9

English
Quarter 3 – Module 2:
Connecting to the World
English – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 2: Connecting to the World
First Edition, 2020

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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,
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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: Jacqueline S. Matillano and Annabelle C. Abarientos
Editors: Name
Reviewers: Name
Illustrator: Robertson N. Baylon
Layout Artist: Name
Management Team: Name of Regional Director
Name of CLMD Chief
Name of Regional EPS In Charge of LRMS
Name of Regional ADM Coordinator
Name of CID Chief
Name of Division EPS In Charge of LRMS
Name of Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – Region (Ex. Department of Education-Region III)

Office Address: ____________________________________________

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 9

English
Quarter 3 – Module 2:
Connecting to the World
Introductory Message
For the facilitator:

Welcome to the English 9 Alternative Delivery Mode (ADM) Module on

Connecting to the World!

This module was collaboratively designed, developed and reviewed by educators

both from public and private 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 the English 9 Alternative Delivery Mode (ADM) Module on Connecting

to the World!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module is 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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

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

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

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 instruction 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!
 What I Need to Know

This module is designed and written with you in mind. It is here to help you to
further explore the world and see how people make a difference in the lives of other
people by making use of their time, talent, and heart. Your involvement in making
connections is an enriching and empowering experience. In many ways your life
has been made easier and more efficient with technology that enables you to keep
in touch. With just a click of button (or) mouse) you have email, Facebook, Twitter,
blogs, online for a, list-servs and threads, virtual reality, webcasts and webinars,
instant messaging(IM), text messaging(and many other features of technology) and
you are able to connect to the world. 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.

The module is divided into four lessons, namely:

 Lesson 1 – Logical fallacies
 Lesson 2 – Interpretation of ideas in the poster presented
 Lesson 3 – Expressions used in providing feedback
 Lesson 4 – Literary Devices and Techniques to craft a play synopsis

After going through this module, you are expected to:

1. Define logical fallacies such as faulty logic, unsupported facts and emotional
appeal;
2. recognize logical fallacies presented in the material viewed;
3. interpret ideas presented in the poster;
4. provide feedback to the ideas presented in the material viewed using
expressions in agreeing and disagreeing;
5. Identify literary devices and techniques to craft a play synopsis; and
6. Finalize content of plot synopsis

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
For those who can access the module online, you may answer this activity through
this link: https://forms.gle/64mQa4Y2rQ5bXcvi8
1. It uses the manipulation of the emotions rather than valid logic to win an
argument. This logical fallacy is called
a. Emotional appeal
b. Unsupported facts
c. Faulty logic
d. Supported facts

2. If you are agreeing with someone, it means you have________views on the

topic you’re discussing.
a. correct
b. different
c. the same
d. no

3. It is one type of visual aid that is commonly used, it is piece of printed

paper designed to be attached to a wall or vertical surface.
a. Flyer
b. Brochure
c. Poster
d. Bulletin

4. These are the facts claimed by an individual or a group of individuals

that have occurred but were unable to provide enough evidence to
support their claim.
a. Unsupported facts
b. Supported facts
c. Emotional Appeal
d. Faulty logic
5. If you are asked to make a synopsis from the material, you viewed
what should be the most important thing that you should know.
a. The elements features and style, and the most appropriate
language form that should be incorporated in a synopsis.
b. Every little detail of the characters in the viewed material.
c. The dramatic scenes that propel the story forward.
d. The synopsis must be no longer than 100 words long.
 Lesson

1 Logical Fallacies

What’s New

Logic, Facts or Appeal

What is a faulty logic, unsupported facts and emotional appeal?

1. Logic is the use and study of valid reasoning while a faulty logic describes poor
reasoning, such as the use of fallacious arguments like personal (ad hominem)
attacks, irrelevancies, analogies. Writers and speakers should avoid logical fallacies
because they are errors in reasoning, they often lead to false conclusions.

Example, “I loved that movie we saw last night with Brad Pitt. I am going to rent all
of his movies, and I am sure I’ll like all of them.” (It is an imperfect judgment (or
faulty logic!) to assume that you will love all Brad Pitt movies just because you
loved one.

2.  Facts are those things that have occurred. However, unsupported facts are

those facts claimed by an individual or a group of individuals that have occurred
but were unable to provide enough evidence to support their claim.

Example, “People who live in the North of Britain are friendlier than those who live
in the South.”

