9 English

Quarter 2 - Module 1
Making Connections Between Texts
on Particular Social Issues, Concerns,
or Dispositions in Real Life
English – Grade 9
Alternative Delivery Mode
Quarter 2 - Module 1
Making Connections Between Texts on 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 book are owned by their respec-
tive 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 - Region III

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author: Raymond O. Dela Cruz

Language Reviewer: Maria C. Alvarez
Content Editor: Marciano V. Cruz, Jr.
Illustrator: Raymond O. Dela Cruz
Layout Artist: Raymond O. Dela Cruz

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Jay Arr V. Sangoyo, PhD
EPS – English
Glenda S. Constantino
Project Development Officer II
Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 9

English
Quarter 2 - Module 1
Making Connections Between Texts
on Particular Social Issues, Concerns,
or Dispositions in Real Life
 Introductory Message

For the facilitator:

Welcome to English 9 Alternative Delivery Mode (ADM) Module on Making
Connections Between Texts on Particular Social Issues, Concerns, or Dispositions in Real
Life!

This module was collaboratively designed, developed and reviewed by educators

from public institutions to assist you, the teacher or facilitator, in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners’ progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as they
do the tasks included in the module.

For the learner:

Welcome to English 9 Alternative Delivery Mode (ADM) Module on Making
Connections Between Texts on Particular Social Issues, Concerns, or Dispositions in Real
Life!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real-life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 What I Need to Know

This module encourages you to make connections between texts on

particular social issues, concerns, or dispositions in real life. Various texts and
activities are provided for you to strengthen your knowledge and skills
regarding the topic.
At the end of this module, you are expected to:
• relate text content to particular social issues, concerns, or
dispositions in real life;
• react to particular social issues, concerns, or dispositions in the texts
read; and
• identify the theme of the text read on particular social issues, concerns,
or dispositions in real life.

What I Know

Directions: Read the text below and answer the items that follow. Write your
answer on a separate answer sheet.

It Shall Pass
Raymond O. Dela Cruz

When the last October breeze approached, the skies brought visitors into the
land and played havoc. They destroyed properties, took lives, turned farmlands into
seas, left the poor homeless and cold in the streets, and waved goodbye to many
grieving Filipinos. We are used to facing storms, typhoons, and other disasters and
misfortunes. We would grieve and we would fall, but we would bounce back. This is
how we are; this is what we are known for.

In one slum area in the heart of the city, a fire broke out while the evening sky
poured. Fear struck the area; everyone…young and old, alike, ran to the safest
place they could immediately reach -- the streets. The fire left a hundred families
homeless and the storm managed to stop it before it could further destroy the re-
maining one third of the houses which were soaked wet in rain.

3
 At the nearest hospital, injured residents were rushed in; at the nearest
morgue, casualties were brought in; more casualties awaited
until the sun came unveiling the extent of the overnight incident.
A group of men roamed the streets that early morn crying for justice. According to
them, the fire was not an accident for they believed that it had something to do with
the demolition issue that had been a long argument between the land owner and
the residents. There had been a plan to erect a mall in the area and this had long
been delayed because of some court issues. It was a stormy night when the fire
crept in the dark. So, who would know? One thing is certain, they can not rebuild
their houses on the same spot. It is a bitter fate how the poor are treated in the city
of commercialism.

As the sun rose up to greet the land

with hope, a farmer and his son stood
in the center of the wide open field
looking around and up the skies, then,
the father turned to his boy and gently
said with a trembling voice: “It shall
pass. Don’t worry, son. Everything
shall pass.”
Before the sun became too hot
to bear, they trekked the knee-deep
high pathway leading to home where a
bowl of rice was already served beside
a boiled tomatoes and small pieces of
tuyo for lunch on a shaky table, while
the old transistor radio resonated:
“The price of palay has gone down
to 10 pesos a kilo…..”

1. In the first sentence, “…the skies brought visitors and played havoc”. What word
in the succeeding sentence or sentences may give you an idea of what havoc
means?
a. destroyed b. properties c. farmlands d. goodbye
2. What does “turned farmlands into seas…” mean?
a. The sea reached the farmlands.
b. The farmlands were flooded.
c. There were fish found in the farm
d. The farmlands were turned into fish ponds.
3. What positive traits common to Filipinos is expressed by this statement, “We
would grieve and we would fall, but we would bounce back” ?
a. Resilient b. Humble c. Obedient d. Faithful

