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English
Quarter 4 – Module 1 (Lessons 1-4)

Connecting to the World

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English – Grade 9
Alternative Delivery Mode (ADM)
Quarter 4 – Module 1
First Edition, 2021

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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Ramero B. Tagum, Nestor L. Traballo,

Reviewers: Ramero B. Tagum, Nestor L. Traballo, Jester C. Cayabyab
Illustrator: Tim M. Talisayon, Daricel C. Atinen
Layout Artist: Mary Ann M. Muncada, Aprilyn R. Brin
Management Team:

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Telefax:(02) 8-835-9030 I (02) 8-822-3840
E-mail Address: laspinas.city@deped.gov.ph

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 9
English
Quarter 4 – Module 1 (Lessons 1-4)

Connecting to the World

This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

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Introductory Message
For the facilitator: Welcome to the English 9 Alternative Delivery Mode (ADM):
Connecting to the World. This learning resource aims to engage the learners through self- learning
activities. Moreover, this also aims to help learners develop the essential 21st century skills while
taking into consideration their needs and circumstances.
To the parents: Parents play an essential role in educating child’s life; hence, you may
also help your child by providing them with the support, motivation, and needs to enable them
make meaning of the world. This new normal is a great opportunity for you in making your home a
school and act as a teacher to your child.
For the learner: This module was designed to provide engaging and meaningful learning
opportunities through a self-directed learning activity. In so doing in this self-learning module, you
will have a moment to engage in tasks while learning actively.

The module is divided into four lessons based on the MELCs:

MELC 1: Judge the relevance and worth of ideas, soundness of author’s reasoning, and
effectiveness of the presentation.

MELC 2: React to lay value judgment on critical issues that demand sound analysis and
call for prompt actions.

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 Judge the relevance and worth of ideas,
LESSONS
soundness of author’s reasoning, and
1&2
effectiveness of the presentation

WHAT YOU NEED TO KNOW

In the previous lesson, you have learned how to be a critical reader. The tasks you
have completed in the Quarter 3 modules helped you to develop your skills in valuing the validity of
the information which surrounds you.
This module will teach you to lay value judgment on critical issues. It will also help you
arrive at a sound analysis on issues to engage in. Lastly, the designed tasks in this module will
provide you a guide to prompt your actions to given situations.

In the context of this lesson, you will be able to:

1. Relate text content read to particular social issues, concerns, or dispositions in real life
2. Make connection with given insights to particular social issues, concerns, or
dispositions in real life situations
3. Determine the idea of tone and mood in relation to the soundness of author’s
reasoning.
4. Analyze text to determine how the author achieves the intended meaning.
5. Use appropriate multi-media resources effectively and efficiently as way to
communicate one’s reaction to the text read.

WHAT IS IT

Relevance is the perception that something has value and worth knowing. In like
manner, relevance has something to do with how literature is relevant to real-life situations.
There are two ways on how to know the relevance in literary piece:

1. Utility value answers the question, “What am I going to use this for?”
2. Relatedness answers the questions, “What does this have to do with me?” and “What
does this have to do with the present?”

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 Soundness is the worth of a having compelling reason or satisfying a good judgment.
Literary works have differing soundness depending on the mood and author’s reasoning. Author’s
statement is developed by claim (point or stand), reason, and evidence.

Task 1: Q & A
Directions: Analyze the paragraph below, then answer the given questions.

The process of donating blood is decidedly simple. Many folks carry out the process
while reading a chapter from a new book or watching an episode of their favorite TV show.
Indeed, the infinitesimal amount of time it takes to donate blood can transfer into a lifetime of
happiness for the recipient. Remember to bring juice or something sugary to keep your
glucose levels high at the end of the procedure. Then, hold your head up high, knowing
there's a life out there that's about to be saved by you.

(Source: http://examples.yourdictionary.com/examples-of-informative-essays.html)

1. What utility value is emphasized in the paragraph?

__________________________________________________________
2. What does the paragraph have to do with you as a reader?
__________________________________________________________
3. What claim, reason, or evidence did the author use to make his statement believable?
__________________________________________________________

WHAT’S MORE

A good reader examines sources critically and actively to enable prompt an action to giving a
value judgment. A value of judgment is simply a decision about the worth of something. It often
involves a subjective evaluation of the importance, worth, or functions of something which is
influenced or based on personal beliefs or feelings rather than facts. On the other hand, a value of
judgment can be an objective claim as described by a factual statement which refers to
measurable effects which can be proved right or wrong. Observe the illustration below.