3. An emotional appeal is a method of persuasion that's designed to create an

emotional response. Emotional appeals persuade audiences by arousing the
emotions. They refer to the speaker or writer’s goal of arousing the emotions of an
audience to move them to act.

Example, A college student asks his professor to accept a late paper: "I've worked
all weekend on this report. I know that it is past your deadline, but I have to work
full- time while also attending college."
 What is It

It is important to know if something is a faulty logic, unsupported fact or an

emotional appeal. You should decide whether it is something to believe or not. In
everything you do and say you must be wise.

What’s More

Activity 1. A Time for Us

“Love: What is true love? What should one sacrifice for true love? What should one
never sacrifice for love?”

Watch the music video from the

popular romantic tragic play and
answer the given task. Type this
link:
https://www.youtube.com/watch
?v=4FHpmn-KYec

A. "Write one scene that presents the

following:

a. faulty logic
b. unsupported facts
c. emotional appeal

What I Have Learned

Faulty logic occurs when you use words with connotations that make a false
connection between a person or an idea and the words connotation, whether it is
positive or negative.
 What I Can Do

Controlled Practice
Analyze the given statements and identify which states a A faulty logic, B
unsupported facts and C emotional appeal. Write the letter of your answer.
For those who can access the module online, you may answer this activity through
this link: https://forms.gle/64mQa4Y2rQ5bXcvi8

1. "The Lakers is a great team, so every player must be great too."

2. A telephone company ad shows a small, sweet grandmother sitting
patiently by the phone waiting for her loved ones to call.
3. You must buy a lottery ticket, or you will not win the lottery," and later
concluded "Since you bought a ticket, you will win the lottery
4. People in El Nido are much nicer than the people in Boracay.
5. As Mayor, my top priority will be improving education. So, my first act of
office will be to cut funding for our public schools.

Lesson
Interpreting ideas in a
2 Poster

What’s New

Interpreting Posters
Communication is enhanced when visual aids are used. Nowadays, technology has
led to explosive growth in the use of images to communicate and understand the
world around us. It’s important to pair the correct visual aid with the type of
information presented.
A poster is one type of visual aid that is commonly used, it is piece of printed paper
designed to be attached to a wall or vertical surface. Typically, posters include both
textual and graphic elements, although a poster may be either wholly graphical or
wholly text.

Here is an example,

https://yli.org/event/2019-youth-leadership-conference/

What is the poster all about? What is in the poster that would make you
decide to join the conference?

What is It

The main function of a poster is to capture a moving audience with a message.

In order to understand and appreciate posters, you must make observations for the
purpose of interpretation; which means that you must make an explanation or
translation between the object and the meaning. Observation is necessary to
understand and appreciate the message to be conveyed through the visual that is
used in posters. Designers use icons to display a specific meaning to their
audience, but it is up to the viewers to interpret accordingly.

Purpose of a poster
 attract attention (optical eye-catching through shape and color),
 be memorable (original motifs and texts),
 have an interesting design (original combination of font, image and color)
 a clearly structured message or statement.
 What’s More

Activity 1. Verbalize Your Thoughts

You have learned that posters are made to communicate a message. Study
the poster below and answer the given questions.

For those who can access the module online, you may answer this activity through
this link: https://forms.gle/64mQa4Y2rQ5bXcvi8

a. What social issue is highlighted in

the poster?

b. What is your idea of racism?

c. Where do racism and

discrimination usually take place?

d. What message does this poster

wanted to convey?

https://www.pinterest.ph/newcomej/anti-hate-
poster-ideas/

What I Have Learned

1. Posters are one of the most effective forms communication. It allows you to

spread your message to a wide audience far cheaper than radio, print or television
advertising in a simple, easy and affordable way.
2. The use of symbols, pictures and text can translate abstract ideas into more
realistic forms.
3. Observation is necessary to understand the message to be conveyed.
 What I Can Do

Make your own poster about “How to prevent Corona Virus” and prepare five
questions about the details in your poster.

Lesson
Feedback: Agreement and
3 Disagreement
When producing language, whether it be speaking or writing, one of the most
important language functions is that of agreeing and disagreeing. When you are
asked to give your feedback based on the material you read or viewed it is
important that you can negotiate meaning because you know how the language
function. This lesson will allow you to negotiate meaning and reach agreements
while communicating with others. It is important that you know how to express
agreement and disagreement in English knowing different expressions that allow
you to agree and disagree with others or to the material being presented to you.

