Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

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ENGLISH 9

Envisioning Simplicity in a
Complex Society

Quarter 2 Module 6
Most Essential Learning Competencies:
1. Analyze literature as a means of understanding
unchanging values in a VUCA (volatile, uncertain, complex
and ambiguous) world
2. Make connections between texts to particular social
issues, concerns or dispositions in real life
HOW TO USE THIS MODULE
Before you start answering the module, I want you to set aside other
tasks that will distract you while enjoying the lessons. Read the simple
instructions below to successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every
page of this module.
2. Write on your notebook or any writing pad the concepts about the
lessons. Writing enhances learning, which is important to develop
and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

 Expectations - These are what you will be able to know after
completing the lessons in the module.
 Pretest - This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
 Looking Back - This section will measure what learnings and skills
that you understand from the previous lesson.
 Brief Introduction- This section will give you an overview of the
lesson.
 Activities - These are activities designed to develop critical thinking
and other competencies. This can be done with or without a partner
depending on the nature of the activity.
 Remember - This section summarizes the concepts and applications
of the lessons.
 Checking Your Understanding - It will verify how you learned from
the lesson.
 Post Test - This will measure how much you have learned from the
entire module

2
LESSON 1 LISTENING/VIEWING

EXPECTATIONS
At the end of this lesson, you should be able to:

 relate the message of the song to particular social issues

 react and share personal opinion about a video viewed or ideas listened to
 illustrate the salient points about the song

Let us start your journey in learning more about the voices of verbs.
Think and move forward!

PRETEST
A. Directions: Identify the man on the picture and the title of his song. Be
guided by the given descriptions.

He was a member of the British rock group

the Beatles, author and graphic artist, solo
recording artist, and collaborator with Yoko
Ono on recordings and other art projects.

Source :https://www.songhall.org/profile/John_Lennon

J _ H _ L E _ N _ N

This song is one of the 100 most-performed

songs of the 20th century

Source: https://livingwellaware.com/imagination-2/

_ M A _ I _ E

3
 B. Directions: Think about our planet. What are the things that you imagine or
dream of about the world?
________________________________________
________________________________________
_______________________________________
________________________________________
________________________________________
_______________________________________
________________________________________
_________________________________________

Source: https://www.energeticcity.ca/2020/03/residents-sing-imagine-to-lift-locals-spirits/

LOOKING BACK TO YOUR LESSON

Directions: Fill out the graphic organizer with some facts about Martin Luther King, Jr.

BRIEF INTRODUCTION
"Imagine" is a song by English rock musician John Lennon from his 1971 album
of the same name. The best-selling single of his solo career, its lyrics encourage
listeners to imagine a world at peace without the barriers of borders or the
divisions of religion and nationality and to consider the possibility that the whole of
humanity would live unattached to material possessions. Shortly before his death,
Lennon said that much of the song's lyric and content came from his wife Yoko
Ono, and in 2017 she received co-writing credit.[2]
https://en.wikipedia.org/wiki/Imagine_(John_Lennon_song)

4
LISTENING TEXT

Directions: View and listen to the song Imagine by John Lennon.

Source: https://www.slideshare.net/alzambra/imagine-lyrics-andactivity

"Imagine”
John Lennon

Imagine there's no heaven

It's easy if you try Imagine no possessions
No hell below us I wonder if you can
Above us only sky No need for greed or hunger
Imagine all the people A brotherhood of man
Living for today... Aha-ah... Imagine all the people
Sharing all the world... You...
Imagine there's no countries
It isn't hard to do You may say I'm a dreamer
Nothing to kill or die for But I'm not the only one
List five lines
Andfromnothe five photos from the video Ithat
song andtoo
religion, hope someday
strike you'llCite
you the most. join us
your
Imagine all the people And the world will live as one
Living life in peace... You...
You may say I'm a dreamer Source: https://www.azlyrics.com/lyrics/johnlennon/imagine.html
But I'm not the only one Source: https://www.youtube.com/watch?v=cZJoyUHMmQQ
I hope someday you'll join us
And the world will be as one

5
ACTIVITIES
Activity 1. List five lines from the song that strike you the most. Cite your personal
opinion about these lines.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 2. Comprehension Questions. Answer the questions based on the song you
listened to.