Subjectivity Objectivity
The information is based on opinion, The information is based on facts,
judgment, feelings, or point of view observations, and measurements
It is used to describe. It is used to report.
One can notice personal information in It is commonly used in books, news reports,
comments, blog, articles, biographies, etc. encyclopedia, political report, etc.
It aims to present a personal reading of the It helps in making decisions, as the present

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 situation. It is not used in decision making. unbiased information about the topic
Ex: Ice cream is the best. Ex: Ice cream naturally has sugar.

In the activity below, examine the text by recognizing the author’s opinions (subjective) and
the facts (objective) to support his claim. After digging the information from the text, you give your
own reaction to subjective and objective statements of the writer.

The Portrayal of Odysseus as a True Epic Hero in Odyssey

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The depiction of Odysseus follows the parameters of the epic hero archetype that is widely
present in ancient Greek poetry. 2His character suggests an illustration of wisdom, loyalty, and
extraordinary bravery, which are some of the key qualities of a hero. 3Liang (2017) indicates that
bravery is not defined by the absence of fear, but, instead, “… it is the courage to overcome fear,
which distinguishes a hero from the crowd …” (p. 43). It is crucial for the hero to be distinguished
from the crowd, as the true hero is never part of it. 4Instead, a hero is not a mere follower - he is a
leader. 5A hero is someone with his own journey that others would not be able to take on due to
the lack of qualities that make the essential psychological core of a hero, for example bravery.

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At the same time, however, it can be argued that Odysseus is not a typical hero of ancient
Greek writings; some of his character traits cannot be applied to the idealized version of a hero.
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Despite his bravery, Odysseus often sheds tears, which is considered as a sign of weakness. 8For
example, upon hearing Demodocus’s song in Book 8, Odysseus is unable to control his emotions.
He starts crying: “sea-blue cape / in both powerful hands, drew it over his head / and buried his
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handsome face, / ashamed his hosts might see him shedding tears” (Homer, 1996, p. 3 119).
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Here, Homer accentuates Odysseus’s struggle that he experiences while attempting to hide tear
shedding, which is essentially seen as a weak behavior, even by the protagonist himself.

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Although crying is a sign of weakness and it is not characteristically heroic, Homer still
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manages to present Odysseus as an epic hero. Homer does not paint an idealized picture of the
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protagonist. Instead, he depicts Odysseus as a human, not a God, and as any other human
Odysseys is not perfect – he has feelings and emotions. 14
Only a human can be a true hero,
therefore, he, similarly to other humans, has to have weaknesses. According to Liang (2017), “his
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weaknesses make his strengths even more conspicuous” (p. 43). 16

The author further suggests
that tears are a sign of fear, and, being a human, the true hero must be afraid “because he is not
the most powerful” (Liang, 2017, p. 43). 17
Therefore, it is evident that Odysseus does not have to
align with the idealized version of a hero to perform as such in the poem.

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With the use of symbols and themes, Homer creates an image of an epic hero, Odysseus,
and assigns him humane qualities, for example, weaknesses that are typical of humans.
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However, this only further emphasizes his qualities of a hero, whom only a human can be. This
is also supported by a large contrast between the Gods and Odysseus himself, who is taking a
journey in their world full of dangers but still makes it home to his family. (Source: https://custom-
writing.org/blog)

TASK 2: YOU’RE FACTS AND MY OPINION

Directions: Read the text below. Then fill in the table with objective statements stated in the text,
supply with author’s subjective ideas about it. Then, give your reaction to it.

Paragraph Objective Statements Subjective Statement of My Reaction

Stated in the Text the Writer about it

You may proceed to the next task. This task will engage you to investigate the text by
identifying the problem so that you draw solution the problem highlighted in the text. Read
the news story about Lola Paz below.

