ENGLISH-Grade 9

STUDENT’S NAME GRADE / SECTION

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TEACHER DATE SUBMITTED

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I. LEARNING SKILLS
A. Most Essential Learning Competency: Relate text content to particular
social issues, concerns, or dispositions in real life

B. Objectives:
a. Underscore issues underlying in various text type;
b. Relate text content to current social issues, concerns or disposition in life, and
c. Share insights on ways on how to promote gender and racial equality.

II. LEARNING ACTIVITIES

From an early age we have a clear idea of gender roles which include what
things we like, behaviors and choices that are associated with being male or female. We
then conform to those roles and identify with them.

These ideas come from all sorts of sources: our families, the media and what
we see in our world. Studies have even shown that parents speak differently to baby boys
and girls and our cultural beliefs reinforce what is seen to be acceptable behavior of males
or females. These include what we do, what we like and how we behave.

Literature, whether poetry or prose is an effective way to explore and address

social issues, concerns and dispositions in life and in human culture. Often, various text
types clearly explain some social or even cultural concerns.

Various text like essays and speeches can help us to understand particular
issue or topic because both:

⮚ Use organized presentation of facts based on experience and real

circumstances.
⮚ Provides examples and evidence to present a point or case.

⮚ Facts are relevant.

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 Social issue is a problem or concern connected to a larger issue that affects
society in general. Social issues brought forward in any text usually reflect contemporary
concerns in the author's own world.

Now, let’s have some fun R-E-A-D-I-N-G! Read the complete transcript of Emma
Watson's Speech on Gender Equality at the UN below. Are you ready? Enjoy!

EMMA WATSON: GENDER EQUALITY IS YOUR ISSUE TOO

(Speech by UN Women Goodwill Ambassador Emma Watson at a special event for the
HeForShe campaign, United Nations Headquarters, New York, 20 September 2014)

Today we are launching a campaign called “He For She.”

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I am reaching out to you because I need your help. We want to end gender inequality

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—and to do that we need everyone to be involved.
This is the first campaign of its kind at the UN: we want to try and galvanize as many
men and boys as possible to be advocates for gender equality. And we don’t just want to
talk about it, but make sure it is tangible.
I was appointed six months ago and the more I have spoken about feminism the
more I have realized that fighting for women’s rights has too often become synonymous with
man-hating. If there is one thing I know for certain, it is that this has to stop.
For the record, feminism by definition is: “The belief that men and women should
have equal rights and opportunities. It is the theory of the political, economic and social
equality of the sexes.”
I started questioning gender-based assumptions when at eight I was confused at
being called “bossy,” because I wanted to direct the plays we would put on for our parents—
but the boys were not.
When at 14 I started being sexualized by certain elements of the press.
When at 15 my girlfriends started dropping out of their sports teams because they
didn’t want to appear “muscly.”
When at 18 my male friends were unable to express their feelings.
I decided I was a feminist and this seemed uncomplicated to me. But my recent
research has shown me that feminism has become an unpopular word.
Apparently I am among the ranks of women whose expressions are seen as too
strong, too aggressive, isolating, anti-men and, unattractive.
Why is the word such an uncomfortable one?
I am from Britain and think it is right that as a woman I am paid the same as my male
counterparts. I think it is right that I should be able to make decisions about my own body. I
think it is right that women be involved on my behalf in the policies and decision-making of
my country. I think it is right that socially I am afforded the same respect as men. But sadly I
can say that there is no one country in the world where all women can expect to receive
these rights.
No country in the world can yet say they have achieved gender equality.
These rights I consider to be human rights but I am one of the lucky ones. My life is a
sheer privilege because my parents didn’t love me less because I was born a daughter. My
school did not limit me because I was a girl. My mentors didn’t assume I would go less far
because I might give birth to a child one day. These influencers were the gender equality
ambassadors that made me who I am today. They may not know it, but they are the
inadvertent feminists who are changing the world today. And we need more of those.
If you still hate the word—it is not the word that is important but the idea and the
ambition behind it. Because not all women have been afforded the same rights that I have.
In fact, statistically, very few have been.
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 In 1995, Hilary Clinton made a famous speech in Beijing about women’s rights.
Sadly, many of the things she wanted to change are still a reality today.
But what stood out for me the most was that only 30 percent of her audience were
male. How can we affect change in the world when only half of it is invited or feel welcome
to participate in the conversation?
Men—I would like to take this opportunity to extend your formal invitation. Gender
equality is your issue too.
Because to date, I’ve seen my father’s role as a parent being valued less by society
despite my needing his presence as a child as much as my mother’s.
I’ve seen young men suffering from mental illness unable to ask for help for fear it
would make them look less “macho”—in fact in the UK suicide is the biggest killer of men
between 20-49 years of age; eclipsing road accidents, cancer and coronary heart disease.
I’ve seen men made fragile and insecure by a distorted sense of what constitutes male
success. Men don’t have the benefits of equality either.
We don’t often talk about men being imprisoned by gender stereotypes but I can see

