9

ACTIVITY SHEETS IN ENGLISH

Fourth Quarter
 9

ACTIVITY SHEETS IN ENGLISH

Fourth Quarter

This Activity Sheet is collaboratively developed and evalu-

ated by educators from public schools of SDO Urdaneta City.
Teachers and other learning practitioners are encouraged to
send their comments, feedbacks, and suggestions about this
learning resource to DepEd SDO Urdaneta City through email:
urdaneta.city@deped.gov.ph | lrmdsdepedurdaneta@gmail.com

Your comment and suggestions are highly appreciated.

Department of Education ● SDO Urdaneta City

Activity Sheets in English 9
Fourth Quarter
2021

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Borrowed materials (i.e. stories, poems, pictures, photos, brand names,
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in seeking permission to use these materials from their respective copyright owners.
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Activity Sheet in English Development Team

Writer/s: Dexter A. Viray Jennelyn E. Dumanay
Hilda Lumague Mara Gabriel
Evaluators/ Gino Aspiras Noraima Baguan
Reviewers: Nimfa Medriano
Gemma Marie Baltazar
Illustrator: Rex Cairos Delmendo
Layout Artist: Joel D. Madrid
Management Schools Division Superintendent Fatima R. Boado CESO VI
Team: OIC-Asst. Schools Div. Superintendent Russel Jim V. Tamayo PhD
Division EPS, LRMS Joel B. Caballero EdD
EPS-In-Charge of Learning Area Almera S. Zarate
Project Development Officer II—LRMS Roseanne O. Cabrera
Librarian II—LRMS Jesusa S. Agbanlog

Printed by SDO URDANETA CITY—LEARNING RESOURCES DEVELOPMENT AND

MANAGEMENT UNIT
Department of Education—Region I

Office Address: High School Drive, San Vicente West, Urdaneta City, Pangasinan
Telefax: 075-568-3054
E-mail Address: urdaneta.city@deped.gov.ph
 Table of Contents

I. Literature………………………………………………………………….. 1

Activity 1…………………………………………………………….. 2

Activity 2…………………………………………………………….. 3

Activity 3…………………………………………………………….. 3

II. Value Judgment on Critical Issues…………………………………… 7

Activity 1…………………………………………………………….. 8

Activity 2A…………………………………………………………….. 9

Activity 2B…………………………………………………………….. 12

Activity 3…………………………………………………………….. 13

III. References…………………………………………………………………. 15
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

ENGLISH 9, QUARTER 4
Judge the relevance and worth of ideas, sound-
Learning Competency: ness of author’s reasoning, and the effectiveness
of the presentation
Subject Matter: LITERATURE

POINTS TO REMEMBER

Literature as one of its purposes, makes people learn from ideas it contains.
This is especially appreciated when the literary piece has ideas that are sound and
that can be applied in the reader’s own life. Thus, literature is seen as especially
valuable because it is relevant to the reader. In order to find merit in literature, read-
ers first judge how solid the ideas and how sound the judgment of an author is. In
this way, the author can act as the voice of wisdom that teaches a reader without
the reader himself /herself having to go through the experience that the author had
gone through.

Tone, Mood and Purpose of the Author

Mood and tone are two literary elements that help create the main idea of
a story. The mood is the atmosphere of the story, and the tone is the au-
thor's attitude towards the topic. We can identify both by looking at the set-
ting, characters, details, and word choices.

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 ACTIVITY 1: IN HIS SHOES
Direction: View and/or listen to the song Imagine by John Lennon
(https://www.youtube.com/watch?v=cZJoyUHMmQQ). Underline five lines
from the song that strike you the most using a highlighter or a pen. Explain
the reasons why you chose those lines and express how you felt about
them. Write your answers on the spaces provided for.

Imagine You may say I'm a dreamer

John Lennon But I'm not the only one
Imagine there's no heaven I hope some day you'll join us
It's easy if you try And the world will be as one
No hell below us Imagine no possessions
Above us only sky I wonder if you can
Imagine all the people living for today No need for greed or hunger
Imagine there's no countries A brotherhood of man
It isn't hard to do Imagine all the people sharing all the
Nothing to kill or die for world, you
And no religion too You may say I'm a dreamer
Imagine all the people living life in But I'm not the only one
peace, you I hope some day you'll join us
And the world will be as one

First line: ________________________________________________________

Reflection: _______________________________________________________
_________________________________________________________________
_________________________________________________________________
Second line: ______________________________________________________
Reflection: _______________________________________________________
_________________________________________________________________
_________________________________________________________________
Third line: ________________________________________________________
Reflection: _______________________________________________________
_________________________________________________________________
_________________________________________________________________
Fourth line: _______________________________________________________
Reflection: _______________________________________________________
_________________________________________________________________
_________________________________________________________________
Fifth line:
_________________________________________________________________
Reflection: _______________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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 ACTIVITY 2: IN HIS SHOES
Read the Speech of Martin Luther King Jr.’s I have a Dream on page
186-190 of your LM. Answer the activities that follow. Below is the
copy of the speech.