Lola (Grandma) Paz, 71, from Bagong Silangan,

Quezon City, The Philippines
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Lola Paz has a leg impairment due to avascular necrosis, but this has never stopped her from
serving fellow older people as the President of the Older Persons Organization in her
community. 2She has been separated for more than a decade and currently lives with her 81-
year-old sister, who is single and has hypertension and blocked heart artery.
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“[The situation] is very difficult, especially here in our village as no clear intervention is being
implemented. 4They [the government] have provided one quarantine pass per family, but it’s
not well implemented. 5There's still a lot of people going in and out. 6People are walking
around in the roads, including young people. 7What also saddens me is that no disinfection is
being done in our community and no one monitors the implementation of the community
quarantine.”
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“[The community quarantine] has a huge effect on us, senior citizens. 8It’s good that we were
able to prepare for what we needed a day before the actual declaration of community
quarantines, so we still have something to eat. 9But I’m worried that it will only last for a few
days. Maybe next week we won't have food to eat anymore”.
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 “There is no relief goods/ food packs given from the Barangay officials or even from the
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local government of Quezon City.”

“Because of the directives that senior citizens are not allowed to go out, we can’t buy our
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medicines. We are running out of medicines. There's only one pharmacy that sells the
medicines I need."
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“Based on my observation, the government doesn’t make any considerations to older
persons. They know that older persons are at risk but we are ignored, especially as we face
all these difficulties. We, the older persons should be one of the priorities.”
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“For now, we need food, vitamins, medicines and hygiene kits. We hope to receive our
pension payments and assistance from the government.”
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“As an older person, I would like to recommend the following: intensify the implementation of
community quarantine, inspect, and monitor the ins and outs of people in the village to reduce
the risk of infection; provide support to older people, especially as we are the most affected by
the virus; and protect older persons. If our needs are not supported, the whole family will be
affected.” (Source: https://www.helpage.org/newsroom/)

TASK 3: THE SOCIETY & ME

Directions: Read again the news article about the 71-year-old grandmother in Task 2. Then,
answer the questions in the table below.
Areas to look closely The text says… I think that…
1. What is the problem
described in the text which
the public must
recognize?
2. What situation is against
the general values
accepted by the society?
3. To what age group is the
problem in the text being
referred?
4. Can the problem be
resolved through the joint
action of every citizen?

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 At this point, you have learned how to explore social issues from your previous reading
activity. It is hoped that the four areas you were directed to examine guided you in understanding
meaning of the text.

The next challenge will expand your skills in valuing the relevance and worth of ideas and
soundness of author’s reasoning. In the box below are the areas of viewpoints of a writer
exemplified in the text. Tracing each view initiates link between you and the meaning of the text the
writer wants to communicate.

1. Geographical location – where in space the story takes place. Does the story take
place in a city, a marketplace, a basketball court?
2. The time period – when in time the story takes place. This can include the year,
era, or actual time.
3. The emotional setting – what are the emotions associated with the setting? How
are the emotions of being at a party different from the emotions experienced at a
visit to the dentist?
4. The occupations or daily living conditions of the characters. What is the
character’s occupation or where does the character live each day? If the character
is a farmer, the living conditions of being on a farm are part of the setting.

Read the news article below, then analyze the text based on the author’s viewpoint.

87 yo from Pasay walks every day to Makati,

gets free bike from car shop
By Jodee A. Agoncillo - Reporter / @jagoncilloINQ
Philippine Daily Inquirer / 08:37 PM June 03, 2020

MANILA, Philippines — Carlo Samonte, 87, has been frequenting a bicycle shop in Pasay
City every morning and evening looking into a particular bike that he had been dreaming of
since the start of the lockdown period.

Samonte, a candy seller in Nichols in Makati, had been asking owner Fe Carandang to buy
the MTB bicycle for P2,000, instead of its original price P4,800 since May 15.

“Everyday, early in the morning and around 11 p.m. in the evening before he goes home to
Villamor, he would pass by our store,” Carandang, one of the owners of Carbs motorcycle, a
bike and accessories shop on Andrews Avenue in Pasay.

Samonte walks everyday from his home to Makati as a vendor and was reportedly taking
tricycles before the enhanced community quarantine. “I don’t know his name until today, but
drivers told us he was a regular rider of tricycles,” she said.