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that they are and that when they are free, things will change for women as a natural

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consequence.
If men don’t have to be aggressive in order to be accepted, women won’t feel
compelled to be submissive. If men don’t have to control, women won’t have to be
controlled.
Both men and women should feel free to be sensitive. Both men and women should
feel free to be strong… It is time that we all perceive gender on a spectrum not as two
opposing sets of ideals.
If we stop defining each other by what we are not and start defining ourselves by
what we are—we can all be freer and this is what HeForShe is about. It’s about freedom.
I want men to take up this mantle. So their daughters, sisters and mothers can be
free from prejudice but also so that their sons have permission to be vulnerable and human
too—reclaim those parts of themselves they abandoned and in doing so be a more true and
complete version of themselves.
You might be thinking who is this Harry Potter girl? And what is she doing up on
stage at the UN. It’s a good question and trust me, I have been asking myself the same
thing. I don’t know if I am qualified to be here. All I know is that I care about this problem.
And I want to make it better.
And having seen what I’ve seen—and given the chance—I feel it is my duty to say
something. English Statesman Edmund Burke said: “All that is needed for the forces of evil
to triumph is for enough good men and women to do nothing.”
In my nervousness for this speech and in my moments of doubt I’ve told myself firmly
—if not me, who, if not now, when. If you have similar doubts when opportunities are
presented to you I hope those words might be helpful.
Because the reality is that if we do nothing it will take 75 years, or for me to be nearly
a hundred before women can expect to be paid the same as men for the same work. 15.5
million girls will be married in the next 16 years as children. And at current rates it won’t be
until 2086 before all rural African girls will be able to receive a secondary education.
If you believe in equality, you might be one of those inadvertent feminists I spoke of
earlier.
And for this I applaud you.
We are struggling for a uniting word but the good news is we have a uniting
movement. It is called “HeForShe”. I am inviting you to step forward, to be seen to speak up,
to be the "he" for "she". And to ask yourself if not me, who? If not now, when?
Thank you.

Source: https://www.thoughtco.com/transcript-of-emma-watsons-speech-on-genderquality-3026200

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 TAKE NOTE!
As you read any text, issues will be revealed, so it is important to make notes while reading
the entire text.
● Look how the facts were presented and their connections with some real life
situations.
● Determine which aspects of societal problems in the text would reflect on the
outcome of the text.
● After exploring the facts and points the author reveals, you should be able to clearly
state a theme. Then you know that you understand the idea of social issues
underlying the text.
● The theme is the subject of a talk, a piece of writing, a person's thoughts, or an

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exhibition in other words a topic.

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III. PRACTICE TASKS

A. Practice Task 1 – THEME SCOUT!

Read an excerpt from the story of a Nigerian girl and answer the questions that follow.

I am from Bida, in Minna, Niger state. I am 19 years old. My father had two wives
who didn’t produce sons for him so he married my mum as his third wife. After my elder
sister, myself and my younger sister, my mom gave birth to a boy.
From where I come from it is viewed as a sign of weakness if a man has no sons.
This is why my dad had to have a son at all costs. In the village we stay in huts which are in
compounds. Each man would have a compound and he and each of his wives would stay in
separate huts within the compound.
I started school early, I don’t really remember when. What I do remember is that
when I was about 4 years old my father came to the school I was attending with a cane and
beat me terribly. I remember that I had not done anything wrong and even my mother didn’t
know why he did that.

My dad felt it was “useless” to educate female children. I continued school. He

repeated the beatings many times. When he did it the last time he insisted that my name be
removed from the registers, exercise books and so on. School authorities couldn’t do much,
he is my father. Though my teacher at that time tried to convince him but he didn’t agree.

A. Answer these questions. Write the letter of your answer on your answer sheet.

1. What is the story all about?

A. It is all about a lady who married someone against her will.
B. A girl who was always beaten up by her dad.
C. A lady who was not given an opportunity to get married.
D. A girl who was not given a chance in many things simply because she
is a girl.
2. What did his father think about girls going to school?
A. Female children need not to go to school.
B. Female children deserve to be beaten for going to school.
C. School is for a well off family.