4
4. What reaction or emotion is drawn in the line: “In one slum area in the heart of
the city, a fire broke out while the evening sky poured”?
a. gladness b. satisfaction c. despair d. hopeful
5. To many people living in slum sections, what is said to be the safest place they
consider at times like this?
a. Hospital b. Police Station c. Morgue d. Streets
6. What or who spared the rest of the houses from getting wiped our by fire?
a. the firemen b. the storm c. the residents d. the Mayor
7. What is the emotion evident when a group of men cry for justice in the streets?
a. surprised b. angry c. indifferent d. contented
8. Why did men make a protest in the streets the morning after?
a. They asked for relief goods from the LGUs.
b. They complained about the maltreatment they received from the hospitals.
c. They brought out their allegation of the real cause of the fire incident.
d. They protested against the Mayor’s investment plan.
9. What was to be built in the area?
a. a bus station b. a recreational center c. a mall d. a city jail
10. What particular social issue is presented in the “fire incident”?
a. Graft and Corruption c. Domestic Violence
b. Effects of Commercialism d. Over Population
11. What particular part of the narrative implies a ray of hope?
a. the introduction b. the fire incident c. the father and son d. the lunch
12. Is commercialism favorable for the poor as viewed by the author?
a. Yes b. No c. Maybe d. Not Mentioned
13. What does the father mean when he said: “It shall pass. Don’t worry, son…”?
a. The exam is easy and he can pass it. c. The storm shall pass.
b. The crisis shall pass. d. The farm will be sold, soon.
14. What pressing issue is brought out by the text as a whole?
a. Poverty and Commercialism c. Environmental Problems
b. Conversion of Farmlands to Subdivisions d. Poor Health Services
15. What lesson does the text want to tell you?
a. Farmers need government’s help. c. The rich become richer.
b. After every storm is a ray of hope. d. Storms are really unpredictable.

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 What’s In

Directions: Study the illustrations carefully. Choose the appropriate manner or

style each conversation expresses. Use a separate answer sheet for your answer.

A. FORMAL B. CASUAL C. FROZEN

D. INTIMATE E. CONSULTATIVE

SITUATION #1 __________

Mama, how long would we wait for the food assis-

tance to come? We’ve not eaten anything since yes-
terday and I’m starving. Last night I prayed too hard. I
will pray harder tonight.

SITUATION #2 __________

How should our SK be of help to our community dur-

ing this pandemic, Mayor, especially on effective, effi-
cient, and truthful allocation of basic needs for them?

SITUATION #3 __________

Yes, of course. We must deliver basic health services

to every community and level up the capacity and
health protocols, especially among our frontliners.

SITUATION #4 __________

Will the foreperson of the jury please stand? Have

you reached a verdict?
Will the defendant please stand?
You may read the verdict.

SITUATION #5 __________

Did you hear what happened to Carlos?

Everyone talked about him. His depression took
much of him lately and he was found this morning
cold and lifeless in his apartment.

6
 What’s New

Directions: Go back to WHAT’S IN. Identify the particular social issues, concerns,
or dispositions expressed in each text. Write the letter of your answer on a separate
answer sheet.

Social Issues, Concerns, or Dispositions

Situations Expressed in the Conversation
1

a. JUSTICE b. POVERTY c. HEALTH

d. DEPRESSION e. PUBLIC SERVICE

Notes to the Teacher

The activities in this module are arranged from simple to complex to help the
learners gradually master the desired learning competency. Give him/her the
needed support and guidance so that he/she will be able to perform the
tasks to prepare him/her later on in making connections between texts on
particular social issues, concerns, or dispositions in real life.

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 What is It

Making Connections Between Texts

to Particular Social Issues, Concerns,
or Dispositions in Real Life

SOCIAL ISSUES

Literature has always been one effective way to explore and address social
issues, concerns, or dispositions in human culture. Stories, plays, and other types of
fictional media often have some social or cultural concern embedded in the thematic
background of a narrative.

A social issue is some problem or concern connected to a larger issue that

affects society in general. Often, the social issues brought forward in fiction reflect
contemporary concerns in the author’s own world.

LOCATING THE SOCIAL ISSUES

1. Make notes. Long pieces of literature would demand note-taking skills, but short
ones, like anecdotes, poems, short stories, would be easier to comprehend. Writing
down your thoughts and feelings as you read a book or a text will keep the ideas
intact and organized. It would be hard for you if you just rely on memory after having
read the book or text.

2. Understand the Plot Line. Ask yourself how the plot line is affected by aspects
of the world depicted in the text. The events surrounding the character affect his
views and choices in life. These circumstances should be considered as vital
sources of information in understanding the character.

3. Understand the Actions and Thoughts of the Character. Affected by the se-
ries of events he went through, a character’s actions and thoughts are challenged
and changed accordingly.