Direction: Notice how Martin Luther King Jr. used geographical orientations
as vehicles of idea. Match Column A with Column B to complete King’s
characterization of social injustice in his time. Write your answer on the space pro-
vided before each number.

Column A Column B

_____1. island a. (of poverty)

_____2. ocean b. (of racial injustice)
_____3. valley c. (despair)
_____4. sunlit path d. (of prosperity)
_____5. quick sands e. (of racial injustice)
_____6. rock f. (of justice)
_____7. waters g. (of brotherhood)
_____8. a mighty stream h. (of freedom and justice)
_____9. an oasis i. (of righteousness)
_____10. mountain j. of segregation and later, of despair)

Activity 3: In His Shoes

Direction: Read the speech once again. Determine the tone, mood,
technique, and purpose of the author.

Technique of my speech...

Tone of my speech... Mood of my speech...

My purpose in writing is...

https://www.google.com/search?q=martin+luther+king&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiq5vb9hfnpAhXNa94KHVWoCaQQ_AUoAXoECBwQAw&biw=1330&bih=620#imgrc=o6vv6dOKA3CduM Accessed June 1, 2020

3
 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 pov-
erty 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 ex-
ile in his own land. And so we've come here today to dramatize a shameful condi-
tion.
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.
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 swelter-
ing summer of the Negro's legitimate discontent will not pass until there is an invig-
orating 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 usu-
al. 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 thresh-
old 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 free-
dom 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

4
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 satis-
fied?" We can never be satisfied as long as the Negro is the victim of the unspeaka-
ble 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 mo-
bility 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 stat-
ing: "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 wa-
ters, and righteousness like a mighty stream."1
I am not unmindful that some of you have come here out of great trials and tribula-
tions. 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 suf-
fering 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 ghet-
tos 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 gov-
ernor 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 moun-
tain shall be made low, the rough places will be made plain, and the crooked places
will be 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

5
 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, 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

(http://www.analytictech.com/mb021/mlk. )

6
 Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

ENGLISH 9, QUARTER 4

React to lay value judgement on critical issues

Learning Competency: that demand sound analysis and call for prompt
actions.

Subject Matter: VALUE JUDGEMENT ON CRITICAL ISSUES

POINTS TO REMEMBER
Value Judgement on Critical Issues

A value judgment is a judgment of the rightness or wrongness of something

or someone, or of the usefulness of something or someone, based on a compari-
son or other relativity. For example, a value judgment can refer to a judgment
based upon a particular set of values as indicated earlier or on a particular value
system.
Some scholars have argued that it is more important to make criti-
cal judgments about issues than value judgments. This idea though accepts that
the person making a critical judgment is not influenced by their background val-
ues. In reality, all critical thinking originates from a value position. We approach a
set of facts and look at them through the prism framed by our values. As a generali-
zation, a value judgment can refer to a judgment based upon a particular set
of values or on a particular value system. A related meaning of value judgment is a
useful evaluation based upon limited information at hand, an evaluation undertaken
because a decision must be made on short notice.
The term value judgment can be used objectively to refer to any order that im-
plies an obligation to carry out an act, implicitly involving the terms "ought" or
"should". It can be used either in a positive sense, signifying that a judgment must
be made taking a value system into account, or in a disparaging sense, signifying a
judgment made by personal whim rather than objective thought or evidence.

In its positive sense, a recommendation to make a value judgment is a warn-

ing to consider carefully, to avoid notion and recklessness, and search for conso-
nance with one's deeper convictions, and to search for an objective, verifiable, pub-
lic, and consensual set of evidence for the opinion.

In its critical sense the term value judgment implies a conclusion is limited,
one-sided, and not objective — contrasting with judgments based upon delibera-
tion, balance and public evidence.

