ENGLISH

Quarter 2 – Module 2.2b

Analyzing Literature
to Understand Unchanging Values
Creative Writing – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 2.2b: Analyzing Literature to Understand Unchanging
Values
First Edition, 2020

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among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
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publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor MagtolisBriones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Mildred P. Ocariz
Editors: Jessie Lou L. Ecleo
Reviewers: Mayolita Anghel
Illustrator:
Layout Artist/ Typesetter: James Anthony C. Diputado
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Anna Lee A. Amores Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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ENGLISH
Quarter 2 – Module 2.2b
Analyzing Literature
to Understand Unchanging
Values
Introductory Message

For the facilitator:

Welcome to the English 9Alternative Delivery Mode (ADM) Module on the

Analyzing Literature to Understand Unchanging Values!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

Education is not the filling of a pot but the
lighting of a fire.”
-W.B. Yeats

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the English 9 Alternative Delivery Mode (ADM) Module on the

Analyzing Literature to Understand Unchanging Values!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you

link the current lesson with the previous
one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.

What Is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.

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 What I Can Do This section provides an activity which
will help you transfer your new
knowledge or skill into real life situations
or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

FOR THE FACILITATOR ----------------------------------------- ii
FOR THE LEARNER ----------------------------------------- iii

TABLE OF CONTENT--------------------------------------------- v

WHAT I NEED TO KNOW --------------------------------- 1

LEARNING COMPETENCY --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 1

WHAT’S IN ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 4

WHAT’S MORE ------------------------------------------------ 6

WHAT I HAVE LEARNED --------------------------------- 6

WHAT I CAN DO ---------------------------------------- 7

ASSESSMENT ------------------------------------------------ 8

ANSWER KEYS ------------------------------------------------ 11

REFERENCE LIST -------------------------------------------- 12

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 What I Need to Know
There are human values that remain the same through the test
of time. It is important that you realize that your values should remain
intact however different you might become in the future.

Learning Competency

Analyze literature as a means of understanding unchanging values in

the VUCA (volatile, uncertain, complex, ambiguous) world.

At the end of the module, you should be able to:

1. Define expressions found in the literary text

2. Analyze the literature as a means of understanding unchanging
values in the VUCA (volatile, uncertain, complex, ambiguous) world
3. Cut out from a newspaper or magazine a photo that depicts a value

Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this
module.

What I Know

Pre-assessment: TASK 1: WORLD OF EXPRESSIONS

Explore the meaning of expressions taken from the text that you are about to
read and then give your own interpretation. Write your answers in your notebook.

Expressions Meaning Own Interpretation

Put a bolt to a nut
Making the stoop in
finishing the cellar
No rock bottom to the life
Riding on a smile and a
shoeshine
Get yourself a couple of
spots on your hat

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 What’s In

In the previous module, you have learned how to make connections between
texts to social issues, concerns and dispositions in real life. You will notice that to be
able to make those connections that you would have to dig deeper into your own
values.

The Thief Who Became a Disciple

One evening as Shichiri Kojun was reciting sutras (Buddhist scriptures)

a thief with a sharp sword entered, demanding either his money or his life.
Shichiri told him: ‘Do not disturb me. You and find the money in that drawer.’
Then he resumed his recitation.

A little while afterwards he stopped and called: ‘Don’t take it all. I need
some to pay taxes with tomorrow.’

The intruder gathered up most of the money and started to leave.

‘Thank a person when you receive a gift,’ Shichiri added. The man thanked
him and made off.

A few days afterwards the fellow was caught and confessed, among
others, the offence against Shichiri. When Shichiri was called as a witness he
said: ‘This man is no thief, at least as far as I am concerned. I gave him the
money and he thanked me for it.’

After he had finished his prison term, the men went to Shichiri and
became his disciple.

Task I. Write the letter of the best answer in your notebook.

1. What characteristic does Shichiri Kojun has shown in the text?

a. Understanding
b. Kind
c. Compassionate and Merciful
d. Brave

2. What do you think the kind of person the intruder is?

a. Courteous
b. Respectful
c. Good Follower
d. All of the above.

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 3. What do you think the text would like to tell?
a. People should change.
b. People should be sensitive to other’s needs.-
c. People should know the difference between right and wrong.
d. People should realize that we need each other’s help.

4. Nowadays, do you think we can still see people like Shichiri Kojun and the
intruder? If yes, in what way? State your answer.

5. Who do you think you are? Shichiri Kojun or the intruder? And why?

What’s New

Read carefully the poem and reflect on what the author says about Values
and Virtues.

VALUES AND VIRTUES

Poem by Mittur Ramprasad

Values and virtues are not just words to play with

Code of conduct for humans to follow with every breath
Exceptions are none to circumvent the essence of truth
As the rewards are monumental with feelings of mirth

Values and virtues are the pillars of life's bridge

Integrated with integrity making a lifelong pledge
Adding on sincerity and validity for colorful fledge
Raising to the core of honesty for a perpetual wedge

Values and virtues are the mortars of life's foundation

Forever standing to the challenges coming from all direction
Never to sway from its center in any adverse condition
Standing tall for the world with honor for the volition

Question to ponder: Which stanza states that values are unchanging? Copy
the stanza.