4. Time is of the Essence. Consider the contemporary societal issues operating in

the world of the author. The author or poet write about his time, what he sees and
hears during his time. So, it is important to determine the circumstances the time
the text or book was written.

5. State the Theme. After exploring these aspects, you should be able to clearly
state the theme of the text. Making connection of the text’s content to social issues
is now easy once you determine its theme.

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WHAT YOU NEED TO KNOW BEFORE MAKING CONNECTIONS

Making connections is a critical reading comprehension strategy that helps

you make meaning of what you are reading. When you make connections to the
texts that you are reading, it helps you to make sense of what you read, retain the
information better, and engage more with the text itself.

In making connections between texts to particular social issues, concerns, or

dispositions in real life, it is helpful if you follow simple prompts for easy organiza-
tion of ideas and thoughts:
• What does this remind me of in the real world?
• How is this text similar to things that happen in the real world?
• How is this different from things that happen in the real world?
• How did that part relate to the world around me?

Types of Connections
In surface connection, you just express literal connection providing limited details.
Whereas in deep connection, you feel with the author; you connect
with him in thoughts, ideas, and emotions. Thereby giving the
composition or speech substance and form.
Between these two, the deep connection is more challenging
to develop and more interesting to read or listen to.

I have a cat, like the I connected with the main character when
main character. she said that she missed her cat
when she was away at summer camp.
I felt the same way when I went
to visit my grandma in Baguio
and we left our cat with our
neighbor.

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 What’s More

Independent Activity 1
Extracting Theme from The Text

Directions: Read the texts below. Then, tell what social issues, concerns, or disposi-
tions each text is connected to real life. Choose your answer from the given choices
below each text.
1.

TREES
I think that I shall never see A tree that may in summer wear
A poem lovely as a tress A nest of robins in her hair;
A tree whose hungry mouth is prest Upon whose bosom snow has lain;
Against the earth’s sweet flowing Who intimately lives with rain.
breast; Poems are made by fools like me,
A tree that looks at God all day, But only God can make a tree.
And lifts her leafy arms to pray; —-Joyce Kilmer

a. Political Issue b. Economic Issue c. Religious Concern d. Environmental Issue

2.
Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, “Lenore?”
This I whispered, and an echo murmured back the word, “Lenore!”—
Excerpt from: The Raven by Edgar Allan Poe

a. Hatred b. Sorrow c. Gladness d. Serenity

3.
It is rather for us to be here dedicated to the great task remaining before us—that
from these honored dead we take increased devotion to that cause for which they gave
the last full measure of devotion—that we here highly resolve that these dead shall not
have died in vain—that this nation, under God, shall have a new birth of freedom—and
that government of the people, by the people, for the people, shall not perish from the
earth.
—Abraham Lincoln’s Gettysburg Address
a Peace b. Freedom c. Love d. War

10
4.
A doctor visits and tells Sue that Johnsy has a one in ten chance of living, and that
her only chance is to “want to live,” since depression can be as fatal as pneumonia. With-
out wanting to live, the doctor’s medicine will have no effect and she won’t regain her
health. The doctor wonders if Johnsy is depressed about something in particular. Sue
mentions her unfulfilled ambition to paint the Bay of Naples, but the doctor dismisses this
and asks if Johnsy is depressed over a man. Sue tells him firmly that his suspicion is
wrong, and there is no man in Johnsy’s life.
Excerpt from: The Last Leaf by O. Henry

a. War b. Health c. Family d. Poverty

5.
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
languished in the corners of American society and finds himself an exile in his own land.
And so we've come here today to dramatize a shameful condition.
Martin Luther King’s famous speech: I Have a Dream

a. Poverty b. Racial Discrimination c. Family d. War

Independent Assessment 1
Relating Text Content in Real Life
Directions: Read the text entitled “Life’s Little Treasures” and connect it to real-
life concerns by answering the questions found after the text. Choose
the letter that corresponds to your answer and write it on a separate
answer sheet.

Life’s Little Treasures

Raymond O. Dela Cruz

When the heavy rain stopped, I went into the bushes to gather woods so Na-
nay would not worry about firewoods anymore, and I also planned to pick some
guavas and mangoes in Lolo’s farm for Tatay likes them so much over a steaming
rice matched with bagoong.
I always love the sweet, flesh breeze of the fields after the rain; the muddy
smell mixed with the grassy scent that filled the air; the chirping of the mayas and
tarat, the flock of tagak from a distance; the slow, yet, steady chewing of the cara-
bao by the roadside; the butterflies and the dragon flies. Oh, I would not barter this
treasure to any material possession. These simple gifts of Nature and God are
enough reasons to make us all glad. I looked at the horizon and there...where the
green fields kissed the blue skies...was a perfect rainbow that assured me of tomor-
row. After the storm is another day filled with blessings and hope.