1. What did the singer want to portray in the lyrics?

_____________________________________________________________________
2. What were his ideas about the world?
_____________________________________________________________
3. Why does John Lennon mention the words: fame, money, and joy?
_____________________________________________________________________
4. What is the connection between “Peace” and “Love”?
_____________________________________________________________________
5. How will you relate the message of this song to the present situation in our
country and the world as a whole?
_____________________________________________________________________

Activity 3. Relate the message of the song to yourself, to other text that you have
read/listened to, and to the current social issues in the world.

Source: https://www.litinfocus.com/7-activities-for-teaching-students-to-make-text-connections/#ck_modal

6
REMEMBER
In his famous song “Imagine”, John Lennon was asking us to imagine a
place where the things that divide us, like religion and possessions, did not exist.
He felt that would be a much better place.
This song is a strong political message sugar coated in a beautiful melody. Lennon
realized the softer approach would bring the song to a wider audience, who
hopefully would listen to his message: If you want peace, first you have to imagine
it.
Source:https://www.songfacts.com/facts/johnlennon/imagine#:~:text=Songfacts%C2%AE%3A,sugarcoated%20in
%20a%20beautiful%20melody.
Directions. Draw a Utopian world as you would imagine based on the song. Use
separate sheet.
CHECKING YOUR UNDERSTANDING
Directions: Complete the lyrics of the song by filling in the missing words. Use the
picture clues as guide.

Imagine
John Lennon
Imagine there's no __________
It's easy if you try
No __________ below us 1. 3.
Above us, only sky
Imagine all the _________ living for
today
Imagine there's no __________
It isn't hard to do 2. 4.
Nothing to kill or die for
And no __________, too
Imagine all the people living
life in ___________

5. 6.
You, you may say I'm a __________
But I'm not the only one
I hope someday you'll join us
And the __________ will be as one
Imagine no __________
I wonder if you can 7. 8. 9.
No need for ________ or hunger
A _________ of man
Imagine all the people __________
all the world

You, you may say I'm a dreamer 10. 11. 12.

But I'm not the only one
I hope someday you'll join us
And the world will live as one

7
POST TEST
A. Root Cause Tree
SYMPTOMS

Many of the challenges Your best shot at

you might find in your effectively tackling an
community are THE BIG SOCIAL ISSUE issue is to go after one
symptoms of the same of its root causes.
big issue. This issue, in Think about not only
turn, is the result of what causes the issue
several root causes. to exist, but also what
Use this diagram to things make it worse.
piece together your Those can be
issue with symptoms considered root causes
and root causes. as well.

ROOT CAUSES

Source: https://medium.com/@szemelman/help-students-analyze-complex-social-issues-with-
this-great-graphic-organizer-aa64b9e36f71

8
 LESSON 2: READING

EXPECTATIONS
At the end of this lesson, you should be able to:
 identify types of nonlinear texts
 interpret information found in nonlinear texts such as diagrams,
graphs, and charts
 create a diagram, graph, or table based on the presented information

Let us start your journey in learning more about non9linear texts

Think and move forward!

PRETEST
A. Directions: Identify the graphic representations shown in each picture.

