9

English
Learning Activity Sheets

Quarter 2: Weeks 1-2

 ENGLISH 9
SECOND QUARTER: WEEK 1
Make Connections between Texts
(PARTICULAR SOCIAL ISSUES, CONCERNS, OR DISPOSITIONS IN REAL LIFE)

Name of Learner: ________________________________Section: _____________

Date: ________________________

Background Information:
Making a connection is an important skill, which allows us to find relevant meaning
and information between texts as well as personal experiences. This means you need to find
similar information between texts or identifying related information between texts. If you can
make connections between texts, you can then compare information and meaning from
different texts. Having this skill, you can expand your knowledge and understanding of a
certain topic. A deeper understanding of a topic will allow you to effectively evaluate, analyze
and create things related to the subject. Lastly, this skill will allow you to connect to the world
by understanding the relationships among related texts of all sorts.
We have a rich source of information in today’s world and not all texts are the same,
in fact, texts come in different genres and classifications. It is also common that we make
connections across genres. In our lesson, we will deal with two common types of text. We
will classify them as journalistic texts and literary texts. Let us now find out what
characteristics do they have and how to make connections between them.
Journalistic texts are generally written to inform by providing facts about a topic. You
can usually find them in a newspaper in the form of news articles, feature articles, and
editorials. Since they are based on facts, they are considered nonfiction.
On the other hand, literary texts are usually written for entertainment. They may
come in a form of a story or poem. These stories may be based on reality or in make-
believe. These types of texts are generally focused on the artistic side of writing. Generally,
they are found in storybooks and in some textbooks.

In making connections between texts to particular social issues, you need to follow
these simple tips:
1. Read the texts thoroughly, and be sure to understand the messages of the texts
2. Determine what the text is about.
3. Identify particular concerns (particular concerns are problems or issues which are
related to the main idea of the text)
4. Relate the particular issues to your own experiences.
5. Confirm if the particular issue is reflected in both texts.
6. Determine if both texts have the same opinion about the idea.
7. State your own opinion about the idea presented by both texts (What can you say
about the opinion of the texts regarding the idea?)

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To further help you in understanding the process, read both texts below, and follow along.
The first text is an example of a journalistic text; it is a short feature article published in a
newspaper and on their online platform.

All hands on deck towards a safe ‘new normal’ 1. Read the text thoroughly
for the Philippines ,and figure out what the text
INQUIRER.net BrandRoom / 10:23 AM June 26, is about.
2020
In this case, the text is about the
new normal, and the
If there’s one thing that people miss the most during adjustments that people make.
the quarantines imposed due to COVID-19, it is a
physical connection.

The streets are now mostly devoid of children

playing after school. Churches are empty of 2. At this point we need to pick
parishioners kneeling elbow-to-elbow during mass.
specific details that you think
With classroom learning suspended, schools are
are significant.
deprived of the sound of the students’ squeals of
laughter. Corporate boardrooms are eerily quiet
without the brainstorming sessions of the
employees. Bars no longer cater to friends sharing
their Friday-night two botts. Special family
occasions are not as joyous when not everyone is
in attendance. The most heartbreaking, though, are
homes where parents serving at the frontline
cannot give their small children a hug.
Probably you will pick the details
After more than a hundred days of quarantine, the about not physically going to
country is now slowly easing quarantine school to study and playing after
restrictions. However, no one should celebrate just school hours because you can
yet. As long as the invisible enemy is still around relate to this particular detail.
and no cure or vaccine against it is available,
people must learn to adjust to what we call the “new This is a particular concern in
normal.” this text. There are many others
that you can find within the text.

What are the other particular issues that you can find in the article? Write them below.

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This time let’s read a literary piece in a form of a poem.

The New Normal 1. Read the text thoroughly and

by: ShadyBrady figure out what the text is about.
In this text, the author talks about the
All of our kids
changes in the new normal.
Have been expelled from school
Social distancing
Is the new rule
If I try to reach the beach 2. Now, we need to pick specific
The police issue me a citation details that you think are
Crazy people coughing significant.
Thomas Nashe, ‘A Litany in Time of Plague’.
In the grocery store
No mask, not following
Adieu,
The “onefarewell
way”earth’s
arrows bliss!
on the floor
This world uncertain is:
The whole world is on lockdown
Fond are life’s lustful joys,
Some
Death folksthem
proves got stuck
all but toys.
On permanent
None from his darts vacation
can fly;
Police
I am sick,with bullhorns
I must die— in the street
Yelling
Lord, have“STAY
mercy CONFINED
on us! IN YOUR HOME”
The president ordering the production
Of contaminated
Rich men, trust not inmeatwealth, Again you might pick the lines about
Yum-yum
Gold cannot buygotta
you get ME some
health; not going to school to study, but there
Drive-thru
Physic himselfbanking and disease tests
must fade; are also other problems or concerns,
AllAll
things
of theto casinos
end are made;
and churches shut down which were mentioned by the author.
The plague full
Looks like both swiftGod
goes by;
I am
AND sick,
theI must
devildie—
has left town
Lord, have mercy
The unthinkable onhasus! manifest
And all the hotels are closed to guests What are the other particular issues
Restaurants all delivering curbside
that you can find in the article? Write
No tavern can let you inside
them below.
Actors, musicians, professional athletes
furloughed
Their million dollar contracts all on hold
The essential workers keeping us alive day to
day?
The migrant workers, burger flippers and grocery
store clerks
The unsung heroes of minimum pay
30,000,000 Americans on the dole
So far we’re at a 63,000 U.S. death toll
Welcome to the new normal
Not to sound flippant or overtly informal
But with the world in massive upheaval
I think there’s one observation
That we cannot miss
Perhaps Jesus, Kalki
Melech HaMeshiach, Saoshyant
And Mahdi are ALL on the way
(And MAN are they PISSED!)

https://www.booksie.com/623721-the-new-
normal#

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Answer the following questions below

1. Do both texts have the same idea? Yes___ / No___

2. Did you find similar concerns presented in the texts? Yes___ / No___

3. Do the texts share the same views? Yes___ / No___

4. What can you say about the concerns presented in both texts?
___________________________________________________________________
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Let us use a Venn Diagram to show the similarities and differences between the issues of
the two texts. Some Examples are given; find more examples from the texts.

