9

English
Fourth Quarter

LEARNING ACTIVITY SHEET

 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
ENGLISH
Learning Activity Sheets
(Grade 9)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

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This material has been developed for the implementation of K to 12 Curriculum through the
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Consultants:
Regional Director : ESTELA L. CARIÑO EdD, CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON EdD, CESO V, DepEd R02
Schools Division Superintendent : FLORDELIZA C. GECOBE PhD, CESO VI, SDO Quirino
Asst. Schools Division Superintendent: MARY JULIE A. TRUS PhD, SDO Quirino
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02
Chief Education Supervisor, CID : JORGE G. SADDUL, SR.
Development Team

Writers: BABY DAINA P. VILLANUEVA, Teacher III, Diffun National High School- Diffun I
EMMA F. ASUNCION, Teacher III, Magsaysay National High School- Diffun II
Content Editor: SHERYL M. ESPERANZATE, PhD, Head Teacher I- Maria Clara Elementary School- Diffun I
Language Editor: SHERLY C. CAINGUITAN PhD, Education Program Supervisor - English, SDO Quirino
Illustrators: MELVIN P. FLORENDO, Teacher III, Ifugao Village Integrated School-Diffun II
Layout Artists: BABY DAINA P. VILLANUEVA, Teacher III, Diffun National High School-Diffun I
RODERICK A. TADEJA, Head Teacher I–Magsaysay Elementary School-Diffun II
LRQAT: MA. LOURDES UGALE, MT I-Reina Merceded NHS, SDO Isabela
Focal Persons: RONNIE F. TEJANO, Education Program Supervisor–English, CLMD, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
SHERLY C. CAINGUITAN PhD, Education Program Supervisor–English, SDO Quirino
FELIMENDO M. FELIPE, SEPS-HRD, OIC LR Supervisor – SDO Quirino
RONALD T. BERGADO, PDO II-LRMS, SDO Quirino
ROZEN D. BERNALES, Librarian II, SDO Quirino
Printed by: Curriculum and Learning Management Division
DepEd, Carig Sur, Tuguegarao City

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

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Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph
Doc Code: FM-ORD-009 Rev: 00
As of: 07-02-2018 Page: 2
 Table of Content

Page
Competency number

Judge the relevance and worth of ideas,

soundness of the author’s reasoning, and the ..................... 1
effectiveness of the presentation

React to lay value judgment on critical issues

that demand sound analysis and call for ..................... 12
prompt actions
 ENGLISH 9
Quarter 4 – MELC 1

Judge the relevance and worth of ideas, soundness of author’s reasoning and the
effectiveness of the presentation

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 ENGLISH 9
Name of Learner: _______________________________ Grade Level: _____________
Section: _______________________________________ Date: ___________________

LEARNING ACTIVITY SHEET

JUDGE THE RELEVANCE AND WORTH OF IDEAS, SOUNDNESS OF
THE AUTHOR’S REASONING, AND THE EFFECTIVENESS OF THE
PRESENTATION

Background Information for Learner

YOUR JOURNEY

Literature, as one of its purposes, makes people learn from the ideas it contains. This
is especially appreciated when the literary piece has ideas that are sound and that can be applied
in the reader’s own life. Thus, literature is seen as especially valuable because it is relevant to
the reader. In order to find merit in literature, readers first judge how solid the ideas and how
sound the judgement of an author is. In this way, the author can act as the voice of wisdom that
teaches a reader without the reader himself/herself having to go through the experience that
the author had gone through. This is called vicarious learning.
Read the text below and accomplish the tasks that follow to help you develop your
skills in judging the relevance and worth of ideas, soundness of author’s reasoning and the
effectiveness of the presentation.