11
1. What does the text remind you of?
a. life in the farm b. busy city life c. vacation d. life in the Philippines
2. The following “local colors” are used in the text that help you bring back past
memories, except one.
a. maya b. tagak c. tutubi d. tarat
3. What personal disposition of the author is evident in the text?
a. his love of the city b. his love of nature c. his arrogance d. his kindness
4. How would you describe the author?
a. He grows up in the farm and was forced to stay in the farm.
b. He is a foreigner who enjoys
his stay in the farm.
c. He is a simple man with
simple wants in life.
d. He is a city boy who fell in loved
with the beauty of nature.
5. What is the theme of the text?
a. Contentment and Peace c. Healthy Living
b. Success and Happiness d. The Meaning of Life

Independent Activity 2
Illustrate Me and You’ll See
Directions: Connect the text to the illustration that clearly depicts its content.
Choose the letter of your answer and write it on a separate
answer sheet.

a b c

d e. f.

12
1.

I stand in one corner where I can see the whole picture; the people in white
suits, with masks and face shields, and move in urgency; the medical equipment;
the noise and clamor...all the tensions.
I stand in one corner where I can feel all emotions; the fear of people whose
loved ones are in peril; the exhaustion of the people in white suits; the helpless-
ness and weakness of the people in stretchers and in beds.
All these and more create a picture of terror... as I stand here...in this corner
looking at my self flat and cold in that dreadful stretcher under the faces of total
strangers as the light embraces me.
-Raymond O. Dela Cruz

2.

A woman sits on a bench in a community park and on her lap is the most
beautiful little dog everyone would want to have. She kisses her dog and it licks
her pretty face; they exchange sweet smiles as if they were lovers.
In another bench just right across the woman sleeps soundly a crease man
who dreams of a happy life he could have had and longs for kisses and
hugs...smiles and love of someone he used to have.
-Raymond O. Dela Cruz

3.

You...poor and foolish people...you put me on top of this tree. You..desperate

and miserable...ask me of affection and sympathy. You ask so much from
me...can’t you see I’m busy? Now, that I’m here on top of this tree...alone and
happy, I have no plans to reach you down nor share with you this abundance. You
raised me up in here; regrets you may have...well, I don’t care. Next time don’t
choose a monkey to run the community!
-Raymond O. Dela Cruz

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4.

A soaked wet man climbs up the riverbank holding high above his head some-
thing he considers more important than his poise and shirt. He slips down and
steps up; slides but holds on firmly. A bunch of grass saves him from sliding down
and avoids such embarassment. He pulls himself up with so much struggle that is
seen on his arms with popping veins.
He reaches the shed of a nearby tree and opens the plastic bag and in it are
his learners Self-Learning Kits.
-Raymond O. Dela Cruz

5.

He looks at the screen with eyes empty of emotion as it sends back slides be-
yond his comprehension. He tries to listen well and lends his ears to what the
voice is trying to explain to him, but to no avail. His mind is filled with something
else that the voice in the screen, definitely ,does not understand. Distance sets a
huge gap between him and his teacher who, before the pandemic, used to know
him deeply and well.
The online class ends while his mind floats in the air...hoping that the old
classroom , his teachers and friends, and the school may be seen soon.
-Raymond O. Dela Cruz

Independent Assessment 2
Grouping Related Issues, Concerns, or Dispositions

Directions: Refer to texts in Independent Activity 2. Reread them, then, group the
ideas, concepts, issues, and concerns that are related to the content of
each text. Write the letter that corresponds to your answer.
Sample Answer: A B C

WORD POOL
1. The Light- __ __ __
a. LIFE f. COVID-19 k. DEATH
2. Bench __ __ __
b. FAMILY g. LOVE l. RELATIONSHIP
3. Monkey- __ __ __
c. TEACHER h. DUTY m. DEDICATION
4. Self-Learning Kits - __ __ __
5. Online Class- __ __ __ d. COMPUTER i. ANXIETY n. DISTANT LEARNING
e. CORRUPTION j. POWER o. GREED

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Independent Activity 3
How did you feel?
Directions: Read the text presented below. Then, show your reaction by choosing
the emotion that suits your feeling and give a short explanation why
you felt that way. For beginners, you may use this statement:
I felt _HAPPY_ when I read the text because.....

EMOTION BOX HAPPY SAD MAD SURPRISED WORRIED

1.