Feature article Poem

(journalistic) (literary)

• There is no cure yet
Similarities
• Death toll of American
• Kids don’t go to workers
school to study.
• Churches are closed.

Reflect on the questions below.

1. What conclusion can you make after reading both the journalistic and literary text?
2. How are the texts related?

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Learning Competency: Make connections between texts to particular social issues,
concerns, or dispositions in real life.
Directions/Instructions
Activities/Exercises:
With the transition to online learning, students may not be given equal opportunity,
education stakeholders say

Metro Manila (CNN Philippines, June 6) — Education stakeholders say that access to internet
and other essentials needed for online learning may hinder some students to continue their
education.
The Asian Institute of Management held an online seminar “Education Under the New Norm” on
Saturday wherein stakeholders voiced out their concerns as the country’s education sector
transitions to its new normal, online learning.

Catherine Alarzar, a teacher and mother from Camarines Sur, noted that her main concern is the
ACTIVITY 1. Read
students’ access the statements
to technology, based
especially theon the article.
internet, Put aare
since there those who✓live
checkmark before the
in remote
areas who do not even have access to electricity.
number of each statement that can be connected with the CORONA PANDEMIC we are
experiencing today and put X mark if the statement is not connected with today’s pandemic.
Schools in Bohol are also challenged by access to internet, Nalven Acenas, a senior high school
coordinator the province said. This is despite their preparations towards the transition to the new
normal.

Mothers Mariana Malecdan and Diana Nuñez also shared the same sentiment. Malecdan also
noted that in order for students to attend online, each student must have his own gadget which
would lead to additional expenses for the part of the parents.

As for Nuñez, the lack of access to essentials for online learning is very much evident in her area,
Tondo, Manila. She noted that families will have to buy load in order to connect to the internet.
Moreover, if ever modules will be sent online, children will not be able to have these printed since
they are prohibited to go out.

Estelita Peña, a principal from a public school in Zambonga Sibugay, also noted internet
connectivity and resources to purchase gadgets as the main challenge for students.
Education and Literacy Programs Director Peachy Abellon of Project Pearls, a non-government
organization that provides education for the marginalized children like those in Tondo, said that
even though they are still willing to support those in need, the organization’s ability to transition to
the new normal may be limited in terms of budget.
Abellon said that in order for their learning centers to function, computers and printers must be
purchased.

With the transition, teachers must be given enough training about the new method of teaching.
Ateneo Teacher Center Director Rita Atienza said that teachers should be trained on how to
“leverage the features of distance learning.”
“How do we leverage these features to help us focus on not what we will teach but what can
students learn,” she said.

Atienza also noted the need to simplify the country’s curriculum. She said that the old way should
not just be converted to the new way because this will only fail.

One World School Headmaster Ericson Perez said that the new normal should also be adjusted
for children with special needs. Training is needed not only for teachers, but also for parents.

As for Fr. Nolan Que, trustee for NCR schools of the Catholic Educational Association of the
Philippines, the main concern that should be addressed is changing directions of the government.
He said that leaders should coordinate with one another to come up with clearer directions as
schools prepare for the opening of the new school year.

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A. Read the statements below. If the statement is related to the news article put O on the
space provided before the number of the item. If the statement is not related to the article, put
X on the space provided on that item.
___ 1. Internet connection is a problem among learners.
___ 2. Students don’t have gadgets.
___ 3. Power supply or electricity is unavailable in remote places.
___ 4. Preparations by some teachers are not enough due to the unavailability of internet
connection.
___ 5. Parents need to spend more.
___ 6. Teachers are not skilled in holding online classes.
___ 7. Students are not disciplined enough to learn on their own.
___ 8. The curriculum must be adjusted.
___ 9. The department cannot provide gadgets to all learners.
___ 10. Local governments will pay for the internet connection.

B: Read the narrative poem and answer the questions that follow. Write your answer inside
the box after each question.

Twas the Day of Distance Learning – Poem

~ by Chris Skierski

Twas the day of distance learning, and all through the room
The children were getting ready to talk to their teacher through Zoom
The backgrounds were selected, most with great care
In hopes that their teacher would soon be there
The children were huddled all snug for their call
While parents hoped that she could help with it all
Mama fretted the science, and I feared the math
But the children were waiting and all started to nap

When up on the screen arose such a clatter

I sprang to the device to see what was the matter
The microphone wouldn’t work, the connection was bad
The internet was down, and we all blamed dad
When what to my wandering eyes should appear
But our teacher, to calm all our greatest fears

With a patient smile so lively with ease

I knew our homework would now be a breeze
More rapid then eagles the understanding came
Our children delighted as she called them by name
Now Billy, now Jane, now Coral and Sarah,
On Breezie, and Richie, and Ocean, and Tarah
To your books, she cried, to your work, do it all
Then dash away, dash away, dash away all
As leaves before the hurricane fly
The children started to work, and they didn’t even cry
And throughout all the houses, through their courses they flew
Through English, and writing, and algebra too
Then, with a wink of her eye and a twist of her head
Our teacher told us we had nothing to dread