Source: https://www.diazyme.com/covid-19-antibody-tests

Source:https://www.statista.com/chart/20641/a
verage-number-infected-by-an-
individual-with-diseases/

9
 Source:https://cen.acs.org/pharmaceuti
cals/pharmaceutical-
chemicals/Coronavirus-puts-drug-
chemical-industry/98/web/2020/02

B. Directions: Study the graph below; then, answer the questions that follow.

Source: https://www.statista.com/chart/20860/coronavirus-fatality-rate-by-age/

Questions:

1. What is the graph about? ___________________________________________

2. Based on the graph, which age bracket/s has/have the least risk from the
Coronavirus? ___________________________________________________
3. Why is it said that the elderly are the most at risk from the Coronavirus?
_______________________________________________________
4. What kind of graph is it? ____________________________________________

10
LOOKING BACK TO YOUR LESSON
Directions: Based on the song “Imagine”, what are the three things that people need to
imagine to live without having them?

BRIEF INTRODUCTION
Nonlinear texts are also called graphic representations. Graphic representations are
pictorial images of a written message. They summarize information and ideas through
words, symbols, pictures, and drawings. They play very important roles in academic,
scientific, and technical fields. These graphic aids also serve as supplemental tools in
learning, specifically in comprehending and explaining complicated processes, concepts,
relationships, and the like.

Nonlinear texts come in many forms such as charts, tables, diagrams, maps, graphs,
and pictures.

Charts are used to summarize data, explain a process, or describe a set of

relationships. They consist of any combination of verbal and visual elements.

A graph is a visual representation of quantitative information meant to make the

reader see instantly how gathered data relate to each other. Bar graphs, line graphs,
pictographs, and circle or pie graphs are some types of graphs.

A table is s systematic arrangement or grouping of data in rows and columns that

their values are easily seen.

Source: Skill Builders for Efficient Reading Grade 9 p. 132

11
ACTIVITIES
Activity 1. Below is a chart taken from a brochure of a food supplement. See how quickly
you can interpret this chart to gather information.

Overall Body Detoxification and Nutrition

Marge’s
Made

Zinc
50mg

zinc gluconate
supplement

100 CAPSULES

Components: Good for:

 Psyllium Husk Powder -Hyperacidity
 Jute Leaves Powder - Constipation
 Senna Powder - Irritable Bowel Syndrome
 Lemongrass - Ulcer
 Moringa Oliefera - Body Acidity
 Spirulina - Food Allergies
 Turmeric - Whole Body Nourishment
 Wheatgrass Pure Powder
 Babygrass Pure Powder

POWERFUL SYNERGISTIC DETOXIFIER AND NUTRITIVE HERBS that act up to

the cellular level of detoxification to remove metabolic waste and toxins from your
body, stimulate and tone your gastrointestinal system.

Improves blood circulation, nourishes muscle and connective tissues, cleanses vital
organs like the liver, kidneys and pancreas, strengthens your immune system, and
soothes your nervous system to restore natural balance to your body.

Source: Skill Builders for Efficient Reading Grade 9 p. 133-134

Answer the questions or do what is asked.
1. What food supplement is features in the chart?
2. What is the main use of the supplement?
3. How many types of powerful powder does the food supplement contain?
4. Besides lemongrass, spirulina, and ginger, what other ingredients does it contain?
5. Is the supplement good for people with ulcer, constipation, hyperacidity, and food
allergies?

12
 6. Give at least five important benefits that the featured food supplement can give a
person’s body.
Activity 2. Read the following data on the leading languages of the world spoken
by first-language speakers. Then, arrange the data from highest to lowest and
make a bar graph.

English - 348, 000, 000

Arabic - 231, 000, 000
German - 81, 000, 000
Russian - 145, 000, 000
Hindi - 162, 000, 000
Japanese - 125, 000, 000
Spanish - 349, 000, 000
Portuguese - 155, 000, 000
Bengali - 161, 000, 000
Chinese( Mandarin) - 835, 000, 000
*This is fictitious statistical data.

Interpret the information given in the graph by answering the questions that
follow.
1. How many languages are featured in the graph?
2. Which language has the most number of speakers?
3. Which language has the least number of speakers?
4. What language ranks second in the total number of speakers?
5. About how many speakers of English are there in the world?
6. How many Arabic and Japanese speakers are there?
7. How many people in the world speak Mandarin?

