed the unalienable rights of life, liberty, and
the pursuit of happiness. It is obvious today that America has defaulted on this
promissory note insofar as her citizens of color are concerned. Instead of honoring
this sacred obligation, America has given the Negro people a bad check, a check
which has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to

believe that there are insufficient funds in the great vaults of opportunity of this
nation. So we have come to cash this check—a check that will give us, upon
demand, the riches of freedom and the security of justice. We have also come to
this hallowed spot to remind America of the fierce urgency of now. This is no time
to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.
Now is the time to make real the promises of democracy. Now is the time to rise
from the dark and desolate valley of segregation to the sunlit path of racial justice.
Now is the time to lift our nation from the quick sands of racial injustice to the solid
rock of brotherhood. Now is the time to make justice a reality for all of God's
children.
It would be fatal for the nation to overlook the urgency of the moment. This
sweltering summer of the Negro's legitimate discontent will not pass until there is
an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end,
but a beginning. Those who hope that the Negro needed to blow off steam and will
now be content will have a rude awakening if the nation returns to business as
usual. There will be neither rest nor tranquility in America until the Negro is
granted his citizenship rights. The whirlwinds of revolt will continue to shake the
foundations of our nation until the bright day of justice emerges.
Do you favor forcing change using physical violence?
But there is something that I must say to my people who stand on the warm
threshold which leads into the palace of justice. In the process of gaining our
rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy
our thirst for freedom by drinking from the cup of bitterness
and hatred.
We must forever conduct our struggle on the high plane

of dignity and discipline. We must not allow our creative
protest to degenerate into physical violence. Again and again,
we must rise to the majestic heights of meeting physical force
with soul force. The marvelous new militancy which has
engulfed the Negro community must not lead us to a distrust
of all white people, for many of our white brothers, as
evidenced by their presence here today, have come to realize that their destiny is
tied up with our destiny. They have come to realize that their freedom is inextricably
bound to our freedom. We cannot walk alone.
As we walk, we must make the pledge that we shall always march ahead. We
cannot turn back. There are those who are asking the devotees of civil rights, "When
will you be satisfied?" We can never be satisfied as long as the Negro is the victim
of the unspeakable horrors of police brutality. We can never be satisfied as long as
our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot be satisfied as long as the Negro's
basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as
long as our children are stripped of their selfhood and robbed of their dignity by
signs stating "For Whites Only". We cannot be satisfied as long as a Negro in
Mississippi cannot vote and a Negro in New York believes he has nothing for which
to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls
down like waters and righteousness like a mighty stream.
What is your idea of justice and righteousness?
I am not unmindful that some of you have come here out of great trials and
tribulations. Some of you have come fresh from narrow jail cells. Some of you have
come from areas where your quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the
veterans of creative suffering. Continue to work with the faith that unearned
suffering is redemptive.
Go back to Mississippi, go back to Alabama, go back to South Carolina, go
back to Georgia, go back to Louisiana, go back to the slums and ghettos of our
northern cities, knowing that somehow this situation can and will be changed. Let
us not wallow in the valley of despair.
I say to you today, my friends, so even though we face the difficulties of today
and tomorrow, I still have a dream. It is a dream deeply rooted in the American
dream. I have a dream that one day, this nation will rise up and live out the true
meaning of its creed: "We hold these truths to be self-evident: that all men are
created equal."
I have a dream that one day, on the red hills of Georgia, the sons of former
slaves and the sons of former slave owners will be able to sit down together at the
table of brotherhood.
I have a dream that one day, even the state of Mississippi, a state sweltering
with the heat of injustice, sweltering with the heat of oppression, will be
transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where
they will not be judged by the color of their skin but by the content of their
character.
I have a dream today... I have a dream that one day, down in Alabama, with
its vicious racists, with its governor having his lips dripping with the words of
interposition and nullification; one day, right there in Alabama, little black boys
and black girls will be able to join hands with little white boys and white girls as
sisters and brothers.
Have you ever been misjudged because of your physical appearance or have you
ever misjudged someone because of his or her physical appearance?
I have a dream today... I have a dream that one day, every valley shall be
exalted, every hill and mountain shall be made low, the rough places will be made
plain, and the crooked places will be made straight, and the glory of the Lord shall
be revealed, and all flesh shall see it together. This is our hope. This is the faith
that I go back to the South with. With this faith, we will be able to hew out of the
mountain of despair a stone of hope. With this faith, we will be able to transform
the jangling discords of our nation into a beautiful symphony of brotherhood. With
this faith, we will be able to work together, to pray together, to struggle together, to
go to jail together, to stand up for freedom together, knowing that we will be free
one day.
This will be the day when all of God's children will be able to sing with a new
meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where
my fathers died, land of the pilgrim's pride, from every mountainside, let freedom
ring." And if America is to be a great nation, this must become true. So let freedom
ring from the prodigious hilltops of New Hampshire. Let freedom ring from the
mighty mountains of New York. Let freedom ring from the heightening Alleghenies
of Pennsylvania!
Let freedom ring from the snow-capped Rockies of Colorado!
Let freedom ring from the curvaceous slopes of California!
But not only that; let freedom ring from Stone Mountain of Georgia!
Let freedom ring from Lookout Mountain of Tennessee!
Let freedom ring from every hill and molehill of Mississippi. From every
mountainside, let freedom ring.
And when this happens, when we allow freedom to ring, when we let it ring
from every village and every hamlet, from every state and every city, we will be able
to speed up that day when all of God's children, black men and white men, Jews
and Gentiles, Protestants and Catholics, will be able to join hands and sing in the
words of the old Negro spiritual, "Free at last! free at last! Thank God Almighty, we
are free at last!"
Can you say that you are free? How does it feel to be free?
(From "A Journey through Anglo-American Literature ")
Discussion Points
1. What is the central idea/message of this speech?
2. What particular issues did Dr. King mention in his speech?
3. What are his dreams for America?
4. What issues did Dr. King address that are still relevant today particularly in
the Philippines?
5. "I Have a Dream" has inspired a number of people. What do you think makes
the speech so inspirational?
Activity 3: Read the speech again and fill in the following graphic organizer.
King’s Dream Your Dream
For the Americans: For the Filipino People:
For America: For the Philippines:
For his own children/family: For your family:
Other Dreams: For the youth:
What is It
LITERARY AND RHETORICAL DEVICES