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I spoke not a word, but checked my child’s work
Then she filled up the gradebook and turned with a jerk
I thanked her so kindly as she waved goodbye
And ended the zoom as I let out a sigh
But I heard her exclaim as she went out of sight
Your doing great with distance learning, it will all be alright

1. What is being talked about in the poem? (5 pts.) Score: ___

2. What seems to be the concerns in the poem? (5pts.) Score: _______

3. What concerns do you think are relevant to everyone? Explain (5pts.) Score: _____

Criteria 3 2 1
Content The answer is The explanation is The answer is not
explained very clearly clear with few well explained and
with evidences and evidences or lacks
examples examples substantiation
Organization The explanation is The explanation is The explanation is
presented logically presented logically confusing
and is easy to follow but has few vague
parts

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C. Complete the Venn Diagram to show the similarities and differences between the news
article (With the transition to online learning, students may not be given equal
opportunity, education stakeholders say) and the poem (Twas the Day of Distance
Learning). Provide 3 ideas for each part of the diagram. (10 pts)

news article poem (literary)

(journalistic)

D. Answer the questions inside the box. Write your answer on the space provided.

1. What conclusion can you make after reading both the journalistic and literary texts?
(5pts)
Score: ______
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 2. How are the two texts related? (5pts) Score: ______
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Criteria 3 2 1
Content The answer is explained The explanation is The answer is not
very clearly with clear with few well explained
evidences and evidences or and lacks
examples examples substantiation
Organization The explanation is The explanation is The explanation
presented logically and presented logically is confusing
is easy to follow but has few vague
parts

E. Read the texts below and write an essay explaining the connection between the
journalistic article and the poem.

30 new virus infections in a single day in Angeles City

AUGUST 22, 2020 3:52 PM PHT

JUN A. MALIG
PAMPANGA, PHILIPPINES

Angeles City now has a total of 219 COVID-19 cases

Angeles City recorded on Friday, August 21, 30 confirmed SARS-CoV-2 cases, the highest
number of infections in a single day.

SARS-CoV-2 is the virus that causes COVID-19 or coronavirus disease.

Hundreds of city residents reacted and posted comments on the Angeles City government’s
Facebook page. At 6:40 p.m Friday update, which announced the latest tally of COVID-19
cases.

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Within a day, the city’s 189 confirmed cases rose to 219, after 30 new cases were added to
the total number. That record doubled the 15 infections listed Thursday, August 20.

By 8:00 a.m Saturday, August 22, the city’s COVID-19 update on Facebook was shared for
more than 2,500 times and had about 525 comments.

Netizens asked the city government to provide information about the new COVID-19 cases,
like their sex, age, and travel history, or how they were infected.

They said that this basic information would protect the public from contracting SARS-CoV-2.

“They (city officials) always say ‘We are one in this together.’ They know the details, and
they can safeguard themselves, they can inform their families, and not worry about taking
the virus to their homes. But our regular citizens do not know anything. We just rely on
ourselves,” one commented.

The city government discloses only the barangay where COVID-19 patients reside.

Due to the continuing rise in the number of coronavirus cases, Mayor Carmelo Lazatin Jr
ordered the purchase of 200 isolation tents. These were installed at the compound of Rafael
Lazatin Memorial Medical Center and the City College of Angeles. Each tent would be
equipped with a mattress and air cooler.

Poem of encouragement
Tyrone Brown
Plans might change, though we never had thought
Our lives were going to a standstill be brought
Planning and playing, considering life was all good
But life turned around when we understood
An invisible enemy had entered our land
Covid 19 choosing to take the upper hand
There is worry and anxiety with pandemic fears
Nurses and doctors haven’t seen this in years
Government daily, with doctors, give news
Thanking our health workers, with raving reviews
Many in anxiety with nowhere to turn
They’re now unemployed and with no way to earn
None prepared for this war that we’re in
But with God’s help we’ll eventually win
Plans will return and we’ll meet once more
Just stay apart as the doctors implore
This struggle is putting us all in a bind
But one day we’ll put it all far behind

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 Guide questions for the essay:
1. What common issue was mentioned on both texts?
2. What are the differences cited between the texts?
3. Why are these concerns relevant to the texts?
4. Why are they relevant to you?
5. How can you relate the texts to your life?

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 Essay Writing Rubric

Criteria 10- 8 Score 7-6 score 5-3 Score

Content The claims are The claims have The claims
well- enough basis. are lack of
explained and The explanation evidence
well- is not extensive. and
substantiated. The explanation.
The presentation of The
connection ideas is presentation
between the straightforward. is not clear.
text is clearly
stated. The
presentation
of ideas is
also clear and
original.
Organization The ideas are Some ideas are The
presented in a not clear due to connection
logical misplacement. of ideas is
manner, and The structure is difficult to
easy to logical. understand
understand due to lack
structure. of logic in
the
structure.
Grammar Very few to no There are 3-5 Glaring
errors in errors found in grammatical
grammar. grammar. errors are
found
throughout
the essay.
Total

Reflection: Complete the statements below with insights about the lesson that you have
learned.
1. Understanding how to connect texts to particular issues will help me to…
________________________________________________________________
________________________________________________________________
2. Upon reflecting on this lesson, I realized that….
________________________________________________________________
________________________________________________________________
3. I can use this skill in my life when I…….
________________________________________________________________
________________________________________________________________