Autobiography of Benjamin Franklin

(An Excerpt)

In the evening I found myself very feverish and went to bed; but having read
somewhere that cold water drank plentifully was good for fever, I followed the prescription
and sweat plentifully most of the night. My fever left me, and in the morning, crossing the
ferry, I proceeded on my journey on foot, having fifty miles to go to Burlington, where I was
told I should find boats that would carry me the rest of the way to Philadelphia.
It rained very hard all the day; I was thoroughly soaked, and by noon a good deal tired;
so I stopped at a poor inn, where I stayed all night, beginning now to wish I had never left
home. I made so miserable a figure, too, that I found, by the questions asked me, I was
suspected to be some runaway indentured servant and in danger of being taken up on that
suspicion. However, I proceeded the next day and got in the evening to an inn within eight or
ten miles of Burlington, kept by one Dr. Brown. He entered into conversation with me while I
took some refreshments, finding I had read a little, became very obliging and friendly. Our
acquaintance continued all the rest of his life. He had been, I imagine, an ambulatory quack
doctor, for there was no town in England nor any country in Europe of which he could not give
a very particular account.

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 He had some letters, and was ingenious, but he was an infidel, and wickedly
undertook, some years after, to turn the Bible into doggerel verse, as Cotton had formerly
done with Virgil. By this means he set many facts in a ridiculous light and might have one
mischief with weak minds if his work had been published; but it never was.

At his house I lay that night, and arrived the next morning at Burlington, but had the
mortification to find that the regular boats were gone a little before, and no other expected
to go before Tuesday, this being Saturday. Wherefore I returned to an old woman in the
town, of whom I had bought some gingerbread to eat on the water and asked her advice. She
proposed to lodge me till a passage by some other boat occurred. I accepted her offer, being
much fatigued by traveling on foot. Understanding I was a printer, she would have had me
remain in that town and follow my business, being ignorant what stock was necessary to
begin with. She was very hospitable, gave me a dinner of ox cheek with great goodwill,
accepting only of a pot of ale in return; and I thought myself fixed till Tuesday should come.
However, walking in the evening by the side of the river, a boat came by, which I found was
going toward Philadelphia with several people in her. They took me in, and as there was no
wind we rowed all the way; and about midnight, not having yet seen the city, some of the
company were confident we must have passed it and would row no further; the others knew
not where we were, so we put toward the shore, got into a creek, landed near an old fence,
with the rails of which we made a fire, the night being cold, in October, and there we
remained till daylight. Then one of the companies knew the place to be Cooper's Creek, a
little above Philadelphia, which we saw as soon as we got out of the creek, and arrived there
about eight or nine o'clock on the Sunday morning and landed at Market Street Wharf.

I have been the more particular in this description of my journey, and shall be so of
my first entry into that city, that you may in your mind compare such unlikely beginnings
with the figure I have since made there. I was in my working dress, my best clothes coming
round by sea. I was dirty, from my being so long in the boat. My pockets were stuffed out
with shirts and stockings, and I knew no one nor where to look for lodging. Fatigued with
walking, rowing, and the want of sleep, I was very hungry; and my whole stock of cash
consisted in a single dollar, and about a shilling in copper coin, which I gave to the boatmen
for my passage. At first they refused it, on account of my having rowed; but I insisted on
their taking it. Man is sometimes more generous when he has little money than when he has
plenty; perhaps to prevent his being thought to have but little.

I walked toward the top of the street, gazing about till near Market Street, when I
met a boy with bread. I had often made a meal of dry bread, and inquiring where he had
bought it, I went immediately to the baker's he directed me to. I asked for biscuits, meaning
such as we had at Boston; that sort, it seems, was not made at Philadelphia. I then asked for
a three penny loaf and was told they had none. Not knowing the different prices nor the
names of the different sorts of bread, J told him to give me three penny worth of any sort.
Ile gave me accordingly three great puffy rolls.

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 I was surprised at the quantity, but took it, and having no room in my pockets,
walked off with a roll under each arm and eating the other. Thus, I went up Market Street
as far as Fourth Street, passing by the door of Mr. Read, my future wife's father; when she,
standing at the door, saw me, and thought I made, as I certainly did, a most awkward,
ridiculous appearance. Then I turned and went down Chestnut Street and part of Walnut
Street, eating my roll all the way; and coming round found myself again at Market Street
Wharf, near the boat I came in, to which I went for a draught of the river water; and being
filled with one of my rolls, gave the other two to a woman and her child that came down
the river in the boat with us and were waiting to go further.
Thus, refreshed I walked again up the street, which by this time had many clean-
dressed people in it, who were all walking the same way. I joined them, and thereby was
led into the great meeting-house of the Quakers, near the market. I sat down among them,
and after looking round a while and hearing nothing said, being very drowsy through
labor and want of rest the preceding night, I fell fast asleep and continued so till the
meeting broke up, when someone was kind enough to rouse me. This, therefore, was the
first house I was in, or slept in, in Philadelphia.