Kuya

The room is filled with tension and noise. My youngest brother who just turned
2 the other day is complaining for hours for he hasn’t had any milk for a week now. I
just give him “am” that i scoop from our sinaing every now and then. While the rest
of us, including Lola who is bedridden and sick for almost 5 years now, try to sur-
vive with the least of we can find around the house, in the garden, or in a neighbor’s
garden if no one is around. We are starving, literally.
My Tatay lost his job as a construction worker in the nearby construction site
owned by a Chinese; Nanay was terminated from her work when the pandemic got
worsened. We had no savings and I can’t remember a single instance when we had
money to set aside for savings. We have been living a hand-to-mouth existence ev-
er since the day Lolo lost the farm. As the eldest among the 5, I chose to stop
schooling and run errands just to get some to help my family. I set aside education
for awhile, but I will go back to school after this pandemic because I realized how
important education is in having a stable, comfortable living. I will go back to school
and strive to succed for my family because they are everything to me.
Our small house is filled with noise, yet, my heart is filled with dreams. Each
pain, each tear, each struggle leads me closer to my dream.

-Raymond O. Dela Cruz

15
2.

Wild Goats
I was exhausted at that moment from the PE class we just had and, literally,
we had no extra time to even breathe or rest after that 10-minute run around the
school oval. So, we hurriedly run to our room for the next period where our teacher
awaited us at the corridor with his hands on his waist like a military officer ready to
give an order.
“Where have you been, boys and girls?”, he asked with a tone of a general in
some kind of military camp.” No one responded...until I happened to pass by him
and he grabbed me from the shirt with his big hands, and his big eyes were darted
at me like that of a vulture. I thought it was my end; that I would be sorry for the
rest of my life....but, he spoke...suddenly...
“Boy, you look really tired and you’re soaked wet in sweat.”, he calmly said
as he released my shirt.
“Class. Listen! I give you sufficient time to refresh yourselves and get a
snack, If you wish. I want to see students in my class...and not wild goats in cage.”
-Raymond O. Dela Cruz

3.

The Dove
A dove flew from the bushes in the ground that served as a battlefield the
night before. There were ruins everywhere; bodies of soldiers and terrorists were
scattered in all corners. There were smoke and flames in some ruined buildings;
inspite of the blazing sun, the place remained still and cold like a lifeless bird whose
life has been stolen.
Meanwhile, at the center of the grassy battlefield where a dove flew
away...slowly emerged something that took a form of a little boy. The smoke was
swept away by wind, thus, revealing the full, clear image of a boy standing...holding
a hand that seemed to be of a woman’s. The boy shouted weakly, “Help! Please,
help us! Help my Mom. She’s been shot...but still awake....”
Wind has swept the years so quickly, the woman has given birth to another
boy who is now a dignified political leader bringing forth into his land a great hope
of freedom and brotherhood. The young boy who stood amid the ruins now stands
proudly beside his mother looking at his younger brother change the course of
time. The dove might have flown, but it will stay a top to bring peace to mankind.
-Raymond O. Dela Cruz

16
4.

It Shall Pass

When the last October breeze approached, the skies brought visitors into the
land and played havoc. They destroyed properties, took lives, turned farmlands into
seas; left the poor homeless and cold, and waved goodbye to grieving Filipinos.
We are used to facing storms, typhoons, and other disasters and misfortunes. We
would grieve and we would fall, but we would bounce back. This is how we are; this
is how we are known for.

As the sun rose up to greet the land with hope, a farmer and his son stood in
the center of the wide open field looking around and up the skies, then, the father
turned to his boy and gently said with a trembling voice: “It shall pass. Don’t worry,
son. Everything shall pass.”
Before the sun became too hot to bear, they trekked the knee-deep high
pathway leading to home where a bowl of rice was already served beside a boiled
tomatoes and small pieces of tuyo for lunch on the shaky table, while the old tran-
sistor radio resonated: “The price of palay has gone down to 10 pesos a kilo…..”

-Raymond O. Dela Cruz

5.

Bridge Over Troubled Water

He shut off himself from the outside world and chose to live in silence for
years. It all began when his mother passed away leaving him and his younger
brother with a neither caring nor responsible father. The place expected to nurture
a good soul and a caring heart has turned him into someone he hated himself to
be...a monster.
The hatred in him grew stronger when his father brought home a girl almost
half of his father’s age and put the house up-side-down like hell. The monster in
him has grown into a two-headed creature. He would like to leave the hell, but to
abandon his younger brother is death to him. So, he stayed.
One unexpected day, the young monster has been tamed. That day turned
his dark world into a heaven...when an unexpected person took him by the hand
when he was about to say GOODBYE to everything.
“Do you really want to do this, boy? Do you really want to die this way and
this soon?’, his English teacher gently, yet, firmly spoke holding his hand as they
both stood on that old wooden bridge that connected two different worlds.
-Raymond O. Dela Cruz

17
Independent Assessment 3
Working with a Song

Directions: Read the lyrics of the song below. Then, answer the questions that
follow. Write your answer on a separate answer sheet.