7
Value judgment also can refer to a tentative judgment based on a considered
appraisal of the information at hand, taken to be incomplete and evolving—for
example, a value judgment on whether to launch a military attack, or as to
procedure in a medical emergency. In this case the quality of judgment suffers
because the information available is incomplete as a result of exigency, rather than
as a result of cultural or personal limitations.

Most commonly the term value judgment refers to an individual's opinion.

Of course, the individual's opinion is formed to a degree by their belief system, and
the culture to which they belong. So, a natural extension of the term value judg-
ment is to include declarations seen one way from one value system, but may be
seen differently from another.

Conceptually, this extension of definition is related both to

the anthropological axiom "cultural relativism" (that is, that cultural meaning derives
from a context) and to the term "moral relativism" (that is, that moral and ethical
propositions are not universal truths, but stem from cultural context).

A value judgment formed within a specific value system may be narrow,

and may be subject to dispute in a wider audience. Therefore, one’s value judg-
ment must be established with worth emulating acceptable conduct rooted with real
life experiences glorified with knowledge and wisdom from God.

Lastly, our elders should consistently guide our young ones in making value
judgment for they become the next leaders of the nation who will create an edifice
of moral recovery which was once lost but certainly be regained in time.

ACTIVITY 1: VALUE JUDGEMENT ON CRITICAL ISSUES

Direction: Below is an illustration showing obvious opposites and
differences of the characters found within. Reflect on the picture and
answer the following questions:

8
1.Who are the characters you see in the picture? What are their abilities and
characteristics?
__________________________________________________________________.
2.Why is the monkey climbing on a tree laughing sarcastically on the fish in the
pond?
__________________________________________________________________.
3.According to quotation from Albert Einstein,”Everybody is a genius but if you
judge a fish by its ability to climb a tree, it will live its whole life believing that it is
stupid.” In your own opinion, what is the connection of the quotation to the message
portrayed by the picture?
__________________________________________________________________.
4. Have you experienced the same? Have you ever been measured beyond your
true abilities? Briefly narrate your experience.
__________________________________________________________________.
5.If you are the fish, how will you respond to the the mocking attitude of the monkey
about its inability to climb a tree?
__________________________________________________________________.

Activity 2.A
Direction: Read the story below and answer the questions that follow.
Broken Eggs and Shattered Glass

. . . . With my sincere thanks to those late night pranksters!

On a recent Saturday evening at around midnight, my wife and I were just about to turn
out the light and go to sleep when we heard the sounds of a group of people talking in the
street, outside our home. Then out of the blue came two loud thuds above our bedroom
window, followed by the noise of laughter and people running away down our street.

We both jumped out of bed, I turned on the external lights and rushed outside
unsure of what had caused the two thuds or what damage I could expect to see. The si-
lence of the night was broken by the distant sound of people laughing and at that moment I
was of a mind to chase after them, however, running bare-footed on the road in the dark is
not a very wise thing to do.

I could hear dripping noises on the driveway and the flood light above our garage
helped me to identify just what had happened. Our home had been the victim of an egg
bombing!

Being faced with the prospect of cleaning up this sticky mess in the early hours of
the morning was not a pleasing thought, on top of which I was less than impressed that we
had been singled out for this annoying prank. I decided that it was too late to clean up the
mess, as it would disturb our neighbors, so it could wait to the morning.

9
 Early next morning with a bucket of warm water and scrubbing brush in hand, and
with the extension ladder placed on the front wall, I was now ready to wash off what was
now two dry yellowish, egg grit impregnated, 1 meter long patches above our front
bedroom windows.

My task was made even more challenging by the two large canvas awnings which
protect our bedroom windows from the heat and glare of the afternoon sun. My annoy-
ance with the late night pranksters was again building to the level of the night be-
fore .After retracting each of the awnings, something we rarely do except when there is
are very high winds, I then climbed the ladder to clean up the first patch of egg stain and
then move the ladder to clean the second patch.

As I climbed the ladder for the second time, I noticed that the glass in a small win-
dow just under the roof line was very badly cracked. On closer inspection the crack ran
around over half of the outer edge of the window pane. As the awning protected the win-
dow, it was clear to me that the damage had not been caused by the egg bombing. As I
carefully placed my hand on the glass, I discovered that the pane of glass was very loose
and had the window been closed with any force, it would have most likely shattered and
the glass dropped to the drive way, some seven meters below.