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 D. School is useless.

3. In the previous speech given by Emma Watson, “macho” image was

mentioned. In the above story, what pressure among men can also be
considered as parallel to such?
A. Having a man with so much children
B. Showing school authority power over his children
C. Being expected to have a son by all means
D. Having more than one wife

4. With all the circumstances the Nigerian girl experienced, and his dad’s
thought of “useless to educate female children” what kind of issue is she into?
A. Gender equality C. Gender discrimination
B. Age discrimination D. Education discrimination

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B. Copy the grid below on your notebook Cite a particular law in the Philippines the
father has violated.

Law Description
Violate
d

Practice Task 2: RELATING THOUGHTS AND CONTENT

Relate your own and others’ stories. In your notebook, copy the grid and answer the
questions.

Tell the story to one of your elders. (It What does the story remind me of?
could be your grandmother, or
mother, father or grandfather)
Get their reaction and relate it on
their own experience.
How is this similar to my life?

How was it different to my life?

Practice Task 3: YOUR THOUGHTS MATTER

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A. Below are some of the ways on how to promote Gender equality. In one sentence
write what they are all about. Do this in your notebook.

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___________________________
_____________________________
___________________________

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B. What simple and doable ways can a teen-ager like you do to promote gender equality?
Draw a dialogue box in your notebook and fill it in with your thoughts about combating
gender inequality.

B. ASSESSMENT

Read the excerpt text below and answer the questions that follow.

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 Ida B. Wells-Barnett
Biography

Ida B. Wells-Barnett was born into slavery in Holly Springs, Mississippi on July 16,
1862. Her father was a carpenter and her mother a cook. They were slaves owned by man
named Mr. Bolling.
They were treated well by Mr. Bolling, but they were still slaves. They had to do
whatever he told them and any one of the family could be sold to another slave owner at any
time. Shortly after Ida was born, President Abraham Lincoln issued the Emancipation
Proclamation. This made Ida and her family free as far as the United States was concerned.
However, Ida lived in Mississippi. It wasn't until after the Civil War that Ida and her family
were finally set free.
When Ida was sixteen years old both of her parents died from Yellow Fever. In order
to keep her family together, Ida went to work as a teacher and took care of her brothers and
sisters. A few years later, Ida moved to Memphis to teach where she could make more

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money. She also took college courses during the summer and began to write and edit for a

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local journal.
One day Ida was taking a train ride. She bought a first-class ticket, but when she
boarded the train, the conductor told her she had to move. The first-class section was for
white people only. Ida refused to move and was forced to leave her seat. Ida didn't think this
was fair.
She sued the train company and won $500. Unfortunately, the Tennessee Supreme
Court overturned the decision later. Ida began to write articles about the racial injustices of
the South. At first she wrote articles for local newspapers and magazines. Then she began
her own newspaper called the Free Speech, where she wrote about racial segregation and
discrimination.
In1892, one of Ida's friends, Tom Moss, was arrested for murdering a white man.
Tom had been protecting his grocery store when some white men broke in to destroy the
store and put him out of business. Tom was hoping that the judge would understand that he
was just protecting himself. However, before he could go to trial, he was killed by a mob.
This type of killing without a trial was called a lynching.
Ida wrote about the lynching in her paper. This made many people mad. Ida fled to
New York to be safe. The offices of the Free Speech in Memphis were destroyed and Ida
decided to stay in New York and go to work for a New York newspaper called the New York
Age.
There she wrote articles about lynching that let people throughout the country
understand how often innocent African-Americans were being killed without a trial. Ida's
efforts had a great impact in lowering the number of lynching that occurred throughout the
country.
Over time, Ida became famous through her writings about racial issues. She worked
with African-American leaders such as Frederick Douglass and W.E.B Du Bois to fight
discrimination and segregation laws. Ida also believed in women's rights including the right
for women to vote. She founded the first black women's suffrage association in 1913 called
the Alpha Suffrage Club.
Ida is remembered as one of the early leaders in the fight for African- American Civil
Rights. Her campaign against lynching helped to bring to light the injustice of the practice to
the rest of the United States and the world. Ida died from kidney disease in Chicago on
March 25, 1931.
https://studylib.net/doc/9534240/biography--where-did-ida-b.-wells-grow-up%3F

A. Read and answer the questions. Write the letter of your answer in your notebook.

1. Where did Ida grow up?

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 A. Holly Springs, Mississippi C. Chicago
B. Tennessee D. Alabama

2. What particular issue can you see in the opening paragraph of Ida B. Wells'
family?
A. Civil Rights C. Gender inequality
B. Bullying D. Lynching

3. What makes Ida and her family free from slavery?

A. Emancipation Proclamation C. Civil War
B. Lynching D. When she became a teacher
4. What did Ida do while taking care of her family?
A. Become an activist C. get married
B. Take teaching job D. write books

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5. Paragraph number 4 and 6 clearly exemplify .