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 13
Note: answers may vary Note: answers may vary
E. D.
C.
News B.
• Availability of gadget
1. It talks about how online
• Availability of internet
classes feel like for the first
connection
time.
• Budget for internet
connection 2. Most of the problems are
related to technicalities such A.
• Hindrances of having online
classes as problems with the
1. O
Poem equipment and internet
2. O
• Technical problems connection. The mix emotions
3. O
• Gadgets are available could also be considered as a
4. O
• Possibility of online class concern.
5. O
3. The problems related to the
6. O
Similarities internet connection is widely
7. X
• Unstable connection seen as a common concern in
8. O
• New normal set up online classes.
• Adjustment to new normal 9. X
Note: answers may vary 10. X
ANSWER KEY:
SST – II, ACNHS
ARNOLD O. ARCEO
Prepared and illustrated:
References:

• All hands on deck towards a safe ‘new normal’ for the Philippines
https://lifestyle.inquirer.net/365069/all-hands-on-deck-towards-a-safe-new-normal-for-
the-philippines/ INQUIRER.net BrandRoom /

• The New Normal by: ShadyBrady

https://www.booksie.com/623721-the-new-normal# Search Date Accessed September
15, 2020

• URL https://cnnphilippines.com/news/2020/6/6/internet-access-hinder-transition-to-
onlinelearning.html?fbclid=IwAR3xDC10gV2IfNIVIpEqmdpw5Ba7BbzqZrsIoyeEMBSd2s
wKT43JS_iqNl0 Website Title Google Search Date Accessed September 15, 2020

• URL http://www.rethinkmathteacher.com/twas-the-day-of-distance-learning-poem/
Website Title Google Search Date Accessed September 15, 2020

• URL https://rappler.com/nation/new-coronavirus-cases-angeles-city-22-august-2020
Website Title Google Search Date Accessed September 15, 2020

• URL https://selfadvocatenet.com/covid-19-poem-of-encouragement/ Website Title

Google Search Date Accessed September 15, 2020

14
 ENGLISH 9
SECOND QUARTER: WEEK 2
MAKE CONNECTIONS BETWEEN TEXTS
PARTICULAR TO PARTICULAR SOCIAL ISSUES, CONCERNS, OR REAL LIFE
DISPOSITION

Name of Learner: ____________________________________________________

Section: _____________________________ Date: ___________________

Background Information:
In this lesson, you will use reading texts to discover what life may portray through its
vocabulary and content. Explore how texts may be connected as regard to particular social
issues within them and find solutions for some concerns related to real life.

On engaging with two different reading materials, you may unlock ideas similar
between texts. Though may have similarity, in most cases, they may still have differences.

Here are the steps that we use in comparing and contrasting two different texts:

1. Select the texts you want to read. Try to answer the following guide questions:
- What does the content of each selection remind me of?
- Have I already encountered texts with similar flow of events?
2. Identify the themes or the common ideas presented in both texts.
3. Focus also on the ways how they are presented to achieve greater comparison and
contrast.
4. Use text evidences to support your ideas for connections.

Text Evidences provide supporting ideas by getting details from both texts. It is
important to read the materials thoroughly to get concrete proofs.

ACE Strategy is a technique used to effectively show connections through text evidence.
A - Answer the question/s based on the two texts you have read.
C - Cite evidence/s from the texts as supporting details.
E - Explain your answer with support from the piece of evidence you have cited by expressing
them in your own words.

15
Example:
Text 1 Text 2
For the TMC frontliners, Abelanes As the seasons changed, in
said they were used to seeing death November, in the bitter cold,
many artists in the village
every day, “but not like this.” With the caught Pneumonia.
COVID-19 pandemic, the frequency of
Source: L.M Digital Media (2020).
death has taken a toll on the
Kids Worlds Fun Short
frontliners’ mental health. Stories " The Last Leaf.
Source: Cayabyab, Marc Jayson. Retrieved from http://www.
“Kids Cheer Up Health Workers kidsworldfun.com/short-
With Their Notes, Drawings.”
stories/the-last-leaf.php
OneNews.ph. onenews.ph,
April 17, 2020.
https://www.onenews. ph/kids-
cheer-up-health-workers-with-
their-notes-drawings.

Using the ACE Strategy, you will effectively find connections between the reading texts
above.

How are the texts considered connected to each other?

A- Answer the Similarities: Both texts show the occurrence of illness among vast
question/s based number of people.
on the two texts
you have read. Differences: Each reading text uses different terms to justify the
number of people affected by the condition.

C- Cite evidence/s Reading Text 1 Evidence: With the pandemic, the frequency of death
from the texts as has taken a toll on the frontliners’ mental health.
supporting details

Reading Text 2 Evidence As the seasons changed, in November,

in the bitter cold, many artists in the village caught
Pneumonia.

E- Explain your
answer with Though they may have differences in the use of terms ‘pandemic’ and
support from the ‘many,’ both texts indicate similarity on how COVID-19 and
evidences Pneumonia greatly affect humans.

Learning Competency: Make connections between texts to particular social issues,

concerns, or dispositions in real life

16
Directions/Instructions:

Activities/Exercises:

Analyze the reading texts below. Answer the activities given after each reading text. Use the
activities provided for you to discover the text connections.

