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English Grade 9
Quarter 3 Module 5
Analyzing the Contained Information by
Determining the Relevance of the Truthfulness
of the Ideas in the Material Viewed

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I. Analyzing the Contained Information by Determining the Relevance of the Truthfulness of the
Ideas in the Material Viewed (EN9VC-III-4.3/5.3, EN9VC-IVA-10)

This self-learning module was crafted with a thought that a little simplicity goes a long way in such
that intricate matters come to be understood in a simpler more meaningful context.
The lessons embedded here are offshoot from the competencies embedded in the prescribed Most
Essential Learning Competencies. Hence, you may use our existing textbook in Grade 9, Intro to
Anglo-American Literature. You may also refer to the cited references here or you can look for other
learning resources for you to successfully get through each phase of this module.
After going through this module, you are expected to:
1. Analyze the contained information in the material viewed;
2. Infer thoughts, feelings, and intentions in the material; and
3. Determine the relevance and truthfulness of the ideas

Introduction
The lessons that you get from viewing a material for class can do wonders and ultimately will bring
you to a deeper understanding of the story or its video off shoot. Although they can greatly depend
on how you clearly understand the language, it still is a great thing for it opens you to possibilities.
But it all boils down to the writer for he is the only one who can access whether or not your
interpretation is correct.
We are living in a digital world and the signs of the times say that we must all adapt. But the question
is: Are we ready? Visual communication is all the rage right now since from the still image to the
moving one is the norm now and has been a big contributing factor to the mode of communication
all-over.
II. Concept Notes
What is Analyzing Information?

A diversity of ideas is embedded in even just one millisecond of a video. On the surface level
a video uses light, color, sound, and moving images, with the potential for adding text and shape
and color and light filters as overlays to communicate ideas, while the most basic text structures use
alphanumeric symbols, paragraph and sentence structure, and an assortment of text features (e.g.,
white space, headings and subheadings, fonts, etc.) to convey their message.

Videos are meant to be consumed slowly, while literature, for example, is meant to be ‘sat
with’. Videos are (often fast) sprints, while texts are (often leisurely) walks. Because of this very
different tone and purpose as a matter of design, it’s unfair to criticize videos as “less tiring” than
texts, just as it would be misleading to say that video is universally “more engaging” than text
(something I may or may not have said in the past). It’s more complex than that.
Infer Thoughts, Feelings and Emotions
Reading strategies, viewing strategies, thinking strategies–any ‘strategy’ should be student-
centered in pursuit of student-centered learning. One way to interpret this is to say that it should
only be used if necessary, should be accessible and meaningful to the student, and ideally would
be selected by the student without prompting.

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 Determine the Relevance and Truthfulness of the Ideas Presented
In the context of viewing is much like how a person reads a book before, during, after viewing,
and an extended playback of what was not understood is also sought.

III. Learning Tasks

Learning Tasks I. A Time for Us
Instructions: Watch a music video from a popular romantic tragic play. After watching the video,
read a shortened version of how the trouble between their two families started. Then do the following
activities. Watch http://www.youtube.com/watch?V=4FHpmn-Kyec

Romeo and Juliet

Romeo and Juliet is set in Verona, Italy, where there is an ongoing feud between the Montague and
Capulet families. The play opens with servants from both houses engaged in a street brawl that
eventually draws in the family patriarchs and the city officials, including Prince Escalus. The Prince
ends the conflict by issuing a decree that prohibits any further fighting at the risk of great punishment.

Meanwhile, Romeo, a young man from the Montague house, laments his unrequited love for a
woman named Rosaline, who has vowed to remain chaste for the rest of her life. Romeo and his
friend Benvolio happen to stumble across a Capulet servant, Peter, who is trying to read a list of
invitees to a masked party at the Capulet house that evening. Romeo helps Peter read the list and
decides to attend the party because Rosaline will be there. He plans to wear a mask so that nobody
will recognize him as a Montague.

Romeo arrives at the Capulets' party in costume. He falls in love with young Juliet Capulet from the
moment he sees her. However, Juliet's cousin Tybalt recognizes Romeo and wants to kill him on
the spot. Lord Capulet intervenes, insisting that Tybalt not disturb the party because it will anger the
Prince. Undeterred, Romeo quietly approaches Juliet and confesses his love for her. After
exchanging loving words, they kiss.

Afterwards, Juliet's Nurse tells Romeo that Juliet is a Capulet, which upsets the smitten youngster.
Meanwhile, Juliet is similarly distraught when she finds out that Romeo is a Montague. Later that
night, Romeo climbs the garden wall into Juliet's garden. Juliet emerges on her balcony and speaks
her private thoughts out loud. She wishes Romeo could shed his name and marry her. Upon hearing
her confession, Romeo appears and tells Juliet that he loves her. She warns him to be true in his
love, and he swears by his own self that he will be. Before they part, they agree that Juliet will send
her Nurse to meet Romeo at nine o'clock the next day, at which point he will set a place for them to
be married.

The Nurse carries out her duty, and tells Juliet to meet Romeo at the chapel where Friar Laurence
lives and works. Juliet meets Romeo there, and the Friar marries them in secret.

Benvolio and Mercutio (another one of Romeo's friends) are waiting on the street later that day when
Tybalt arrives. Tybalt demands to know where Romeo is so that he can challenge him to a duel, in
order to punish him for sneaking into the party. Mercutio is eloquently vague, but Romeo happens
to arrive in the middle of the verbal sparring. Tybalt challenges him, but Romeo passively resists
fighting, at which point Mercutio jumps in and draws his sword on Tybalt. Romeo tries to block the
two men, but Tybalt cuts Mercutio and runs away, only to return after he hears that Mercutio has
died. Angry over his friend's death, Romeo fights with Tybalt and kills him. Then, he decides to flee.
When Prince Escalus arrives at the murder scene, he banishes Romeo from Verona forever.