Just a few meters away, we have a basketball ring and on most days of the week
there are up to six young people who play in the immediate area, including both my
sons. My thoughts immediately turned to what could have happened if the broken glass
in the window had gone undetected for much longer and then suddenly shattered. The
likelihood of my two sons and their friends being seriously injured was extremely high.

After quickly washing the remaining egg stain off the front wall and with the help
of Tom, my youngest son, I got to work with some heavy duty masking tape and secured
the cracked window as best I could. Within 24 hours the cracked window had been
replaced and all was back to normal, except for the small bits of egg shell I kept finding
on the front drive way and stuck to our garage doors.

Over the next few days, I realized that had our home not been bombarded by
those eggs late on that Saturday night, I may not have discovered the broken
window pane before it shattered and came down all over our drive way.

Even though it had been an annoyance at time, the broken eggs and the stains
were cleaned up very quickly, however, the pain that could have been caused by the
shattering of glass would never gone away and would have haunted my wife and myself,
forever and a day.

The cold shudder that ran down my spine when I first discovered the cracked
window and the thought about the consequences of someone being seriously injured or
even killed, made me realize just how very lucky we had been.

Frequently in life, the small things that happen to us may have a negative impact
and cause some form of pain, sadness, discomfort or personal aggravation. It is often
said that we should not 'sweat the small stuff' and always look for the positive outcome or
the silver lining in those dark clouds of the current circumstance, even though at the time
that is not always an easy thing to do.

10
 My personal experience with the egg bombing on that Saturday evening
reminded me that in most cases there is always a flip side to everything that happens to
us and that often the flip side can provide a positive outcome or an even greater benefit,
if not now, then at some time in the future.

From now on whenever I see or break an egg, I will think of the egg bombing
incident and say a thank you to those late night pranksters. Equally, I will always be
reminded of Jean-Paul Sartre's quote:

'What is important is not what happens to us, but how we respond to what
happens to us'
Inspired by some late night pranksters and written by Keith Ready
http://www.agiftofinspiration.com.au/stories/attitude/broken.shtml

1. Who are the main characters in the story? Briefly describe their qualities and
characteristics based on the story.
_________________________________________________________________
2. What are the initial reactions of the characters upon hearing that egg bombing
that had hit their home one Saturday evening?
__________________________________________________________________
3. What could have the consequence if the incident of egg bombing did not happen
at all?
__________________________________________________________________
4. Should you consider the egg bomb pranksters a blessing in disguise for the
family? Why or why not?
________________________________________________________________
5. Do you know any related story, personal experience in the family or any similar
situation which you have heard, watched, or read? Narrate briefly.
__________________________________________________________________
6. In your own opinion, what is the meaning of the statement: “What is important
is not what happens to us, but how we respond to what happens to us”?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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2.B. Situation Analysis
Direction: Below are three situations you have to read and understand to complete
this task. Answer the given questions after each text.
1. ” Honesty is outdated”, some may say. However, this much- earned value has
become so endangered to many people’s acts, motives and way of thinking.
Juan worked in the accounting office of an employment agency in the city.
While reviewing a financial account with his superior, Juan was told that he was ex-
pected to make a falsified report. He explained to his superior that his conscience
would not let him do dishonest work. As a result, Juan’s superior threatened to fire
him, and he ultimately lost his job.
In the months that followed, Juan became downhearted over his employment
prospects. During one job interview, for instance, Juan mentioned that he could not
engage in dishonest work. The interviewer responded,” Your way of thinking is
strange!” Juan’s family and friends encouraged him to remain firm in his resolve to
be honest, yet he began to have some doubts. For instance, he said,” I wondered if
being honest about my faith was a good idea.”
1. If you are in Juan’s situation, what will you do if your superior demanded you to
falsify your financial report?
2. Given the situation, what will you choose—to be dishonest and keep your job or
to be honest but lose your job? Why? Explain your answer.
_________________________________________________________________
2. Pedro doesn’t want to go to school anymore. It all started three months ago
when his schoolmates spread vicious rumours about him. Then came the nick-
names. Sometime, someone will knock him, Pedro’s textbooks out of his hands and
act as if it were an accident, or one person in the group behind him will shove and
by the time Pedro turns around, he cannot tell who did it. Yesterday, the bullying
took an even more sinister turn when Thomas received an on line or social media
threat….If you will report to concerned authorities, they will surely punch your face
outside the school.
1. If you are in Pedro’s shoes, how will you respond to the situation?
_______________________________________________________________
2. Will you ask for help to address the incident? Why or why not?
_______________________________________________________________