Source: Glencoe American Literature, New York: Glencoe McGraw-Hill. 2000.

Learning Competency with Code: EN9RC-IVf-2.22: Judge the relevance and worth of
ideas, soundness of the author’s reasoning, and the effectiveness of the presentation.
(Quarter 4, Week 6)

Directions: Here are different exercises to develop your skill in our lesson.
Answer the exercises the best you can.

Activity 1. Delving Deeper! Answer the following questions.

1. Read the first two paragraphs. Comment on Benjamin Franklin’s determination to reach
Philadelphia.
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2. What do you think is the reason for his determination to be in Philadelphia? How did
you determine this? Explain your answer.
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 3. What incidents in the essay show that Benjamin Franklin is a man who values more
what he is doing and what his goal is than what people will say about his appearance?
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4. What is your idea of breaking free? How does Franklin seem to define his idea of
breaking free? Do his actions reflect his idea of breaking free? Justify your answer.
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__________________________________________________________________

5. Would you say that you are luckier now that you can reach places more easily and more
comfortably? Support your answer.
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Activity 2. Web it!

Directions:

1. Give at least one symbol in which the character (Benjamin Franklin) represents his
aspirations or ambitions as stated, referred to, or shown in the excerpt.

2. After giving one symbol, write your thoughts about the excerpt. Aim to address the
following issues in your response:

• What views did Franklin have as stated in the excerpt?

• What actions did Franklin take to achieve his views?
• What words are unique to Franklin’s excerpt?

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 Character Web: Autobiography of Benjamin Franklin

What views did Franklin have What actions did Franklin

as stated in the excerpt? take to achieve his views?

Views Actions

Benjamin Franklin

Symbol:

Words
What words are
unique to
Franklin’s excerpt?

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Activity 3. List and Relate it!

Directions: Benjamin Franklin has a reason for relating each story or event in this part of his
autobiography. He often states what he learns or how he gains from an experience. Record the
significance of each event in the table. Consider what Franklin’s reasons might be for relating
a certain incident.

Event or Incident Significance or Reason for Relating

Activity 4. A Dream Route!

Directions: Franklin worked hard, even as a teenager, to pursue both his

interests and his trade. He always thought about how he wants other people to
think of him. Benjamin Franklin’s practicality combined with his strong sense
of duty made him a model of good citizenship. For example, he founded the
first public library and helped organize volunteer fire-fighting clubs and a public
hospital in his hometown of Philadelphia. In this activity, as a teenager identify
a need in your community and then plan a project to address the need. This
activity will encourage you to volunteer time for the betterment of your
community. A sample project plan is given below:

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I. Title of Project Plan: OPLAN Healthy Mind, Healthy You!
II. Goals:
A. Raise awareness to improve attitudes of young people about mental health.
B. Promote healthy emotional well-being practices.
III. Target Audience: Students aged 8-15
IV. Platform where I will spread my info-advocacy campaign: Facebook
V. Plan of Project:
A. Research on healthy practices to nurture emotional well-being.
B. Write a script for a two-minute talk about mental health topics.
C. Create a “healthy mind, healthy you” jingle, and a simple dance that would go with it.
D. Record myself through my cellphone camera.
E. Upload the content on my Facebook wall.
VI. Elements used in the info-advocacy campaign
A. Script- Written
B. Talk- Oral
C. Dance- Gestural
D. Jingle/Talk- Audio
E. Video- Visual

My Project Plan

I. Title of Project Plan:

II. Goals:
III. Target Audience:
IV. Platform where I will spread my info-advocacy campaign:
V. Plan of Project:
VI. Elements used in the info-advocacy campaign

Rubrics for Project Plan:

Indicators 5 3 1
Exemplary Accomplished Developing
Description of the Thoroughly Briefly describes the Did not describe the
Project (Title) describes the project project project
Completeness Complete data with Complete data with Incomplete data with
clearly defined goals unclear goals and unclear goals and
and steps to steps to implement steps to implement
implement the plan the plan the plan
Clarity of The narration and The narration and The narration and
narration details of the project details of the project details of the project
are very clear are clear are not clear

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Activity 5. Create to Connect!