Blowin’ in the Wind

Bob Dylan, 1962

I III
How many roads must a man walk Yes, how many times can a man turn his
down head
Before you call him a man? Pretending that he just doesn't see?
How many seas must a white dove sail The answer, my friend, is blowin' in the
Before she sleeps in the sand? wind

Yes, how many times must the cannon The answer is blowin' in the wind
balls fly Yes, how many times must a man look
Before they're forever banned? up
Before he can see the sky?

II
The answer, my friend, is blowin' in the IV
wind Yes, how many ears must one man have
The answer is blowin' in the wind. Before he can hear people cry?
Yes, how many years can a mountain Yes, how many deaths will it take 'til he
exist knows
Before it is washed to the sea? That too many people have died?
Yes, how many years can some people The answer, my friend, is blowin' in the
exist wind
Before they're allowed to be free? The answer is blowin' in the wind.

18
1. What are the contrasting ideas presented in stanza #1 which are represented
by DOVE and CANNON BALLS?
a. Love/Hate c. Life/Death
b. War/Peace d. Day/Night
2. What is the social issue expressed in stanza #2 which is synonymous with
LIBERTY?
a. Justice b. Peace c. Freedom d. Unity
3. What is that human disposition equivalent to “turning one’s head”?
a. Indifference b. loving c. forgiving d. understanding
4. What is meant by the line “the answer is blowin’ in the wind mean”?
a. The answer is in the wind. c. The answer is nowhere to be found.
b. The answer is light as the wind. d. The answer is just right here.
5. This is a sample Protest Song which raises the following social issues, except
one. Which is that social issue not expressed in the song?
a. War and Violence c. Indifference/Apathy
b. Social Discrimination d. Freedom

What I Have Learned

Congratulations! You have reached this level with high enthusiasm. At this
level, I am confident that you have acquired the target skills through the series of
activities you have gone through. Before moving on, I just want you to write your
realization by following the template below.

I learned that...

I realized that...

19
 What I Can Do

Directions: Read the text below and be ready to write a paragraph relating the
text content to a particular social issues, concerns, or dispositions in real life. Your
composition should have a minumum of 100 words and a maximum of 200 words.
You are expected to apply the pointers discussed at the What Is It part of this
module. Be guided by the rubrics as you write your paragraph.

Depression
Pat A. Fleming© Pat A. Fleming

Depression is a monster It's fueled by those substances,

That destroys both heart and soul. That are used to help escape.
It tortures without mercy From that endless pain depression brings
And consumes its victim whole.
And that unbearable heartache.
It cripples and disables,
Making life too hard to cope. It can cause someone to just give up,
It can make each day a nightmare To lose all strength to fight.
And leave a person without hope. It can annihilate one's very soul
And make them take their life.
Some people feel this sadness
From the time that they are young,
And believe that they are different Yes, Depression is a vulture
And can't be loved by anyone. That will make anyone its prey.
There is no one who deserves it,
It's reinforced by parents And there is no one to blame.
Too depressed themselves to care
For that child they're supposed to
love, We don't need to make a judgment,
But instead forget is there. But we need to be aware
That those who suffer through this pain
Depression can be nurtured Just need the world to care.
Through violence and neglect
And fists used only to degrade
And words used to reject. Source: https://www.familyfriendpoems.com/poem/
depression-123
It's hidden in those bullies
Who torture and demean,
Who use their words like weapons
To destroy all self-esteem.

20
 Paragraph Rubric
on Relating Text Content to Real Life Issues and Concerns

Criteria
Point Value POINTS

4 points 3 points 2 points 1 point

Topic Sen- Interesting, origi- Clearly stated Acceptable topic Missing, invalid, or
tence nal, reflecting topic sentence, sentence, pre- inappropriate top-
thought and in- presents one sent one idea. ic sentence; miss-
sight; focused on main idea ing main idea
one interesting
idea
Supporting Interesting, con- Examples and Sufficient number Insufficient, vague,
Details crete and descrip- details relate to of examples and or undeveloped
tive examples and the topic and details that relate examples.
details with expla- some explanation to the topic.
nations that relate is included.
to the topic.