Martin Luther King Jr.’s speech, I Have a Dream,” used some rhetorical and
literary devices.
What is a rhetorical device?
Rhetorical device is a technique that an author or speaker uses to convey to
the listener or reader a meaning with the goal of persuading them.
Rhetorical devices evoke an emotional response in the readers through the use of
language.
What is meant by literary devices?
Literary device is a technique a writer uses to produce a special effect in his
writing and to help readers understand his writing on a deeper level.
Study the table below which contains the meanings and examples of rhetorical
and literary devices:
Rhetorical/Literary Meaning Examples
Device
Metaphor a figure of speech in which •a 1. Kisses are the flowers of
word or phrase is applied to affection.
an object or action to which •
it is not literally applicable
• 2. The falling snowflakes are
dancers.
Analogy a comparison between two The structure of an atom is
things, typically for the like a solar system. The
purpose of explanation or nucleus is the sun, and
clarification electrons are the planets
revolving around their sun.
Parallelism used to persuade, motivate, • 1. "My fellow Americans, ask
and/or evoke emotional not what your country can do
responses in an audience for you, ask what you can do
and is often used in for your country." - John F.
speeches. The balance Kennedy
between clauses or phrases •
makes complex thoughts • 2. "I don't want to live on in
easier to process while my work. I want to live on in
holding the reader's or my apartment." - Woody
listener's attention Allen
Repetition is the repeating of a word or 1. “Let it snow, let it snow, let