Directions: Throughout his life, Benjamin Franklin tried to find ways to improve himself
intellectually, morally, and physically. You will be tasked to research and learn about some of
the self-improvement methods that Franklin designed or employed, and then create and follow
your self-improvement plan. Present it in a creative way of writing your plan.

Rubrics for Creative Writing:

10 8 6 5
CATEGORY Exceeds Standards Grade Level Basic Below Basic
Creative, concrete Uses concrete Some use of Little use of
Description language; uses language. literary concrete concrete
literary devices and devices and language, language,
rich sensory detail sensory detail literary devices, literary devices,
and sensory or sensory detail
detail
Ideas Develops ideas Develops ideas Develops ideas Uses incomplete
clearly and fully; clearly; uses briefly; uses or undeveloped
uses a wide range relevant details some detail details
of relevant details

Organization Maintains a clear Maintains a clear Establishes but Lacks an

focus; exhibits a focus; exhibits a does not always appropriate
logical, coherent logical sequence maintain an focus, but
structure through of ideas through appropriate suggests some
appropriate appropriate focus; some organization
transitions transitions inconsistencies
in the sequence
of ideas

Grammar and Smooth, fluid Mostly correct Errors Grammatical

Mechanics error-free in grammar; errors occasionally errors are
grammar do not interfere interfere with awkward and
with communication; interfere with
communication verb tense errors communication

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Reflection
Complete this statement.
What I have learned in this activity

___________________________________________________________________________

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___________________________________________________________________________

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References:

https://betterlesson.com/lesson/531975/sequencing-in-the-autobiography-of-ben-franklin

https://www.edrawsoft.com/share-graphic-organizer.php

https://www.google.com/search?q=creative+writing+rubrics&oq=creative+writing+rubrics&aqs=chr
ome..69i57j0l7.13672j1j7&sourceid=chrome&ie=UTF-8#

English Expressways III. SD Publication, Inc. DepEd, Philippines.2010.p.31-33

Answer Key:

Activity 1. Delving Deeper!

1. Benjamin Franklin showed his determination to reach Philadelphia despite his difficult
and challenging journey towards this place he did not hesitate until he reached his
destination even it caused sacrifice on his part.

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 2. Benjamin Franklin was determined to reach Philadelphia at the age of 17 because he
wanted to make a new start in a new city, the major city of the colonies of the time.
Franklin worked hard, even as a teenager, to pursue both his interests and his trade. He
thinks about how he wants other people to think of him.
3. The first incident when Benjamin Franklin gave a copper coin to the boatmen for his
passage, then, he said “Man is sometimes more generous when he has little money than
when he has plenty; perhaps to prevent his being thought to have but little” and second
incident when he went for a draught of the river water and is filled with one of his rolls,
he gave the other two to a woman and her child that came down the river.
4. Answers may vary.
5. Answers may vary.

Activity 2. Web it! Answers may vary

Activity 3. List and Relate it! Answers may vary

Activity 4. A Dream Route! Answers may vary

Activity 5. Create to Connect!

Answers depend on how students compose their creative writing.

Prepared by:

BABY DAINA P. VILLANUEVA

Writer

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 ENGLISH 9
Quarter 4 – MELC 2

React to lay value judgment on critical issues that demand sound analysis and call
for prompt actions

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 ENGLISH 9
Name of Learner: ____________________ Grade Level: _________
Section: _____________________________ Date: _______________

LEARNING ACTIVITY SHEET

React to Lay Value Judgment on Critical Issues that Demand Sound Analysis
And Call for Prompt Actions

Background Information for Learners

React- It is responding or behaving in a particular way in response to something.

Value judgment –It is a judgment of the rightness or wrongness of something or someone,

or of the usefulness of something or someone, based on a comparison or other relativity.
Most commonly the term value judgment refers to an individual's opinion.