On Wednesday, around 11:30 a.m., before going to Makati to sell candies, he got the shock
of his life when Carandang gave the bike to him for free.

“He was asking me again to sell it for P2,000. Pwededaw bang P2,000 na lang? When he
handed me the money and asked for a receipt, I returned it to him and told him, we’re giving
it to him for free,” Carandang said. 10

“Regalo nanamin ‘yansaiyo,” she added. (It’s our gift to you.)

Samonte was all smiles, Carandang said, when finally, he could bring his new bike to work.
 “He was asking me again to sell it for P2,000. Pwededaw bang P2,000 na lang? When he
handed me the money and asked for a receipt, I returned it to him and told him, we’re giving
it to him for free,” Carandang said.

“Regalo nanamin ‘yansaiyo,” she added. (It’s our gift to you.)

Samonte was all smiles, Carandang said, when finally, he could bring his new bike to work.
Carandang said on Tuesday evening, her family — composed of her eldest son Don, and
daughters Donna Balang and Dianna Carandang, both of them serving as personnel of the
Philippine Air Force—had decided to give the bike away.

“We decided to give it to him as a gift. Naawarin kami samatanda. He was really persistent
and hopeful to get the bike. When he returned on Wednesday morning, we were very happy
that he came back,” the oldest Carandang said.

Task 4: WHERE I STAND?

Directions: Read the news article, then complete the table with the information from the text.
Afterwards, provide your feedback.

The viewpoints highlighted What does the writer say What I feel?
in the article: about it?

Geographical location

Time period

Emotional setting

Occupations/daily living
conditions of the character

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 WHAT I CAN DO

TASK 5: SLAM
Directions: From story of the 87-year-old grandfather, answer the question below. Use the SLAM
Extended Response Organizer as your guide.
Question: What Filipino values are highlighted in the text?

State, Locate, Add, Make

State the question into a
statement.

Locate evidence from the

text. “In the text, it says…”
“This proves that…”

Add you own ideas. “In my

opinion…” “I can relate to
this…”

Make a meaningful
conclusion or connection

Every author structures a piece of composition using words into ideas to convey his/her
purpose. However, that purpose will be tougher to see as readers. Your role is to consider the
author's purpose as you read. The following questions are important points to note:
1. How is it influencing the information the author shares?
2. How is it influencing?
3. My understanding is what I think the same is what the author thinks. Do I agree with the
author?
You may be familiar with the device of high persuade, inform, entertain as three categories
of purpose. Your next task is to go deeper than this. Let us begin.

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 The three sentences below show how a writer can express a statement in different
perspective or point of view.

1st Person 2nd Person 3rd Person

I participate in school program like You participate in school program Participating in school program like
Student Supreme Government to like Student Supreme Government Student Supreme Government can
improve my social skills. to improve your social skills. improve one’s social skills.

The first sentence is expressed in The second sentence is expressed The third sentence is stated in third
first person point of view. in second person point of view. person point of view. The writer focuses
However, the statement seems not However, it sounds very on idea participating rather than pronoun.
the writer’s direct experience. commanding to the readers.

First POV is used to tell own 2nd POV is used to give directions 3rd POV is used when focusing on the
personal story. or steps to follow. other person, idea, object, etc.

The point of view (POV) an author chooses can determine how the reader understands
and participates in the story. Point of view can be used to express the feelings, thoughts,
motivations, and experiences of one or many.

TASK 6: POV LENS

Directions: Study each topic in the table. Write the best point-of-view that each topic can be told.
Topics The best POV to tell Why?
is…
My three favorite websites

Why books are important.

An important lesson I've learned in

Facebooking.

The Best Warrior in Mobile Legends.

Things to remember when you're camping.

A big difference between Baleen Whales

and Toothed Whales.

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 At this point, you have learned the POVs a writer can use to tell a story. As a reader,
knowing the POV allows you to feel and join in a situation that they could never have been a part of
or might never want to be a part of in real life.
To understand more of POVs, observe the given table that presents the types of writing:
narrative, descriptive, persuasive, and expository. The table describes the author’s purpose, POV
used, topic sentence, support sentences, and conclusion.