phrase. It is a it snow.”
common rhetorical
device used to add 2. "And miles to go before I
emphasis and stress in sleep, and miles to go before
writing and speech I sleep." - Robert Frost
"Stopping by Woods on a
Snowy Evening
TONE AND MOOD
Tone and mood both deal with the emotions centered on a piece of writing.
Though they seem similar and can in fact be related casually, they are in fact
different.
Tone is the author’s attitude towards a subject. While journalistic writing
theoretically has a tone of distance and objectivity, all other writings can have various
tones.
Some tone words include:
Positive tone words Neutral Negative tone
words
Admiring Interested Commanding Annoyed
Affectionate Joyful Direct Anxious
Benevolent Lively Impartial Apathetic
Calm Nostalgic Indirect Bewildered
Casual Passionate Meditative Bitter
Mood is the atmosphere of a piece of writing; it’s the emotion that a selection
arouses in a reader.
Some common mood descriptors are:
Positive mood words Negative mood words
Amused Mellow Aggravated Numb
Bouncy Nostalgic Dreary Overwhelmed
Calm Optimistic Embarrassed Painful
Cheerful Passionate Exhausted Pessimistic
Confident Peaceful Nauseated Lethargic
AUTHOR’S PURPOSE
Three Reasons for Writing
1. Writing to Entertain
The primary purpose of texts that are written to entertain is to amuse readers.
Examples of Texts that Are Written to Entertain:
▪ Stories ▪ Dramas
▪ Poems ▪ Songs
2. Writing to Inform
The primary purpose of texts that are written to inform is to enlighten the
reader or to provide the reader with information about a topic.
Examples of Texts That Are Written to Inform:

▪ Expository Essays or Articles
▪ Instructions or Directions
▪ Encyclopedias or Other Reference Texts
3.Writing to Persuade
The purpose of the texts written to persuade is to compel readers to take
action, to convince them of an idea through argument, or to reaffirm their existing
beliefs.
Examples of Texts That Are Written to Persuade:
▪ Advertisements
▪ Campaign Speeches
▪ Persuasive Letters or Notes
What’s More
Activity: Understanding Rhetorical and Literary Devices

Read Martin Luther King Jr.’s speech again, pick out the rhetorical and
literary devices used in the text, and fill in the table below.
Rhetorical /literary devices Text: I Have a Dream

Parallelism
Metaphor
Analogy
Repetition
Activity: Identifying Tone and Mood

Trace the tone and mood words from the speech of Martin Luther King Jr.
Write the words on each of the speech balloons and identify the tone and mode on
the space provided.
Lines:_______________
Lines:_______________
______________________
______________________
Tone/Mood:
Tone/Mood:
____________________
____________________
Lines:_______________ Lines:_______________
______________________ ______________________
Tone/Mood: _________ Tone/Mood: _________
Activity: Identifying Author’s Purpose for Writing the Selections.
1. HAMSTERS FOR SALE: Humble Pet Store, in the mall: We have a large
selection of hamsters for sale this week. They are interesting pets, and you
will enjoy having one! Come and buy yours today!
Author’s Purpose: _______________________________________________________
2. Watch for symptoms: People with COVID-19 have had a wide range of
symptoms reported—from mild symptoms to severe illness. Symptoms may
appear 2–14 days after exposure to the virus. People with symptoms, like fever
or chills and cough, may have COVID-19.
Author’s Purpose: _______________________________________________________
3. The article details the many uses of a new multi-purpose tool. It explains how
the tool can perform the tasks of a hammer, screwdriver, wrench, and knife.
It is four tools in one, so you will always have the tool you need when you have
one of these.
Author’s Purpose: _____________________________________________________
Activity: Black Lives Matter
Martin Luther King Jr. delivered his speech on August 28, 1963 at the Lincoln
Memorial, Washington DC in the United States of America. Since then, the world has
seen big developments on the issue of racial discrimination in the US. In fact, the
election of President Barrack Obama, the first black president, became a milestone
in the history of America.
Recently, the global campaign #BlackLivesMatter became popular in the
Philippines and the world. Many protests were staged to fight for the eradication of
violence and discrimination against black people. Today, people of different colors
are united to fight the abuses in the society.
Read a poem inspired by the #BlackLivesMatter campaign and answer the
questions that follow:
The Color of My Soul
by: Siya Mulge
As I travel back to my younger days, Hide yourselves with a black cloth,
I remember my occluded mind. Show yourself off to the world
The doings of neighborhood and With an angel ring that's white....
community,
My heart is about to rot,
Being taught always,
Darkness is sorrow, My mind with agony was already
White light is where whirled,
Peace and beauty you'll find... I shall now began to fight,
For my skin is dark,
That black shirt needs no washing, But is brighter than your soul..
As you cannot see its furrow,
White ones should be cared...
1. Why did the poet use darkness as a metaphor for sorrow?
2. What other metaphors were used by the poet?
3. What is the “black shirt” an analogy of?
4. What words suggest the tone of the poem?
5. What is the purpose of the poet in writing the poem?
What I Have Learned
My Mission Statement
We all have a dream to realize on our own but it does not stop us from
dreaming for others as well. As we keep on dreaming, we are also facing
challenges of the human spirit.
My journey through this lesson enabled me to learn
It made me realize that
I, therefore, commit to
What I Can Do
Activity: Writing Big Thoughts

