Q2 English9

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO
PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA
SELF-
INSTRUCTIONAL
PACKETS
GRADE 9 REGULAR
(SECOND
QUARTER)
Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA
SELF – INSTRUCTIONAL PACKETS

(SIPacks)
ENGLISH 9 (REGULAR) (FULL)
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TABLE OF CONTENTS
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WEEK CONTENTS PAGE

1 Features of Poetry and Prose
1
2 Relating to and Sharing Insights about the Text

10
3 Understanding the VUCA World Through Literature

17
4 Getting Information from Various Media

25
5 Communicative Styles & Adverbs in Narration

34
6 Prosodic Features of Speech and Reader’s Theatre

42
7 Anglo-American Sonnets, Dramatic Poetry, Vignettes and Short Stories

57
1
Grade 9- REGULAR
DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PHS Blvd., Brgy., Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website:www.pampangahigh.school
FULL VERSION
SELF-INSTRUCTIONAL PACKETS
(SIPacks) in English 9
Source: https://www.deped.gov.ph
To the learner:
As you start reading, keep in mind that this teaching module will provide every learner of Pampanga High
School like you with the education needed to compete in a global context. This module which is
conceptualized as self-contained "units" of content will enhance your skills based on the Most Essential
Learning Competencies (MELCs). Also, it highlights corresponding activities which you need to answer as
you move from page to page for each week lesson.
GENERAL INSTRUCTIONS
To get the most out of this module, here are some reminders that you need to consider:
1. Take your time in reading all parts of the lesson.
2. Always answer all given activities intended for each week lesson.
3. Answers must be written in ONE WHOLE SHEET of PAD PAPER.
4. Do not forget to write the following data on your paper before answering all the activities. Also, please
be reminded that you have to use one (1) piece of paper per lesson. Meaning, you have to use another
sheet if you need to answer the activities in another lesson.
a. Your Complete Name (student) e. Quarter No.
b. Your Grade and Section f. Lesson No.
c. Learning Area/Subject g. Activity No. and Title, with Item Numbers
d. Name of Your Subject Teacher
Here is the illustration based on the instructions above:
5. Remember that all the activities that you need to answer will serve as your outputs and will be forwarded
to your subject teacher for checking and recording.
6. Above all, put GOD first in everything you do! 
Property of Pampanga High School – DepEd Schools Division of City of San Fernando Pampanga
2
Self-Instructional Packet (SIPack)

SUBJECT: English 9 QUARTER: 2 MELC LESSON NO.: 1, 2
NAME OF STUDENT: WEEK: 1 NO. OF LEARNING DAYS 5
The learner demonstrates understanding of how Anglo-American literature and
CONTENT other text types serve as means of valuing other people and also, how to use
STANDARD processing information strategies. different forms of adverbs and conditionals
for him/her to play an active part in a Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre
PERFORMANCE presentation through employing effective verbal and nonverbal strategies
STANDARD based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Style and Body Movements or Gestures.
LEARNING 1. Distinguish the features present in poetry and prose. (EN9WC- IIa-10)
COMPETENCY: 2. Identify types and features of short prose. (EN9WC-IIf-9.2)
a. Differentiate prose from poetry.
b. Identify the elements of prose.
OBJECTIVES: c. Identify the characteristics of poetry.
d. Convert prose into poetry and vice versa.
e. Complete the chart using the elements of a short story.
CONTENTS: Identifying features of prose and poetry.
REFERENCES: English CG- May 2016, Learner’s Material, Teacher’s Guide
Instructional paper-pencil test, gadgets, notebook, images, texts
Materials
 Concepts:
Descriptions
PROSE Is a written work which contains sentences and paragraphs and does not have
any metrical structure
POETRY Is a genre of literature which is based on a particular form that creates a rhyme
Sources: https:www.keydifferences.com
I. Procedure
----------------------------------------------------- DAY 1 of 5-------------------------------------------------------
A. Reviewing of Previous Lesson or Presenting the New Lesson

.
Explain what each of the following quotations means in one or two sentences:
“The mark of a great man is one who knows when to set aside the important things in order to
accomplish the vital ones.”
-Brandon Sanderson, The Alloy of Law
Explanation:
____________________________________________________________________________
____________________________________________________________________________
“Your greatness is revealed not by the lights that shine upon you, but by the light that shines
within you.”
-Roy Davis
Explanation:
____________________________________________________________________________
____________________________________________________________________________
“Doing what needs to be done may not make you happy, but it will make you great.”
-George Bernard Shaw
Explanation:
____________________________________________________________________________
____________________________________________________________________________
3
B. Establishing a Purpose for the Lesson
In this lesson, you will develop your concept of comparing and contrasting prose from poetry
with the help of various activities and reading texts. And in the process, it will further hone your
reading and critical thinking skills.
C. Presenting examples/ instances of the lesson
Poetry Prose
“The woods are lovely, dark and deep. The woods looks lovely against the
But I have promises to keep, setting darkness and as I gaze into the
And miles to go before I sleep, mysterious depths of the forest, I feel like
And miles to go before I sleep.” lingering here longer. However, I have
pending appointments to keep, and much
-Stopping by Woods on a Snowy Evening by distance to cover before I settle in for the
Robert Frost night, or else I will be late for all of them.
Source: literarydevices.net
Question:
Based from the examples, what difference(s) do you see/notice between poetry and
prose?
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
----------------------------------------------------- DAY 2 of 5-------------------------------------------------------

D. Discussing New Concepts
COMPARISON CHART
BASIC COMPARISON PROSE POETRY
Meaning Prose is a straightforward Poetry is a form of literature
form of literature, wherein the in which the poet uses a
author expresses his unique style and rhythm, to
thoughts and feelings in a express intense experience
lucid way
Language Straightforward Expressive or Decorated
Nature Pragmatic Imaginative
Essence Message or Information Experience
Purpose To provide information or to To delight or amuse
convey a message
Ideas Ideas can be found in Ideas can be found in lines,
sentences, which are which are arranged in
arranged in paragraph stanzas
Paraphrasing Possible Exact paraphrasing is not
possible
E. Continuation of the discussion of new concepts
ELEMENTS OF POETRY
STRUCTURE has to do with the overall organization of lines and/or the conventional patterns of
sound.
STANZAS- are series of lines grouped together and separated by an empty line from other
stanzas. They are the equivalent of a paragraph in an essay. One way to identify a stanza is to
count the number lines. Thus:
 couplet (2 lines)  quatrain (4 lines)  septet (7 lines)
 tercet (3 lines)  cinquain (5 lines)  octave (8 lines)
 sestet (6 lines)
4
TYPE- A poem may or may not have a specific number of lines, rhyme scheme and/or metrical
pattern, but it can still be labelled according to its form or style. Here are the three most
common types of poems according to form:
1. Lyric Poetry- it is any poem with one speaker who expresses strong thoughts and feelings.
Most poems, especially modern ones, are lyric poems.
2. Narrative Poem- It is a poem that tells a story; its structure resembles the plot line of a
story.
3. Descriptive Poem- it is a poem that describes the world that surrounds the speaker. It
uses elaborate imagery and adjectives. While emotional, it is more “outward-focused” than
lyric poetry, which is more personal and introspective.
SOUND PATTERNS- three other elements of poetry are rhyme scheme, meter and word
sounds. These are sometimes collectively called sound play because they take advantage of
the performative, spoken nature of poetry.
Internal Rhyme occurs in the middle of a line.
METER- the systematic regularity in rhythm: this systematic rhythm (or sound pattern) is usually
identified by examining the type of “foot” and the number of feet.
-----------------------------------------------------DAY 3 of 5-------------------------------------------------------
F. Developing mastery
Read the following poems below. Then, answer the given activities
Auld Lang Syne

Dougie MacLean
Should auld acquaintance be forgot

And never brought to mind?
Should auld acquaintance be forgot
And days of auld lang syne?
For auld lang syne, my dear
For auld lang syne
We'll take a cup o' kindness yet
For days of auld lang syne
We twa hae run about the braes
And pu'd the gowans fine
But we've wander'd mony a weary fit
Sin days of auld lang syne
We twa hae paidl'd i' the burn

Frae morning sun till dine
But seas between us braid hae roar'd
Sin days of auld lang syne
For auld lang syne
We'll tak a cup o' kindness yet
For days of auld lang syne
And surely ye'll be your pint-stowp
And surely I'll be mine
And we'll tak a cup o' kindness yet
For auld lang syne
5
And there's a hand, my trusty fiere

And gie's a hand o' thine
And we'll tak a right gude-willy waught
For auld lang syne
For auld lang syne
For auld lang syne
For auld lang syne
For auld lang syne
Source: Musixmatch
Comprehension Check:
1. The song begins with a rhetorical question. What is the purpose of this question?
2. In the chorus, what does the persona want to do together with his friend?
3. What experiences does the persona want to remember with his friend?
4. Does the persona consider his friend great? Explain.
My Great Friend
Namie Elisha
Some people wish upon a star

To have a friend as great as you are
A friend so true and caring
A friend that is always there
A great friend you have been to me

When no one else wanted to be
Full of truth and honesty
You seemed to understand me
The world may be taking up our time together

But I promise this to you
No matter how long it will take
for us to share those times like we used to
u'll still be that same great friend to me
just as kind
just as true
To God I am very thankful

For this true friendship that I have
Hoping it will grow stronger and last longer
Then any friendship anyone has ever had
I love you my dear friend
Comprehension Check:
When do you consider a friend great? Describe your own concept of a great friend, using the
describing wheel.
6
MY
GREAT
FRIEND
Characteristics of Prose:
 Written in paragraphs
 Tells a story rather than describes an image or metaphor
 Generally, has characters and a plot
----------------------------------------------------- DAY 4 of 5------------------------------------------------------
Elements of a Short Story
1. Character. Characters are the heart and soul of any story.

Emmanuel's Dream tells the true story of a young man, Emmanuel Ofosu Yeboah, who was born
in Ghana with only one working leg. Emmanuel teachers reader the importance of bravery and
perseverance, as well as giving kids the important chance to relate to an individual with a
disability.
2. Conflict. They say that there are only four real conflicts in literature: man vs. man, man vs. self,
man vs. nature, and man vs. the system.
New Shoes is an excellent example of the difficulties of man vs. the system. It is a historical
fiction story that follows young Ella Mae and her experience with Jim Crow Laws in the South.
Ella Mae takes her first trip to the real shoe store only to find out that the white girl who comes
in after her gets waited on first, and that only whites are allowed to try shoes on in the store. Ella
Mae and her cousin Charlotte comes up with their own powerful solution to this injustice.
3. Plot. The basics of plot are well-known, and the story mountain, introduced in the longer post, is
one way of formulating them. The picture book Freedom Song tells the true story of Henry "Box"
Brown, a slave who mailed himself to freedom in 1849. This post analyzes the events of the story
through the lens of plot and the traditional story mountain.
4. Dialogue. Dialogue is an easy way to establish characters and voice in picture books.
I Want My Hat Back is told entirely in dialogue, and author/illustrator Jon Klassen uses color
rather than quotation marks and dialogue tags to differentiate the speakers. It is what happens
when you read between the lines of dialogue in this story that the full picture comes to life.
5. Theme. Theme is the underlying message of a story, and themes can be direct or indirect; they
can be blatant or subtle.
7
In One Green Apple, the theme develops slowly and powerfully, and every year I am astounded
at how much symbolism and metaphor my third graders catch on to when we discuss the story.
Source: http://www.thelogonauts.com/
Summary of Happy Feet

George Miller
This is the story of a little penguin named Mumble who has a terrible singing voice and later
discovers he has no Heartsong. However, Mumble has an astute talent for something that none
of the penguins had ever seen before: tap dancing. Though Mumble's mom, Norma Jean, thinks
this little habit is cute, his dad, Memphis, says it "just ain't penguin." Besides, they both know that,
without a Heartsong, Mumble may never find true love. As fate would have it, his one friend,
Gloria, happens to be the best singer around. Mumble and Gloria have a connection from the
moment they hatch, but she struggles with his strange "hippity- hoppity" ways. Mumble is just too
different--especially for Noah the Elder, the stern leader of Emperor Land, who ultimately casts
him out of the community. Away from home for the first time, Mumble meets a posse of decidedly
un-Emperor-like penguins--the Adelie Amigos. Led by Ramon, the Adelies instantly embrace
Mumble's cool dance moves and invite him to party with them. In Adelie Land, Mumble seeks the
counsel of Lovelace the Guru, a crazy-feathered Rockhopper penguin who will answer any of
life's questions for the price of a pebble. Together with Lovelace and the Amigos, Mumble sets
out across vast landscapes and, after some epic encounters, proves that by being true to yourself,
you can make all the difference in the world.
Make Your Story Diagram
CLIMAX
RISING ACTION RESOLUTION
CONCLUSION
8
G. Finding practical applications of concepts and skills in daily living

How do the characters differ from the reading text you read? Accomplish the grid below using
the given items.
CHARACTERS PHYSICAL DESCRIPTIONS CHARACTER TRAIT
Mumble
Peguins
H. Making generalizations and abstractions about the lesson

1. Give the elements of a short story as one of the prose writing.
___________________________________________________________________
2. Compare and contrast poetry from prose.
___________________________________________________________________
___________________________________________________________________
----------------------------------------------------- DAY 5 of 5-------------------------------------------------------
I. Evaluating Learning
Activity 1: Elements of a Short Story
Instruction. Complete the chart using the elements of a short story
Plot Summary of Thank You, Ma’am!