Organization Thoughtful, logical Details are ar- Acceptable ar- No discernible

and Transi- progression of ranged in a logi- rangement of pattern of organi-
tion supporting exam- cal progression; examples; transi- zation; Unrelated
ples; Mature tran- appropriate tran- tions may be details; no transi-
sitions between sitions. weak. tions.
ideas.
Style Appropriate tone, Appropriate Acceptable tone; Inconsistent or
distinctive voice; tone; Clear sen- some variety in inappropriate
pleasing variety in tences with var- sentence struc- tone; Awkward,
sentence struc- ied structures; tures; Adequate unclear, or incom-
ture; vivid diction, Effective diction. diction and word plete sentences;
precise word choices. Bland diction.
choices.
Mechanics Consistent stand- Some errors, but A few errors in Distracting errors
ard English usage, none major, in usage, spelling, in usage, spelling,
spelling, and punc- usage, spelling, or punctuation. or punctuation,
tuation. No errors. or punctuation

21
 Assessment

Directions: Read the article below, then, accomplish the items that follow. Write
you answer on a separate answer sheet.

What is teen depression?

The teenage years can be really tough and it’s perfectly normal to feel sad or
irritable every now and then. But if these feelings don’t go away or become so in-
tense that you feel overwhelmingly hopeless and helpless, you may be suffering
from depression.
Teen depression is much more than feeling temporarily sad or down in the
dumps. It’s a serious and debilitating mood disorder that can change the way you
think, feel, and function in your daily life, causing problems at home, school, and in
your social life. When you’re depressed, you may feel hopeless and isolated and it
can seem like no one understands. But depression is far more common in teens
than you may think.
The increased academic pressures, social challenges, and hormonal chang-
es of the teenage years mean that about one in five of us suffer with depression in
our teens. You’re not alone and your depression is not a sign of weakness or a
character flaw. Even though it can feel like the black cloud of depression will never
lift, there are plenty of things you can do to help yourself deal with symptoms, re-
gain your balance and feel more positive, energetic, and hopeful again.
It can be hard to put into words exactly how depression feels—and we don’t
all experience it the same way. For some teens, depression is characterized by
feelings of bleakness and despair. For others, it’s a persistent anger or agitation, or
simply an overwhelming sense of “emptiness.” However depression affects you,
though, there are some common symptoms that you may experience: You con-
stantly feel irritable, sad, or angry. Nothing seems fun anymore—even the activities
you used to love—and you just don’t see the point of forcing yourself to do them.
You feel bad about yourself—worthless, guilty, or just “wrong” in some way. You
sleep too much or not enough. You’ve turned to alcohol or drugs to try to change
the way you feel. You have frequent, unexplained headaches or other physical
pains or problems. Anything and everything makes you cry. You’re extremely sensi-
tive to criticism. You’ve gained or lost weight without consciously trying to. You’re
having trouble concentrating, thinking straight, or remembering things. Your grades
may be plummeting because of it. You feel helpless and hopeless. You’re thinking
about death or suicide. (If so, talk to someone right away!)
Source: Melinda Smith, “Dealing with Teen Depression—HelpGuide.org,”

22
A. Reading Comprehension
1. What is the social issue or concern expressed in the article?
a. Suicidal Tendency c. Teen Depression
b. Teenage Pregnancy d. Family Problems
2. Is it normal to be sad and irritable? Why?
a. Yes, because we are humans and we have emotions.
b. No, because humans should control certain emotions.
c. Yes, because humans are moody.
d. No, because we should always be happy.
3. Is depression a sign of weakness? Why?
a. Yes, because it is a result of a weak character and disposition.
b. No, because anyone can fall victim of depression.
c. Yes, because we all have our strengths and weaknesses.
d. No, because nobody is perfect.
4. Can you consider depression a pleasant condition? Why?
a. Yes, because it allows one to be alone with himself/herself.
b. No, because it may result to more serious conditions.
c. Yes, because it gives a person realizations in life.
d. No, because it brings out the best in a person.
5. Is the article informative? Why?
a. Yes, because I learned new things from it.
b. No, because it expressed the author’s opinions.
c. No, because I learned nothing from it.
d. Yes, because I was entertained by it.
6. If not attended properly and immediately, to where would depression lead?
a. Early Marriage c. Failed Grades
b. Suidical Tendency d. Mental Illness
7. Can this be a threatening social issue among teens? Why?
a. Yes, because more and more teens are getting depressed, nowadays.
b. No, because, studies show that only adults get depressed.
c. No, because teens can immediately cope up with depression.
d. Yes, because teens can get treatment in no time.