1. Think about your biggest dreams. Read the passage again and check for
statements that express Luther’s dreams for America.
2. Make a short list of these dreams and rank them according to their
importance. Use the table below.
Rank Dreams
1
2
3
3. Write a short essay or speech using the passages as your guide in writing
your own dreams for your family, fellowmen, and country. Use a separate
sheet for this activity.
4. You are going to submit your output via email for evaluation and to be posted
in your social media to spread awareness as part of the task completion.
5. A scoring rubric will be used to rate your output consisting of the following
criteria:
Category 4 3 2 1 Your
score
CLARITY The topic and Topic and main Topic is given Topic and/or
messages are clear ideas are clear. but main ideas main ideas are
and easily are unclear or absent or very
understood; lacking. unclear.
Intended to inform
or convince the
viewer.
DETAILS Details (including Detail is added More is needed Very little detail
labels) support the to support each for is provided for
main idea without main idea with understanding. the main ideas
distracting with minimal Some are and
clutter. clutter. distracting. understanding
is limited.
ACCURACY At least 4 accurate 3 accurate 2 accurate facts Fewer than 2
facts/concepts are facts are are displayed. accurate facts
displayed. displayed. are displayed.
MECHANICS Capitalization and There is 1 error There are 2 More than 2
punctuation are in errors in errors in
correct throughout. capitalization capitalization or capitalization or
or punctuation. punctuation. punctuation.
GRAMMAR There are no There is 1 There are 2 There are more
grammatical grammatical grammatical than 2
mistakes. mistake. mistakes. grammatical
mistakes.
TOTAL POINTS
Lesson
Understanding Literature
by Making Inferences,
2 Drawing Conclusions, and
Using Comparison & Contrast
What Is It
COMPARING AND CONTRASTING

Compare and contrast is a rhetorical style that discusses the similarities and
differences of two or more things: ideas, concepts, items, places, etc. This is also
used to make some kind of comparison to help illustrate a point.
A Venn diagram is used in making comparison and contrast to show
differences and similarities of two subjects. It uses overlapping circles or other
shapes to illustrate the logical relationship between two or more sets of items. Often,
they serve to graphically organize things, highlighting how the items are similar and
different.
Study the illustration below.
Comparing Your Two friends

Differences
Differences
Similarities
DRAWING CONCLUSIONS AND INFERENCES

Drawing conclusions refers to information that is implied or inferred. This
means that the information is not directly nor clearly stated.
Details give hints or clues that can help you “read between the lines.”
Inferring means that you go beyond the surface or go for deeper understanding of
what you are reading. When the meaning is not stated clearly, they may be implied
or suggested.
Study the sample below:
Camille’s mom was very upset. Her dog was all covered in mud. Her mom told
her that she needed to help clean up before she could start watching
television.
What can you draw from the given situation? What are your hints and clues?
a. Camille’s dog got the house muddy.
b. Camille’s mom hates dogs.
c. Camille loves to watch television.
If you answer letter A, you are correct.
What’s More
Activity: Learn these Words