Source: Skill Builders for Efficient Reading Grade 9 p. 134-135

Activity 3. The following table shows the human receptors and how they differ from one
another. See how quickly you can use it to gather information.

Human’s Receptors
Body True Location Stimuli Sensory Experience of
Organs Receptors Discrimination
Eye Rods and Retina Light Chromatic waves
cones Achromatic
Visual Perception of objects,
space, motion
Tectorial Cells Cochlea Sound Tones, noises
Ear waves Speech, music
Location of sounds
Cristae Succule, Movement of Static position
utricle the head Accelerated motion
Cristae Semicircular Movement Rotation of the head
canals
Nose Olfactory Olfactory Gaseous Smell (fruity, flowery, spicy,
bulbs epithelium substances resinous smoky, putrid)
Tongue Taste buds Surface and Sweet, salty, sour, bitter
edge of Liquid

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 tongue; substances
tissues of
mouth and
throat
Skin Meissner Layers of Touch Warmth
Merkel the skin Pressure
(corpuscles) Cold
Ruffini Pain
Cylinder
Internal Interoceptors Linings of Physiological Pain from distention
Organs the drives pressure
stomach,
intestines,
and
esophagus
Muscle, Proprioceptors Muscle Bodily Position and movement of
tendons, spindles, movement the parts of the body
joints tendons,
and join
tissues

Directions: Complete the statement in each number with the correct word or words.
1. The __________ in the eyes help a person determine thee shape of an object.
2. The __________ are the true receptors that help one tell whether a fruit is sweet or
sour.
3. A person’s sense of smell is stimulated by _________ substances.
4. The cristae, found in the __________ of the ear, help one experience the rotation of
the head.
5. The __________ in the internal organs are found in the linings of the esophagus,
stomach, intestines.
6. Tone can estimate the speed of a car as it rushes past the __________ which strike
rods and cones in the eyes.
7. Taste buds are ___________ that are found in the surface and edge of the tongue.
8. The sensory experiences stimulated by touch include __________ and __________.

Source: Skill Builders for Efficient Reading Grade 9 p. 136-138

REMEMBER
Nonlinear text is the opposite of linear text. As its name suggests, it is nonlinear and
non-sequential. In other words, the readers do not have to go through the text in a
sequential manner in order to make sense of the text. This type of text has many reading
paths since it’s the readers who decide the sequence of reading, not the author of the
text.
There are many definitions of the term nonlinear text. Most people consider texts with
visuals or graphs along with it as examples for nonlinear texts. Some examples include
flowcharts, charts, and graphs (ex: pie chart, bar graphs), graphical organizers such as
knowledge maps and story maps. In fact, any text that is not read from beginning to the
end falls into the category of nonlinear text. For example, consider an encyclopedia or a
telephone directory. We do not read them from beginning to the end; we skim through
them to obtain the specific information we need.

Source: https://www.differencebetween.com/difference-between-linear-and-nonlinear-text/

14
 CHECKING YOUR UNDERSTANDING
A. Directions: Draw a nonlinear text of your choice (graph, chart, or table) to
show the monthly income and expenses of your family. Use separate sheet.
B. Directions: Download any nonlinear text or graphic representation from a
reliable site in the Internet, like the Pew Research Center, Educational Resources
Information Center, The National review, and others. Interpret the information
found in the material by answering these questions;
1. What type of graphic material is it?
2. What is it mainly about?
3. What significant information does the visual representation contain about the
topic?
4. Why is it important for readers to interpret and understand the information or
details found in the nonlinear texts?

Source: Skill Builders for Efficient Reading Grade 9 p. 139

POST TEST

Source: https://www.pinterest.ph/pin/334533078550869293/
15
REFLECTIVE LEARNING SHEET
Name: _______________________Grade and Sec.______________

Directions: Write a reflective learning on analyzing literature and

making connections learned by answering the questions inside
the box. You may express your answers in a more critical and
creative presentation of your great learning. Have fun and enjoy!