Reading Text 1

Kids Cheer Up Health Workers with their

Notes, Drawings
by Marc Jayson Cayabyab
The simple messages and artwork give
health workers and other frontliners
strength and inspiration as they grapple
with the mental stress of attending to
coronavirus disease 2019 patients.
They may be young and unaware of the
magnitude of the coronavirus disease
2019 (COVID-19) pandemic, but these
children’s efforts to cheer up health
workers and other frontliners of The
Medical City (TMC) are paying off.
The children are sending TMC doctors
and staff drawings with notes like, “Thank
you for your risks everyday!”
In an interview with The Philippine
STAR, Dr. Sally-Mae Abelanes of the
TMC emergency department said these
simple messages and artwork give health
workers strength and inspiration as they
grapple with the mental stress of
attending to COVID-19 patients.
Abelanes said the job at this time could
be overwhelming.
The drawings and notes were sent to the
hospital through mail. Some of them
were attached to meals donated for the
health workers.
“Thank you po. I love you all. God
bless po,” read a note accompanying the
drawings of a nurse and doctor standing
beside a bedridden patient.
The same artwork featured sketches of a
framed rainbow hanging over a table with
a cross on top of it with heart symbols
and the words: “Frontliners, alagaan
nyo po nang mabuti yung mga
pasyente.Lalong lalo na po yung
may Covid 19. Protect yourselves.”
The drawings are pinned on a wall in
the food lounge so that the nurses,
doctors and other staff members of the
hospital will find reason to smile during
what has been described as their
sanity breaks.
“A majority of the drawings are from
children… They’re all pasted here on
our lounge where we eat. It’s to boost
everyone’s spirit, to remind us to
continue,” Abelanes said.
Letters from relatives of patients who
recovered also boost the health
workers’ morale. “There are Bible
passages, and there are those sent to
say they are thankful, and that they
have us in their prayers,” Abelanes
added.
Hearing about their patients getting
better also inspires them to carry on,
she noted.
The hospital even received a video
message from actor Miltos Yerolemou,
known for his role in the HBO hit
series “Game of Thrones” as Syrio
Forel.

17
Yerolemou’s character was known for
this iconic line in Game of Thrones:
“There is only one thing we say to
Death. Not today.”
“Huwag po kayong susuko. Bayani
po kayong lahat. Maraming
maraming salamat po,” Yerolemou
said in the video message posted on
TMC’s Facebook page.
The video was sent to the hospital
through the family of a patient who died
of disease.
“What boosted our morale more was
that even though we were not able to
save the patient, they still thanked us,
and they understand how hard we
fought for their relatives,” Abelanes
noted.
The emergency room of the Rosario
Maclang Bautista General Hospital in
Quezon City is seen closed on April 14,
2020 as it undergoes thorough
disinfection after a number of its
employees tested positive for COVID-
19. Photo by Michael Varcas, The
Philippine STAR
‘One last look’
For the TMC frontliners, Abelanes said
they were used to seeing death every
day, “but not like this.” With the
pandemic, the frequency of death has
taken a toll on the frontliners’ mental
health.
“Three or four deaths in a day… we
were fully overloaded. It came to a point
that we had the same number of critical
cases in the intensive care unit and the
emergency room,” Abelanes recounted.
It became difficult for frontliners to carry
on, she said.
“Everyone is critical, one death after
another. Everyone’s emotions are
running high. The morale of people – for
a while, everybody started to become
depressed,” Abelanes narrated.
The medical personnel were sometimes
tasked to administer the final prayers for
the dead due to the absence of a
18
chaplain, which was an “additional
stress” for them, she bared.
“It’s harder for us to inform the
relatives that the patient died.
Because they can’t even see their
relatives. The hospital is starting to
move towards at least allowing
relatives to have one last look without
going near the patient,” Abelanes
said.
To address the frontliners’ stress from
having to deal with death daily, the
hospital management offered
psychological services by phone in
individual sessions, and video chat in
group therapy so they would feel that
they are not alone in coping with the
mental anguish.
These sessions would enable health
care workers to process their
emotions and thoughts so they would
not end up being desensitized to
death and disease, Abenales said.
After all, even healers need healing
themselves, she said.
“The emergency room in itself is
already a stressful environment. We
were bound to break down if we didn’t
process our emotions. You feel so
desensitized, as if you do not care for
the dead anymore, which should not
be the case,” Abelanes explained.
With the outpouring of support in the
form of letters, drawings and tribute
videos, the frontliners find the will to
carry on with battling the deadly
disease.
“These mechanisms in the hospital
help us to know that we are not alone
in what we’re going through, that there
are people going through the same
thing,” Abelanes said.
A. 1 Write TRUE if the statement is evident from the text and FALSE if it is not. Write your
answer on the blank provided before each number.

_________1. Children’s efforts to cheer up health workers and other frontliners of ‘The Medical
City (TMC)’ are paying off.

_________2. The drawings and notes were personally sent by the children to the hospital.

_________3. With the pandemic, it became difficult for the frontliners to carry on.

_________4. The health staff and medical workers were sometimes tasked to pray for the
patients even if their relatives are present.

_________5. Based on the text, to address the frontliners’ stress from having to deal with
death daily, the said hospital management offered free food and transportation services.

_________6. It is mentioned that psychological services by television and radio would help
them feel that they are not alone in coping with mental anguish.

_________7. Health care workers would be able to process their emotions and thoughts with
these sessions for them to emotionally cope with death and disease.

_________8. Letters, drawings, and tribute videos to the frontliners are overwhelming support
for them to battle with the deadly disease.
_________9. Hearing about their patients getting better also inspire them to carry on.

_________10. Healthcare workers battle independently to become successful against this

deadly disease.

Analyze the reading texts below. Answer the activities given after each reading text. Use the
activities provided for you to discover the text connections.

Reading Text 2
The Last Leaf (An Abridged Version)
by O. Henry

In a small district near Washington

Square, there was a strange village
called Greenwich Village, where many
artists lived in their studios. Among them
were Joanna, called ‘Johnsy’, and Sue.