Langston Hughes
The story begins with an encounter between Roger, a teenage boy, and Mrs. Luella Bates
Washington Jones, an older woman walking home from work late one night. He attempts
to steal her purse, but because it is so heavy, and Mrs. Jones is quite stout, he merely ends
up breaking the strap instead. She kicks him and grabs him by the shirt, asking if he feels
ashamed of himself.
Roger admits that he does. Mrs. Jones notices that his face is dirty and his hair is
uncombed; she asks if there is anyone looking after him. When he answers 'no', she drags
him home with her, saying when she's finished with him, he'll be sure never to forget he met
her.
When Roger and Mrs. Jones arrive at her house, she asks if he's had supper. She assumes
that since he was trying to steal her purse, he must be hungry. But we learn that he wanted
her money to buy a pair of blue suede shoes. When Mrs. Jones tells Roger that he could've
asked her for the money, he doesn't quite believe her.
Mrs. Jones explains to Roger that she was young once, too, and also couldn't afford the
things she wanted. She confides that, like the teenage boy, she used to do some pretty
shameful things, too. While they eat, she refrains from embarrassing Roger by not asking
him anything else about his life; instead, she talks about her job in a hotel beauty shop,
where she meets women with all different colors of hair.
At the end of the story, Mrs. Jones gives Roger ten dollars to buy the blue suede shoes and
tells him not to steal her purse or anyone else's for that matter, as shoes purchased with
stolen money cause more trouble than they're worth. When she leads him to the door and
bids him good night, Roger wants to say something other than 'thank you, ma'am,' but
nothing suitable comes to mind. As he turns to look at Mrs. Jones in the doorway, he can
barely get the words “thank you,” out of his mouth before she shuts the door.
Source: https://study.com/
Complete the chart below using Langston Hughes’ “Thank You, Ma’am!”
Elements of a Short Story
Characters Setting Climax Denouement

Conflict
9
Activity 2: Compare and Contrast

Compare and contrast the poems Auld Lang Syne and My Great Friend using the Compare and
Contrast Map.
AULD LANG SYNE MY GREAT FRIEND
How are they similar?
Stanza
Type
Rhyme
Meter
J. Additional activities for application or remediation

ACTIVITY 3. Complete the Pyramid
Instruction. Read and analyze the short paragraph below and identify its elements by
completing the pyramid below
Ellen Montgomery lives in Pullman, Washington. She wants an expensive racing bicycle, but
does not have enough money to buy it. She works for eight months after school and weekends
in a supermarket to earn the money to buy it. When she has just saved enough money to buy
the bicycle, the money is stolen from her house. Ellen then works another six months in the
bicycle shop. She is finally able to buy the bicycle, and she becomes a state champion bicycle
racer.
DENOUEMENT
CONFLICT
CLIMAX
SETTING
CHARACTERS
10
SUBJECT: English 9 QUARTER: 2 MELC LESSON NO.: 3,4

The learner demonstrates understanding of how Anglo-American literature
and other text types serve as means of valuing other people and also, how
CONTENT
to use processing information strategies. Different forms of adverbs and
STANDARD
conditionals for him/her to play an active part in a Chamber Theatre
presentation.
1.Make connections between text content to particular social issues,
LEARNING concerns and dispositions in real life
COMPETENCY: 2.Share personal opinion about the ideas presented in the material viewed/
read
1. Identify the social issue presented in the given text or picture.
OBJECTIVES: 2. Relate the text to real life situation.
3. Express ideas or opinions on social issues or concerns from the text.
Identifying Social Issues/Making Connections between text content to
CONTENTS:
particular social issues
Materials
 Concepts:
A social issue or problem is any condition or behavior that has negative consequences for
large numbers of people and that it is generally recognized as a condition or behavior that
needs to be addressed.
Common Descriptions
Examples of
Social Issues
Poverty -the state of one who lacks a usual or socially acceptable amount
of money or material possessions
Source: https://www.merriam-webster.com/dictionary/poverty
Overpopulation -the condition of having a population so dense as to cause
environmental deterioration, an impaired quality of life, or a
population crash
Source: https://www.merriam-webster.com/dictionary/overpopulation
Gender - refers to unequal treatment or perceptions of individuals based on
Inequality their gender.
Source: https://courses.lumenlearning.com/culturalanthropology/chapter/gender-
inequality/
Bullying -abuse and mistreatment of someone vulnerable by someone
stronger, more powerful, etc.
Source: https://www.merriam-webster.com/dictionary/bullying
Climate Change - is describedas a change in the average conditions — such as
temperature and rainfall — in a region over a long period of time.
NASA scientists have observed Earth’s surface is warming, and
many of the warmest years on record have happened in the past 20
years.
Source: https://climatekids.nasa.gov/climate-change-meaning/
Reference/Source:https://examples.yourdictionary.com/common-examples-of-social-issues.html
I. Procedure
11
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-----------------------------------------------------DAY 1 of 5-------------------------------------------------------
Answer the following questions orally.

1. Are you aware of what is happening around you? In what way does it affect you?
________________________________________________________________________
________________________________________________________________________
2. What do you think are the three most serious issues our country is facing at the moment?
________________________________________________________________________
________________________________________________________________________
3. What can you possibly do to help solve the serious issues/concerns in our country?
____________________________________________________________________
____________________________________________________________________

Activity 1: Observe the illustration and answer the questions that follow.
Source: https://blog.volkovlaw.com/2020/05/privacy-and-employee-issues-during-the-new-covid-
19-pandemic-era/
1. What idea is presented in the picture?

QUESTIONS
2. 2. How do you cope up with this issue?
C. Presenting Examples/ Instances of the Lesson

Activity: Peek at the Note
As the song goes,
“Ebony and Ivory, live together in perfect harmony
Side by side on my piano, keyboard, Oh Lord
Why don’t we?” (Ebony and Ivory - 1982 by Paul McCartney)
Can you determine the underlying meaning of the lyrics of the song? What is its
message to you?
___________________________________________________________________________
___________________________________________________________________________
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12
----------------------------------------------------- DAY 2 of 5-------------------------------------------------------

A social issue or problem is any condition or behavior that has negative consequences for
large numbers of people and that is generally recognized as a condition or behavior that needs
to be addressed.
Read and study the given social issues.
Common Descriptions
Examples of
Social Issues
It is the state of one who lacks a usual or socially acceptable amount
Poverty of money or material possessions
Source: https://www.merriam-webster.com/dictionary/poverty
It is the condition of having a population so dense as to cause
Overpopulation environmental deterioration, an impaired quality of life, or a
population crash
Source: https://www.merriam-webster.com/dictionary/overpopulation
Gender inequality refers to unequal treatment or perceptions of
Gender individuals based on their gender.
Inequality
Source: https://courses.lumenlearning.com/culturalanthropology/chapter/gender-
inequality/
It is an abuse and mistreatment of someone vulnerable by someone
Bullying stronger and more powerful.
Source: https://www.merriam-webster.com/dictionary/bullying
Climate change describes a change in the average conditions — such
as temperature and rainfall — in a region over a long period of time.
Climate Change
As observed and reported by NASA (National Aeronautics and Space
Administration) scientists, the Earth’s surface is warming, and many of
the warmest years on record have happened in the past 20 years.
Source: https://climatekids.nasa.gov/climate-change-meaning/
Source: https://examples.yourdictionary.com/common-examples-of-social-issues.html
ACTIVITY 2:
The aforementioned are few of the common examples of social issues and
concerns. Observe the present situation in our country and find out the
other social issues/concerns that were not mentioned earlier. List one of
these issues in the table and provide a brief description about it. Do the
activity in your notebook or a piece of paper.
Social Issue Description
 Thoughts to Ponder…
Answer each question in 1 to 3 sentences. Write your answer on a sheet of paper or in
your notebook.
1.) In your opinion, what may be the cause/s of this social issue and concern?
2.) How could you help solve these problems?
13
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----------------------------------------------------- DAY 3 of 5-------------------------------------------------------
E. Continuation of the discussion of New Concepts
You are about to read a poem written by Edwin Markham. But before you indulge into the
literature, read the short description about him.
About the Author

The author of the poem "The Man with the Hoe," Edwin Markham, an internationally famous
and a popular American literary figure during the first half of the 20th century, focused his works
on progressive social and spiritual beliefs.
Source: https://www.poetryfoundation.org/poets/edwin-markham
Now, it’s time to read and analyze the poem of Edwin Markham below.
The Man with the Hoe

By Edwin Markham
BOWED by the weight of centuries he leans

Upon his hoe and gazes on the ground,
The emptiness of ages in his face,
And on his back the burden of the world.
Who made him dead to rapture and despair,
A thing that grieves not and that never hopes,
Stolid and stunned, a brother to the ox?
Who loosened and let down this brutal jaw?
Whose was the hand that slanted back this brow?
Whose breath blew out the light within this brain?
Is this the thing the Lord God made and gave

To have dominion over sea and land;
To trace the stars and search the heavens for power;
To feel the passion of Eternity?
Is this the dream He dreamed who shaped the suns
And marked their ways upon the ancient deep?
Down all the stretch of Hell to its last gulf
There is no shape more terrible than this—
More tongued with censure of the world’s blind greed—
More filled with signs and portents for the soul—
More fraught with menace to the universe.
What gulfs between him and the seraphim!
Slave of the wheel of labor, what to him

Are Plato and the swing of Pleiades?
What the long reaches of the peaks of song,
The rift of dawn, the reddening of the rose?
Through this dread shape the suffering ages look;
Time’s tragedy is in that aching stoop;
Through this dread shape humanity betrayed,
Plundered, profaned and disinherited,
Cries protest to the Judges of the World,
A protest that is also prophecy.
O masters, lords and rulers in all lands,

Is this the handiwork you give to God,
This monstrous thing distorted and soul-quenched?
14
How will you ever straighten up this shape;

Touch it again with immortality;
Give back the upward looking and the light;
Rebuild in it the music and the dream;
Make right the immemorial infamies,
Perfidious wrongs, immedicable woes?
O masters, lords and rulers in all lands,

How will the Future reckon with this Man?
How answer his brute question in that hour
When whirlwinds of rebellion shake the world?
How will it be with kingdoms and with kings—
With those who shaped him to the thing he is—
When this dumb Terror shall reply to God,

After the silence of the centuries?
Source: LM- A Journey Through Anglo-American Literature pp. 135-13
Activity 3: Comprehension Check
Answer the following questions. Write the letter of your choice on a sheet of paper or in
your notebook.
1. How does the poet describe the image of the man with the hoe?
a. abundant yet poor c. industrious yet indolent
b. hardworking but underpaid d. strong but weak
2. What is meant by the line, “What to him are Plato and the swing of Pleaiades?”
a. a person who has no acquired wealth
b. a person who has no capacity to learn
c. a person who has no plan for his future
d. a person who has no time to enjoy life
3. What does the bent body of the man with the hoe signify?
a. someone who creates happiness for others as he is
b. someone who exerts effort for others and earns much
c. someone who toils not yet receives much
d. someone who works for others without benefits
4. According to the poet, who is responsible for the condition or state of the man
with the hoe?
______________________________________________________________________
______________________________________________________________________
5. As a child of the “future,” how would you respond to the question, “How will the
Future reckon with this Man?” posed by the persona?
______________________________________________________________________
______________________________________________________________________
6. Who are the modern “men with the hoes”?
______________________________________________________________________
______________________________________________________________________
7. How does the society treat them?
______________________________________________________________________
______________________________________________________________________
Source: LM- A Journey Through Anglo_American Literature pp. 137
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----------------------------------------------------- DAY 4 of 5-------------------------------------------------------
F. Developing Mastery
Activity 4:
 Recall the message of the poem read and answer the questions.
1. What social issue is evident in the previous text? (5 points)

______________________________________________________________________
15
______________________________________________________________________
2. How would you address this issue? (5 points)
______________________________________________________________________
______________________________________________________________________
G. Finding Practical Applications of Concepts and Skills in Daily Livings.
Activity 5: Study the illustrations and answer the questions that follow. Write your
answers on a piece of paper or in your notebook.
Picture A Picture B
1. What idea is presented by each picture? (5 pts.)

Picture A: ___________________________________________________________
Picture B: ___________________________________________________________
2. How would you relate the pictures to issues on social context? (10 pts.)
Accomplish the chart below with forms of social issue as depicted by each picture. Be
able to give resolution/s to each situation.
Social Issue Resolution

Picture A
Picture B
H. Making Generalizations and Abstractions about the Lesson

What is the significance of having individual/personal awareness on social issues/concerns?
___________________________________________________________________________
___________________________________________________________________________
 As a student and as a Filipino, it of the essence that you are aware/informed of current
social issues/concerns to help you understand why certain things happen and why a group
of people behave in such ways. Likewise, being ware of such issues may inspire you to be
a part of the solution.
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-----------------------------------------------------DAY 5 of 5-------------------------------------------------------
Activity No. 6: Share your Thoughts
Share your opinion about the given ideas by answering the questions below.
No Bullying 1. Have you ever experienced being bullied in

school, at home, or in your community or had
Anything in life that we
someone in your family or from your friends
don’t accept will simply been bullied in the past? Share one story in 3-5
make trouble for us until sentences. (5 pts.)
we make peace with it. _________________________________________
_________________________________________
-Shakti Gawain
_
16
Prejudice is a burden that 2. What idea flashes in your mind as you read the
confuses the past, quotation? (5 pts.)
threatens the future and
readers to present _______________________________________
inaccessible. _______________________________________
_______________________________________
-Maya Angelou
J. Additional activities for Application or Remediation
Activity No. 7: Journal Entry
In 7-10 sentences, write a journal about a situation in which you have felt oppressed
and how it made you feel. Describe also what you did to overcome the feeling.
Your output for the JOUNRAL ENTRY will evaluated using this RUBRIC.
RUBRIC FOR JOURNAL ENTRY

5 4-3 2 1
Purpose Strong voice and Appropriate Attempts to use Demonstrates
tone that clearly voice and tone. personal voice limited
addresses the The purpose is and tone. awareness of
purpose for largely clear. Somewhat use of voice and
writing. addresses the tone. Limited
intended evidence of
purpose. intended
purpose.
Making Makes many Makes Makes some Makes few
Connections personal considerable personal personal
connections with personal connections with connections with
the topic connections with topic topic
topic
Conventions All grammar and Only one or two A few grammar Many grammar
spelling are grammar and and spelling and spelling
correct. spelling errors. errors. errors.
17
SUBJECT: English 9 QUARTER: 2 MELC LESSON NO.: 5, 6

and other text types serve as means of valuing other people; also, how to
CONTENT
use processing information strategies, different forms of adverbs and
STANDARD
presentation.
1.Analyze literature as a means of understanding unchanging values in the
LEARNING VUCA (volatile, uncertain, complex, ambiguous) world.
COMPETENCY:
2. React and share personal opinion about the ideas listened to.
At the end of the lesson, the learners are able to:
a. analyze literature as a means of understanding unchanging values
OBJECTIVES: in a changing world; and
b. share a personal opinion about the ideas listened to.
Analyzing literature as a means of understanding unchanging values in the

CONTENTS: VUCA (volatile, uncertain, complex, and ambiguous) word
Reacting and share personal opinion about the ideas listened to.
Instructional Paper-pencil test, gadgets, notebook
Materials
I. Procedure
-------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------- DAY 1 of 5-------------------------------------------------------
How are you today? I hope you’re doing great!
Always keep the health protocols in mind to be healthy and protected from any infectious
disease.
Activity 1: Read and analyze the quotation below.
\\
Questions:
1. What do you think is the message of the quotation?
2. How will you relate the message of the quote into your life?
(Source: https://www.amazon.ca)
C. Presenting Examples/ Instances of the Lesson

Activity 2: Analyze the pictures below and answer the questions that follow.
18
1. What idea is presented by the pictures?

2. How would you relate the pictures to issues on social context?
3. What resolution/s can you give for each issue?
Photos taken from google.com
-------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------- DAY 2 of 5-------------------------------------------------------
D. Discussing New Concepts and Practicing New Skills #1

Activity 3: Reflect on this poem written by Langston Hughes. How do you associate it with the
story, “The Raisin in the Sun”? Write a 3-sentence reflection about the relevance of the texts.
Dreams Deferred
By Langston Hughes
What happens to a dream deferred?

Does it dry up
Like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
Like a syrupy sweet?
Maybe it just sags
Like a heavy load,
Or does it explode?
Source: English 9 LM, page 430
A Raisin in the Sun is a play written by Lorraine Hansberry. The title comes from the poem
"Harlem" (also known as "A Dream Deferred") by Langston Hughes. The story tells of a black
family's experiences in south Chicago, as they attempt to improve their financial circumstances
with an insurance payout following the death of the father.
Source: https://www.britannica.com/topic/A-Raisin-in-the-Sun-play
A Raisin in the Sun
Lorraine Hansberry
Characters
(In Order of Appearance)
Ruth Younger
Travis Younger
Walter Lee Younger (Brother)
Beneatha Younger
Lena Younger (Mama)
Joseph Asagai
George Murchison
19
Karl Lindner
Bobo
Moving Men
The action of the play is set in Chicago’s Southside, sometime between World
War II and the present.
Act I
Scene One: Friday Morning
Scene Two: The following morning
(RUTH comes in forlornly and pulls off her coat with dejection. Mama and
Beneatha both turn to look at her.)
RUTH (dispiritedly): Well, I guess from all the happy faces—everybody knows.
BENEATHA: You pregnant?
MAMA: Lord have mercy, I sure hope it’s a little old girl. Travis ought to have
a sister.
(BENEATHA and RUTH give her a hopeless look for this grandmotherly enthusiasm).
BENEATHA: How far along are you?
RUTH: Two months
BENEATHA: Did you mean to? I mean did
you plan it or was it an accident?
MAMA: What do you know about planning
or not planning?
BENEATHA: Oh, Mama.
RUTH (wearily): She’s twenty years old, Lena.
BENEATHA: Did you plan it, Ruth?
RUTH: Mind your own business.
BENEATHA: It is my business—where is he going to live, on the roof? (There is
silence following the remark as the three women react to the sense of it.) Gee—I
didn’t mean that, Ruth, honest. Gee, I don’t feel like that at all. I—I think it is
wonderful.
RUTH (dully): Wonderful.
BENEATHA: Yes—really.
MAMA (looking at RUTH, worried): Doctor say everything is going to be all right?
RUTH (far away): Yes—she says everything is going to be fine…
MAMA (immediately suspicious): “She”—What doctor you went to?
(RUTH folds over, near hysteria)
MAMA (worriedly hovering over RUTH): Ruth honey—what’s the matter with
you—you sick?
(RUTH has her fist clenched on her thighs and is fighting hard to suppress a
scream that seems to be rising in her)
I ain’t never stop trusting
you. Like I ain’t never stop
loving you.
BENEATHA: What’s the matter with her, Mama?
MAMA (working her fingers in RUTH’s shoulders to relax her): She be all right.
Women gets right depressed sometimes when they get her way. (Speaking softly,
expertly, rapidly). Now you just relax. That’s right…just lean back, don’t think
‘bout nothing at all…nothing at all—
RUTH: I’m all right…
(The glassy-eyed look melts and then she collapses into a fit of heavy sobbing.
The bell rings.)
(The front door opens slowly, interrupting him, and TRAVIS peeks his head
in, less than hopefully)
TRAVIS (to his mother): Mama, I—
20
RUTH: “Mama I” nothing! You’re going to get it, boy! Get on in that bedroom,
and get yourself ready!
TRAVIS: But I—
MAMA: Why don’t you all never let the child explain hisself
RUTH: Keep out of it now, Lena.
(Mama clamps her lips together, and RUTH advances toward her son menacingly.)
RUTH: A thousand times I have told you not to go off like that—
MAMA (holding out her arms to her grandson): Well—at least let me tell him something.
I want him to be the first one to hear… Come
here, Travis. (The boy obeys, gladly.) Travis—
(She takes him by the shoulder and looks into
his face)—you know that money we got in the mail this morning?
TRAVIS: Yes ‘m---
How is Hansberry’s play a comment on the Langston Hughes
poem that she uses as her epigraph?
Once upon a time freedom
used to be life—now its
money.
MAMA: Well—What you think your grandma gone and done with that money?
TRAVIS: I don’t know, Grandmama.
MAMA (putting her fingers on his nose for emphasis): She went out and bought
you a house! (The explosion comes from WALTER at the end of the revelation
and he jumps up and turns away from all of them in a fury. MAMA continues,
to TRAVIS) You glad about the house? It’s going to be yours when you get to be
a man.
TRAVIS: Yeah—I always wanted to live in a house.
MAMA (She takes an envelope out of her handbag and puts it in front of him
and he watches her without speaking or moving.) I paid the man thirty-five
hundred dollars down on the house. That leaves sixty-five hundred dollars.
Monday morning I want you to take this money and take three thousand dollars
and put it in a savings account for Beneatha’s medical schooling. The rest you
put in a checking account—with your name
on it. And from now on, any penny that come
out of it or that go in it is for you to look after.
For you to decide. (She drops her hand a little
helplessly.) It ain’t much, but it’s all I got in
the world and I’m putting it in your hands. I’m telling you to be the head of this
family from now on like you supposed to be.
WALTER (stares at the money): You trust me like that, Mama?
MAMA: I ain’t never stop trusting you. Like I ain’t never stop loving you.
(She goes out, and WALTER sits looking at the money on the table. Finally, in
a decisive gesture, he gets up, and, in mingled joy and desperation, picks up
the money.)
Summary:
The rising action of the play reveals the pregnancy of Ruth. Mama (Lena) has paid the initial
amount for a house in Clybourne Park. Then, she hands the “One for Whom Bread— Food is
Not Enough”. remaining money to Walter to put it in a savings account for Beneatha’s medical
schooling. The rest of the money shall be put in a checking account in Walter’s name. However,
Walter intends to invest the money in a liquor business which Mama does not approve of.
Source: English 9 LM, page 430-434
REFLECTION: (5 pts.)
____________________________________________________________________________
____________________________________________________________________________
21
____________________________________________________________________________
-------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------- DAY 3 of 5-------------------------------------------------------
E. Discussing New Concepts and Practicing New Skills #2
A Raisin in the Sun is a play by Lorraine Hansberry that debuted on Broadway in 1959. The New
York Drama Critics' Circle named it the best play of 1959, and in recent years publications such
as The Independent and Time Out have listed it among the best plays ever written.
One- Act Play- Is similar to a short story in its limitations. There is a complete drama within
one act. It is brief, condensed, and single in effect. One situation or episode is presented,
permitting no minor plots or side actions that may distract attention for the single purpose and
effect being developed. Characters are few in number, quickly introduced, and very limited in
character development. Dialogue and Plot must carry the action forward smoothly and quickly.
If you have internet access, watch the video clip for additional information about one act play.
(http://www.youtube.com/watch?v=ZRTuslMz2Rw). However, the tips presented in the video clip
are enumerated below. Read and take note of them.
The video gives an overview of how to write a one-act play. It says that writing a one-act
play is a good exercise to develop your writing skills. Here are some of the tips presented in
the video.
1. Read relevant resources that could help you develop your script.
2. Figure out what point would you want to your play to have. Will it be a statement for or
against something?
3. Identify your characters and their parts in the your play.
4. Develop an object that your main character will pursue. This will give the story the much-
needed direction and unity of purpose.
5. Create a conflict or suspense, This may be an obstacle or an external hindrance that
would keep the story interesting.
6. Write the script and let your ideas creatively flow.
7. After completing your one-act play, polish your script and have it critiqued not only by
yourself, but by others as well.
Source: English 9 LM, page 351, https://en.wikipedia.org/wiki/A_Raisin_in_the_Sun
F. Developing Mastery
Activity 4: Let’s Read and analyze!
What is the message of this poem for you? Illustrate it in the box and write a 2-
sentence explanation about it.
Dreams
Langston Hughes
Hold fast to dreams

For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams

For when dreams go
Life is a barren field
Frozen with snow.
Source: https://www.slideshare.net/mjablonski/dreams-poem-rhyme-scheme
22
My Reflection Explanation
-------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------- DAY 4 of 5-------------------------------------------------------
G. Finding Practical Applications of Concepts and Skills in Daily Living
PREDICT A DREAM. In reality, most people likewise hold on to a dream. Take a good look at
the following pictures. In the given predicament, can you tell what they dream about?
1. 2.
3.
Pictures were taken from google .com
H. Making Generalizations and Abstractions about the Lesson

There will come a time in your life when you need to make a life-changing decision. The
kind where you’ve got two options to choose from, and both carry their own fair share of risks
and rewards. Perhaps you’re even facing one right now.
In those situations, the question is may probably be, how would you make the right
choice?
Five things that might be helpful in evaluating and making such decisions:
1. Look at the upside and downside of choosing each option
What outcomes would be “okay” with me? Which would be a disaster? Which would be optimal?
What’s the likely outcome, and what assumptions am I making to come that conclusion?
2. Look at what would need to be true for each option to turn out well
What assumptions would I be making and how likely are those to be true? How could I stack
the deck in my favor? Who could I bring in to improve my odds?
3. Look at the regret factor
23
What would be the path to take if I want to live a “no regrets” life? This one is really a “gut
check” and probably the most important aspect of deciding well. In the end, I’m a big fan of
trusting your instincts.
4. Find the “third way”
As they say, “one option is an option, two options is a dilemma, and three options is a choice”.
5. Set some interim review points and milestones
If you’re going down one path, but the other one was a close second, it’s useful to set some
interim review points to revisit your strategy. Setting milestones as indicators also helps check
whether you’re on the right path.
Source: https://maybusch.com/how-to-make-big-life-decisions/
-------------------------------------------------------------------------------------------------------------------------------
----------------------------------------------------- DAY 5 of 5-------------------------------------------------------
Activity 6: Analyzing the Story
Instruction. Answer the following questions based on the two literary pieces you previously
analyzed
1. Using the Venn Diagram, compare and contrast the two literary texts. Write their
similarities and differences. ( 5 points)
Dreams Deferred Raisins in the Sun

Langston Hughes Lorraine Hansberry
2. How is the message of the poem “Dreams” (Langston Hughes) related to the theme of
the two literary pieces? Explain your answer in 3 -5 sentences. (5 points)
_________________________________________________________________________
3. Make a simple illustration of you’re a dream you would like to pursue. Write 2-3
sentences about it. (10 points) You may also give a title for your illustration.
_________________
24
J. Additional Activities for Application or Remediation

Activity 7: Listen to the song “We Heal as One” or read the lyrics given below. Then, answer
the question that follow.
https://lyricspinas.com/we-heal-as-one-lyrics/
 What is the message of the song? Write a 2 – 3 sentence reflection. State it in English.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
25
SUBJECT: English 9 QUARTER: 2 MELC LESSON NO.: 7,8,9

and other text types serve as means of valuing other people and also, how
CONTENT
to use processing information strategies. different forms of adverbs and
STANDARD
presentation.
1. Get information from various print media like brochures, pamphlets,
periodicals, and audio-video recordings. (MELC 7-EN9RC –Iid-19:)
LEARNING 2. Summarize the information contained in the material viewed. (MELC 8-
COMPETENCY: EN9VC-IIb-21:)
3. Judge the relevance and worth of ideas presented in the material
viewed. (MELC 9-EN9VC-IIh-19)
a. Get information from various print media like periodicals.

b. Agree or disagree with the ideas presented in the material viewed.
OBJECTIVES: c. Analyze literature as a means of valuing other people and their various
circumstances in life.
d. Express appreciation for sensory images used.
Getting information from various print media, summarizing information, and
CONTENTS:
judging its relevance
Materials
 Concepts:
Magazines, newspapers, flyers, newsletters, scholarly journals and other materials that are
physically printed on paper are examples of print media. Print media is important because it
creates credibility. Print media is an easy medium to spread awareness or advertise to any
particular geographical area.
The two most common print media are newspapers and magazines, but print media also
include outdoor billboards, transit posters, like yellow pages, and direct mail.
I. Procedure
----------------------------------------------------- DAY 1 of 5-------------------------------------------------------

Introduction: Scrutinize and Speculate
1. Study the picture featuring the movie, The Hunger Games. Based on the picture,
tell briefly what you think the story is all about.
2. Ask students to predict what the story is all about.
3. Show the connection of the movie to the short story that they are about to read.
26
Answer the following questions:

1. What is the story behind Hunger Games?
2. Why is The Hunger Games a banned book?
3. Is Hunger Games based on a true story?

Use the URL below to independently access the audio recording of The Lottery in the internet.
Source: http://www.mrcoia.com/school/sound/lottery.mp3
(audio of The Lottery)
Read the story, The Lottery, silently as you listen to its audio recording. Then close your eyes
and visualize the story. How does the setting look like?
Draw what you have visualized on a separate sheet of paper. Indicate the paragraph number/s
of the lines from the text you are sketching. Follow the format provided below.
Visualization Sketches
Sketch 1 The line from the text that I am sketching is on paragraph ___________
Sketch 2 The line from the text that I am sketching is on paragraph ___________
----------------------------------------------------- DAY 2 of 5-------------------------------------------------------
C. Presenting the examples/instances of the lesson
The Lottery
By: Shirley Jackson
27
Share Your Mind Movies

1. Divide the class into small groups.
2. In small groups, discuss your mental pictures of the story, The Lottery. Describe the
setting, the characters, and the important events in the story.
Picking Out Optical Illusions
1. Ask the groups to identify the sensory images in the story, The Lottery. Explain how
these images help make the story realistic.
What images do I see, hear, feel. taste, and smell?

Answer the following questions:
1. What is the population of the village?
2. How the people in the village consider the lottery?
3. Why do they have this activity?
4. Who got the slip with a black spot?
----------------------------------------------------- DAY 3 of 5-------------------------------------------------------

Listen as your teacher gives you information about periodicals.
A vast amount of information can be gleaned from online periodicals. Read the news article
showing a journalist’s feelings regarding his mother’s death. Then accomplish the activity that
follows.
Goodbyes and Grief in Real Time

By BRIAN STELTER
Published: July 31, 2013
Scott Simon’s first Twitter message about his mother, dated July 16, squeezed a universal
story involving heartbreak and humor into 21 words. He wrote: “Mother called:’I can’t talk.
I’m surrounded by handsome men.’ Emergency surgery. If you can hold a thought for her
now...”
The ellipsis hinted that he’d have more to say later, and he did. “We never stop learning from
our mothers, so do we?” he asked on July 25. By then his mother, Patricia Lyons Simon
Newman, 84, had spent several nights in the intensive care unit of Chicago-area hospital.
And Twitter users around the world were getting to know her, thanks to the short bursts of
commentary by Mr. Simon, the host of “Weekend Edition Saturday” on NPR.
The tweets captured the attention of a significant portion of the social-media world for days.
Mr. Simon wrote on Monday morning that “her passing might come any moment,” and that
evening it did, when she died after being treated for cancer. Borrowing from Romeo and
Juliet, he wrote, “She will make the face of heaven shine so fine that all the world will be in
love with night,” and then stopped tweeting for half a day.
28
“When i began to tweet, I had almost no thought that this was going to be my mother’s
deathbed,” Mr. Simon said in a telephone interview on Wednesday, after the outpouring of
emotion-his twitter audience’s as well as his own-had made national headlines. His mother,
he said had originally gone into the hospital for a blood test.
“As it got more serious, she was just so marvelously entertaining and insightful,” he said. “I
found it irresistible.”
In the past he might have done that through a book of recorded segment for his radio
program. (Mr. Simon commented on the deaths of his father and stepfather in his 2000
memoir,”Home and Away.”) But the Internet enabled him to celebrate his mother and mourn
her in real time, creating the sense this week that an online community was collectively
grieving with him.
The online reactions were overwhelmingly positive; some people thanked Mr. Simon for
letting them get to know Ms. Newman and described what she had in common with their own
mothers. A smattering of online comments, he said were critical, suggesting that sharing
such intimate moments was inappropriate. “Exploiting his mother’s last days for ratings and
fame,” read one comment accompanying an ABC News article about Mr. Simon’s tweets.
“Social media is most poignant when it gives us a window on stories that would otherwise go
untold,” said Burt Herman, a co-founder of Storify, an Internet company that markets what it
calls social storytelling tools. “The stories can be voyeuristic, like a couple fighting at a
Burger King. But at their best, these stories give us a deeply personal view into life’s
inflection points, whether it’s a revolution abroad or an intimate moment between a mother
and son.”
Mr. Simon said he wanted people to know that “I wasn’t holding my mother in my arms and
tweeting with my free hand.”
He added: “As you may know, an incurable illness like this is a lot like war. There are
moments of panic and anxiety, separated by hours of tedium.”
Sometimes Ms. Newman gave Mr. Simon, and by extension some of his 1.2 million Twitter
followers, a reason to smile or chuckle: “Believe me, she told him on Saturday, “those great
deathbed speeches are written ahead of time.” Sometimes, she seemed to want Mr. Simon
to share bits of advice. On Sunday, he encapsulated this thought from his mother:”Listen to
people in their 80’s. They have looked across the street at death for a decade.”
Mr. Simon resumed posting to Twitter on Tuesday; he jocularly recounted how the couple
who run a cremation service call themselves “posthealth professionals.” During the interview
on Wednesday he cried while expressing thanks for the “love and support and prayers” from
people. He said he had given precisely no thought to the societal implications of sharing his
mother’s life and death.
But others have. “We have reached a point in the way we think about our lives where our
stories of struggle and loss feel like they no longer belong solely to us,” said Joe Lambert,
founder of the Center for Digital Storytelling in Berkeley, Calif. Being able to broadcast them,
on Twitter or elsewhere online,” feels like a gift to those grieving in our families, our
communities and as far as a tweet might reach.”
(A version of this article appeared in print on August 1, 2013, on page C1 of the New York
edition with the headline: Goodbyes And Grief In Real Time.)
Source: http://www.nytimes.com/2013/08/01/business/media/goodbyes-and-grief-in-real-
time.html?ref=deathanddying&_r=0
29
Browsing through Journals

Identify the main idea of the article and its supporting details by filling in the spider map below.
Do this on a separate sheet of paper.
Spider Map
Detail
Main Idea
Topic
Concept
Theme
E. Continuation of the Discussion of New Concepts

Key Points: What is a Periodical?
Periodicals are publications which are issued at regular intervals, such as journals, magazines,
and newspapers. They are also often referred to as serials. Periodicals usually consist of a
collection of articles, which may range from a single page story in a magazine to a 40 page
study in a scholarly journal,
Periodicals can offer some advantages over books depending upon your information need.
However, when using periodicals, it is important to understand the difference between scholarly
and popular periodicals.
The Advantages of Using Periodicals

 Because they are published frequently, periodicals are the best sources for current
information.
 Current events are usually discussed in periodicals long before they become the subject
of a book.
 Periodicals often contain information on the latest trends, products, research and
theories.
 Periodicals are the best source for ephemeral or very specialized information.
 Periodicals exists for every field and every interest, providing access to a variety of hard-
to find information.
 Due to the shorter length of periodical articles, more topics may be covered within one
volume of a periodical than in one book.
The most common types of periodicals are Scholarly, Popular, and Trade Journals.
Source: http://www.libraries.iub.edu/?pageld=1002225
30
----------------------------------------------------- DAY 4 of 5-------------------------------------------------------
Answer the questions that follow.

1. What is the plot in the story the lottery?
2. What is the main message of the lottery?
3. Why did Tessie get stoned in the lottery?
4. How is the lottery done?
First:
Next:
Then:
5. What is the importance of periodicals?

6. What are advantages of periodicals?
7. What is the difference between newspapers and periodicals?

In our daily lives, we deal with different people from all walks of life. The more often we are
with them. The closer we become to them and we learn more deeply their life’s situations and
fate. It is from this phase where we develop our feelings for them-putting ourselves into their
shoes and realizing their struggles and exertions to overcome all of these and keep going.
1. Who wants to be a millionaire?
2. Do you believe in “LUCK”? Why or why not?
3. Think of a Classroom Lottery Ticket where you can give it as a reward if a student
completes all of his/her work.
4. Write a short article about what is happening nowadays like the Covid 19 in three to five
sentences only.

Tipping the Scale
Copy the Venn Diagram below and use it to compare and contrast the views presented
about death in the two selections that you have read earlier.
31
What is a print media?
Print media - a medium that disseminates printed matter. medium - a means or

instrumentality for storing or communicating information. public press, press - the print
media responsible for gathering and publishing news in the form of newspapers or magazines.
Source:www.thefreedictionary.com › print+media
What is a periodical?
A periodical is a publication that issues articles, etc. periodically throughout the year. You may
be most familiar with periodicals like magazines, newspapers and journals.
The three types of periodicals are popular, which includes newspapers and magazines of
general interest; trade publications which appeal to a smaller, more specific audience and
scholarly, which may be of limited interest to the general public with articles written by scholars
or researchers.
Periodicals provide a historical record of past ideas, opinions, accomplishments, and social
problems. Periodicals are especially important to scholars because they facilitate what is
known as scholarly communication.
Periodicals are the one of the primary sources which having original
information. Periodicals are the important element of library collection, especially in academic,
commercial, industrial and research libraries. It is a highly primary media for recording,
communicating information.
Here is an example: The Mask: A Periodical Performance by Edward Gordon Craig
Source: www.amazon.com>Mask-Periodical-Performance-Contemporary-
Theatre/dp/9057550458+&cd=1&hl=en&ct=clnk&gl=ph
Bibliographic information
Title The Mask: A Periodical Performance by Edward Gordon Craig

Volume 30 of Contemporary theatre studies, ISSN 1049-6513
Author Olga Taxidou
Editor Olga Taxidou
32
-----------------------------------------------------DAY 5 of 5-------------------------------------------------------
Activity No. 8. Delve Deeper
Look at the editorial cartoon below. What can you say about the cartoon? What general idea
does it convey?
Instruction: Read the article below and answer the questions that follow.
A student knocks on an office door. The teacher looks up, eager to assist, and provides the
student with explanations, resources, and extra clarifications.
At St. Paul Academy and Summit School, a place which welcomes students to collaborate and
speak with an open mind to teachers, this is a common situation.
Teachers are passionate about helping their students gain a deeper understanding of the ideas
covered in class. The teachers at SPA help develop the minds of students while motivating them
to discover more about a subject.
The schedule change contributes to these quality student/teacher relationships. Similarly, the
addition of the tutorial period enables and encourages students to check in with their teachers on
a daily basis.
If a student takes five minutes to speak to their teacher one on one, it saves them unnecessary
stress while showing the teacher they care. The extra time that a teacher is willing to spend with
a student to help him or her learn is extremely beneficial.
However, students have to be willing to take advantage of teachers’ help and actively seek
teachers out. Google is easily accessible to every student but it is important to remember that,
while it may provide answers, teachers can give the same, if not more nuanced, ones.
The process of learning truly becomes beneficial to students when they learn how to ask their
teacher their questions rather than simply type them into a search engine.
Teachers are very useful resources; they challenge and inspire students to fully grasp concepts.
Meeting with teachers about extra questions, or ways to learn more about a topic, shows interest
while helping to develop good relationships.
The teachers at SPA build positive relationships with students each time they ask questions and
drop by their offices to visit. They allow students to relate to them and speak their minds with
confidence. This trusting relationship between the student and teacher is invaluable because it
allows the student to feel comfortable making mistakes.
Besides being interesting people who have had many unique experiences, teachers also eagerly
provide students with a variety of resources such as access to labs, internships, people to
shadow, recommendation letters, and professors outside of school.
33
In addition to helping students and providing them with support and connections, teachers do a
lot of work behind the scenes. Planning lessons, balancing the work of different periods, and
correcting tests and essays are enormous tasks.
Taking into account everything that teachers do for the student body at SPA, stop by a teacher’s
office and thank them for their generous drive to help students succeed in all their endeavors.
Teachers are passionate about helping their students gain a deeper understanding of the
material. Taking into account everything that teachers do for students at SPA, it is important to
stop by and thank them for their generous drive to help students succeed in all their endeavors.
Source: https://www.rubiconline.com/teachers-build-positive-learning-community/
Guide Questions
1. What issue is this cartoon about?
2. What do you think is the cartoonist’s opinion on this issue?
3. What other opinion can you imagine another person have on this issue?
4. Did you find this cartoon persuasive? Why or why not?
5. What other techniques could the cartoonist have used to make this cartoon more
persuasive?

Activity No. 9: Kindness Boomerang
View the video entitled “Life Vest Inside”-Kindness Boomerang through this link
http://www.youtube.com/watch?v=nwAYpLVyeFU
Guide Questions:
1. What is the video all about?
2. In what way was “working with others” shown in the video?
3. Why is it entitled Kindness Boomerang?
4. Do you believe that people nowadays can actually help and work with each other with
kindness?
5. Based on the video, draw a cycle map about how kindness begets kindness.
34

CONTENT
STANDARD
presentation.
1. Give the communication styles for various situations (intimate,
LEARNING casual, conversational, consultative, and frozen). (EN9V-IIa-27)
COMPETENCY: 2. Use adverbs in narration. (EN9G-IIb-19)
a. Identify the appropriate style of communication through the given

OBJECTIVES: examples of words and situations;
b. Use proper adverbs correctly in sentences.
CONTENTS: Using appropriate communicative styles

Materials
 Concepts:
TERMS Descriptions
a. Intimate The language used by lovers. It is also the language used in sexual
harassment. This is the most intimate form of language. It is best
avoided in public and professional situations.
b. Casual This register is conversational in tone. It is the language used among
and between friends. Words are general, rather than technical. This
register may include more slang and colloquialisms.
c. Consultative This is the register used when consulting an expert such as a doctor.
The language used is more precise. The speaker is likely to address
the expert by a title such as “Doctor”, “Mr.” or “Mrs.”.
Some sources say this register is the formal register used in

conversation.
d. Frozen At this level, language is literally “frozen” in time and form. It does not
change. This type of language is often learned and repeated by rote.
Examples include biblical verse, prayers, the Pledge of Allegiance,
and so forth.
e. Formal A type of verbal presentation or document intended to share
information and which conforms to established professional rules,
standards and processes and avoid using slang terminology.
It is a one-way communication and focuses more on form.
Adverbs Are words that modify a verb, an adjective or another adverb.
Sources: https://drsaraheaton.wordpress.com/?s=language+register
https://www.slideshare.net/jmpalero/language-and-spelling-hs-communicative-styles
I. Procedure
----------------------------------------------------- DAY 1 of 5-------------------------------------------------------

How are you my dear students? I hope you’re still enjoying your home-based learning
during this time of pandemic with the new normal situation. Please be reminded of the
following five easy steps to help prevent the spread of COVID-19:
1.) Sneeze or cough? Cover your nose and mouth with a tissue or use your elbow.
35
2.) Wash your hands often with soap and water for at least 20 seconds.
3.) Clean and disinfect surfaces around your home and work frequently.
4.) Keep at least 6 feet between yourself and others if you must be in public.
5.) Wear a face mask covering over your mouth and nose when around others.
Source:https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of-
emergencies/coronavirus-safety.html
Based on our previous lesson during the second week of the first quarter, I guess u now
know how to distinguish given situations or examples if what communication styles are being
used. In today’s topic, you’re going to recall all the communicative styles: Intimate, Casual,
Consultative, Formal or Frozen. Identify if what style is being used in each item.
_______________1. “I would take your case but I have a conflict of disinterest.”
_______________ 2.
Dr. Gray: Good morning, Sam. How are you doing today?
Sam: I'm OK. I've been having some gum pain recently.
Dr. Gray: Well, we'll take a look. Please recline and open your mouth...that's good.
Sam: (after being examined) How does it look?
Dr. Gray: Well, there is some inflammation of the gums. I think we should also do a new set
of X-rays.
Sam: Why do you say that? Is something wrong?
Dr. Gray: No, no, it's just standard procedure every year. It looks like you may have a few
cavities as well.
_______________ 3.
As we are about to begin, please be seated. Just a few reminders, I would like to seek your
cooperation in completing this seminar. Kindly switch your mobile phones to silent mode to
avoid interruption. Thank you.
To acknowledge the presence of our guest speaker, Good afternoon, Sir.
Let me also acknowledge the presence of our Dean, who is with us today.
_______________ 4.
This is my fight song
Take back my life song
Prove I’m alright song
My power’s turned on
Starting right now I’ll be strong
I’ll play my fight song
And I don’t really care if nobody else believes
‘Cause I’ve still got a lot of fight left in me.
36
_______________ 5.
Boyfriend: Hon, It’s been five years since you gave me your sweetest YES and accepted me
as your boyfriend. Now, I decided to start my forever with you. Will you marry me?
Girlfriend: Yes honey, I want to be with you for the rest of my life too.
----------------------------------------------------- DAY 2 of 5-------------------------------------------------------
COMMUNICATIVE Descriptions Example/s

STYLE
Intimate The language used by lovers. It is also couple talking about their
the language used in sexual future plans, family sharing
harassment. This is the most intimate ideas, very close friends
form of language. It is best avoided in sharing secrets
public and professional situations.
Casual This register is conversational in tone. It phone calls, conversation with
is the language used among and friends
between friends. Words are general,
rather than technical. This register may
include more slang and colloquialisms.
Slang and colloquialisms are both
informal.
Ex.
Gonna, what’s up, ain’t, bae, guys
Consultative This is the register used when classroom discussion, doctor-
consulting an expert such as a doctor. patient conversation
The language used is more precise.
The speaker is likely to address the
expert by a title such as “Doctor”, “Mr.”
or “Mrs.”.
Frozen At this level, language is literally biblical verses, prayers, the
“frozen” in time and form. It does not Pledge of Allegiance, songs,
change. This type of language is often poems
learned and repeated by rote.
Formal A type of verbal presentation or announcement, SONA, formal
document intended to share information letter, academic
and which conforms to establish papers/presentation
professional rules, standards and
processes and avoid using slang
terminology.
It is a one-way communication and
focuses more on form.
Sources: https://drsaraheaton.wordpress.com/?s=language+register
https://www.slideshare.net/jmpalero/language-and-spelling-hs-communicative-styles
----------------------------------------------------- DAY 3 of 5-------------------------------------------------------
D. Discussing new concepts and practicing new skills #1
Since you have mastered and familiarized yourselves already on the different Communication
Styles, we now move on to our today’s topic on Adverbs.
What is an adverb?
Adverbs are words that usually modify—that is, they limit or restrict the meaning of—verbs.
They may also modify adjectives, other adverbs, phrases, or even entire sentences.
37
An adverb answers the question when?, where?, how?, how much?, how long?, or how
often?:
Adverbs of Manner
Adverbs of Manner tell us the manner or way in which something happens. They answer
the question "how?". Adverbs of Manner mainly modify verbs.
He speaks slowly. (How does he speak?)

They helped us cheerfully. (How did they help us?)
James Bond drives his cars fast. (How does James Bond drive his cars?)
Note: We normally use Adverbs of Manner with dynamic (action) verbs, not with stative or
state verbs.
 He ran fast. She came quickly. They worked happily.
 She looked beautifully. It seems strangely. They are happily.
Adverbs of Place
Adverbs of Place tell us the place where something happens. They answer the question
"where?". Adverbs of Place mainly modify verbs.
Please sit here. (Where should I sit?)

They looked everywhere. (Where did they look?)
Two cars were parked outside. (Where were two cars parked?)
Adverbs of Time
Adverbs of Time tell us something about the time that something happens. Adverbs of
Time mainly modify verbs.
They can answer the question "when?":

He came yesterday. (When did he come?)
I want it now. (When do I want it?)
Adverbs of Degree
Adverbs of Degree tell us the degree or extent to which something happens. They answer
the question "how much?" or "to what degree?". Adverbs of Degree can modify verbs,
adjectives and other adverbs.
She entirely agrees with him. (How much does she agree with him?)
Mary is very beautiful. (To what degree is Mary beautiful? How beautiful is Mary?)
He drove quite dangerously. (To what degree did he drive dangerously? How dangerously
did he drive?)
38
Adverbs of Frequency
Adverbs of frequency express “how often” something takes place. In other words, it explains
the intensity of occurrence that an event happens. Adverbs of frequency are usually in this
form: Subject + Adverb + Verb
Adverb of Frequency How Often

Never 0%
Hardly Ever 10%
Rarely 20%
Seldom 30%
Occasionally 40%
Sometimes 50%
Often 60%
Frequently 70%
Usually 90%
Always 100%
 They deliver the newspaper daily. (How often do they deliver the newspaper?)
 We sometimes watch a movie. (How often do we watch a movie?)
Sources: https://www.englishclub.com/grammar/adverbs-kinds.htm
https://allesl.com/types-of-adverbs-degree-frequency-manner-place-time/
*Most adverbs are formed by adding -ly to an adjective. If the adjective already ends in -
y, the -y usually changes to -i.
Examples: bold / boldly, solid / solidly, interesting / interestingly,

heavy / heavily, unnecessary / unnecessarily
*There are, however, many common adverbs that do not end in -ly, such
as again, also, just, never, often, soon, today, too, very, and well.
There are a few different kinds of adverbs. The words when, where, why, and how are
called interrogative adverbs when they begin a question.
When did the event occur?
Where is the proof?
Why was he so late?
How did they get here?
*The relative adverbs—where, when, and why (how is sometimes included as well)—
introduce subordinate clauses (also called dependent clauses), which are clauses that do not
form simple sentences by themselves.
Examples:
This is the house where I grew up.
They go to bed when they want to.
She wondered why the door was open.
*When an adverb modifies a whole sentence or clause, it is called a sentence adverb. Words
such as fortunately, frankly, hopefully, and luckily are generally used as sentence adverbs
39
and usually express the speaker's feelings about the content of the sentence. Such adverbs
normally come at the beginning of a sentence, but may also come in the middle or at the end.
Examples:
Unfortunately, Friday will be cloudy.
Friday, unfortunately, will be cloudy.
Friday will be cloudy, unfortunately.
Sources: https://www.merriam-webster.com/dictionary/adverb
E. Discussing new concepts and practicing new skills #2
Activity: Controlled Practice

A. Determine whether or not the sentences below use the adverbs correctly. Place √ or X on
the space provided before each sentence.
_____ 1. Martin Luther King Jr. received in 1948 from Morehouse College his B.A. degree.
_____ 2. He enrolled in graduate studies at Boston College.
_____ 3. In 1954 at Montgomery Alabama, he became the pastor of the Dexter Avenue Baptist
Church.
_____ 4. He was chosen by Time Magazine as the Man of the Year in 1963.
_____ 5. He was on the evening of April 4, 1968 assassinated in Tennessee.
B. Rewrite each sentence with the adverb/s in its/their correct position.
1. Martin Luther King Jr.’s supporters waited patiently. (for ten minutes)
_______________________________________________________
2. He arrived at the auditorium. (this morning)
___________________________________
3. The crowd dispersed. (4 o’clock)
__________________________
4. They congregated. (yesterday, at the stadium)
_____________________________________
5. He talked. (for an hour, at the rally)
____________________________
----------------------------------------------------- DAY 4 of 5-------------------------------------------------------
A narrative paragraph tells a story. Something happens first, second, third, etc. Of course,
narrative paragraphs are used in fiction as a writer describes the unfolding of events, but
they are also found when describing any actual sequence of activity.
Read an example of a narrative paragraph below.
A Good Deed
I learned about the joy of helping others when I was in kindergarten. One of my classmates
had forgotten his snack, so he had nothing to eat during recess. Nobody wanted to share with
him, because we were all very hungry and it was really his own fault that he would have to go
without. That day my mother had packed my favorite treat: a chocolate and peanut butter cup. I
wanted it all for myself, but my mother had often told me that I should share, so I broke my
chocolate and peanut butter cup in half and gave my forgetful classmate half. He nearly fell over
in surprise. Then he smiled the biggest smile I had ever seen and I suddenly felt the greatest
happiness I had ever felt. After that, I always looked for chances to help people, because it always
made them and me feel good.
Source: https://marsdenarenglish.wordpress.com/academic-paragraphs/model-narrative-paragraphs/
40
Questions to answer: (1-5)

1. What does the writer articulate in the first sentence?
2. How does the writer develop this idea in the sentences that follow?
3. How does the paragraph end? What is signified in the last sentence?
4. What are the parts of the paragraph?
5. How does the character in the paragraph manifest greatness?
Additional Question: What were the adverbs used in the paragraph that you have read?
Let’s Try This: Fill in the Gap!

Complete the sentences with the best adverb. Use the adverbs inside the box.
usually equally widely

closely often overly
unequally interchangeably more than two thousand year ago
Justice and fairness are (1) ____________ related terms that are (2) ___________ used
today (3) ___________.
While justice (4) _______________ has been used with reference to a standard of
rightness, fairness often has been used with regard to an ability to judge without reference to
one’s feelings or interests; fairness has also been used to refer to the ability to make judgements
that are not (5) ______________ general but that are concrete and specific to particular case.
The most fundamental principle of justice – one that has been (6) _____________
accepted since it was first defined by Aristotle (7) _____________ - is the principle that “equals
should be treated (8) _____________ and unequal (9) _____________.”
Sources: Adapted from Justice and Fairness

http://www.scu.edu/ethics/practicing/decision/justice.html
Let us now see if you have familiarized yourselves now with our lesson on adverbs by answering
the next task.
Controlled Practice: Underline the best word in parentheses to complete each sentence.
1. The worker walked (careful, carefully) on the platform.

2. The man painted the room (skilful, skilfully).
3. Tomas does not really work (hard, hardly).
4. Sometimes, he arrives (late, lately) for work.
5. He is walking too (fast, fastly).
6. Mara works (hardly, the hardest) in the cannery.
7. The farmers have to finish their work (quick, quickly).
8. They have to speak (quiet, quietly) or else the other crew members would be disturbed.
9. It was raining too (hard, hardly) that work was cancelled.
10. It is important to work (seriously, serious) on tasks assigned to you.
Remember: Adverbs are words that modify a verb, an adjective or another adverb. Adverbs
often tell when, where, why or under what conditions something happens or happened.
Adverbs frequently end in – ly. Some adjectives, though, also end in – ly, like lonely, motherly,
friendly, neighborly, for instance are adjectives and not adverbs.
Source: English Time Journal IX,Vol. No. XVIII. No. 2, p.8
41
-----------------------------------------------------DAY 5 of 5-------------------------------------------------------
Activity no. 10: Extracting Adverbs
Analyze and comprehend the paragraph below. Pick out all the adverbs used in a formal
communication style. Use the space provided below for your answers.
The first pair of roller skates appeared in 1760. They were unsuccessfully worn by Joseph
Merlin. Merlin had unexpectedly received an invitation to a very large party. Quite excitedly, he
planned a grand entrance. The night finally arrived. Merlin rolled unsteadily into the ballroom
on skates as he played a violin. Unfortunately, he couldn’t stop. Joseph Merlin crashed into an
extremely large mirror. The mirror broke into a million pieces. Merlin also smashed his violin
and hurt himself severely.
Roller skate were never used again until 1823. Roberts Tyers eventually made another
attempt. His skates had a single row of five very small wheels. IN 1863, James Plimpton finally
patented the first pair of four-wheel skates. With these skates, people could keep their balance
easily. They could even make very sharp turns.
-Heath, English

Activity no. 11: Fill in the Blanks
Complete the paragraph below by adding the appropriate adverb. Choose your
answer from the word pool below.
truly loyalty very every time whole-heartedly

first completely not always never
Having friends is a _______ important aspect of our lives. True friendship stands for
a relationship free of any judgments. In a true friendship, a person can be themselves
_____________ without the fear of being judged. It makes you feel loved and
accepted ______________. This kind of freedom is what every human strives to have
in their lives. In short, true friendship is what gives us reason to stay strong in life Your
real friends will _________ motivate you and cheer for you. They will take you on the
right path and save you from any evil. A true friend will ___________ push you to do
bad things.
42

The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of valuing other people;
CONTENT
also, how to use processing information strategies, different forms of
STANDARD
adverbs and conditionals for him/her to play an active part in a Chamber
Theatre presentation.
PERFORMANCE presentation through employing effective verbal and nonverbal
STANDARD strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Style and Body Movements or Gestures.
1.Introduce Reader’s Theatre/Chamber Theatre.
LEARNING
COMPETENCY: 2. Recognize/Use appropriate prosodic features when delivering lines in
a Reader’s Theatre/Chamber’s Theatre.
a. Differentiate rising from falling intonation
OBJECTIVES: b. Apply the appropriate stress in the given sentences
c. Perform a Reader’s Theatre piece
CONTENTS: Applying suprasegmentals in written discourse
English CG- May 2016, Learner’s Material, Teacher’s Guide
 English CG- May 2016, Learner’s Material, Teacher’s Guide
 https://www.teachingenglish.org.uk/article/stress
 https://www.thoughtco.com/intonation-speech-term-1691184
 https://www.teachingenglish.org.uk/article/prosodic-
features#:~:text=Prosodic%20features%20are%20features%20
REFERENCES: that,and%20rhythm%20are%20prosodic%20features.
 https://www.curso-ingles.com/en/learn/courses/advanced-
level/pronunciation/syllable-
stress#:~:text=Most%20three%20syllable%20words%20(nouns
,stressed%20on%20the%20first%20syllable.
 https://www.englishclub.com/pronunciation/word-stress-
quiz.htm

Materials
 Concepts
Prosodic features (sometimes known as suprasegmental phonology) are features that appear
when we put sounds together in connected speech. Examples of these are:
Intonation The use of changing (rising and falling) vocal pitch to convey grammatical
information or personal attitude.
Stress The emphasis given to certain syllables in words. In English, stress is produced
with a longer, louder and higher pitched sound than unstressed sounds.
I. PROCEDURE
----------------------------------------------------- DAY 1 of 5-------------------------------------------------------
Before we proceed to a new

lesson today, let’s play a game!
Everyone knows, 4 Pics 1 Word!
Guess the word with the help of

the 4 pictures and letter clues are
also given. Let’s go!
43
H
How did you find

the game? Was it
difficult or do you
think you got them
all?
As you might have noticed, the game tells

us that a single word could have many
meanings, so it is important to always note
the way we speak and the way we
pronounce words. And that is precisely the
focus of our lesson this week.
----------------------------------------------------- DAY 2 of 5-------------------------------------------------------
In a speech or even in communicating with other

people, there are certain things that we should remember so
that others will correctly understand what we say. These are
Suprasegmentals or Prosodic Features of Speech.
44
Here is the first type

of the Prosodic
Features of Speech
1.
-is the use of changing (rising and falling) vocal pitch to convey grammatical
information or personal attitude.
RISING INTONATION FALLING INTONATION

-used in asking questions answerable by -used in making statements,
two options only. commands or requests and
examples: W-H questions.
examples:
1. Will you attend the meeting?
1. The meeting will start at
2. Can you save me a seat? 10 in the morning.
3. Are you there yet? 2. Our focus today is a
4. Have you finished reading the report? new marketing strategy.
5. Do you understand the situation? 3. Wait for us in the
Note: The last word of each question is conference room.
pronounced in a higher pitch than the rest 4. When will the meeting
of the sentence. start?
5. What will we talk about?
Let’s try to apply the lesson we had.

Analyze each sentence and identify its intonation. Write if it is
RISING and if it is FALLING intonation.
1. Did you feed the dogs?
2. This dog food is nutritious.
3. What time should we bathe the dog?
4. Let’s walk him out.
5. Marcus is a good dog name.
D. Discussing new concepts

2.
Here is the second
type of the Prosodic
Features of Speech
-is the emphasis given to certain syllables in words. In English, stress is produced with
a longer, louder and higher pitched sound than unstressed sounds.
A stressed syllable combines five features:
 It is l-o-n-g-e-r - com p-u-ter

 It is LOUDER - comPUTer
 It has a change in pitch from the syllables coming before and afterwards. The
pitch of a stressed syllable is usually higher.
 It is said more clearly -The vowel sound is purer. Compare the first and last vowel
sounds with the stressed sound.
 It uses larger facial movements - Look in the mirror when you say the word. Look
at your jaw and lips in particular.
45
It is equally important to remember

that the unstressed syllables of a word have the
opposite features of a stressed syllable!
Here are some general tendencies for word stress in English:
Example Type of word Tendency Exceptions

table two syllable nouns stress is on the first syllable ho·tel˄
happy and adjectives la·goon˄
apple ta˄ble
ha˄ppy
a˄pple
Agree two syllable verbs stress is on the second syllable ca·rry˄
desert ag·ree˄ fi·nish˄
begin de·sert˄ bo·rrow˄
be·gin˄ …etc.
Support words which can be the noun has stress on the first syllable res·pect˄
Import used as both nouns "You are the sus˄pect!" wit·ness˄
Insult and verbs
the verb has stress on the second
syllable
"I sus·pect˄ you."
Hairbrush compund nouns fairly equally balanced but with stronger i·co˄nic
football stress on the first part con·sump˄tion
hair˄brush de·ni˄al
foot˄ball
Beautiful three-syllable most are stressed in the first syllable re·fe·ree˄
energy words (noun, verb, beau˄ti·ful en·gi·neer˄
finalize adjective) en˄er·gy
fi˄na·ly
Education Four-syllable words most are stressed in the third syllable De·pen˄den·cy
politician (noun, verb, e·du·ca˄tion E·qua˄li·ty
problematic adjective) po·li·ti˄cian psy·chi˄a·try
prob·le·ma˄tic
Let’s try to apply the lesson we had.

Analyze each sentence and apply the appropriate stress on the
highlighted word in the sentence.
1. I want to be a photographer.
2. I wat to take pictures.
3. I want to capture the amazing beauty of nature.
4. Pictures will be memories we can revisit.
5. It is my aspiration.
46
----------------------------------------------------- DAY 2 of 5-------------------------------------------------------
Further enrich your understanding of the prosodic features of

speech that we discussed and answer the activity below.
A. Read the following excerpts from famous American novels. Identify the
appropriate intonation by writing if it is RISING and if it is FALLING
intonation.
1. “The one thing that doesn’t abide by majority rule is a person’s conscience.”
– To Kill a Mockingbird by Harper Lee
2. “All we have to decide is what to do with the time that is given us.”
- The Fellowship of the Ring by J.R.R. Tolkein
3. “Whatever our souls are made of, his and mine are the same.”
-Wuthering Heights by Emily Bronte
4. “What’s the good of a home if you’re never in it?”
-The Diary of a Nobody by George and Weedon Grossmith
5. “I have been bent and broken but -I hope- into a better shape”
-Great Expectations by Charles Dickens
6. “Beware; for I am fearless, therefore, powerful”

-Frankenstein by Mary Shelley
7. “If you tell the truth, you do not need a good memory”
-The Adventures of Huckleberry Finn by Mar Twain
8. “I prefer unlucky things. Luck is vulgar. Who wants what luck would bring?”
- Women in Love by D. H. Lawrence
9. “I do suspect that he is not really necessary to my happiness.”

-Emma by Jane Austen
10. “Do you know—I hardly remembered you?”

-The Age of Innocence by Edith Wharton
B. Analyze the sentence and choose the correct stressed word to complete its
thought.
1. Can you pass me a plastic knife?

PLAS-tic
plas-TIC
2. I want to be a photographer.
PHO-to-graph-er
pho-TO-graph-er
3. Which photograph do you like best?

PHO-to-graph
pho-TO-graph
47
4. He was born in China.

CHI-na
Chi-NA
5. Whose computer is this?

com-PU-ter
com-pu-TER
6. I can't decide today.

DE-cide
de-CIDE
7. Couldn't you understand what she was saying?

un-DER-stand
un-der-STAND
8. Voting in elections is your most important duty.

im-POR-tant
im-por-TANT
9. We had a really interesting conversation.

con-VER-sa-tion
con-ver-SA-tion
10. How do you pronounce this word?

PRO-nounce
pro-NOUNCE
Aside from intonation and stress, a way to convey what you

want to say effectively is by using NON-VERBAL COMMUNICATION.
These are facial expressions, gestures and poses.
49
Here are 3 types of

Non-verbal Cues
FACIAL EXPRESSION
Facial expressions are responsible for a huge proportion of nonverbal

communication.Consider how much information can be conveyed with a smile or a
frown. The look on a person's face is often the first thing we see, even before we
hear what they have to say.
GESTURES
Deliberate movements and signals are an

important way to communicate meaning without
words. Common gestures include waving,
pointing, and using fingers to indicate numeric
amounts. Other gestures are arbitrary
and related to culture.
POSTURE
Posture and movement can also convey a great

deal of information. Research on body
language has grown significantly since the 1970s,
but popular media have focused on the over-
interpretation of defensive postures, arm-crossing,
and leg-crossing, especially after publishing Julius
Fast's book Body Language.
While these nonverbal behaviors can indicate

feelings and attitudes, research suggests that
body language is far more subtle and less
definitive than previously believed.
50
Check out these situations and indicate the

appropriate facial expression, gesture and posture.
FACIAL GESTURES POSTURE/

EXPRESSION POSE
1. Telling your mother about a bad
dream.
2. Talking to your friends in the canteen.
3. Seeing your favorite singer in person.
4. Asking your father for more
allowance.
5. Asking permission from your teacher
to go out of the classroom.
----------------------------------------------------- DAY 3 of 5-------------------------------------------------------
A. Deliver the following quotations. Observe proper pausing.

Incorporate what you have learned about stress and
intonation.
1. My friends and family are my support system. They tell me what I need to hear,
not what I want to hear and they are there for me in the good and bad times.
Without them I have no idea where I would be and I know that their love for me is
what's keeping my head above the water. -Kelly Clarkson
Read more at https://www.brainyquote.com/search_results?q=kelly+clarkson
2. In a relationship each person should support the other; they should lift each other
up. -Taylor Swift
Read more at https://www.brainyquote.com/search_results?q=taylor+swift
3. Be true to yourself, help others, make each day your masterpiece, make
friendship a fine art, drink deeply from good books - especially the Bible, build a
shelter against a rainy day, give thanks for your blessings and pray for guidance
every day.
-John Wooden
Read more at https://www.brainyquote.com/authors/john-wooden-quotes
4. We are all here on earth to help others; what on earth the others are here for I
don't know. -W. H.
Auden
Read more at https://www.brainyquote.com/search_results?q=w.+h.+auden
5. Help others and give something back. I guarantee you will discover that while
public service improves the lives and the world around you, its greatest reward is
the enrichment and new meaning it will bring your own life.
-Arnold Schwarzenegger
Read more at https://www.brainyquote.com/authors/arnold-schwarzenegger-

quotes_2
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B. Consider Martin Luther King’s I Have a Dream as a sample piece for a reader’s
theatre. Draw 2 columns in your notebook, pick 10 lines or sentences which
you would like to deliver. Write these lines on the left column in your
notebook and indicate on the right column non-verbal communication tools
such as facial expressions, gestures and poses appropriate to these lines.
Martin Luther King, Jr.

I Have a Dream
delivered 28 August 1963, at the Lincoln Memorial, Washington D.C.
I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today,
signed the Emancipation Proclamation. This momentous decree came as a great beacon
light of hope to millions of Negro slaves who had been seared in the flames of withering
injustice. It came as a joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life
of the Negro is still sadly crippled by the manacles of segregation and the chains of
discrimination. One hundred years later, the Negro lives on a lonely island of poverty in
the midst of a vast ocean of material prosperity. One hundred years later, the Negro is
still languished in the corners of American society and finds himself an exile in his own
land. And so we've come here today to dramatize a shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects of our
republic wrote the magnificent words of the Constitution and the Declaration of
Independence, they were signing a promissory note to which every American was to fall
heir. This note was a promise that all men, yes, black men as well as white men, would
be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It
is obvious today that America has defaulted on this promissory note, insofar as her
citizens of color are concerned. Instead of honoring this sacred obligation, America has
given the Negro people a bad check, a check which has come back marked "insufficient
funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that
there are insufficient funds in the great vaults of opportunity of this nation. And so, we've
come to cash this check, a check that will give us upon demand the riches of freedom and
the security of justice.
52
We have also come to this hallowed spot to remind America of the fierce urgency of Now.
This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of
gradualism. Now is the time to make real the promises of democracy. Now is the time to
rise from the dark and desolate valley of segregation to the sunlit path of racial justice.
Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of
brotherhood. Now is the time to make justice a reality for all of God's children.
It would be fatal for the nation to overlook the urgency of the moment. This sweltering
summer of the Negro's legitimate discontent will not pass until there is an invigorating
autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And
those who hope that the Negro needed to blow off steam and will now be content will
have a rude awakening if the nation returns to business as usual. And there will be
neither rest nor tranquility in America until the Negro is granted his citizenship rights. The
whirlwinds of revolt will continue to shake the foundations of our nation until the bright
day of justice emerges.
But there is something that I must say to my people, who stand on the warm threshold
which leads into the palace of justice: In the process of gaining our rightful place, we
must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by
drinking from the cup of bitterness and hatred. We must forever conduct our struggle on
the high plane of dignity and discipline. We must not allow our creative protest to
degenerate into physical violence. Again and again, we must rise to the majestic heights
of meeting physical force with soul force.
The marvelous new militancy which has engulfed the Negro community must not lead us
to a distrust of all white people, for many of our white brothers, as evidenced by their
presence here today, have come to realize that their destiny is tied up with our destiny.
And they have come to realize that their freedom is inextricably bound to our freedom.
We cannot walk alone.
And as we walk, we must make the pledge that we shall always march ahead.
We cannot turn back.
There are those who are asking the devotees of civil rights, "When will you be satisfied?"
We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of
police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of
travel, cannot gain lodging in the motels of the highways and the hotels of the
cities. **We cannot be satisfied as long as the negro's basic mobility is from a smaller
ghetto to a larger one. We can never be satisfied as long as our children are stripped of
their self-hood and robbed of their dignity by signs stating: "For Whites Only."** We
cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York
believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be
satisfied until "justice rolls down like waters, and righteousness like a mighty stream." 1
53
I am not unmindful that some of you have come here out of great trials and tribulations.
Some of you have come fresh from narrow jail cells. And some of you have come from
areas where your quest -- quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the veterans of
creative suffering. Continue to work with the faith that unearned suffering is redemptive.
Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to
Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities,
knowing that somehow this situation can and will be changed.
Let us not wallow in the valley of despair, I say to you today, my friends.
And so even though we face the difficulties of today and tomorrow, I still have a dream. It
is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its
creed: "We hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the
sons of former slave owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the
heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis
of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will not
be judged by the color of their skin but by the content of their character.
I have a dream today!
I have a dream that one day, down in Alabama, with its vicious racists, with its governor
having his lips dripping with the words of "interposition" and "nullification" -- one day
right there in Alabama little black boys and black girls will be able to join hands with little
white boys and white girls as sisters and brothers.
I have a dream today!
I have a dream that one day every valley shall be exalted, and every hill and mountain
shall be made low, the rough places will be made plain, and the crooked places will be
54
made straight; "and the glory of the Lord shall be revealed and all flesh shall see it
together."2
This is our hope, and this is the faith that I go back to the South with.
With this faith, we will be able to hew out of the mountain of despair a stone of hope.
With this faith, we will be able to transform the jangling discords of our nation into a
beautiful symphony of brotherhood. With this faith, we will be able to work together, to
pray together, to struggle together, to go to jail together, to stand up for freedom
together, knowing that we will be free one day.
And this will be the day -- this will be the day when all of God's children will be able to
sing with new meaning:
My country 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died,
land of the Pilgrim's pride, From every mountainside, let freedom ring!
And if America is to be a great nation, this must become true.
And so let freedom ring from the prodigious hilltops of New Hampshire.
Let freedom ring from the mighty mountains of New York.
Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California.
But not only that:
Let freedom ring from Stone Mountain of Georgia.
Let freedom ring from Lookout Mountain of Tennessee.
Let freedom ring from every hill and molehill of Mississippi.
From every mountainside, let freedom ring.
And when this happens, and when we allow freedom ring, when we let it ring from every
village and every hamlet, from every state and every city, we will be able to speed up
that day when all of God's children, black men and white men, Jews and Gentiles,
55
Protestants and Catholics, will be able to join hands and sing in the words of the old
Negro spiritual:
Free at last! Free at last!
Thank God Almighty, we are free at last! 3
----------------------------------------------------- DAY 4 of 5-------------------------------------------------------
Complete the table below. Think of 5 situations wherein you can use a rising
intonation and 5 times when using falling intonation is more appropriate.
RISING INTONATION FALLING INTONATION

Example: Expressing your excitement Example: Reciting in class
about a concert
All the Suprasegmentals or Prosodic Features

of Speech that we discussed are all techniques that you can use
in performing any speech in front of people.
And in this activity, you will be writing a

piece for a READER’S THEATRE.
A READER’S THEATER involves

students in oral reading through
reading parts in scripts. In this
activity, you do not need to memorize
their part; you need only to reread it
several times, thus developing your
fluency skills. The best reader's
theater scripts include lots of
dialogue.
56
Watch this YouTube video to visualize a Reader’s Theatre Performance
Source: https://www.youtube.com/watch?v=ca3nwZp3zCA
----------------------------------------------------- DAY 5 of 5-------------------------------------------------------
Activity no. 12: Scriptwriting
1. Rewrite the given text into a reader’s theatre script. Use this excerpt from a
Children’s book as your reference in writing a script:
POPPLETON
by Cynthia Rylant
NARRATOR: Poppleton's friend Fillmore was

sick in bed. Poppleton brought Fillmore some
chicken soup.
FILLMORE: I feel terrible, Poppleton.
POPPLETON: Have a bowl of soup.
FILLMORE: First I have to take my pill.
POPPLETON: Where is it?
FILLMORE: Over there on the table.
NARRATOR: Poppleton brought Fillmore his
pills.
FILLMORE: I can't take that. You have to hide
it.
POPPLETON: Hide it?
FILLMORE: You have to hide it in my food.
POPPLETON: I'll put it in the soup.
FILLMORE: No, it has to be something
sweet...
An excerpt from Snow White and The Seven Dwarfs
The Queen was beautiful but envious and naughty. She couldn’t bear to make someone
prettier than her. She always wore a magical mirror with her, which she would often ask,
57
“Mirror, mirror, tell me who is most beautiful in the world?” The mirror would always
respond that she is the most beautiful. The Queen was content and happy because of
that.
As time went on, Snow White grew prettier every day. When she was seven, the Queen
again asked the mirror who was most beautiful? This time, she got the unexpected
answer – that she was pretty, but Snow White was still more beautiful.
The Queen became very angry and jealous of the little girl. From that moment on, she
hated her. One day she couldn’t stand it anymore, so she called the hunter and ordered
him to take the little girl to the woods and kill her there. He had to bring her heart as
evidence.
CRITERIA FOR GRADING THE SCRIPT Score
Content The content of the /5
given text was
faithfully followed.
Structure The script followed /5
the Reader’s
Theatre format.
Style Creativity of the /5
author was seen in
the dialogue.
Total /15
Activity no. 13: Reader’s Theater Performance
You will deliver your piece for a

Reader’s Theater. Let the rubric
below be your guide in
performing the activity.
Rubric for Reader’s Theater

5 4 3 2-1
I-Vocal Demonstrates Demonstrates Occasionally Little
Expression variety in variety in demonstrates verbal/vocal use
volume, volume, variety in one or
intonation, stress intonation, stress two of the criteria
and voice quality and voice
appropriate to quality.
the character.
II-Enunciation All words are Most words are Some words are Words are not
clearly clearly clearly clearly
enunciated. enunciated. enunciated. enunciated.
III- Focus Performance is Flashes of Performance Performance is
alive and spontaneity and mostly inconsistent.
explores the style enliven consistent and
bounds of form. solid relatively
performance. smooth.
IV. Effect on Audience is Audience clearly Audience follows Audience is
Audience deeply engaged, enjoys the performance but confused
eager to follow performance. somehow throughout the
performance and confused. performance.
responds
enthusiastically.
58
SUBJECT: English 9 QUARTER: 2 MELC LESSON NO.: 14

CONTENT
STANDARD
presentation.
LEARNING 1. Identify the distinguishing features of notable Anglo-American sonnets,
COMPETENCY: dramatic poetry, vignettes, and short stories. (MELC 14 - EN9LT-IIa-15.1)
a. Identify the rhyme scheme of the sonnet.
b. Determine the qualities of dramatic poetry.
c. Relate personal views to that of the poem.
OBJECTIVES:
d. Draw similarities and differences of a vignette and other kinds of
prose.
e. Write a vignette based on the given situations.
CONTENTS: Identifying distinguishing features of Anglo-American literary pieces.
Materials
 Concepts:
Description
Dramatic Poetry is any poetry that uses the discourse of the characters
involved to tell a story or portray a situation.
Sonnet is derived from the Italian word "sonetto," which means a
"little song" or small lyric. In poetry, a sonnet has 14 lines,
and is written in iambic pentameter. Each line has 10
syllables.
Vignette is a short scene that captures a single moment or a defining
detail about a character, idea, or other element of the story.
Vignettes are mostly descriptive; in fact, they often include
little or no plot detail. They are not stand-alone literary works,
nor are they complete plots or narratives.
Short Story an invented prose narrative shorter than a novel usually
dealing with a few characters and aiming at unity of effect
and often concentrating on the creation of mood rather than
plot
Sources: Ernest Hatch Wilkins, The invention of the sonnet, and other studies in Italian literature (Rome: Edizioni di Storia e
letteratura, 1959), pp. 11–39, https://literarydevices.net/
I. Procedure
-----------------------------------------------------DAY1 of 5-------------------------------------------------------
1. Have a review on Reader’s Theater and Chamber Theater, what are their similarities
and differences?
2. What are the steps in conducting a Reader’s Theater and Chamber Theater?
Read the passage below and answer the questions that follow:
The room was warm and stuffy, but in a comforting way. It had the heavy but pleasing odor of
musty books and old upholstery, with an overall air of ash and cedar from the fire that was
always burning low the stone hearth, crackling and spitting quietly. There was a patchwork
blanket resting over the side of the sunken but cozy couch, its squares tattered by the love and
wear of time. A wooden clock ticked reliably on the wall.
59
Where is the room? _______________________________

Who is seeing the room? _______________________________
Why are they there? _______________________________
Whose home is it? _______________________________
Sonnets:
 Sonnets have a specific rhyme scheme, the pattern of rhyme in a poem. To identify
rhyme scheme, assign a letter of the alphabet to each rhymed sound at the end of a line.
If that sound is repeated later on in the poem, that line receives the same letter (you’ll
probably want to give some examples).
 The basic meter in sonnets is iambic pentameter. Each line of a sonnet consists of 10
syllables following a pattern of unstressed syllable, stressed syllable.
 There are three main sonnet types:
1. English or Shakespearean Sonnet: The rhyme scheme of a Shakesperean Sonnet
is ababcdcdefefgg. A Shakespearean Sonnet consists of three quatrains, four line
stanzas, and a couplet. Each quatrain is one unit of thought in the poem, similar to
a paragraph in prose. The ending couplet comments on the preceding three
quatrains.
2. Petrarchan Sonnet: The rhyme scheme in a Petrarchan Sonnet
is abbaabbacdcdcd. In a Petrarchan or Italian Sonnet, the first eight lines are
related. Line 9 is called “the turn,” signifying a change in rhyme pattern and a
change in subject matter.
3. Variations of Sonnets: As long as the sonnet is fourteen lines of iambic pentameter
it can have any rhyme scheme.
Example of Petrarchan sonnet

In what bright realm, what sphere of radiant thought A
Did Nature find the model whence she drew B
That delicate dazzling image where we view B
Here on this earth what she in heaven wrought A
What fountain-haunting nymph, what dryad, sought A
In groves, such golden tresses ever threw B
Upon the gust? What heart such virtues knew?— B
Though her chief virtue with my death is fraught. A
He looks in vain for heavenly beauty, he C
Who never looked upon her perfect eyes, D
The vivid blue orbs turning brilliantly – C
He does not know how Love yields and denies; D
He only knows, who knows how sweetly she C
Can talk and laugh, the sweetness of her sighs. D
Example of Shakespearean sonnet

Shall I compare thee to a summer's day? A
Thou art more lovely and more temperate: B
Rough winds do shake the darling buds of May, A
And summer's lease hath all too short a date: B
Sometime too hot the eye of heaven shines C
and often is his gold complexion dimmed; D
And every fair from fair sometimes declines, C
By chance or nature's changing course untrimmed; D
But thy eternal summer shall not fade, E
Nor lose possession of that fair thou ow'st; F
Nor shall death brag thou wander'st in his shade, E
When in eternal lines to time thou grow'st: F
60
So long as men can breathe, or eyes can see, G

So long lives this, and this gives life to thee. G
—From Shakespeare, Sonnet 18
Source: https://www.brighthubeducation.com/high-school-english-lessons/24134-teaching-sonnets-lesson-plan-and-
tips/
----------------------------------------------------- DAY 2 of 5-------------------------------------------------------

 Discussing New Concepts
Dramatic Poetry encompasses a highly emotional story that's written in verse and meant to be
recited. It usually tells a story or refers to a specific situation. This would include closet drama,
dramatic monologues, and rhyme verse.
Authors of note in this category include:

 William Shakespeare
 Christopher Marlowe
 Ben Jonson
 Pedro Calderon de la Barca
 Robert Browning
 Sylvia Plath
 James Joyce
You might wonder about the difference between narrative and dramatic poetry. First, narrative
poetry often has a narrator, or a single person relaying the take. A second difference lies in the
opening of each form of poetry. Narrative poetry tends to set the scene and describe what's
happening, whereas dramatic poetry tends to lead with a main character entering the scene and
speaking. Let's take a look at a couple of samples from Robert Browning and Pedro Calderon de
la Barca.
My Last Duchess
(Here is an excerpt from the opening of Robert Browning's "My Last Duchess." Notice how he
sets the scene, allowing us to envision the painting on the wall. Then, he goes on to tell a story.)
That's my last Duchess painted on the wall,

Looking as if she were alive. I call
That piece a wonder, now; Fra Pandolf's hands
Worked busily a day, and there she stands.
Will't please you sit and look at her? I said
"Fra Pandolf" by design, for never read
Strangers like you that pictured countenance,
The depth and passion of its earnest glance,
But to myself they turned (since none puts by
The curtain I have drawn for you, but I)
And seemed as they would ask me, if they durst,
How such a glance came there; so, not the first
Are you to turn and ask thus. Sir, 'twas not
Her husband's presence only, called that spot
Of joy into the Duchess' cheek; perhaps
Fra Pandolf chanced to say, "Her mantle laps
Over my lady's wrist too much," or "Paint
Must never hope to reproduce the faint
Half-flush that dies along her throat."
The Dream Called Life

(Following is an excerpt from a dramatic poem titled "The Dream Called Life" by Pedro Calderon
de la Barca. The scene is immediately set with one word - dream. After that, we enter into a
swirl of emotion as the writer tells us a story.)
61
DREAM it was in which I found myself.

And you that hail me now, then hailed me king,
In a brave palace that was all my own,
Within, and all without it, mine; until,
Drunk with excess of majesty and pride,
Methought I towered so big and swelled so wide
That of myself I burst the glittering bubble
Which my ambition had about me blown
And all again was darkness. Such a dream
As this, in which I may be walking now,
Dispensing solemn justice to you shadows,
Who make believe to listen; but anon
Kings, princes, captains, warriors, plume and steel,
Ay, even with all your airy theater,
May flit into the air you seem to rend
Source: https://examples.yourdictionary.com/examples-of-poems.html
----------------------------------------------------- DAY 3 of 5-------------------------------------------------------
In literature, a vignette (pronounced vin-yet) is a short scene that captures a single moment
or a defining detail about a character, idea, or other element of the story. Vignettes are mostly
descriptive; in fact, they often include little or no plot detail. They are not stand-alone literary
works, nor are they complete plots or narratives. Instead, vignettes are small parts of a larger
work, and can only exist as pieces of a whole story.
Vignettes are important because of their descriptive nature—they can illuminate significant
information, create depth of character, or provide insight about past events or circumstances. This
helps create a more complete picture of the greater story. All stories rely on vignettes to provide
detail. Without them, stories would be little more than plot outlines.
Vignettes can appear in different ways; they can be a few sentences in a novel or an important
scene in a movie, but most importantly, they must be descriptive. Here are some examples of
vignettes in a short story and a novel.
Example 1
Much of 20th century author Ernest Hemingway’s fame and renown can be attributed to his
descriptive brilliance—he was a master of creating portraits of both setting and character, as he
did in his short story “A Well-Lighted Café”:
It was very late and everyone had left the cafe except an old man who sat in the shadow the
leaves of the tree made against the electric light. In the day time the street was dusty, but at
night the dew settled the dust and the old man liked to sit late because he was deaf and now at
night it was quiet and he felt the difference. The two waiters inside the cafe knew that the old
man was a little drunk, and while he was a good client they knew that if he became too drunk he
would leave without paying, so they kept watch on him.
Reading this opening passage creates a clear image and atmosphere in the reader’s mind—we
can envision the shadow of the leaves in the light, we can feel the silence of the night, and we
can imagine the intoxicated but quiet man sitting alone at the café. Hemingway doesn’t introduce
the dialogue—which makes up the majority of the story—until he has employed a vignette that
develops the atmosphere and feelings that he needs for the story’s success.
Example 2
Sandra Cisneros’s novel The House on Mango Street is a series of vignettes that together create
a portrait of life at “the house on Mango Street,” which is the protagonist’s childhood home in a
low-income Latino neighborhood in Chicago. A girl named Esperanza narrates the story, and
each vignette in the book captures moments, memories, and observations of her everyday life on
Mango Street—
The house on Mango Street is ours, and we don’t have to pay rent to anybody, or share the
yard with the people downstairs, or be careful not to make too much noise, and there isn’t a
62
landlord banging on the ceiling with a broom. But even so, it’s not the house we’d thought we’d
get.
The selection is a vignette about Esperanza’s perception of the house on Mango Street. Prior to
this passage Esperanza has explained that they bought the house (it isn’t a rental). The
passage above provides insight to Esperanza’s thoughts about the house, which are important
for the entire story. The reader knows that although the house is their own, it’s not the family’s
first choice—Esperanza is grateful but disappointed at heart. This vignette exists as a piece of
insight for the development of the overall image of life on Mango Street, but it is not a full story
itself.
Source: https://literaryterms.net/vignette/
Read the following sonnet:
(See page 137)
SONNET 29
GEORGE SANTAYANA (1863-1952)
What riches have you that you deem me poor,

Or what large comfort that you call me sad?
Tell me what makes you so exceeding glad:
Is your earth happy or your heaven sure?
I hope for heaven, since the stars endure
And bring such tidings as our fathers had.
I know no deeper doubt to make me mad,
I need no brighter love to keep me pure.
To me the faiths of old are daily bread;

I bless their hope, I bless their will to save,
And my deep heart still meaneth what they said.
It makes me happy that the soul is brave,
And, being so much kinsman to the dead,
I walk contented to the peopled grave.
Activity 1: Rhyme Time

Identify the rhyme scheme and rhyming words in the poem “Sonnet 29”.
Rhyme Scheme Rhyming Words
----------------------------------------------------- DAY 4 of 5-------------------------------------------------------
(See pages 202-205)
By the Railway Side

by Alice Meynell
My train drew near to the Via Reggio platform on a day between two of the harvests of a
hot September; the sea was burning blue, and there were a sombreness and a gravity in the very
excesses of the sun as his fires brooded deeply over the serried, hardy, shabby, seaside ilex-
63
woods. I had come out of Tuscany and was on my way to the Genovesato: the steep country with
its profiles, bay by bay, of successive mountains grey with olive-trees, between the flashes of the
Mediterranean and the sky; the country through the which there sounds the twanging Genoese
language, a thin Italian mingled with a little Arabic, more Portuguese, and much French. I was
regretful at leaving the elastic Tuscan speech, canorous in its vowels set in emphatic L's and m's
and the vigorous soft spring of the double consonants. But as the train arrived its noises were
drowned by a voice declaiming in the tongue I was not to hear again for months--good Italian.
The voice was so loud that one looked for the audience: Whose ears was it seeking to reach by
the violence done to every syllable, and whose feelings would it touch by its insincerity?
The tones were insincere, but there was passion behind them; and most often passion
acts its own true character poorly, and consciously enough to make good judges think it a mere
counterfeit. Hamlet, being a little mad, feigned madness. It is when I am angry that I pretend to
be angry, so as to present the truth in an obvious and intelligible form. Thus even before the words
were distinguishable it was manifest that they were spoken by a man in serious trouble who had
false ideas as to what is convincing in elocution.
When the voice became audibly articulate, it proved to be shouting blasphemies from the
broad chest of a middle-aged man--an Italian of the type that grows stout and wears whiskers.
The man was in bourgeois dress, and he stood with his hat off in front of the small station building,
shaking his thick fist at the sky. No one was on the platform with him except the railway officials,
who seemed in doubt as to their duties in the matter, and two women. Of one of these there was
nothing to remark except her distress. She wept as she stood at the door of the waiting-room.
Like the second woman, she wore the dress of the shopkeeping class throughout Europe, with
the local black lace veil in place of a bonnet over her hair. It is of the second woman--O unfortunate
creature!--that this record is made--a record without sequel, without consequence; but there is
nothing to be done in her regard except so to remember her. And thus much I think I owe after
having looked, from the midst of the negative happiness that is given to so many for a space of
years, at some minutes of her despair.
She was hanging on the man's arm in her entreaties that he would stop the drama he was
enacting. She had wept so hard that her face was disfigured. Across her nose was the dark purple
that comes with overpowering fear. Haydon saw it on the face of a woman whose child had just
been run over in a London street. I remembered the note in his journal as the woman at Via
Reggio, in her intolerable hour, turned her head my way, her sobs lifting it. She was afraid that
the man would throw himself under the train. She was afraid that he would be damned for his
blasphemies; and as to this her fear was mortal fear. It was horrible, too, that she was
humpbacked and a dwarf.
Not until the train drew away from the station did we lose the clamour. No one had tried to
silence the man or to soothe the woman's horror. But has any one who saw it forgotten her face?
To me for the rest of the day it was a sensible rather than a merely mental image. Constantly a
red blur rose before my eyes for a background, and against it appeared the dwarf's head, lifted
with sobs, under the provincial black lace veil. And at night what emphasis it gained on the
boundaries of sleep! Close to my hotel there was a roofless theatre crammed with people, where
they were giving Offenbach. The operas of Offenbach still exist in Italy, and the little town was
placarded with announcements of La Bella Elena. The peculiar vulgar rhythm of the music jigged
audibly through half the hot night, and the clapping of the town's-folk filled all its pauses. But the
persistent noise did but accompany, for me, the persistent vision of those three figures at the Via
Reggio station in the profound sunshine of the day.
What a Feeling
List at least three (3) people in the train. Analyze how the author described and felt as they
witnessed what happened. Write your answers in your notebook by copying the chart provided
below:
Character Description of how they felt Analysis in terms of

implications to real life
64
-----------------------------------------------------DAY 5 of 5-------------------------------------------------------
a. Based on the previous lesson about Short Stories, compare it to a Vignette.
Short Story Vignette
b. Give the similarities and differences between Sonnets and Dramatic Poetry
Sonnet Dramatic Poetry
Activity No. 14: What’s in a Poem?

Read the following poem and answer the questions that follow:
Death, Be Not Proud

by John Donne
Death be not proud, though some have called thee

Mighty and dreadfull, for, thou art not soe,
For, those, whom thou think'st, thou dost overthrow,
Die not, poore death, nor yet canst thou kill mee.
From rest and sleepe, which but thy pictures bee,
Much pleasure, then from thee, much more must flow,
And soonest our best men with thee doe goe,
Rest of their bones, and soules deliverie.
Thou art slave to Fate, Chance, kings, and desperate men,
And dost with poyson, warre, and sicknesse dwell,
And poppie, or charmes can make us sleepe as well,
And better then thy stroake; why swell'st thou then?
One short sleepe past, wee wake eternally,
And death shall be no more; death, thou shalt die.
65
1. Determine the rhyme scheme of the poem. Copy the graphic organizer in your notebook.
Write the last words of each line in the table. Then mark a star next to the words that rhyme.
Line 1
Line 2
Line 3
Line 4
Line 5
Line 6
Line 7
Line 8
Line 9
Line 10
Line 11
Line 12
Line 13
Line 14
2. What is the rhyme scheme of the poem?

3. Describe other elements that appear in the poem.
a. Images and imagery (colorful language, figures of speech)
b. Sound (rhythm, repetition, etc.)
c. Meaning (symbols, etc.)
4. What is the message of the poem?
J. ADDITIONAL ACTIVITIES
Activity No. 15: Stop, Think and React
Write a vignette by reacting on the following situations:
1. You are sitting comfortably and quietly in front seat of a public vehicle. Two
passengers by behind you are having a conversation and laughing out very
loudly at times.
2. You almost had an accident because of a careless/reckless driver.
3. You have been overcharged by the taxi or TNVS driver.
66
Collaboratively Prepared by:
ELIZABETH G. BALASE
Teacher II
REMEDIOS S. CATAP
Master Teacher I
JESUSA DAVID
Teacher III
NIKA LEI H. DIVINA

Teacher I
JOVITA B. LAZATIN
Teacher III
KIMBERLY S. MALANG
Teacher I
MARIA NINA REMEDIOS N. MAROMA

Teacher II
KIMBERLY B. MATIAS
Teacher I
MAUREEN Q. MEDINA
Teacher I
MARK PETER PINEDA

Teacher III
ELOISA P. REYES
Master Teacher I
KIRSTIN HOPE L. VALERIO

Teacher III
Checked/ Reviewed by:
MARIA VICTORIA B. BACANI

OIC, Department Head
Approved by:
LYN M. ESGUERRA
Principal IV

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Republic of the Philippines

SELF – INSTRUCTIONAL PACKETS

WEEK CONTENTS PAGE

2 Relating to and Sharing Insights about the Text

3 Understanding the VUCA World Through Literature

4 Getting Information from Various Media

5 Communicative Styles & Adverbs in Narration

6 Prosodic Features of Speech and Reader’s Theatre

7 Anglo-American Sonnets, Dramatic Poetry, Vignettes and Short Stories

Here is the illustration based on the instructions above:

Self-Instructional Packet (SIPack)

----------------------------------------------------- DAY 1 of 5-------------------------------------------------------

A. Reviewing of Previous Lesson or Presenting the New Lesson

B. Establishing a Purpose for the Lesson

----------------------------------------------------- DAY 2 of 5-------------------------------------------------------

E. Continuation of the discussion of new concepts

Auld Lang Syne

Should auld acquaintance be forgot

We twa hae paidl'd i' the burn

And there's a hand, my trusty fiere

Some people wish upon a star

A great friend you have been to me

The world may be taking up our time together

To God I am very thankful

----------------------------------------------------- DAY 4 of 5------------------------------------------------------

Elements of a Short Story

1. Character. Characters are the heart and soul of any story.

Summary of Happy Feet

Make Your Story Diagram

RISING ACTION RESOLUTION

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Plot Summary of Thank You, Ma’am!

Elements of a Short Story

Characters Setting Climax Denouement

Activity 2: Compare and Contrast

AULD LANG SYNE MY GREAT FRIEND

How are they similar?

J. Additional activities for application or remediation

SUBJECT: English 9 QUARTER: 2 MELC LESSON NO.: 3,4

A. Reviewing of Previous Lesson or Presenting the New Lesson

Answer the following questions orally.

B. Establishing a Purpose for the Lesson

1. What idea is presented in the picture?

C. Presenting Examples/ Instances of the Lesson

----------------------------------------------------- DAY 2 of 5-------------------------------------------------------

D. Discussing New Concepts

Read and study the given social issues.

Social Issue Description

2.) How could you help solve these problems?

E. Continuation of the discussion of New Concepts

About the Author

The Man with the Hoe

BOWED by the weight of centuries he leans

Is this the thing the Lord God made and gave

Slave of the wheel of labor, what to him

O masters, lords and rulers in all lands,

How will you ever straighten up this shape;

O masters, lords and rulers in all lands,

When this dumb Terror shall reply to God,

1. What social issue is evident in the previous text? (5 points)

1. What idea is presented by each picture? (5 pts.)

Social Issue Resolution