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 What Is It

Read the script about a particular meeting between Pastor Ed and the some
kids, especially his conversation with Ray. Ask yourself: “Who are you inside?”

https://www.scriptreaderpro.com/script-dialogue/

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 Did you understand the script? I hope you enjoyed it somehow. Now, let us
look deeper into some parts of the dialogue and try to draw out the values that we
can get from them. What lesson do you think does the script convey? If we delve
deeper into it, we will realize that sometimes we think we are who we are based on
the circumstances that we are in. We tend to forget that the real us is etched in our
hearts, and that no matter the circumstance, we will remain as who we are. What’s
innate will never change just like the values we grow up with. Yes, we are different
despite being equal before the eyes of God. We all have our own strengths and
weaknesses, beliefs and dispositions in life. The challenges that we face do not make
who we are but they bring out the different values, which we hope will allow others
to understand us.

Here are some of the values that we may gather from the script.

We can see from Ray's character that he seemed somewhat cocky, indifferent,
and doubtful towards Pastor Ray. But when he started asking questions, what do
you think did he show? He showed curiosity; at some point we can say that he's
interested.

What can you say about Pastor Ray when he said that he started reading
books, articles, anything he could find on spirituality and psychology? He was
determined and was willing to learn things by himself. Yet, he was not also
haughty to not receive help when someone offered to mentor him. He was open and
accepting.

When Ray started to mention about his Dad who left him, his mom who was
always at work, his friends who left him during a hard time, and his brother who was
old enough to ought to have work, Ray sounded bitter and angry. But even when he
refused to be helped by Pastor Ed in dealing with his anger, yet he was cooperative
still when he was asked to write.

Why do you think did he write? Because deep within his personality he
possesses this. Because like most of us, we are actually grateful to people who show
that they sincerely want to help us get out the dark hole we dig for ourselves. We are
hopeful that our lives could still turn out for the better.

Notice the words I highlighted? These are unchanging values that we have,
that despite the circumstance and situation we are in, we continue to survive, we
learn to cope in this volatile, uncertain, complex and ambiguous world.

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 What’s More
Task: Matching Type. In Column A are lines from the song “Heal the World”.
Match to the values in Column B. Write the letter of the answer in your
notebook.

Column A Column B
1. There's a place in your heart a. Bravery
And I know that it is love b. Compassion
And this place could be much c. Love
d. Hopefulness
Brighter than tomorrow
e. Resiliency

2. There are ways to get there

If you care enough for the living
Make a little space
Make a little place

3. If we try we shall seeIn this bliss we

cannot feel
Fear of dread
We stop existing and start living

4. And the dream we were conceived in

Will reveal a joyful face
And the world we once believed in
Will shine again in grace

5. There are people dying

If you care enough for the living
Make it a better place
For you and for me

What I Have Learned

Directions: Write your reflection in your notebook by finishing up the

unfinished statements below.

I have learned that ________________________________________________________

___________________________________________________________________________

I have realized that _______________________________________________________

__________________________________________________________________________

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I will apply _______________________________________________________________
___________________________________________________________________________

What I Can Do
Go through a newspaper or magazine and cut out a photo that depicts
an unchanging value in a particular situation the objects are portrayed. Write a
short description of it. Paste the photo on a short bond paper and write there the
description.
PHOTO ESSAY RUBRIC

file:///C:/Users/User/Desktop/WORK%20FROM%20HOME/Photo%20Analysis%20Rubric.pdf

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 Assessment
THE NECKLACE BY GUY DE MAUPASSANT

At the beginning of the story, we meet Mathilde Loisel, a middle-class girl who
desperately wishes she were wealthy. She's got looks and charm, but had the
bad luck to be born into a family of clerks, who marry her to another clerk (M.
Loisel) in the Department of Education.

Mathilde is so convinced she's meant to be rich that she detests her real life
and spends all daydreaming and despairing about the fabulous life
she's not having. She envisions footmen, feasts, fancy furniture, and strings
of rich young men to seduce.

One day M. Loisel comes home with an invitation to a fancy ball thrown by
his boss, the Minister of Education. M. Loisel has gone to a lot of trouble to
get the invitation, but Mathilde's first reaction is to throw a fit. She doesn't
have anything nice to wear and can't possibly go! How dare her husband be
so insensitive?
M. Loisel doesn't know what to do, and offers to buy his wife a dress, so long
as it's not too expensive. Mathilde asks for 400 francs, and he agrees. It's not
too long before Mathilde throws another fit, though, this time because she has
no jewels. So M. Loisel suggests she go see her friend Mme. Forestier, a rich
woman who can probably lend her something. Mathilde goes to see Mme.
Forestier, and she is in luck. Mathilde is able to borrow a gorgeous diamond
necklace. With the necklace, she's sure to be a stunner.