Directions: Read the following sentences and choose the letter of the correct meaning
of the italicized words.
Answer Sentence Word List
1. The strap broke with a single tug. A. Allow
2. The guards do not permit them to go B. Delicate
inside.
3. I frowned when I saw the man and C. Grimace
shook my head in disbelief.
4. She felt somehow frail looking girl with D. Flow or fall
dark eyes. by drops
5. Jack felt a bead of sweat trickle down E. Pull
his face as he saw the huge figure in
front of him.
Read the inspiring story of Langston Hughes. Be prepared to pause and answer the
questions posted in between the text.
THANK YOU, MA’AM
Langston Hughes
She was a large woman with a large purse that had everything in it but
hammer and nails. It had a long strap, and she carried it slung across her shoulder.
It was about eleven o’clock at night, and she was walking alone, when a boy ran up
behind her and tried to snatch her purse. The strap broke with the single tug the boy
gave it from behind. But the boy’s weight and the weight of the purse combined
caused him to lose his balance so, instead of taking off full blast as he had hoped,
the boy fell on his back on the sidewalk, and his legs flew up. the large woman simply
turned around and kicked him right square in his blue-jeaned sitter. Then she
reached down, picked the boy up by his shirt front, and shook him until his teeth
rattled.
After that the woman said, “Pick up my pocketbook, boy, and give it here.”
She still held him. But she bent down enough to permit him to stoop and pick up
her purse.
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!”
By that time two or three people passed, stopped, turned to look, and some
stood watching.
“If I turn you lose, will you run?” asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you lose,” 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?”
If you were the boy, would you trust the lady right away? Why do you think
so?
“No’m,” said the being dragged 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
that contact is not going to last awhile, 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 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 boy could hear other
roomers laughing and talking in the large house. Some of their doors were open, too,
so he knew he and the woman were not alone. 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 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. A very 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!
Do you think Roger ran? If you were Roger, what would you do?
The woman was sitting on the day-bed. After a while she said, “I were 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 to 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.”
If you were Roger, what would you feel at this moment?
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 day-bed. But the boy took care to sit on the far side of the room where he
thought she could easily see him out of the corner of her eye, if she wanted to. He
did not trust the woman not to trust him. And he did not want to be mistrusted now.
Does Roger have a change of heart at this time? What made you think so?
“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.
Then she cut him a half of her ten-cent cake.
“Eat some more, son,” she said.
When they were finished eating she got up and said, “Now, here, take these
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.”
Think of someone that did an act of kindness to you. Have you ever wondered why
he did it? What about you? Can you think of an act of kindness you did to someone?
Why did you do it?
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, m’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
Activity: Read to Process
a. Do you think Mrs. Jones is wise or foolish to trust Roger? Why?
b. What can you tell about her character from this action?
c. How are her actions connected to her past experiences?
d. What does Roger do when Mrs. Jones leaves him alone with her purse?
e. Why does he do this?
f. What do Mrs. Jones and Roger talk about during their meal?
Activity: Compare and Contrast

Using the Venn diagram below, compare and contrast the characters of Mrs. Jones
and Roger. Answer the question that follows.
MRS. JONES ROGER
How have Roger's behavior and attitude changed?

Activity: Draw Conclusions by Answering the Questions
1. Why doesn't Mrs. Jones ask Roger any personal questions?
2. What made you arrive at your answer?
3. What are the hints or clues that helped you draw your conclusion? Fill
in the organizer below.
My Answer: _________________________________
_____________________________________________
_____________________
Clues and Hints: ___________________________
____________________________________________
_____________________
What I Have Learned
My Mission Statements
A. You have learned in this lesson that there are so many things and persons in
your lives that you should feel grateful for. Fill up the following statements.
My journey through this lesson enabled me to learn
It made me realize that
I, therefore, commit to
B. Using the table below, make a list of the things and the people you feel grateful
for and give your reasons. Share your work in class.
Persons and Things Reasons

I am grateful for
1. ---------------------------------------------
2. ---------------------------------------------
3. ---------------------------------------------
4. ---------------------------------------------
What I Can Do
Activity: Choose and Justify!

In the selection, “Thank You, Ma’am,” the characters made choices and
decisions and we can only infer the reasons behind their actions. In your life,
you may have also made some decisions and had reasons for doing so. There
are also some factors that affect each decision.
Copy and accomplish the table below and identify which of the factors
given affected or influenced the decisions made.
Decisions Factors
Characters Made Economic Culture Environment Personal
Status Choice
Mrs. Jones
Roger
You
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What is the main focus of Martin Luther King Jr.’s speech?
A. Convincing everyone to live in peace and tranquility
B. Getting more money for America’s black population
C. Ending segregation and racial injustice in America
D. Pushing change in America
2. Martin Luther King Jr. appeals mainly to his listeners’