Critical judgment vs. Value judgment

A critical judgment is more analytical and rationale, impartial as impartial could get.
A value judgment is based on arbitrary standards of the individual or entity. Critical
judgment is based off merit, Value judgment is based more on a perceptual understanding.
Critical issues- These are topics that pertain with resource problems and their need for
solutions that relate to the safety or relate to resource protection and management issues that
the public needs to be aware of. They also refer to issues and occurrences that are discussed
or argued by the people.
Examples: Climate Change, Bullying, Discrimination Against Women, Human
Trafficking and others

Learning Competency with code

EN9LC-IVa-13: React to lay value judgment on critical issues that demand sound analysis and
call for prompt actions
(Quarter 4, Week 1)

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Activity 1: React and Reason Out!
Directions: State whether you agree or disagree with the following critical issues and reason
out to justify your answer.

Critical Issues Agree/Disagree Reason Out

1.Online Class

2. COVID Vaccine

3. Death Penalty

4. Mining

5. Mercy Killing

Activity 2: Gallery Walk!

Directions: Give your value judgment on the given photo. State your answer on the blanks
provided below.

White Sand Project in Manila Bay

https://www.google.com.ph/search?q=image+of+white+sand+project+in+Manila+Bay&tbm

Picture Analysis: I think/believe_________________________________________________

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Activity 3: Read to Ponder!
Directions: Read and comprehend the following article on academic freeze and make your
reaction paper.

OPINION: An ‘academic freeze’ is the best option for Filipino

students for now
Written by Ervine Jules B. Sape, Bianca Mae R. Aquino, and Andrea Isahbel G. Olivar

Manila (CNN Philippines Life) — In South Korea, two students tested positive for
COVID-19 as 66 schools reopened. In the Philippines, a 20-year-old student from Capiz died
of a motorcycle accident on her way home, while another 20-year-old student from Masbate
climbed a mountain; both were searching for a signal just to submit their academic
requirements. In Japan, the students clamor that the quality of classes dropped, making them
feel meaningless through online education.

Why do we still romanticize underprivileged Filipino academic resilience and sacrifice

the lives of the “hope of the future” — when there is still no nationwide mass testing — just to
resume classes?

With a mental health pandemic and digital divide cutting deeper into our educational
system, an “academic freeze” must be considered — at least, until and unless the curve has
flattened and mass testing has been made and proven effective. At most, a vaccine against
COVID-19 should be developed. This pertains to suspending classes or the succeeding
academic years in all modes of learning: on-site, off-site, online, and offline.

The “off-site and online”

Imagine staying online for weeks, paying for the internet, and going to computer shops,
all for the sake of compliance, while families are struggling and others have nothing to eat,
thinking only how to survive every day.

Pushing through an “off-site and online” mode of learning will just further resurface
the digital divide evident in our educational sphere. Not everyone has a stable internet
connection and it would be hard or worse, impossible for some students to reach a signal.

Institutions equipped to implement this method, by providing gadgets and student

allowances, would just increase institutional incompetence in resolving the problems with
internet access (not to mention the proper gadgets) of students across the country, as it would
leave students of most institutions behind due to incapacity to adopt such measures.

Obliging teachers to prepare for the next term is tantamount to overlooking their
conditions as well. Cognitive skills may be enriched through online classes, but it would only
leave the class to be teacher-centered while emotive and motor skills may be undermined, as
there is no hands-on guidance, physical experimentation, and practical activities.

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The “off-site and offline”

In the alternative “off-site and offline” mode, learning materials and requirements can
be delivered both by mail. But this set-up will possibly require families to find a means to
procure money for courier fees, among others, when they would rather allot it for their
necessities — unless the school will handle the delivery fees.

This lack of empathy implies that our educational system is turning a blind eye to whom
we should help and what we should focus on — the frontliners, the underprivileged, and
flattening the curve. Instead of saving a community for the "hope of the society," it just impairs
our mental health. Rather than prioritizing safety and security, it just reflects otherwise.

The “academic freeze”

It may not be the best solution, but an “academic freeze” can be adopted until the digital
divide is fully resolved or results of mass testing and curve-flattening are already evaluated
empirically. This will require a flexible academic term, calendar, and curricula to lessen the
school days required, lower the number of course requirements, and reduce tuition and other
fees usually projected for the use of school facilities.