What’s In

In validating the truthfulness and worthiness of a material presented to you it is

important you can interpret symbols, text, pictures and abstract ideas into more
realistic forms. You can give your opinion whether you agree or disagree based on
the ideas presented.

What’s New

Give your feedback

Social media is a dangerous place to seek

affirmation, acceptance, identity, and security.
Cornelius Lindsey
 Write a five-sentence feedback about the statement stated by Cornelius Lindsay.

I agree/disagree___________________________________________________
_______________________________________________
_______________________________________________

What is It

How to express Agreement

When discussing something in speaking or writing form, we may agree in some
100% or we may agree in some aspects, but not necessarily 100%. Below is list of
expression used in agreeing fully and partially.
Table 1. Expressions used in Agreement

Agree Strongly Agree Not sure

I totally agree I agree Maybe
Definitely I think so Possibly
Absolutely I guess so Perhaps
I’m sure I suppose so I’m not sure about that
I couldn’t agree more I think you’re right

How to express Disagreement

Whenever we disagree with someone, we should not sound rude. Knowing other
expressions will make expressing disagreement sound more polite. Below is the list
of some helpful expressions in expressing disagreement.

Table 2. Expressions used in Disagreement

Disagree Strongly Disagree

I completely disagree I understand but…

Definitely not That’s a good point but…

I don’t think so I can see your point of view but….

That’s not true at all I see what you’re getting at but…

What’s More
Activity 1.1 Using correct Expressions
Learning the Skill: Using correct expressions in providing feedback
For those who can access the module online, you may answer this activity through
this link: https://forms.gle/64mQa4Y2rQ5bXcvi8

1. Choose the word or phrase that would not indicate agreement with another
speaker
a. Yes, and…
b. No, actually…
c. Exactly
d. Perhaps.
2. Which of the following phrases would not indicate that a speaker is about to
describe someone else’s opinion?
a. My friend claims that…
b. A contrasting opinion holds that…
c. Dr. De Juan’s book describes the condition as….
d. My classmate insisted that….
3. In the following conversation, what do Zendee and Marvin agree on?
Zendee: I really like the new tiktok app.
Marvin: Yes, it’s so much easier to use.
Zendee: And it works so much better on my tablet, too. But I guess that’s
not such an issue for you, since you don’t have one.
Marvin: Luh! I never got tablets.
Zendee: I don’t know how you get everything without one! I consider it totally
necessary.
Marvin: But you got along fine before you had a tablet. They might be nice,
but I don’t think they’re necessary.
a. How good the new tiktok app is.
b. Whether tablets are necessary.
c. Whether the new tiktok app works better on a tablet.
d. Whether tiktok is necessary.
4. Aling Nenita: What do you think of the film ‘Seven Sundays’?
Mars: … I have not seen the film yet.
a. I can’t say anything
b. I don’t think so
c. You are right
d. Yes, it is
5. Toto: Susan speaks English well, doesn’t she?
Nena: … she speaks like a native English speaker.
a. I disagree
b. I don’t know
c. I supposed so
d. I agree
 What I Have Learned

1. There are words and phrases I can use to express agreement and
disagreement.
2. I will use expressions expressing agreement if I have the same opinion with
the person or to the material being presented, if I need to decide something
with another person, if I accept a suggestion or idea.
3. I will use expressions expressing disagreement if I have different opinion
from someone else or to the material being presented.

What I Can Do

Watch the video clip http://www.youtube.com/watch?v=ZRTuslMz2Rw

Write your opinion about the material viewed. The video gives an overview of how to
write a one-act-play. It says that writing a one-act-play is a good exercise to develop
your writing skills. Enumerate some of the tips mentioned in the video, share your
thoughts and react whether you agree or disagree
Transcript of the video
how to write a one-act play a one-act plays to the full-length play with a 00:09 short story is to the novel at least in
00:12 terms of length and complexity a one-act00:14 play like the short story is not 00:16 necessarily easier to write simply
00:18 because it is brief but it does provide 00:21 less of a challenge than a traditional 00:23 three act play and has a discipline and
00:25 beauty all its own experiencing how to 00:28 write a one-act play is essential to the 00:31development of your understanding of
00:32 this particular form of Arts when 00:35 writing a one-act play it is imperative 00:37 that you know and appreciate its 00:39
limitations so that you can maximize its 00:41 strength a one-act play being short is 00:44 constrained by necessity for a simpler
00:47 plot fewer speaking characters limited 00:49 location a shorter time span this may 00:53 severely curtail your preference for
00:55 explosion and plot and character 00:56 development on the other hand you will 00:59 hone your focus on your characters and
01:01 the statement that you wish to express 01:03 here is how to get started in writing a 01:06 one-act play one read up find someone
01:10 act plays from the library the internet 01:12 other sources you may find and observe 01:15 what they have in common
01:16 learn what you can from the examples 01:19 especially about plot character 01:21 development goal resolution construction
01:24 in so on to say what figure out what 01:29 point you want your play to make 01:30 is it a statement for or against 01:33
something do you want to arouse some 01:35 particular emotion or reaction are 01:37 people supposed to be entertained 01:39educated or both the
answers to these 01:42 questions will generally determine your 01:44 plot and the characters and the conflict 01:47 of the blade
01:48 3.the who identify the characters in 01:52 their parts in the story now they will .01:54contribute to making your statement the
01:56main character is the one who will be01:58the focus of the story and since the 02:00 one-act play is short the main character
02:02 should be introduced quickly and clearly 02:05 for what for the main character should 02:09 have an objective to pursue during the
02:11 course of the play this will give your 02:13 story that much-needed direction in the 02:15 unity of purpose by writing a one-act
02:18 play instead of say a propaganda article 02:20 you want to get your point across in a 02:22 way that makes people think and figure
02:24 things out for themselves five and then 02:29 suspense should build up by the conflict 02:32 that the main character faces conflict
02:35 does not always have to be fights or 02:36 violence but simply an obstacle that the 02:39 character faces it could be a struggle 02:42
within the person a situational 02:43 hindrance anything that keeps him or her 02:46 from realizing the goal or objective the 02:48 conflict will give the
story tension to 02:50 keep it interesting 6 write it let the 02:54 writing flow just write it all down as 02:57 it comes to you based on what you've 02:59
figured out about the characters the 03:00 objective of the conflict to be don't 03:03 limit yourself but allow your 03:05
imagination and creativity free reign 03:08 after you have it all down then edit and 03:11 rewrite tighten the story so that the 03:14 play is brief but
complete concise but 03:17 sufficient 7 the end but not quite 03:21 polish your play after you're done 03:24 writing your play you need to assess it 03:26
see how dialogue can be sharpened how 03:29 the pace can be quickened how the action 03:31 can be improved did you get your point 03:34 across
effectively can any scene be cut 03:36 out without detracting from the story 03:38
because they seem need to be played out 03:40 more are the characters well fleshed out 03:43 are the stage directions and setting 03:46
descriptions clear and complete is the 03:48 conclusion believable and realistic does 03:52 the ending satisfactorily wrap up the 03:54
story 03:55 critique your work and have it critiqued 03:57 by others all good writing needs 04:00 rewriting to make it better 04:02 writing a one-act play
may not be quick 04:04 and painless but it is a good exercise 04:06 to develop your writing skills it is 04:09 entirely up to you what you do with 04:11
these tips on how to write a one-act 04:13 play but actually writing one would be a 04:16 remarkable accomplishment one that is 04:18 certainly worth
pursuing 04:20
[Music]
English (auto-generated)

Lesson Play Synopsis

 4
In this lesson, you will learn more about dramatic works that have the power to
change the way people see and feel about things. This will help you grow in
awareness and in understanding the power of literary works.

What’s In

You have already enumerated the tips in writing a one-act play in Lesson 3. You
are familiar with some technicalities in drama and theater. It will be easier for you
to craft a play synopsis. It is important that you understand how literary devices
will help you compose a good plot synopsis. Here are some important words to
remember:

1. Literary devices- common structures used in writing. These devises

can either literary elements or literary techniques
2. Play- a dramatic performance
3. Elements- The simplest or essential parts. Six elements of drama plot,
character, thought, diction, music and spectacle
4. Simile- is one of the most used literary devices referring to the
practice of drawing parallels or comparison between two unrelated
and dissimilar things, people, places etc...
5. Plot- shows how main events in the play are organized.
6. Foreshadowing- refers to the use of indicative words/phrases and
hints that indicates future event.

What’s New

Photo React
Below are two pictures of the two masks associated with drama representing the
traditional generic division between comedy and tragedy.

CreativeCommons.com
 1. What is the difference between comedy and tragedy?
2. What are your thoughts about plays?

What is It
Composing a plot Synopsis
You will use what you have learned in other lessons to compose a plot synopsis.
Composing a plot synopsis is essential as it will demonstrate your understanding of
the play.
Here are the steps that will help you craft a good synopsis.
1. Start with a hook.
2. Introduce the characters.
Introduce the main characters. Cite their motivation, conflict, and goals.
Stay away from detailed physical descriptions.
3. Construct the body of your synopsis.
Write the highest points of your story in chronological order. Keep these
paragraphs tight don’t give every little detail. Each scene should include
action, reaction, and a decision.
4. Use three or four paragraphs to write the crisis and resolution.
Keep this simple, but make sure you show your main characters’ reactions.
Your synopsis must include the resolution to your story.
5. Rewrite
Rewrite until each sentence is polished to the point of perfection. Use strong
adjectives and adverbs, and always write in the present tense.

Guidelines in writing a Plot Synopsis

1. The time and place should be indicated at the beginning of synopsis.
2. A brief description of the main characters should be given as they appear in
the story.
3. The synopsis should begin at the opening of the story and told in the same
order as the play, and end at the play’s conclusion.
4. Dramatic scenes that propel the story forward, including climactic scenes
should be described within synopsis.
5. The synopsis must be no longer than 250 words long.
6. The story must be told in the present tense and in the third person.

What’s More

Activity 1 Watch the Play “While the Auto Waits”

Watch the play, While the Auto Waits, on youtube, https://www.youtube.com/watch?
v=H3wkDXtGrhM&t=51s .Write your plot synopsis in one yellow paper.
Transcript of the video
Promptly at the beginning of twilight, came again to that quiet corner of that quiet, small park the girl in gray. She sat upon a bench and read a book, for
there was yet to come a half hour in which print could be accomplished.
To repeat: Her dress was gray, and plain enough to mask its impeccancy of style and fit. A large- meshed veil imprisoned her turban hat and a face that
shone through it with a calm and unconscious beauty. She had come there at the same hour on the day previous, and on the day before that; and there
was one who knew it.
The young man who knew it hovered near, relying upon burnt sacrifices to the great joss, Luck. His piety was rewarded, for, in turning a page, her book
slipped from her fingers and bounded from the bench a full yard away.
The young man pounced upon it with instant avid- ity, returning it to its owner with that air that seems to flourish in parks and public places - a
compound of gallantry and hope, tempered with respect for the policeman on the beat. In a pleasant voice, be risked an inconsequent remark upon the
weather that in- troductory topic responsible for so much of the world's unhappiness-and stood poised for a mo- ment, awaiting his fate.
The girl looked him over leisurely; at his ordinary, neat dress and his features distinguished by nothing particular in the way of expression.
"You may sit down, if you like," she said, in a full, deliberate contralto. "Really, I would like to have you do so. The light is too bad for reading. I would
prefer to talk."
The vassal of Luck slid upon the seat by her side with complaisance.
"Do you know," be said, speaking the formula with which park chairmen open their meetings, "that you are quite the stunningest girl I have seen in a
long time? I had my eye on you yesterday. Didn't know somebody was bowled over by those pretty lamps of yours, did you, honeysuckle?"
"Whoever you are," said the girl, in icy tones, "you must remember that I am a lady. I will excuse the remark you have just made because the mistake
was, doubtless, not an unnatural one -- in your circle. I asked you to sit down; if the invitation must con- stitute me your honeysuckle, consider i "I
earnestly beg your pardon," pleaded the young ran. His expression of satisfaction had changed to one of penitence and humility. It was my fault, you
know -I mean, there are girls in parks, you know - that is, of course, you don't know, but -- "
"Abandon the subject, if you please. Of course I know. Now, tell me about these people passing and crowding, each way, along these paths. Where are
they going? Why do they hurry so? Are they happy?"
The young man had promptly abandoned his air of coquetry. His cue was now for a waiting part; he could not guess the role be would be expected to
play.
"It is interesting to watch them," he replied, pos- tulating her mood. "It is the wonderful drama of life. Some are going to supper and some to -- er -- other
places. One wonders what their histories are."
"I do not," said the girl; "I am not so inquisi- tive. I come here to sit because here, only, can I be tear the great, common, throbbing heart of hu- manity.
My part in life is cast where its beats are never felt. Can you surmise why I spoke to you, Mr. -- ?"
"Parkenstacker," supplied the young man. Then be looked eager and hopeful.
"No," said the girl, holding up a slender finger, and smiling slightly. "You would recognize it im- mediately. It is impossible to keep one's name out of
print. Or even one's portrait. This veil and this hat of my maid furnish me with an incog. You should have seen the chauffeur stare at it when he thought
I did not see. Candidly, there are five or six names that belong in the holy of holies, and mine, by the accident of birth, is one of them. I spoke to you, Mr.
Stackenpot -- "
"Parkenstacker," corrected the young man, mod- estly.
" -- Mr. Parkenstacker, because I wanted to talk, for once, with a natural man -- one unspoiled by the despicable gloss of wealth and supposed social su-
periority. Oh! you do not know how weary I am of it -- money, money, money! And of the men who surround me, dancing like little marionettes all cut by
the same pattern. I am sick of pleasure, of jewels, of travel, of society, of luxuries of all kinds."
"I always had an idea," ventured the young man, hesitatingly, "that money must be a pretty good thing."
"A competence is to be desired. But when you leave so many millions that -- !" She concluded the sentence with a gesture of despair. "It is the mo- otony
of it" she continued, "that palls. Drives, dinners, theatres, balls, suppers, with the gilding of superfluous wealth over it all. Sometimes the very tinkle of
the ice in my champagne glass nearly drives me mad."
Mr. Parkenstacker looked ingenuously interested.
"I have always liked," he said, "to read and hear about the ways of wealthy and fashionable folks. I suppose I am a bit of a snob. But I like to have my
information accurate. Now, I had formed the opin- ion that champagne is cooled in the bottle and not by placing ice in the glass."
The girl gave a musical laugh of genuine amuse- ment.
"You should know," she explained, in an indul- gent tone, "that we of the non-useful class depend for our amusement upon departure from precedent.
Just now it is a fad to put ice in champagne. The idea was originated by a visiting Prince of Tartary while dining at the Waldorf. It will soon give way to
some other whim. Just as at a dinner party this week on Madison Avenue a green kid glove was laid by the plate of each guest to be put on and used
while eating olives."
"I see," admitted the young man, humbly.
"These special diversions of the inner circle do not become familiar to the common public."
"Sometimes," continued the girl, acknowledging his confession of error by a slight bow, "I have thought that if I ever should love a man it would be one of
lowly station. One who is a worker and not a drone. But, doubtless, the claims of caste and wealth will prove stronger than my inclination. Just now I am
besieged by two. One is a Grand Duke of a German principality. I think he has, or has bad, a wife, somewhere, driven mad by his intemperance and
cruelty. The other is an English Marquis, so cold and mercenary that I even prefer the diabolism of the Duke. What is it that impels me to tell you these
things, Mr. Packenstacker?
"Parkenstacker," breathed the young man. "In- deed, you cannot know how much I appreciate your confidences."
The girl contemplated him with the calm, imper- sonal regard that befitted the difference in their sta- tions.
"What is your line of business, Mr. Parken- stacker?" she asked.
"A very humble one. But I hope to rise in the world. Were you really in earnest when you said that you could love a man of lowly position?"
"Indeed I was. But I said 'might.' There is the Grand Duke and the Marquis, you know. Yes; no calling could be too humble were the man what I would
wish him to be."
"I work," declared Mr. Parkenstacker, "in a res- taurant."
The girl shrank slightly.
"Not as a waiter?" she said, a little imploringly. "Labor is noble, but personal attendance, you know -- valets and -- "
"I am not a waiter. I am cashier in" -- on the street they faced that bounded the opposite side of the park was the brilliant electric sign "RESTAU- RANT"
-- "I am cashier in that restaurant you am there."
The girl consulted a tiny watch set in a bracelet of rich design upon her left wrist, and rose, hurriedly. She thrust her book into a glittering reticule sus-
pended from her waist, for which, however, the book was too large.
"Why are you not at work?" she asked.
"I am on the night turn," said the young man; it is yet an hour before my period begins. May I not hope to see you again?"
"I do not know. Perhaps - but the whim may not seize me again. I must go quickly now. There is a dinner, and a box at the play -- and, oh! the same old
round. Perhaps you noticed an automobile at the upper corner of the park as you came. One with a white body
"And red running gear?" asked the young man, knitting his brows reflectively.
"Yes. I always come in that. Pierre waits for me there. He supposes me to be shopping in the de- partment store across the square. Conceive of the
bondage of the life wherein we must deceive even our chauffeurs. Good-night."
"But it is dark now," said Mr. Parkenstacker, "and the park is full of rude men. May I not walk -- "
"If you have the slightest regard for my wishes," said the girl, firmly, "you will remain at this bench for ten minutes after I have left. I do not mean to
accuse you, but you are probably aware that autos generally bear the monogram of their owner. Again, good-night"
Swift and stately she moved away through the dusk. The young man watched her graceful form as she reached the pavement at the park's edge, and
turned up along it toward the corner where stood the automobile. Then he treacherously and unhesitat- ingly began to dodge and skim among the park
trees and shrubbery in a course parallel to her route, keep- ing her well in sight
When she reached the corner she turned her head to glance at the motor car, and then passed it, con tinuing on across the street. Sheltered behind a
con- venient standing cab, the young man followed her movements closely with his eyes. Passing down the sidewalk of the street opposite the park, she
entered the restaurant with the blazing sign. The place was one of those frankly glaring establishments, all white, paint and glass, where one may dine
cheaply and conspicuously. The girl penetrated the restaurant to some retreat at its rear, whence she quickly emerged without her bat and veil.
The cashier's desk was well to the front. A red- head girl an the stool climbed down, glancing pointedly at the clock as she did so. The girl in gray
mounted in her place.
The young man thrust his hands into his pockets and walked slowly back along the sidewalk. At the corner his foot struck a small, paper-covered volume
lying there, sending it sliding to the edge of the turf. By its picturesque cover he recognized it as the book the girl had been reading. He picked it up
carelessly, and saw that its title was "New Arabian Nights," the author being of the name of Stevenson. He dropped it again upon the grass, and lounged,
irresolute, for a minute. Then he stepped into the automobile, reclined upon the cushions, and said two words to the chauffeur:
"Club, Henri."
 What I Have Learned

1. It is important to incorporate the elements, features and style and the

most appropriate language forms in composing a play/plot synopsis.
2. To be familiarized with literary devices and techniques.
3. Craft my own play/plot synopsis

What I Can Do

We hope that you are able to learn many things. Write your reflection in a piece of
paper.
1. What is the implication of the lesson in your life?
2. How will it make you a better person?

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

For those who can access the module online, you may answer this activity through
this link: https://forms.gle/64mQa4Y2rQ5bXcvi8
1. What advocacy is being promoted in the poster?
a. Drug abuse prevention
b. Anti-bullying
c. Hunger and poverty
d. Racial discrimination
2. Where does bullying usually take place?
a. In the community
b. At the workplace
c. In school
d. All the above
3. If you agree with the advocacy what will be your response?
a. I will wear orange shirt on October 21,2020.
b. I disagree to wear orange shirt on October 21,2020.
c. I think so, I will wear red shirt too.
d. I understand but I don’t have orange shirt.
4. Every ingredient of this soup is tasty.
So, this must be a very tasty soup.
What fallacy is committed in this
statement
a. Faulty logic
b. Unsupported facts
c. Emotional appeal
d. Supported facts
5. Detergent ad: “If you want
miraculously white clothes, use soapy
detergent. It’s a washday miracle!” This
statement is an example of
____________
a. Faulty logic
b. Unsupported facts
c. Emotional appeal
d. Supported facts
6. Which is NOT an expression of
agreement?
a. I understand but…
b. Maybe
c. I think so
d. Perhaps
7. It shows how the main events in the
play are organized.
a. Foreshadowing
b. Plot
c. Character
d. Climax
8. The time and place should be indicated
at the beginning of the synopsis.
a. True
b. False
c. Not sure
d. Not stated
9. A synopsis must be no longer than how
 many words?
a. 100 words
b. 150 words
c. 200 words
d. 250 words
10.The synopsis must be told in the past
tense and in the first person
a. True
b. False
c. Not sure
d. No rule

References
https://smallbusiness.chron.com/advantages-disadvantages-visual-
communication-42511.html
https://www.cis.rit.edu/htbooks/dtp/projects/poster/poster1.html
https://www.definitions.net/definition/poster
https://www.pinterest.ph/newcomej/anti-hate-poster-ideas/
https://yli.org/event/2019-youth-leadership-conference/
Creativecommons.com
A Journey Through Anglo-American Literature: Grade 9 Learner’s Material for
English.First Edition,2014 DepEd-IMCS pp.283-424

How to agree and disagree https://www.abc.net.au/education/learn-english/how-

to-agree-and-disagree-in-english/11244124
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