Johnsy and Sue had their studio at the

top of a three-story brick building. They
had come from different parts of the
world: one from California, and the other
from Maine. They had many tastes in
common, and so had decided to rent a
studio together.

19
As the seasons changed, in
November, in the bitter cold, many
artists in the village caught
pneumonia. Unfortunately, Johnsy
caught the dreadful disease. She lay
on her bed, hardly able to move,
looking through the small Dutch
window-panes at the wall of the next
brick house.
One morning, after checking on
Johnsy, her doctor took Sue aside
and talked to her.
“She will survive only if she really
wants to live, but she looks as though
she has lost all hope. She should
have the want to live. That is her only
chance. Is she disappointed about
something?”
“She was dreaming of painting the
Bay of Naples some day, but now it
seems like she is just awaiting her
death,” replied Sue softly.
“If my patients start thinking about
their own funeral, the medicines will
not work for them. You should get
your friend to think about something
positive. If you can get her to think
about living instead of dying, then she
has a chance.”
Sue wiped her tears, plastered a smile
on her face, and went into Johnsy’s
room with her drawing board,
humming a joyful song. Johnsy was
lying with her face towards the
window. Sue stopped humming,
thinking that she was sleeping.
As she started a pen-and-ink drawing,
she heard a low sound from Johnsy’s
bed. She quickly went to the bedside.
Johnsy was looking out of the window
intently, and counting. Sue listened
closer. Johnsy was counting
backward.
“Twelve,” she said, and a while later,
“eleven”, and then after a while, “ten”,
and then “nine.”
20
Sue looked out of the window. She
could not see anything other than the
blank side of the neighbouring brick
house. Then she saw an old ivy vine
that had climbed half way up the brick
wall, but was decayed at the roots.
The autumn wind had blown most of
its weak leaves away, until just a
couple more were remaining. The
almost bare vine clung to the bricks,
with just a few leaves left.
"What is it, dear?" Sue asked.
“Six,” whispered Johnsy. “Now falling
fast! I am sure three days back there
were almost a hundred leaves. There
goes another. There are only five
leaves left now.”
“Tell me, dear. Five what?”
“Leaves. On the ivy vine. When the
last one falls, I will go too. I know that.
Didn’t the doctor tell you?”
“Oh, dear! Such nonsense! The vine
has nothing to do with your getting
well. The doctor this morning told me
that your chances of getting well were
– let me remember- yes, he said the
chances were ten to one! Let me give
you some broth now. Be a dear.”
“There goes the fifth one. Now only
four more leaves to go. No…I don’t
want any broth. I want to see the last
leaf fall…. Then I’ll go too.”
“Johnsy, dear,” Sue spoke softly,
close to her ear, “Just keep your eyes
closed, and don’t look out of the
window. I must hand in this drawing
by tomorrow. I need the light to draw.
Otherwise I would have drawn the
shade down.”
“Why don’t you draw in the other
room?”
“I want to be with you,” Sue said
softly. “Try to get some sleep. I have
to call Behrman up to be my model for
the old hermit miner in my drawing. I’ll
come back in a minute.”
Old Behrman lived on the ground floor
beneath them. He was a painter. He
was past sixty and had a long beard
that was the main feature of his
impish body. Behrman had had
consistent failures as an artist. He
talked about a masterpiece that he
was going to paint soon, but had
never got around to actually doing it.
Sue found Behrman, smelling of gin,
in his dimly lighted den below. In one
dark corner was a blank canvas on an
easel that had been awaiting the
brushstrokes of the masterpiece that
Behrman was dreaming about, for
twenty-five years. She told him about
Johnsy's fancy about vine and its
falling leaves, and how she felt
terrified that Johnsy would die when
the last leaf fell from the vine.
Old Behrman, with his characteristic
contempt for ‘weakness’ in artists,
shouted his contempt for such idiotic
imaginings.
"Vass!" he cried. "Is dere people in de
world mit der foolishness to die…”
Johnsy was asleep when they went
upstairs. Sue pulled the shade down
and went into the other room with
Behrman. In there they looked out of
the window fearfully at the ivy vine.
They stared blankly at each other.
There was just one leaf left.
Sue could not sleep that night, and in
the morning she found Johnsy staring
at the drawn green shade.
“Pull up the shade. I want to see.”
But, lo! Even after the beating rain
and the horrendous gusts of wind,
there stood the one ivy leaf against
the brick wall. It was the last one, still
dark green near its stem, but its
serrated edges oddly highlighted with
21
the colour of decay. It held on to the
branch about twenty feet above the
ground.
"There is the last one,” said Johnsy
weakly. "I thought it would fall during
the night. I heard the rain and the
wind. I am sure it will fall today, and I
shall die at the same moment.”
"Dear, dear!" whispered Sue, half-
sobbing, “You are not going to die, my
dear. Think of me. What would I do?"
But there was no answer from Johnsy.
The most lonely thing in all the world
is a soul as it gets ready to go on its
mysterious, far journey. One by one,
her bonds to friendship and to earth
were being loosened.
The day progressed wearily, and even
at dusk, they could see the lone ivy
leaf bravely clinging to its stem
against the brick wall. When night
came, the wind blew again
mercilessly, and the rain beat against
the windows.
When the new day dawned, Johnsy
wanted the shade up again. She
looked at the vine.
The ivy leaf was still there.
For a very long time, Johnsy lay on
her bed, looking at the leaf. Then she
called Sue, who was making chicken
broth over the stove.
“Sudie, I have not been a good girl,”
said Johnsy. “See, something has
made that last leaf cling on there, to
show me how wicked I was.
Wanting to die is bad. Please bring
me some broth- no, first bring me a
hand-mirror.”
And hour later she said, "Sudie, some
day I hope to paint the Bay of Naples."
 Sue waited for the doctor’s visit.
“Things are looking up,” said the
doctor. “With good nursing, your friend
will live. Now I have to go to another
case downstairs. Behrman- his name
is. Sort of an artist. Pneumonia too.
The attack is acute, as he is an old
man. No hope for him. But I will take
him to the hospital so that he is more
comfortable.”
With new hope for Johnsy, Sue
devoted her time to nursing and
caring for her.
The next day, the doctor said, “She is
out of danger now. Now all that is
needed is good care and nutrition.”
That afternoon Sue found Johnsy, still
on her bed, but happily knitting a
scarf. Her eyes welled up. She went
to her and hugged her.
A.2 Choose the term synonymous to underlined words given below. Write your answers on
blanks provided after each item.
Non-fictional character lightweight cotton fabric a board used in mixing colors
shabby mockery curiously
moving around medium in painting
1. To avoid people from prowling, health
protocols are implemented. ____________
2. The couple who find it hard to look for a
living, moved out of the city’s squatty
households. _____________________
3. Our relatives abroad are sending their
zephyrs as their warm touch of love for
December. _____________________
4. On being at home for several months, I
solicitously look at the windows on what
might now be happening around in this time
of the pandemic. _____________________
5. We must avoid having a goosey feeling
in dealing with this situation.____________
22
"I have something to tell you, my
dear,” Sue said. "It about Mr.
Behrman. He died of pneumonia. In
the hospital today. He was sick only
two days. The janitor found him in his
room downstairs, in terrible pain, on
the first day. He was icy cold, and his
clothes and shoes were very wet.
They couldn't understand where he
had been on such a terrible night. And
then they found a lantern, and a
ladder, scattered brushes, and a
palette with green and yellow colours
mixed on it, and - look out the window,
dear, at the last ivy leaf on the wall.
Didn't you wonder why it never
fluttered or moved when the wind
blew?
Ah, darling, it's Behrman's
masterpiece - he painted it there the
night that the last leaf fell."
twisted nervous/afraid of
settling in a place
6. He was not able to cut his bear as it
rolls down his chin to his neck making
him look like satyr. ________________
7. Stop expressing derision to
someone’s mistakes. _______________
8. Mang Kulas was the one who
removed the vines that gnarled on our
old house’s wall. __________________
9. Creating paintings out of canvas was
an artist’s way of surviving amidst the
pandemic. _______________________
10. Brushes and palettes are their
swords to express support for our
frontliners. _______________________
B. Answer the following questions posted on a canvas. Write your answers inside the palette
provided below.

Processing questions:

1. Who were the characters in the story?

2. When and where does the story take place?.
3. What sickness is the character suffering from?
4. How was Johnsy able to figure out her condition?
5. What do you think Johnsy meant when she said
“When the last one falls, I will go too?”
6. How was Mr. Berhman’s being related with Sue and
Johnsy?
7. With a ladder, brushes, and a palette with green and
yellow colors mixed on it, what was Mr. Berhman’s plan
during that night?
8. How was Johnsy able to cope with illness?
9. What happened with Mr. Behrman at the end of the
story?
10. What does the last leaf symbolize in the story?

23
C. Using the ACE Strategy, identify connections between the reading texts above. Don’t
forget to provide piece of evidence to support your comparisons.

In what way Reading Text 1 ‘Kids Cheer Up Health Workers With Their Notes, Drawings’
and Reading Text 2 ‘The Last Leaf’ considered connected to each other?
A- Answer the Similarities:
question/s based
on the two texts Differences:
you have read.

Reading Text 1 Evidences:

C- Cite evidence/s
from the texts as
supporting details

Reading Text 2 Evidences:

E- Explain your Explanations of Answers with Evidences:

answer with
support from the
evidences

D. Review the following texts given below. Use the graphic organizer to compare and
contrast them. Don’t forget to apply the techniques given above as your guide.

COMPARE AND CONTRAST

Reading Text 1 Reading Text 2

The Last Leaf
Kids Cheer Up Health Workers
SIMILARITIES With Their Notes, Drawings

DIFFERENCES

24
E. Think of two stories, songs, or movies which you think might have relevance with each
other. Show text connections by explaining each of them. On the last lines given below,
provide their relationship through their similarities. Use the boxes below to write their titles.

1.) Title of the Text 2.) Title of the Text

VS

_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
Relationship of two texts:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Compare and Contrast Rubric (Activities/Exercises D and E)

5 3 2 1 Points
Comparison Describes and Mainly Somewhat Does NOT
explains reasons describes two describes two compare two things
on two things that things that are things that are
are alike alike alike
Contrasts Describes and Mainly Somewhat Does NOT
explains reasons describes describes compare two things
on similarities and similarities and similarities and
differences of two differences of differences of
things that are two things that two things that
different are different are different

Organization Explanations on Organized but Somewhat Explanations on

similarities and with less use of organized; similarities and
differences are well transitional without the use differences are
organized with devices. of transitional NOT organized.
transitional devices devices.
Reliability of Uses more than Uses only two Uses only one Does NOT use text
Comparison two text evidences text evidences text evidence evidences to show
for similarities and for for comparison. similarities and
and differences comparison. differences
Contrasts
Mechanics Correct spelling, Correct With 4-5 errors Frequent erros in
and capitalization and spelling; with in spelling spelling;
punctuations 1-3 errors capitalization capitalization and
Grammar and punctuations.
punctuations
Total Score=

25
F. Creative Writing: In this time of the pandemic, how do you think you can use your artistic
skills as a support to our frontliners? In the space provided below, write your ideas in an
essay with three sentences each.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

26
 Rubric in Evaluating a Paragraph Activity (Activity/Exercise F)

Criteria 5 3 2 1 Score
Topic Interesting, Clearly stated Acceptable Missing,
Sentence original topic topic topic invalid, or
focused on one sentence sentence inappropriate
interesting main presents one presents topic sentence;
idea. main idea. one idea. main idea is
missing.
Supporting Interesting and With Sufficient Insufficient,
Details concrete examples number of vague, or
examples with and details examples undeveloped
explanations relate to the related to examples.
that relate to the topic. the topic.
topic.
Organization With logical Details are in Transitions No discernible
progression of a logical may be pattern of
ideas; uses progression; weak. organization
transitional without
devices. devices
Style Effective word Correct tone Acceptable Inconsistent or
choices. and effective tone; Inappropriate
Appropriate tone diction Adequate di tone; Bland
is considered. ction and diction, poor
word word choice.
choices.
Mechanics Consistent Some errors, A few errors Distracting
standard but none in usage, errors in
English usage, major, in spelling, or usage,
spelling, and usage, punctuation spelling, or
punctuation. No spelling, or punctuation
errors. punctuation.
Total=

Reflections:
Rate yourself with 1-5, as 5 being the highest on how well you think you responded on the
following tasks provided in this lesson.

From 1-5 Tasks/ Drills

Understanding texts provided in this lesson
Providing evidences or supporting details from the reading texts
Making connections of texts to social issues, concerns, and
dispositions in real life
Accomplishing drills after each discussion in this lesson

27
 28
Activity A1 Activity A2
References:
1. TRUE 6. FALSE 1. moving around 6. non-fictional character
2. FALSE 7. TRUE 2. shabby 7. mockery
Name of writer
3. TRUE 8. TRUE 3. lightweight cotton fabric 8. twisted
4. FALSE 9. TRUE 4. curiously
Angela I. Roño- SST 1 9. medium in painting
5. FALSE 10. FALSE 5. nervous/ afraid of
Prepared: 10. A board used in
mixing colors
Activity B
1. Sue, Johnsy, Mr. Berhman and the Doctor
2. November, in a little district west of Washington Square, old Greenwich village, at the top of squatty studio
of Sue and Johnsy
3. Pneumonia
4. Johnsy was able to figure out her condition through her doctor.
5. As the last leaf falls, she will also be facing death.
6. Mr. Berhman’s was Sue and Johnsy’s friend.
7. To paint on the wall a vine with a last leaf remaining to cling
8. Seeing the last leaf remains on its vine, she gains courage to live. This time with the help of Sue, enough
love and nutrition, she was able to survive.
9. He was sent to the hospital an eventually died because of Pneumonia
10. Hope/ Love for others
Activity C
In what way Reading Texts 1 and 2 considered connected to each other?
A- Answer the Similarities: Both texts show how diseases affect people. Both texts express the
question/s based on idea of helping other people using one’s talents or expertise.
the two texts you have Differences: Types of illness vary in both texts. The expression of talents/ expertise
read. to help also differ.
C- Cite evidence/s Reading Text 1 Evidence:
from the texts as A. “…the magnitude of the coronavirus disease 2019 (COVID-19)…”
supporting details B. The simple messages and artwork give health workers and other frontliners
strength and inspiration.
Reading Text 2 Evidence:
A. As the seasons changed, in November, in the bitter cold, many artists in the
village caught Pneumonia.
B. Didn't you wonder why it never fluttered or moved when the wind blew? Ah,
darling, it's Behrman's masterpiece - he painted it there the night that the last leaf
fell."
E- Explain your Both texts may be similar as they show the occurrence of diseases among
answer with support people. In both texts, large number of people is affected. However, in reading text
from the evidences 1, COVID-19 is the condition mainly described while in reading text 2, it was
Pneumonia.
The extent of providing help or camaraderie in both texts was shown through
artistic skill or expertise of drawing, illustrating and painting.
Activities D, E and F: Answers may vary.
ANSWER KEY:
 Prepared:
Angela I. Roño- SST 1
Name of writer

References

Cayabyab, Marc Jayson. “Kids Cheer Up Health Workers With Their Notes,
Drawings.” OneNews.ph. onenews.ph, April 17, 2020. https://www.onenews.
ph/kids-cheer-up-health-workers-with-their-notes-drawings.

“Compare and Contrast Diagram .” Compare and Contrast Diagram. Accessed

September 3, 2020. https://www.biologycorner.com/worksheets/graphic_
compare.html.

L.M Digital Media (2020). Kids Worlds Fun Short Stories " The Last Leaf. Retrieved
from https://www.kidsworldfun.com/short-stories/the-last-leaf.php

“Making Connections - ReadWriteThink.” readwritethink.org. Accessed September

3, 2020. http://www.readwritethink.org/professional-development/strategy-
guides/ making-connections-30659.html.

Resources, Rockin. “How to Teach Text Evidence: A Step-by-Step Guide & Lesson
Plan.” The TpT Blog, January 27, 2019. https://blog.teacherspayteachers.com/
teach-text-evidence/.

Rubric for Evaluation of the Paragraph, n.d, www.messacc.edu/~paoih30491/Rubric

ParagraphAssignment.html.

Teach Depot. “It's Back to School We Go! Compare and Contrast Rubric Grade 1.”
Teachers Pay Teachers, n.d,www.teacherspayteachers.com/Product/Compare-
and-Contrast-Rubric-Grade-1-2481383

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