23
8. What is the best way to get oneself out of depression?
a. Isolation b. Seek help c. Withdrawal d. Enough sleep
B. Recall of Facts Learned from the Lesson
9. Surface connection between text content and real-life concerns is when the
reader focuses on the two aspect’s literal sense and does not attempt to provide
lengthy, detailed comparison.
a. True, because the reader only gives a superficial connections.
b. False, because it focuses on specific details and on providing substantial
information about a text.
c. False, because its basic purpose is to give general/literal comparison.
d. True, because the reader elaborates further the issues presented.
10. In Deep Comparison, the reader tries to bring out essential, related
characteristics of the text content and the real-life issues.
a. True, because the reader elaborates further the issues presented.
b. False, because in here, the reader’s purpose is to relate general
information and does not give elaboration of the issue presented.
c. False, because its basic purpose is to give general/literal comparison.
d. True, because the reader only gives a superficial connections.
11. In relating text content to actual life’s concerns and issues, the reader can
include in his discussion his personal experiences and observations.
a. True, because the reader elaborates further the issues presented.
b. False, because the reader can only give limited scope of the issue.
c. False, because it focuses only on specific details.
d. True, because the reader only gives a superficial connections.
12. Surface Connection is harder to develop because the reader is challenged to
make research on the text content.
a. True, because the reader elaborates further the issues presented.
b. False, because it only gives the literal comparison of the text and the
social issue, concern in real life.
c. False, because it makes a thorough connection between texts and the
social issues and concerns in real life.
d. True, because it is really hard to give the literal/superficial comparison.

24
13. Deep Connection is harder than the Surface Connection because the writing
parameter is wider because the reader has the freedom to discuss
different aspects of comparison.
a. True, because the reader elaborates further the issues presented.
b. False, because in deep connection, the reader only gives a literal
comparison of the text content and social issues or concerns.
c. False, because its basic purpose is to give general/literal comparison.
d. True, because the reader gives a superficial connections.
14. The skill in connecting text content to particular issues and concerns of life is
Important not only for the development of critical thinking skills of learners, but
also for their overall development when they step out into the open world.
a. True, because I learn things through seeing connections and
associations.
b. False, because connecting text content to real life situations is only done
in schools or classrooms.
c. False, because there is nothing much about this skill.
d. True, because learning is vital in one’s life.
15. The ability to associate things, ideas, and experiences with what we read, view,
listened to is a basic skill that we have acquired and mastered through a
course of time.
a. True, because this skill comes naturally to me since I was young.
b. False, because I only learn and acquire this skill in school.
c. False, because I hate it when people compare me to others.
d. True, because I love reading makes a man.

Additional Activity

Directions: Look for a piece of literature, a song, a story, poem, etc. Then, make a
composition relating its content to real life situation that you personally
experienced. Your composition must have a minimum of 150 words and
a maximum of 250 words. Be guided by the Rubric in paragraph
writing. Please refer to page 21.

25
 26
What I know Independent Assessment 2
1. a 8. c 1. a, f, k
2. b 9. c 2. b, g, l
3. a 10. b 3. e, j, o
4. c 11. c 4. c, h, m
5. d 12. b 5. d, i, n
6. b 13. b
7. b 14. a Independent Activity 3
15. b (Answers vary.)
1. ____________________
2. ____________________
Independent Activity 1
3. ____________________
1. d
4. ____________________
2. b
5. ____________________
3. b
4. b
Independent Assessment 3
5. b
1. b
2. c
3. a
Independent Assessment 1
4. c
1. a
5. a
2. c
3. b Assessment
4. c 1. c 8. b
5. a 2. a 9. a
3. b 10. a
4. b 11. a
Independent Activity 2
5. a 12. b
1. c
6. b 13. a
2. a
7. a 14. a
3. e
15. a
4. b
5. d
Additional Activity
(Answer may vary.)
Answer Key
 References

Ginna Wilkerson, “Identifying & Understanding Social Issues in a Text,” Accessed

October 28, 2020, https://studt.com/academy/lesson/identifying-
understanding-social-issues-in-a-text.html-2003-2020

Melinda Smith, “Dealing with Teen Depression—HelpGuide.org,” Accessed October

28, 2020, https:// www.helpguide.org/articles/depression/teenagers-guide-to-
depression.htm-1999-2020

Pat A. Fleming, “Depression is a Monster, Depression, Depression Poem,”https://

www.familyfriendpoems.com/poem/depression-123-08-03-2019.

“Reading Comprehension Strategy Series; How to Teach Making Connections in

the Upper Elementary Classroom”—THE CLASSROOM NOOK, https://
www.classroomnook.com/blog/making-connections

27
28
 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph