Grade 9 Engl Q3 M2 1

KING’S COLLEGE OF MARBEL, INC.
BRGY. MORALES, CITY OF KORONADAL

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Greetings
Hello, Grade 9!
How have you been? I hope you are doing well. This week, we will have another
interesting topic. I hope you will apply what you will learn in this topic to your life. Are
you ready?
Prayer
Before we begin, let us pray.
Father in heaven, we glorify Your Name as we begin this week. We thank You for
the guidance and strength that You have given us each day. Thank You, Father, for
the heavenly wisdom you have poured upon us.
We ask for Your guidance as we continue to do our tasks. Give us motivation and
prudence in our everyday lives. We pray that You protect us from any harm and
guide our path. Cover us with your most precious blood.
Heavenly Father, as we still face the pandemic, we pray that you guide us in this
new normal set-up.
We bring you back all the praise and thanksgiving. In Jesus’ Name, we pray. Amen
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Module 2 LITERATURE: Invictus
READING SKILL: Making Generalization
Module Map
Lesson 1: Literature
Anglo- Invitus by
Literature American William
Literture Ernest-Henley
Lesson 2: Reading Skill
Making
Reading Skill
Generalizations
 LESSONS AND COVERAGE FOR MODULE 2

In this lesson, you will learn the following:
Week Lessons Learning Competencies
Analyze literature as a means of connecting to

Lesson 1: Literature
Week 2 the world. (EN9LT-IIIa-16)
Lesson 2: Reading Skill Make Generalization (EN9LC-IVi-8.7)
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Content Standard
The learner demonstrates an understanding of how Anglo-American literature and other

text types serve as means of connecting to the world and making generalizations
Performance Standard
The learner transfers learning by making generalizations from a text read or

listened to.
Transfer Goal
The learner on their own and in the long run will be able to use their learning to
make generalizations from a given text.
Learning Competencies
Acquisition Meaning Making Transfer
• Identify explicitly stated • Analyze literature • Make wise decisions

information from the text as a means of • Make value statements
connecting to the
world. (EN9LT-
IIIa-16)
Essential Understanding (EU) Essential Questions (EQ)
As we go along with this week’s As we go along with this week's lessons,

lesson, you will be able to understand that you will be able to answer this question:
to make generalizations from a text read is
determined by the understanding of how How does the understanding of how
literature is used as a means of connecting literature is used as a means of connecting
to the world. to the world help us make generalizations
from a text?
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Invictus Lesson 1
| EXPLORE
Learning Objectives
✓ I can unlock the meaning of the unfamiliar words found in the story using the
context clues.
✓ I can use the unlocked unfamiliar words in sentences.
✓ I can read intensively to find answers for specific questions.
✓ I can identify explicitly stated information from the story.
✓ I can make inferences.
✓ I can make wise decisions.
✓ I can make value statements.
THINK OF THIS!
You will read “Invictus,” a short Victorian poem by the English poet William
Ernest-Henley (1849-1903). What ideas do you have in mind about the poet as you
read the few lines taken from the poem? What might be his idea of fate and destiny?
Before we dive into the lesson, let us first unlock the meaning of the unfamiliar words
found in the poem.
Activity 1. Unlocking Unfamiliar Words

Directions: Unlock the meaning of the underlined words using context clues. Encircle the
letter of the correct answer.
1. The rabbit cannot get out of the eagle’s clutch. Eagles are known for their strong
grip.
a. big wings
b. sharp eyes
c. strong grip
d. long claws
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2. We passed by a strait tunnel. Only two people can fit its diameter.
a. long
b. narrow
c. wide
d. deep
3. We were victims of the wrath of Typhoon Oddete. Her extreme anger has devastated
our homes.
a. extreme anger
b. extreme love
c. extreme feelings
d. extreme power
Activity 2: Using the Unfamiliar Words in Sentences

Directions: Write one (1) sentence using each unlocked unfamiliar word. Write your
sentence in the space provided.
1. clutch
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2. strait
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3. wrath
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Now that you have unlocked all the unfamiliar words found in the story, you
will no longer have difficulties in understanding the poem.
For you to have a deeper understanding of the poem, consider answering the
following questions while reading the poem.
Questions:
1. What words in the poem suggest independence of spirit?

2. What does the word “night” represent in the poem?
3. What does the fourth line of the second stanza mean?
4. In the last stanza, what is the poet referring to as “the gate” and “the scroll”?
5. What do the words “captain” or “master” connote or mean?
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Lesson 1
| FIRM-UP
Invictus
by William Ernest-Henley
Out of the night that covers me,

Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.
It matters not how strait the gate,

How charged with punishments the scroll,
I am the master of my fate,
I am the captain of my soul.
Activity 2. Answering Literal Questions
Directions: Answer the following literal questions. Write your answer in the space provided.
Answer in complete sentences.
1. What words in the poem suggest independence of spirit?

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2. What does the word “night” represent in the poem?
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3. What does the fourth line of the second stanza mean?

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4. In the last stanza, what is the poet referring to as “the gate” and “the scroll”?
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5. What do the words “captain” or “master” connote or mean?

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Discussion of the Poem
'Invictus' is a poem that focuses on the human spirit and its ability to overcome
adversity. It is a rallying cry for those who find themselves in dark and trying situations,
who have to dig deep and fight for their lives. The poet certainly knew hard times and
needed all his strength to battle against the disease.
Born in Gloucester, England in 1849, he was diagnosed with tubercular arthritis at the
age of 12 and went through years of pain and discomfort.
W.E. Henley wrote 'Invictus' some years later whilst in hospital undergoing treatment
for tuberculosis of the bones, specifically those in his left leg, which had to be amputated
from the knee down. He was still only a young man at this time.
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He managed to save his right leg by refusing surgery and seeking an alternative form of treatment from a
Scottish doctor, James Lister.
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It was during his time in Edinburgh that Henley met the writer Robert Louis Stevenson.
They became friends and corresponded on a regular basis. Stevenson later admitted that he had
based his character, Long John Silver—from the book Treasure Island—on Henley, he having a
wooden leg, a strong rasping voice, and a forceful personality.
'Invictus' does contain passion and defiance and it is easy to see just why so many use
the powerful lines to drum up courage and to shed light into the darker corners when all else
fails.
Written in 1875 and published in 1888, it retains its original power and conviction, the
simple rhyme scheme tightening the lines and making them memorable.
Henley's personal experience on the operating table and in a hospital bed, facing possible
death, certainly helped him create one of the most popular poems in the English language.
Let’s discuss the poem stanza-by-stanza.
• First Stanza
The imagery is strong. It is night time, the dark covers everything in black. The night then
becomes a symbol of hopelessness, a depressive medium in which the soul is lost. The future
cannot be seen.
This is similar in feeling to the idea of St John of the Cross, the Spanish mystic, writing in
the 16th century of 'the dark night of the soul', where the human spirit has lost its normal
confident, self-assured status.
Although the poem doesn't explicitly mention Christianity, there is a sense that this
opening line is rooted in religiousness. The speaker is coming out of a period of total darkness,
a hell.
The second line reinforces the first—the black pit suggesting that this was a deep
depression, a spiritual darkness covering the whole world, the world being that of the speaker.
And lines three and four acknowledge that help was given somewhere, somehow, perhaps
by a deity or deities, not by any named god or specific creator. The speaker implies that their
unconquerable soul is a gift from a godly realm. It's not quite prayer but it is grateful thanks.
• Second Stanza
There is an interesting start to this second quatrain—fell clutch is delicious wording for the
reader's tongue and basically means cruel grasp, the speaker stating clearly that despite being
tightly held, in an awful situation, they didn't once give in or show signs of weakness.
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Note how the speaker is at first subject to the negative but then responds in positive
fashion, a repeated theme throughout the poem.
The third and fourth lines follow a similar path. There is strong assonance—use of repeated
vowels:
✓ Under the bludgeonings of chance/My head is bloody but unbowed.
The speaker here suggesting that despite being battered and wounded there is still no
subservient or self-pitying bow of the head. The head is still held high.
Third Stanza
The speaker looks into the future, taking into account all the anger and pain associated with
life on earth, and particularly in places such as hospitals. The 'Horror of the shade' could be some
hellish place of dark where depression lies, a menacing thought.
Again, the reader is advised that there will be no capitulation, no giving in. In fact, the speaker
has been unafraid throughout the ordeal, which has lasted years, and will continue to show a
brave face.
The message is underlined—the speaker has a clear intention, to survive against all the odds.
• Fourth Stanza
The climax to the poem contains an allusion to the christian bible, New Testament Matthew
(7:13/14) where Jesus says 'Strait is the gate and narrow is the way, which leadeth unto life,
and few there be that find it'.
What is the speaker suggesting when the words It matters not how are placed in front of
strait the gate?
This is the gate that leads to the heavenly life. Conversely, the second line is an inference to
the depths of hell—the punishments being the sins written down during a lifetime.
The speaker is affirming that, whether a person believes in heaven and hell or not, the plain
fact is that the individual is in charge, is in control of their own fate. Henley experienced pain
and distress for many years—the poem is rooted in the awful circumstances he found himself in
when a boy and a young man.
More importantly, the poem's message is universal in its appeal. It says quite emphatically
that, it doesn't matter who you are, believer or not, you can overcome dark times by being brave
and never losing faith in your own soul's strength.
Little wonder that many famous and many unknown people over the years have used the
inspiration of this poem to help them face personal trials and tribulations.
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You have read and discussed the poem “Invictus.” You have also answered literal
questions about the poem.
|DEEPEN
In the previous section, you have read and discussed the poem
“Invictus.”
In this section, your goal is to have a deeper understanding of the poem by

answering varieties of questions.
Activity 3. Answering Inferential Questions
Directions: Answer the following inferential questions. Write your answer in the space
provided. Answer in complete sentences.
1. What do you think is the word “wrath” used?

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2. Why are there “tears”?

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3. When a person does not wince, what does that convey about the person?
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Activity 4. Answering Critical Questions
Directions: Answer the following critical questions. Write your answer in the space
provided. Answer in complete sentences.
1. Do you agree with the speaker that he is a master of his fate?

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2. If you were the speaker in the poem, would you also write the line “My head is bloody
but unbowed”? Why?
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In this section, you have answered inferential and critical questions. I

hope you have fully understood the poem “Invictus.”
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|TRANSFER
In the previous sections, you have answered different types of questions

that have further developed your understanding of the text.
Now, you are going to transfer your learning by answering one final question
that will show how much you have learned from the text.
ACTIVITY 5: Answering Integrative Question

Directions: Answer the question in 3 to 5 sentences. Write your answer in the space
provided.
1. The poem “Invictus” by William Ernest-Henley tells us to be resilient in all the

challenges in our life. Would you also adopt the attitude shown by the speaker in
the poem? Why or why not?
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In this section, you have used your understanding to answer one final
question about the text. Did it help you fully understand the text?
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Closure and Summary
Put a checkmark () before the item that applies to you.
Skills
✓ I can unlock the meaning of the unfamiliar words found in the story
using the context clues.
✓ I can use the unlocked unfamiliar words in sentences.
✓ I can read intensively to find answers for specific questions.
THEREFORE, I learned well and good!
THEREFORE, I need more practice so I can do better next time.
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Lesson 2
Making Generalizations
Learning Competencies
Acquisition Meaning Making Transfer
• Define • Explain the process • Make generalizations

generalization of making from text given
• Identify the generalizations ( EN9LC-IVi-8.7)
important details in
making
generalizations
Essential Understanding (EU) Essential Questions (EQ)
As we go along with this lesson, you will be As we go along with this lesson, you will
able to understand that making be able to answer this question:
generalizations from a text given is
determined by the understanding of the How does the understanding of the
process of making generalizations. process of making generalizations help in
making generalization from a given text.
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| EXPLORE
Learning Objectives
• I can define generalization.

• I can identify details in making generalizations.
• I can explain the process of making generalizations.
• I can make generalizations from a given text.
Activity 1: What Do I Know?

Directions: Write five that you know about the following terms. Write your answers in the
space provided.
1. Cars
a. _______________________________________________________________
b. _______________________________________________________________
c. _______________________________________________________________
d. _______________________________________________________________
e. _______________________________________________________________
2. Dogs
a. _______________________________________________________________
b. _______________________________________________________________
c. _______________________________________________________________
d. _______________________________________________________________
e. _______________________________________________________________
3. Trees
a. _______________________________________________________________
b. _______________________________________________________________
c. _______________________________________________________________
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d. _______________________________________________________________
e. _______________________________________________________________
4. Phones
a. _______________________________________________________________
b. _______________________________________________________________
c. _______________________________________________________________
d. _______________________________________________________________
e. _______________________________________________________________
In this activity, you have written your knowledge about the different
words. You are now in the first process of making generalizations.
| FIRM-UP
A generalization is a broad statement about a group of people or things and
states something they have in common. A generalization deals with what is true at all
times.
Good writers give their readers proof or supporting evidence when they create
generalizations. The supporting details should be relevant. When the paragraph consists of
material relevant to the generalization, the reader will consider it logical and will accept
what the writer is saying is true.
For example, you write: Filipinos belong to the Malayan race, or The Philippines is
the "Pearl of the Orient Seas." The reader expects you to provide specific supporting
details. The following words generally, speaking, on the whole, most, many may be used in
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making generalizations. Still, words like all, every, never, always should never be utilized
for they are logically difficult to prove.
You have to make sure that the generalizations you make are valid, factual, and
supported by relevant data.
GENERALIZATION AND SPECIFICS

A good generalization is supported by specific pieces of evidence that are significant
to the generalization.
Here's an example:
Generalization: Father likes fruits. (What are the proofs that made us say that Father
likes fruits.)
Supporting Evidence:
1. Father had banana for breakfast.
2. Father had a slice of papaya, too.
3. Father had an orange, also.
4. Father had a glass of mango juice.
What can you say about Father's breakfast? You can probably say that Father had
many fruits for his breakfast, or you can generalize that Father likes fruit.
What are your bases for saying that Father likes fruits? What is common among the
four statements? Father had different fruits for his breakfast. All the sentences support the
truth of the generalization. From the four specific supporting details, you based the
generalization.
Let's try another one:
Generalization: The President of the Philippines has many powers.
This generalization came from the four (4) specific supporting pieces of evidence below.
Notice that all the statements have one thing in common: the different powers the President
of the Philippines has. All the supporting data mention the President's specific powers, which
strongly proves the idea of the generalization. The supporting pieces of evidence are all
factual because you can check them in the Philippine Constitution.
Based on the supporting evidence, we can create an appropriate generalization.
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1. The President can veto bills passed by Congress.

2. The President has control over the executive branch.
3. The President is the Chief of the Cabinet.
4. The President is Commander-in-Chief of the Armed Forces.
Try This!
Directions: Based on the following supporting information, make a generalization. Write

your answer in the space.
A. Generalization: ________________________________________________
1. There's almost a zero crime rate in Batanes province.

2. It has an "Honesty Coffee Shop" where people buy goods even without sales staff to
attend to it.
3. The Bayanihan spirit is very much alive in Batanes.
4. During the Batanes foundation day, the local government provides free food to
everyone, both the locals and the tourists.
B. Generalization: ________________________________________________
1. Police Officer Fynn Eckman Dongbo, a Cordilleran police officer, is an executive

officer of the PNP Directorate for Investigation and Detective Management in Camp
Crame.
2. Lieutenant Colonel Jonathan Pa-ac Pablito, an Igorot cop, is the new police chief of
the famous Boracay Island in Malay's municipality in Aklan.
3. Hon. Benjamin B. Magalong is a retired Igorot policeman and currently the Mayor of
Baguio City.
4. Police Colonel Jonathan Calixto, Igorot from Besao, Mountain Province, is the
highest-ranking official of the Philippine National Police Academy Class of 1998.
C. Generalization: ________________________________________________
1. Manny Pacquiao's foundation has awarded more than 200 scholarships and
extended more than $400,000 in medical assistance to needy people.
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2. Diosdado Banatao is credited for giving more than $1.5 million to reduce poverty
through education, innovation, and entrepreneurship through his Philippine
Development Foundation.
3. PJ Lhuillier of the Cebuana Lhuillier Foundation has offered 300 college scholarships
to impoverished students nationwide and had enabled thousands of school dropouts
to restart education through 19 alternative learning centers.
4. Manuel Villar Jr. donated more than two hectares of land to Saint Jude Catholic
School in Manila and another five hectares to the University of the Philippines,
Villar's alma mater, for an innovation campus.
Relevant and Irrelevant Data

Generalizations to be accepted as true must be backed up by relevant data. The
relevant data are proofs that what the generalization claims is indeed accurate. They are
considered relevant because they can be proven and checked. On the other hand, irrelevant
data don't show any connection with what the generalization says.
Let's take a look at the example below:
Generalization: The national government has imposed strict health protocols to prevent
the contamination of COVID-19.
a. Social distancing in public places
b. Wearing of masks and face shields
c. Only 18 up to 65 years old given a permit to go out
d. Washing of hands with soap and water for 20 seconds
e. High demand for online food deliveries
Now, let's examine all the supporting evidence whether they have any connection with
the generalization. Statements a, b, c, and d have a connection with the generalization.
They are all safety rules being strictly implemented to avoid the spread of the virus. So,
statements a, b, c, and d are relevant data. When the truth of the generalization is being
questioned, cite the supporting evidence that can be verified and checked with the
Department of Health or the Task Force Zamboanga. These statements support the truth of
the generalization.
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Statement e talks about the high demand for online food deliveries during the
COVID19 pandemic. It has no connection with health safety rules at all. It is out of the
topic. Since this is not part of the health protocols, this statement is irrelevant material.
GENERALIZATIONS: FACT AND OPINION

The generalizations we create can be either FACTS or OPINIONS.
When we talk about a FACTUAL GENERALIZATION, we will not have any problem
convincing our readers of the truth of what we are saying. Facts can be checked and proved.
When our generalization is an OPINION or a VALUE JUDGMENT, it is difficult to prove

the idea. We can, however, CONVINCINGLY write about our opinion and give credible
examples to support it.
A. Which one of each of the following pairs of generalizations will be easier to PROVE or to
WRITE CONVINCINGLY about?
1. (a) The President of the Philippines has many powers.

(b) The President of the Philippines has too many powers.
2. (a) Jose Rizal was a brilliant writer.

(b) Jose Rizal was the most brilliant writer who ever lived.
3. (a) Most of the Filipinos can speak English well.

(b) All Filipinos can speak English well.
B. How can you make 1(b), 2(b), and 3(b) "easier" to write about? You can add:
• Some people (politicians, economists, etc.) think . . .

1(b) Some politicians think that the President of the Philippines has too many powers.
• It is sometimes said . . .
2(b) It is sometimes said that Jose Rizal was the most brilliant writer who ever lived
in his time.
3(b) Some foreigners think that all Filipinos can speak English well.
New sentences were written for 1(b), 2(b), and 3(b) in which the OPINIONS are
QUALIFIED.
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Summary
• A generalization is a broad statement about a group of people or things.
• It states something they have in common.
Be careful!
• Make sure your generalization is valid. ✓ Valid means true.
- It is supported by facts.
- It agrees with what you already know about the topic.
- It uses logic and reasoning.
- It is proven with several examples.
- Watch for signal words: some, most, might, sometimes, often, probably,
typically, many, rarely, few.
Be careful!
• Make sure your generalization is not faulty. ✓ Faulty means false.
- It is not supported by facts.
- Watch for the key words: none, all, always, never, everyone, nobody.
Always think about these questions when making and checking the validity of a
generalization.
Does the author:
- Use facts to support the idea?
- Share past experiences to support the idea?
- Provide several examples? - Use logical thinking?
|DEEPEN
In this section, you are going to develop your mastery in making

generalizations by doing different activities.
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Activity 2. Find the Generalization
Directions: All the information is jumbled. Look for and write the generalization and the
supporting evidence in the designated box.
A. COVID-19
• There is no face-to-face classroom setting.
• Some teachers follow work from home policy.
• COVID-19 has drastically changed the educational system of the DepEd.
• Communication to students and their parents is done through FB, Messenger,
Virtual meetings.
• Schools implement the Learning Delivery Modalities.
• Parents/Guardians become teacher-substitutes to their children/wards.
Generalization: Supporting Evidence
1.
2.
3.
4.
5.
B. Milk tea
• Milk tea provides strength for the body.
• Milk tea is a great source of energy.
• Milk tea makes the skin fairer and softer.
• Milk tea has several health benefits.
• Milk tea reduces stress.
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1.
2.
3.
4.
B. Blogging
• Blogging earns money by placing ads on their site.

• Blogging is one of the means to earn money.
• Each time a reader clicks on the ad, the blogger is paid for that click.
• Bloggers also earn money by giving a review of an advertiser's product or
service. Selling sponsorship space in a blogger's email newsletters, podcasts, and
videos provides income.
1.
2.
3.
4.
Activity 3. Fact or Opinion
Directions: Put a checkmark (/) if the statement is a Fact and (X ) if an Opinion.
Statements
1. My favorite type of music is jazz.
2. Dogs come in many different breeds
3. COVID-19 is a global disease.
4. Statistically, women live longer than men.
5. Mathematics is the hardest subject.
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6. Chocolate is everyone's favorite candy.

7. The earth orbits the sun 365 days.
8. Cats make great pets.
Activity 4. My Opinions
Directions: There are four (4) opinion statements above. Rewrite them into facts.
1.
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2.
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3.
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4.
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Activity 5. My Relevance
Directions: Copy and write the sentence with the irrelevant idea that destroys the
paragraph's unity.
1. A smart consumer asks questions before making a purchase, so do not let the need
to ask questions embarrass you. Consumers often buy products associated with popular
celebrities. And if you are not satisfied with the product, communicate your dissatisfaction to
the company properly.
Irrelevant Idea:
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2. One weekend I went to the mall with my family. In one of the department stores, I
spotted one shirt that suited my taste. I took it as fast as I could and fitted it in the nearest
fitting room. Mother bought a pair of black shoes. To my dismay, it turned out to be a girl's
blouse.
Irrelevant Idea:
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3. Invaluable the services rendered to the school by the Christian Community

Development officers. As prompt as the dismissal bell, a safety officer is ready to conduct
the lines to an orderly exit at every classroom door. They eat their lunch at the school
canteen. Other members are stationed in corridors and passageways to assure safety on the
stairs.
Irrelevant Idea:
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Activity 5. What’s my Fault?
Directions: Read each sentence. Is the generalization valid or faulty? Write valid or faulty
on the space provided for. Underline the signal words.
1. Many girls go to the restroom during recess. __________
2. All sports car drivers are so aggressive. __________
3. Some cats are smarter than dogs. __________
4. A long commute to work often makes a person much less

productive. __________
5. Kevin’s parents do not know how to use computer. __________
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Activity 5. Can you prove it?
Directions: Explain your answers fully using the rules of writing good generalization. Write
your answers inside the box.
A. Mario's younger brother likes to eat many pizza and French fries, and he is healthy.
Is it correct to generalize that pizza and French fries are healthy foods and don't
make a person fat?
B. A person is walking through a town and meets a few polite kids, seeing that he
generalizes that all the kids in that town are polite. Is his generalization valid?
C. Last month my mailman was bitten by a Labrador Retriever. And last week I read
in the paper that one attacked two children without provocation. Is it okey to
generalize that Labradors are vicious and should be banned in public places?
In this section, you have have done varied activities that have helped you
masteredmaking generalizations. Are you ready fot your final task?
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|TRANSFER
In the previous sections, you have answered different types of questions
that have further developed your done activities that has developed you
mastery of making generalizations.
Now, you are going to transfer your learning by making a generalization

from a given text.
Activity 5. Make it General.
Directions: When you want to inform your readers a number of things or to convince your
reader with several pieces of evidence, you use listing. Read the following
paragraph. Write down briefly the generalization and the supporting pieces of
evidence. Write your answers in the space provided after the paragraph.
Bob had been with a meat-packing plant for more than 26 years when suddenly the
plant closed down. At 45, Bob had a wife, two kids, a mortgage – and only a high school
diploma. However, Bob didn't give up. He decided to find something new. A friend told him
that a company was hiring salesmen. Bob might have dismissed the idea: he'd never sold a
thing in his life. But, typical of an optimist, he was open to all possibilities. Bob went from
sausage-stuffer to super-salesman in less than a year, earning twice what he'd made at the
packing plant. His experience shows that the optimist can turn whatever situation he is into
his advantage.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
SOUTH COTABATO
In this section, you have used your learnings to accomplish the task of
making generalizations from a given text. How did you find the task? Did it
help you master your lesson?
Closure and Summary
SEARCH ME!
Directions: Find the following words: supporting, irrelevant, faulty, conclusion, hasty,
valid, fact, opinion, most, many, often, might, all, never, few, some . They
are written vertically, horizontally, diagonally, and backward.
S U P P O R T I N G
N O I S U L C N O C
V A L I D L W E I M
S M A N Y E M V N O
O A Y T F T I E I F
M O S T C A G R P T
E A F A R L H B O E
H G F A U L T Y K N
I R R E L E V A N T
SOUTH COTABATO
Summary of the Lessons

In this week’s lessons, we have discussed the poem “Invictus” by William
Ernest-Henley. You have also learned to make generalizations.
Congratulations! You have accomplished all our learning objectives for this
week.
✓ I can unlock the meaning of the unfamiliar words found in the story using the
dictionary.
✓ I can define generalization.
✓ I can identify details in making generalizations.
✓ I can explain the process of making generalizations.
✓ I can make generalizations from a given text.
REFERENCES
Garcia-Eusebio, Maria Fe. Perla Zotomayor and Rebecca de Lemos-Mendoza. (2017).
Essential English: Worktext in English Language and Reading. Manila,
Philippines: REX Book Store
Websites:
1. Making Generalizations:
http://www.sjva.net/ourpages/auto/2013/10/7/45641916/MakingGeneralizations.pdf

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KING’S COLLEGE OF MARBEL, INC.

BRGY. MORALES, CITY OF KORONADAL

Before we begin, let us pray.

Module 2 LITERATURE: Invictus

READING SKILL: Making Generalization

Lesson 2: Reading Skill

 LESSONS AND COVERAGE FOR MODULE 2

Week Lessons Learning Competencies

Analyze literature as a means of connecting to

The learner demonstrates an understanding of how Anglo-American literature and other

The learner transfers learning by making generalizations from a text read or

Acquisition Meaning Making Transfer

• Identify explicitly stated • Analyze literature • Make wise decisions

Essential Understanding (EU) Essential Questions (EQ)

As we go along with this week’s As we go along with this week's lessons,

Activity 1. Unlocking Unfamiliar Words

Activity 2: Using the Unfamiliar Words in Sentences

1. What words in the poem suggest independence of spirit?

Out of the night that covers me,

In the fell clutch of circumstance

Beyond this place of wrath and tears

It matters not how strait the gate,

Activity 2. Answering Literal Questions

1. What words in the poem suggest independence of spirit?

2. What does the word “night” represent in the poem?

3. What does the fourth line of the second stanza mean?

5. What do the words “captain” or “master” connote or mean?

Discussion of the Poem

Let’s discuss the poem stanza-by-stanza.

✓ Under the bludgeonings of chance/My head is bloody but unbowed.

In this section, your goal is to have a deeper understanding of the poem by

Activity 3. Answering Inferential Questions

1. What do you think is the word “wrath” used?

2. Why are there “tears”?

Activity 4. Answering Critical Questions

1. Do you agree with the speaker that he is a master of his fate?

In this section, you have answered inferential and critical questions. I

In the previous sections, you have answered different types of questions

ACTIVITY 5: Answering Integrative Question

1. The poem “Invictus” by William Ernest-Henley tells us to be resilient in all the

Closure and Summary

Put a checkmark () before the item that applies to you.

✓ I can read intensively to find answers for specific questions.

✓ I can identify explicitly stated information from the story.

✓ I can make inferences.

✓ I can make wise decisions.

✓ I can make value statements.

THEREFORE, I learned well and good!

THEREFORE, I need more practice so I can do better next time.

Acquisition Meaning Making Transfer

• Define • Explain the process • Make generalizations

Essential Understanding (EU) Essential Questions (EQ)

• I can define generalization.

Activity 1: What Do I Know?

GENERALIZATION AND SPECIFICS

Let's try another one:

Generalization: The President of the Philippines has many powers.

Based on the supporting evidence, we can create an appropriate generalization.

1. The President can veto bills passed by Congress.

Directions: Based on the following supporting information, make a generalization. Write

1. There's almost a zero crime rate in Batanes province.

1. Police Officer Fynn Eckman Dongbo, a Cordilleran police officer, is an executive

Relevant and Irrelevant Data