The night of the ball arrives, and Mathilde has the time of her life.
Everyone loves her (i.e., thinks she's hot) and she is absolutely thrilled. She
and her husband (who falls asleep off in a corner) don't leave until four a.m.
Mathilde suddenly dashes outside to avoid being seen in her shabby coat. She
and her husband catch a cab and head home. But once back at home,
Mathilde makes a horrifying discovery: the diamond necklace is gone.

M. Loisel spends all of the next day, and even the next week, searching the
city for the necklace, but finds nothing. It's gone. So he and Mathilde decide
they have no choice but to buy Mme. Forestier a new necklace. They visit one
jewelry store after another until at last they find a necklace that looks just the
same as the one they lost. Unfortunately, it's thirty-six thousand francs,
which is exactly twice the amount of all the money M. Loisel has to his name.

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So M. Loisel goes massively into debt and buys the necklace, and Mathilde
returns it to Mme. Forestier, who doesn't notice the substitution. Buying the
necklace catapults the Loisels into poverty for the next ten years. That's
right, ten years. They lose their house, their maid, their comfortable lifestyle,
and on top of it all Mathilde loses her good looks.

After ten years, all the debts are finally paid, and Mathilde is out for a jaunt
on the Champs Elysées. There she comes across Mme. Forestier, rich and
beautiful as ever. Now that all the debts are paid off, Mathilde decides she
wants to finally tell Mme. Forestier the sad story of the necklace and her ten
years of poverty, and she does.

At that point, Mme. Forestier, aghast, reveals to Mathilde that the necklace
she lost was just a fake. It was worth only five hundred francs.
https://www.shmoop.com/study-guides/literature/the-necklace-maupassant/summary

Task 1. Based on the situation given, what do you think is the value shownby
the character? Write the letter of your answer in your notebook.

a. Ambitious e. changed
b. Social Climber f. Cannot be trusted
c. Tolerant
d. Double-faced

SITUATION VALUES
1. MathildeLoisel, a middle-class
girl who desperately wishes she
were wealthy.
2. Mathilde is so convinced
she's meant to be rich that she
detests her real life and spends all
day dreaming and despairing
about the fabulous life
she's not having.
3. M. Loisel spends all of the next
day, and even the next week,
searching the city for the
necklace.
M. Loisel goes massively into debt
and buys the necklace, and
Mathilde returns it to Mme.
4. Now that all the debts are paid
off, Mathilde decides she wants to

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 finally tell Mme. Forestier the sad
story of the necklace and her ten
years of poverty, and she does.

5. Forestier, aghast, reveals to

Mathilde that the necklace she
lost was just a fake. It was worth
only five hundred francs.
Task 2: Question to Ponder: Explain your answer briefly.
Based on the story, what value should we nurture inside of us instead
of the characteristics shown either of M. Loisel or Mathilde Loisel? Choose
only one character.

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 11
Answer Key
What I KNOW
Put a bolt to a nut- the basics of something
Making the stoop in finishing the cellar- putting on
No rock bottom to the life -a time or an event in life that causes an addict to reach
the lowest possible point in their disease
Riding on a smile and a shoeshine- hope
Get yourself a couple of spots on your hat- got to dream
What’s New
Values and virtues are the mortars of life's foundation
Forever standing to the challenges coming from all direction
Never to sway from its center in any adverse condition
Standing tall for the world with honor for the volition
What’s In
1. C
2. D
3. B
4. ANSWERS MAY VARY to the question, “Nowadays, do you think we can still see
people like Shichiri Kojun and the intruder? If yes, in what way?”
5. ANSWERS MAY VARY to the question, “Which character do you think you are?
Shichiri Kojun or the intruder? And why?”
WHAT’S MORE
1.C
2.E
3.A
4.D
5.B
ASSESSMENT
Task 1.
1.A
2. B
3. C
4. E
5. D
Task 2. ANSWERS MAY VARY to “Based on the story, what value should we nurture inside
of us instead of the characteristics shown either of M. Loisel or Mathilde Loisel? Choose
only one character.”
References

1. The Necklace lesson. United States of America: american literature.com.

https://americanliterature.com/the-necklace-study-
guide#:~:text=Moral%20lesson%20%2D%20%22Beauty%20is%20only,in%20his%20station%20i
n%20life.

2. The Necklace Maupassant summary. shmoop.com.

https://www.shmoop.com/study-guides/literature/the-necklace-maupassant/summary

3. The Thief who became a Desciple. (June 28, 2015). tomdas.com.

https://tomdas.com/2015/06/28/the-thief-who-became-a-disciple/
4. Heal the World Lyrics. azlyrics.com.
5. Miller, A. Deah of a Salesman: Requim. cliffnotes.com.

https://www.scriptreaderpro.com/script-dialogue/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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