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A. Gender discrimination C. Racial Discrimination
B. Poverty D. Civil Rights

6. How did she fight against various kind of injustices during her time?
A. Joining rally C. applying for American citizenship
B. Writing articles on newspapers D. working hard
7. Her way of fighting against social injustice could be compared to a popular
hero in the Philippines. Who is he?
A. Gregorio Del Pilar C. Jose P. Rizal
B. Apolinario Mabini D. Gabriela Silang

B. Identify various civil rights issues that concerned Miss Wells. Provide the same situations
observed, viewed or heard. Paragraph numbers are provided as your guide.

Ida B. Wells-Barnett Paragrap Same situations observed

Experiences h No.
Example: Slavery 1 Domestic helpers underpaid/ abused

IV. ANSWER KEY

PRACTICE TASK 1
A. 1. D 2. A 3. C
B.
Law Description
Violated
Republic Act 9262 Violence Against Women and their Children (VAWC) Act
Anti-Violence Against of 2004 and indecent show or forcing woman or her
Women child to do indecent acts and/or make films thereof,

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 forcing the wife and mistress/lover to live in the conjugal
home or sleep together in

PRACTICE TASK2

Tell the story to one of your elders. (It What does the story remind me of?
could be your grandma, or mother,
father or grandpa) Answers may vary
Get their reaction and relate it to
their own experience.
How is this similar to my life?
● Women are expected to stay
Answers may vary
home.

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● Most female were not sent to How was it different from my life?

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school
Answers may vary
● Male are expected to do all hard
work on fields

PRACTICE TASK 3
(Possible answers / answers may vary)
A. How to promote gender equality?
Picture No. 1: Share household chores
Picture No. 2: Seek help and open/provide advice

B. Doable ways to promote gender equality

● Share household chores and childcare equally

● Watch for signs of domestic violence

● Help women gain power

● Support mothers and parents

ASSESSMENT
A.
1. A 2. A 3.A 4.B 5.C 6.B 7.C

B. Possible answers (Answers may vary)

Ida B. Wells-Barnett
Experiences
Example: Slavery
Racial Discrimination
Paragrap Same situations observed
h No.
1 Domestic helpers underpaid/ abused
4 Some Manide (Ita) were ask to take
top loads of jeep due to their smell

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 72-year-old driver charged and jailed
due to breaching quarantine protocols
while National Capital Region Police
Office’s Public Information Office
Injustic 5 director, Maj. Gen. Debold Sinas
e seems to be defended by higher
authority
QC cop killed 'mentally challenged'
Lynchin 6 lockdown violator
g

V. REFLECTION/COMMENTS/SUGGESTIONS
1. My journey through this lesson enabled me to learn…

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2. It made me realize that …

3. I therefore commit to…

4.
VI. REFERENCES
A. Book:
A Journey through Anglo-American Literature (Learners Material) pp.173-176.

B. Internet sources:
http://youtu.be/Q0Dg226G2Z8 (VIDEO OF EMMA WATSON’S SPEECH)
http://www.advocatesforyouth.org/blogs-main/advocates-blog/1449-gender-
discrimination-in-nigeria-a-personal-account
https://www.thoughtco.com/transcript-of-emma-watsons-speech-on-gender-equality-
3026200
https://believe.earth/en/10-ways-to-promote-gender-equality-in-daily-life/
https://studylib.net/doc/9534240/biography--where-did-ida-b.-wells-grow-up%3F

Prepared by:

TERESA R. VISITACION, T-I

Camarines Norte National High School
Camarines Norte Division

Quality Assured by:

AL BAMBINO M. CAMINO, MT I ANITA G. RECODO, MT II

Vinzons Pilot High School Vinzons Pilot High School
Camarines Norte Division Camarines Norte Division

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 EMMA V. DASCO CLEOFE D. ARIOLA
EPS I - English EPS I- English
Camarines Norte Division Sorsogon City Division

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