3. On your two-year relationship as a couple, your boyfriend has persistently

demanding you to engage in pre- marital intimate acts. More than holding hands
together, embracing each other, and dating out together exclusively, he wants more
than those acts which you have been engaged in. According to him, giving yourself
to him is a test of true love and faithfulness in your relationship.
1. If you are the girl, what will you do?
______________________________________________________________

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2. In your own opinion, are there any negative consequences when a teenager like you
engage in pre-marital intimate acts? What are these consequences? Explain your an-
swer.
__________________________________________________________________.

Activity 3: MY STAND

Below are the most pressing social and controversial issues in our society to-
day. In one way or the other, you including your family are somewhat affected with
their implementation, approval, or non-gratification from the Congress.
Research on the given issues and make your firm stand on the matter. Write
PRO if you agree with the issue and CON if you disagree with it. Be reminded to
decide meticulously as you make on your reaction and value judgment.

1. Passing the Anti-terrorism Bill that apprehends warrantless arrest to subject-

suspects under investigation and detained prior to an appearance before a judge.
_____________________________________________________________________
_________________________________________________________________

2. Granting ABS-CBN Renewal of 25-Year Franchise after the cease and desist order
from the National Telecommunication Commission.
_____________________________________________________________________
_________________________________________________________________
_____________________________________________________________________
_________________________________________________________________

3. Postponing the School-Year 2020-2021 due to Covid-19 despite Deped’s blended

learning and online classes’ preparations.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________.

4. Killing of Political Activists, Community Leaders, and Human Rights Defenders.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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5. Killing drug- related suspects (breadwinners) resulting to the psycho-trauma and
economic hardships for affected families and children stop schooling.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Scoring Rubrics

4 3 2 1 Score
Weakly stat-
Strong main Adequate Unclear main
ed main idea
idea main idea idea
weakly re-
Main Topic restated in the restated in not restated in
stated in
closing sen- the closing closing sen-
closing sen-
tence sentence tence
tence
Two support-
Three or more One support-
ing sentenc-
Supporting supporting ing sentence No supporting
es
Sentences sentences per per para- sentences
per para-
paragraph graph
graph
Several er-
Many errors Many errors
rors that
Few, if any, that that
Grammar do not inter-
errors interfere with make it illegi-
fere with
meaning ble
meaning

14
 REFERENCES
Department of Education. 2014. Grade 9 A Journey Through Anglo-American
Literature LM p. 185-190

https://www.youtube.com/watch?v=cZJoyUHMmQQ

https://www.google.com/search?
biw=1330&bih=571&ei=SsrhXoWfFIuvoASPmaiQBA&q=tone+mood+and+purpo
se+of+the+author&oq=tone%
2C+mood+&gs_lcp=CgZwc3ktYWIQAxgAMgQIABBDMgQIABBDMgQIABBDMg
QIABBDMgQIABBDMgIIADIECAAQQzICCAAyBAgAEEMyAggAOgUIABCDATo
FCAAQsQM6CQgAEEMQRhD7AToFCAAQkQI6BwgAELEDEEM6DggAEOoCE
LQCEJoBEOUCOgcIABCDARBDUJPVAli5_gJgtYUDaARwAHgBgAGOAogBhR
SSAQYwLjE0LjGYAQCgAQGqAQdnd3Mtd2l6sAEG&sclient=psy-ab Accessed
June 1, 2020

https://www.americanrhetoric.com/speeches/mlkihaveadream.htm Accessed
June 1, 2020

https://www.americanrhetoric.com/speeches/mlkihaveadream.htm Accessed
June 1, 2020

islandteacher.xyz/uncategorized/critical-thinking-and-values-judgments

https://en.wikipedia.org/wiki/Value_judgment

https://study.com/academy/popular/paragraph-writing-rubrics.html

Written By: Dexter A. Viray Jennelyn E. Dumanay

Position: Teacher III Teacher III
School: Urdaneta City NHS Pedro T. Orata NHS

15
For comments., questions or suggestions please contact

Department of Education – Schools Division Office of Urdaneta City

High School Drive, San Vicente West, Urdaneta City, Pangasinan 2428
Telephone Number: (075) 568-3054
Email Address: urdaneta.city@deped.gov.ph | lrmdsdepedurdaneta@gmail.com