This lesson What learnings have What other example

guides me to reflect I found from this can I contribute to
on … lesson? explore and think
more?

What learnings can What good What is my

I share with my character have I conclusion on the
family and peers? developed from this lesson?
lesson?

16
Lesson 1 References:
Books
Liza Almonte et al., A Journey Through Anglo-American Literature, Learner’s Materials for
English. (2014), 185

Internet Sources
https://www.slideshare.net/alzambra/imagine-lyrics-andactivity

Images
https://www.crosswalk.com/family/marriage/will-i-still-be-married-to-my-spouse-in-
heaven.html
https://udaipurtimes.com/blog/save-the-earth-respect-indigenous-people-of-the-
world/c74416-w2859-cid101526-s10701.htm
http://churchandstate.org.uk/2015/12/retired-priest-hell-was-invented-by-the-church-
to-control-people-with-fear/
https://kids.nationalgeographic.com/explore/countries/
https://facts.net/history/religion/religion-facts
https://abc7ny.com/international-day-of-peace-united-nations-general-assembly-
world/2439360/
https://news.utexas.edu/2020/03/09/spending-on-experiences-versus-possessions-
advances-more-immediate-happiness/
https://www.success.com/15-inspiring-quotes-about-being-a-dreamer/
https://www.iea.org/world
https://www.colourbox.com/vector/three-friend-brotherhood-icon-simple-style-vector-
36820476
https://www.tes.com/lessons/MycllFCP6UAFBA/sharing
https://www.shutterstock.com/search/greed

Lesson 2 References:
Books
Evelyn s. Salazar, Araceli M. Villamin, PhD, Wilhelmina G. Borjal, and James W.
Pecaňa, Skill Builders for Efficient Reading Grade 9 (The Phoenix Publishing House,
Inc., 2018), 132-138

Internet Source
https://www.differencebetween.com/difference-between-linear-and-nonlinear-text/

Acknowledgements
Writer: Jennifer B. Sariba, MT I
Validator: Imelda O. Galo, HT III
Reviewer: Vicente M, Victorio, Jr., EPS
Management Team: Maria Magdalena M. Lim – Schools Division Superintendent
Aida H. Rondilla – Chief Education Supervisor , Lucky S, Carpio – EPS.
Lady Hannah C. Gillo, Librarian II - LRMS

17
 18
POST TEST ACTIVITIES Activity 2
A. 1. yes B. 1. history 1.10 2. Chinese (Mandarin)
2. chicken and 2. 25 3. German 4. Spanish
cheese 3. biology and art 5. 348, 000, 000
3. chicken 4. 14 6. 393, 000, 000
4. 20 5. biology and 7. 835, 000, 000
5. apples – 15% history
ACTIVITIES Activity 1 PRETEST
1. Zinc
A. bar graph
2. Detoxification
pie graph
3. Ten chart
4. psyllium husk powder, jute leaves powder, senna
powder, moringa oliefera, turmeric, wheatgrass pre B. 1. Fatality rate
powder, barlygrass pure powder by age due to
COVID-19
5. Yes
2. 10-19 years
6. improves blood circulation, nourishes muscle and old
connective tissues, cleanses vital organs, 3. low immune
strengthens immune system, soothes nervous system
system 4. bar graph
LESSON 2 ANSWER KEY
CHECKING YOUR PRETEST
UNDERSTANDING ACTIVITIES
Activity 2
1. Heaven
2. hell 12. sharing 1. The singer wants to
portray a better world A. 1. John
3. people without division and Lennon
4. countries attachments to material 2. Imagine
5. religion possessions.
6. peace 2. The singer desires to
encourage people to
7. dreamer
imagine living in peace
8. world without barriers like
9. possessions religion, nationality, and
10. greed status in life.
3-5. Answers vary.
LESSON 1 ANSWER KEY