A. common sense C. sense of guilt
B. desire for better future D. sense of pride
3. In “I Have a Dream”, Dr. Martin Luther King Jr., urges his followers to
A. demand equality and justice now
B. work toward gradual change
C. use any means necessary
D. use violence to push change
4. Which repeated phrase in Dr. King’s speech has additional power because it
is from a familiar patriotic song?
A. “I have a dream” C. “Now is the time to”
B. “I say to you today” D. “One hundred years later”
5. Which of the following is NOT a rhetorical device?
A. Let freedom ring from Lookout Mountain of Tennessee!
B. And if America is to be a great nation this must become true!
C. This will be the day when all of God's children will be able to sing with a
new meaning
D. I have a dream that one day every valley shall be exalted, every hill and
mountain shall be made low
6. Which is an example of a metaphor?

A. I have a dream that my four little children will one day live in a nation
where they will not be judged by the color of their skin but by the content
of their character.
B. Now is the time to rise from the dark and desolate valley of segregation to
the sunlit path of racial justice.
C. We must forever conduct our struggle on the high plane of dignity and
discipline.
D. My country, 'tis of thee, sweet land of liberty, of thee I sing.
7. Which is an example of parallelism?

A. Go back to Mississippi, go back to Alabama, go back to South Carolina,
go back to Georgia
B. We can never be satisfied, as long as our bodies, heavy with the fatigue of
travel, cannot gain lodging in the motels of the highways and the hotels
of the cities.
C. We will not be satisfied until justice rolls down like waters and
righteousness like a mighty stream.
D. When this happens, when we allow freedom to ring, when we let it ring
from every village and every hamlet, from every state and every city …
Determine the author’s purpose in the selection below. Choose the letter of the
correct answer.
8. A whistleblower is a person who informs on a person or organization

engaged in some wrongdoing. The whistleblower is almost always an
employee or an insider of the organization that is committing the
wrongdoing, and there are laws which are intended to protect the
whistleblower from experiencing retaliation for their revelations.
A. To entertain C. To orient
B. To inform D. To persuade
9. Jim's hand shook as he reached for the cup of coffee in front of him. "Just
take your time," the man in the grey suit told him. Jim nodded, and raised
the cup to his lips, sloshing coffee down his chin and onto his shirt. "They're
going to come after me," Jim told the men in front of him. "There are laws to
protect you," The man in the black suit said. "The laws don't matter. They
don't care about laws. Haven't they already proven that? I won't be safe. No
one in my family will be safe."
A. To entertain C. To orient
B. To persuade D. To inform
10. Although it is technically illegal, many individuals who expose or "blow the
whistle" on a corporation or a government agency's wrongdoing end up
losing their jobs, or suffering some other form of retaliation. If whistleblowers
are discouraged from coming forward with important truths, then
wrongdoing may not be corrected. Not only that, if a whistleblower is fired,
an organization can face costly law suits and a great deal of unwanted
publicity. This is why organizations should develop formal whistle blowing
policies to ensure that the conditions necessary for the effective management
of whistle blowing exist.
11. Keith played with his skateboard in the street and accidentally broke his
neighbor’s car’s side mirror. What do you think Keith feels after the
accident?
A. He feels excited to get home.
B. He feels scared of getting into trouble.
C. He feels sorry for the neighbor’s car.
D. He feels successful of playing with his skateboard.
12. The number of cases of COVID-19 infections is increasing fast. What do you
think is happening?
A. Enhanced quarantine is not imposed.
B. People seem careless about their health.
C. People seem scared of the pandemic.
D. The government is not doing something.
13. In the story, “Thank You, Ma’am,” we can infer that

A. Mrs. Jones wants to adopt Roger.
B. Mrs. Jones is willing to forgive Roger.
C. Mrs. Jones wants Roger to be his son.
D. Mrs. Jones wants Roger to buy his own suede shoes.
14. Which of the following factors affect Roger’s decision to steal?