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The Nurse tells Juliet the sad news about what has happened to Tybalt and Romeo. Juliet is heart-
broken, but she realizes that Romeo would have been killed if he had not fought Tybalt. She sends
her Nurse to find Romeo and give him her ring.

That night, Romeo sneaks into Juliet's room. The next morning, he is forced to leave when Juliet's
mother arrives. Romeo travels to Mantua, where he waits for someone to send news about Juliet or
his banishment.

During Romeo and Juliet's only night together, however, Lord Capulet decides that Juliet should
marry a young man named Paris, who has been asking for her hand. Lord and Lady Capulet tell
Juliet of their plan, but she refuses, infuriating her father. When both Lady Capulet and the Nurse
refuse to intercede for the girl, she insists that they leave her side.

Juliet then visits Friar Laurence, and together they concoct a plan to reunite her with Romeo. The
Friar gives Juliet a potion that will make her seem dead for at least two days, during which time
Romeo will come to meet her in the Capulet vault. The Friar promises to send word of the plan to
Romeo.

Juliet drinks the Friar's potion that night. The next morning, the day of Juliet and Paris' wedding, her
Nurse finds her "dead" in bed. The whole house decries her suicide, and Friar Laurence insists they
quickly place her into the family vault.

Unfortunately, Friar John has been unable to deliver the letter to Romeo informing him of the plan,
so when Romeo's servant brings him news in Mantua that Juliet has died, Romeo is heart-broken.
He hurries back to Verona, but first, buys poison from an Apothecary and writes a suicide note
detailing the tragic course of events. As soon as Friar Laurence realizes that his letter never made
it to Romeo's hands, he rushes to the Capulet tomb, hoping to arrive before Romeo does.

Romeo arrives at the Capulet vault and finds it guarded by Paris, who is there to mourn the loss of
his betrothed. Paris challenges Romeo to a duel, and Romeo kills him quickly. Romeo then carries
Paris' body into the grave and sets it down. Upon seeing Juliet's "dead" body lying in the tomb,
Romeo drinks the poison, gives her a last kiss - and dies.

Friar Laurence arrives to the vault just as Juliet wakes up. He tries to convince her to flee, but upon
seeing Romeo's dead body, she takes her own life as well.

The rest of the town starts to arrive at the tomb, including Lord Capulet and Lord Montague. Friar
Laurence explains the whole story, and Romeo's letter confirms it. The two families agree to settle
their feud and form an alliance despite the tragic circumstances.

Learning Tasks I. Making Connections

Instructions: Check your understanding: through reordering. Write a number (1–7) on the space
provided to put these events from the story in order.

_____ Romeo and Juliet secretly get married

_____ Juliet wakes up, sees Romeo dead and kills herself.
_____ Romeo thinks Juliet is really dead. He takes poison.
_____ Romeo and Juliet meet and fall in love.
_____ Juliet takes a drug to make people think she’s dead.
_____ The Montagues and the Capulets hate each other.
_____ The two families make peace.

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Learning Task II. Character Analysis. By definition, a character analysis is the process of
evaluating the specific traits of a literary character. This will include consideration of additional
elements such as the role they play in the story and the various conflicts they experience.
Instructions: Fill in the columns your analysis of the five characters of the story Romeo and Juliet.
CHARACTER ONE WORD APPEARANCE SIGNIFICANCE DO YOU KNOW
DESCRIPTION TO THE STORY ANYONE
SIMILAR?
ROMEO

JULIET

MERCUTIO

TYBALT

PARIS

Learning Task III. Process Questions:

Instructions: Write your answers in complete sentences.

1. How do you feel about meeting new friends?

2. What characteristics would you like your new friends to have?
3. Can you imagine what could happen if teenagers become friends and eventually fall in love?
4. Are Romeo and Juliet’s deaths just a tragic accident? If not, who is responsible?
5. Do you think the story of Romeo and Juliet is relevant to life today?

IV. Reflection: Sharing What I Have Learned!

Instructions: Give your reflection upon taking this self-paced module by completing the
sentence prompt below.

Upon reading this self-paced module, the following are the things that I have learned:

1. ______________________________________________________________________.
2. ______________________________________________________________________.
3. ______________________________________________________________________.

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V. References
https://www.teachthought.com/technology/viewing-comprehension-strategies-watching-videos-
like-you-read-a-book/
https://www.sparknotes.com/shakespeare/romeojuliet/section2/
https://www.gradesaver.com/romeo-and-juliet/study-guide/summary
http://learnenglishteens.britishcouncil.org/sites/teens/files/romeo_and_juliet_-_exercises_1.pdf
https://www.aresearchguide.com/write-character-
analysis.html#:~:text=What%20is%20a%20Character%20Analysis.%20By%20definition%2C%20a
,the%20story%20and%20the%20various%20conflicts%20they%20experience.
http://www.youtube.com/watch?V=4FHpmn-Kyec
https://bibleandbookcenter.com/read/romeo-and-juliet-the-annotated-shakespeare/
https://www.gradesaver.com/romeo-and-juliet/study-guide/summary
https://www.gradesaver.com/romeo-and-juliet/guia-de-estudio/summary
https://www.slideshare.net/lhoralight/english-37132532
https://www.slideshare.net/jessacerbito/english-9-teachers-guide
https://www.slideshare.net/jessacerbito/english-9-teachers-guide

VI. Answer Key

Task III. Process Questions (Answers may vary)

Task II. Character Analysis (Answers may vary)
7. 7
6. 1
5. 4
4. 2
3. 5
2. 6
1. 3
Task I. Making Connections

Compiled by: Faith L. Espinas

Edited by : Anicee H. Tauro