An “academic freeze” can also be adopted through a “no vaccine, no classes” policy
wherein all academic calendars and curricula need not be adjusted, but will just have to suspend
classes per academic year. If there is no vaccine yet as of 2020, it may be possible to suspend
the Academic Year 2020 to 2021 and resume classes on the Academic Year 2021 to 2022
without adjusting the June to March and August to May academic calendars.

Leave no student behind

Economically affected, agencies, companies, and institutions, whether public or

private, can encourage graduating students to apply for a job during the “academic freeze” to
uplift local businesses, but they should be lenient in the submission of their academic
requirements for employment.

Furthermore, a possible loan with no interest agreement, public-private partnership, or

government-business coordination can incentivize school employees and contractual workers
so they will still be motivated in sustaining and improving their morale and productivity to
provide quality education, post-pandemic.

Early resumption of classes will just cause an additional burden to families and
guardians providing tuition and allowances as the transition to “new normal” lets all of us, most
especially the indigents, prioritize necessities from square one.

“Academic freeze” will give the country time to have effective and efficient mass
testing or mass vaccination; not only in the hands of one but for a collective and responsive
system to push through this pandemic.

As far as there are underprivileged students who are victims of a distorted system, an
“academic freeze” is the most plausible option for students, teachers, and school administrators.
It allows them to collaborate in helping our frontliners, assisting our local governments, and
helping the country recover from an economic recession by conducting inclusive socio-
economic volunteer mobilization programs.

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 No student should be left behind. Education is a right, but crisis response speaks of
valuing human lives.

***

Ervine Jules B. Sape is a second-year student from Saint Louis University and taking up a
Bachelor of Arts in Political Science. He is advocating for inclusive political governance,
students' rights, deliberative democracy, and universal diplomacy.

Bianca Mae R. Aquino is a second-year student from the University of the Philippines Baguio
and taking up Bachelor of Arts in Social Sciences, major in Anthropology and minor in
Political Science. She is advocating for good political governance, proactive studentry, and
civic participation.

Andrea Isahbel G. Olivar is a second-year student from Saint Louis University and taking up
a Bachelor of Arts in Political Science. She is advocating for human rights protection, anti-
discriminatory practices, and socio-political civic engagement.

___________________________________________________________________________

Rubrics for Reaction Paper

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https://www.google.com.ph/search?q=rubrics+for+essay&tbm=isch&chips=q:rubrics+for+es
say,g_1:high+school:V_Uw9YzD-UY%3D&usg=AI4_-
kSiUouLdJS4YfJEwmxRr9ci53WNsg&sa=X&ved=2ahUKEwin-
tK1_t3rAhUIIIgKHTcECWcQgIoDKAB6BAgOEAU&biw=1366&bih=650#imgrc=PIupC_
_8EyF4XM
Directions: Use the following template for your Reaction Paper (Activity 3).

Name: ___________________ Grade & Section: __________ Date: _________

REACTION PAPER
In
OPINION: An ‘academic freeze’ is the best option for Filipino
students for now
By Ervine Jules B. Sape, Bianca Mae R. Aquino, and Andrea Isahbel G. Olivar

_____________________________________________________________________
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Closure/Reflection:
Complete this statement:
What I have learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________

References:

Wikipedia, the free encyclopedia, a Value judgment. Retrieved from

https://en.wikipedia.org/wiki/Value_judgment

Dictionary. React. Retrieved from https://www.google.com.ph/search?ei=r-lZX825

Veverka, John. A. Guidelines for Interpreting Critical Issues. Retrieved from

https://www.google.com.ph/search?ei=3elZX8WROsOHoAT1qrWgBw&q=critical+issues

Images of White Sand Project in Manila Bay. Retrieved from

https://www.google.com.ph/search?q=Image+of+White+Sand+Project+in+Manila+Bay&tbm

Sape, Aquino, Olivar.Opinion: An ‘academic freeze’ is the best option for Filipino Students
for now. Retrieved from https://cnnphilippines.com/life/culture/2020/6/1/academic-freeze-
opinion.html

Answer Key

Activity 1: Answers may vary

Activity 2. Answers may vary
Activity 3. Answers may vary

Prepared by:

EMMA F. ASUNCION
Writer

19
Note: Practice Personal Hygiene Protocols at all Times.