A. His environment
B. His economic status
C. His needs and wants
D. His cultural orientation
15. Which of the following statements is probably NOT TRUE about Roger?
A. He is really Mrs. Jones’ son.
B. He wants to trust Mrs. Jones
C. He wants to buy the suede shoes.
D. He wants Mrs. Jones to trust her eventually.
Additional Activities
Complete the following:

Starting today, I will always give thanks for the following
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________
Because
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________
What I Know What is it
1. A Activity: Learn these
2. C Words
3. D 1. E
4. B 2. A
5. B 3. C
6. C 4. B
7. B 5. D
8. A
9. C Assessment
10. A 1. C
11. D 2. B
12. C 3. C
13. A 4. A
14. Answer may vary 5. D
15. Answer may vary 6. B
7. A
8. B
What's In 9. B
1. Freedom 10. B
2. Discrimination 11. B
3. Justice 12. B
4. segregation 13. B
14. B
15. A
Answer Key
References
A Journey through Anglo-American Literature: Learners Material. (2014 First

Edition). Department of Education
Adriano, Teresita S. et.al. (2016). Interactive English 10. Philippines.

Balabat, Angelita C. et.al. (2001). A Journey Across the Miles through Literature, A
Worktext on the Literatures of the World. Valenzuela City: Mutya Publishing
House.
E Reading Worksheets Content Writers. 2011. "Author’s Purpose." E Reading
Worksheets. October 21. Accessed March 20, 2020.
https://www.ereadingworksheets.com/free-reading-worksheets/authors-
purpose-worksheets/authors-purpose/.
Mulge, Siya. 2020. "The colour of my soul." Hello Poetry. July 02. Accessed July 30,
2020. https://hellopoetry.com/tag/blacklivesmatter/.
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

Grade-9 ENGLISH QUARTER-2

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Published by the Department of Education

Development Team of the Module

Writers: Maribel Anog-Gumangan and Irene S. Maniego

Printed in the Philippines by ________________________

Department of Education - National Capital Region

Office Address: Misamis St., Brgy. Bago Bantay, Quezon City

The module is divided into two lessons, namely:

After going through this module, you are expected to:

2. Prose is written in sentences which are arranged in paragraphs whilepoetry is

5. “O Captain, My Captain” is an example of a/an _________________________?

6. The song, “Auld Lang Syne” is intentionally played during _________?

11. Which of the given sentences below contain an adverb of manner?

12. Which of the following statements is true about an adverb?

13. Which sentence correctly shows an adverb of manner?

14. What sentence correctly shows an adverb of time?

Activity: Just for Fun!

1. In poetry, how do you call the underlined words?

2. What literary device is used in the tongue twister below?

3. Where are these romantic lines lifted?

Activity1: Memories and Photographs!

I Think Continually of Those Who Were Truly Great

I think continually of those who were truly great.

What is precious, is never to forget

Near the snow, near the sun, in the highest fields,

Activity 2: Check Me Out!

Activity 3: A Wall to Remember!

Greatest Greatest Greatest

Greatest Artist Greatest Greatest Hero

Prose is basically a literary piece presented in the pattern of natural,

Category Prose Poetry

A Glimpse of Sonnet and the Sonneteers

English Sonnet Italian Sonnet

The final couplet provides the theme of

Activity: Dress Me Up!

Activity: Exit Ticket

2. I was especially Hooked in the particular topic on

But then I think I need more time understanding the topic on

3. Through this lesson, I realized that life _______________

Literature and Life

Excellent Good Fair Poor

Study the sentences below:

1. The room was elegantly decorated.

2. The horse runs quickly.

3. The house was painted yesterday.

4. The sun shines brightly.

5. He delivered all the items in the hospital.

How are the underlined words used?

Activity: Pliant as a Bamboo!

Activity: Expressing Sincere Appreciation in No Occasion!

Read the poems below and underline the adverbs.

To an epitome of grace, wit and beauty How can I forget thee?

1. An adverb describes an adjective.

The doctors are extremely busy attending COVID-19 patients.

What adjective describes doctors? Busy.

How busy? Extremely is the adverb.

2. It describes another adverb.

The victim acted quite suspiciously.

How did the victim act? = suspiciously (adverb)

How suspiciously? = quite (adverb describing another adverb)

The sun shines brightly amid the rain.

What did the sun do? Shines (verb)

How did it shine? = brightly (adverb)

Tone/Mood: _ Tone/Mood: _