Type of Narrative Descriptive Persuasive Expository

Paragraph
Author’s To tell a story To create mental To influence To explain a point
Purpose readers can picture in the readers clearly
experience mind of readers.
To Entertain To persuade To inform
To entertain
Point of View 1st or 3rd 1st or 3rd 1st, 2nd , or 3rd 2nd or 3rd

Topic Sentence introduces the tale Introduces the Expresses the Expresses what
going to tell. general claim to an the paragraph is
impression of the issue about.
subject.
Support Tells the details of Backs up the Develops a Explains the main
Sentences the story main points reasonable idea in logical
expressed by argument using sequence using
appealing to facts, illustration,
senses of illustration, data example, facts,
readers. data.
Concluding Summarizes what Wraps up main Leaves a final Evaluates and
Sentence has been learned point and details. appeal to the brings closure to
or realized from reader. the paragraph.
this experience.

After studying the table above, you have learned the four types of paragraph development,
purpose, point-of-view, and the characteristics of components (topics sentence, support sentences,
and concluding sentence) of a paragraph. The next challenge is to study the details each
paragraph closely. Let’s go.

TASK 7: MINE CRAFT

Directions: Study the sample paragraphs in the next page. In each paragraph, examine closely
the relationship of each numbered sentence with the other. Then, complete the information below
each paragraph.

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 1
Last holiday I had a perfect experience of my life. 2First, Saturday night, I had my best
friend over and we made a delightful, with vegetable salad. 3After we enjoyed dining in
together, we engaged in a friendly Mobile Legends competition. 4On Saturday, my mom and
dad took us out on the snorkeling boat. 5The climate was perfect and the water was calm. 6I
took it as a great day to go for a snorkeling. 7Later that night, we went to the movie house.
8
We viewed an action-packed page-turner and ate a lot of finger foods. 9Finally, on Sunday,
we experienced skateboard riding all over the plaza. 10By the end of the day, my whole body
got very exhausted. 11I only wanted that next weekend could be fun as this experience.

Type of Paragraph Development

Author’s Purpose

Point of View

Topic Sentence

Support Sentences

Concluding Sentence

1
Advancements and discoveries in science and technology have produced the use of "green"
energy potential. 2In places where climate conditions allow, people can use solar energy or
wind energy to produce power. 3Solar energy is the use of sunlight for energy and power.
4
Humans can utilize the energy of the sun by installing solar panels on their homes or
businesses. 5On the other hand, humans have also found alternative ways to use the power
of the wind by utilizing wind turbines to capture wind energy. 6Both forms of "green" energy
are being used more and more.

Type of Paragraph Development

Author’s Purpose

Point of View

Topic Sentence

Support Sentences

Concluding Sentence

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 1
Watson and the Shark is a painting by John Singleton Copley. 2In the foreground of the
painting, one naked man is being attacked by a huge gray shark in the cold and choppy
seawater. 3One small, overloaded rowboat is near the naked man and the frightening shark.
4
There are nine horrified men takes long spear and wants to kill the shark. 5Some people are
reaching for his hand, and some are throwing a rope for him to catch. 6In the background of the
painting, under the dark and cloudy sky, there are many ships stopping in the stormy harbor.
7
The whole painting makes people feel tension and fear. (Tian, 20107).

Type of Paragraph Development

Author’s Purpose

Point of View

Topic Sentence

Support Sentences

Concluding Sentence

1
Homework is an important part of the learning process. 2One reason is that homework gives
students additional practice of skills covered in class. 3High school classes are too short to teach
a new concept and practice it sufficiently for students to master. 4Students need both guided
practice in class and independent practice at home. 5Another reason teachers should be allowed
to give homework is that students do not all work at the same speed and giving students time at
home to finish work keeps them falling behind. 6For example, some students can write a brilliant
persuasive paragraph in ten or fifteen minutes, while others require an hour to complete the task.
7
The ability to assign homework gives the students who work more slowly the time they need to
complete the task without boring the quick writers. 8Finally, teachers should be allowed to give
homework as it provides time to complete longer more challenging assignments and projects.
9
For example, the ideal essay writing process needs a lot of time for students to think about their
ideas, as well as a lot of time to write, revise and proofread their writing. 10If homework was not
allowed, students would be constantly rushing through longer assignments or teachers would
have to assign only short, unoriginal tasks. 11In conclusion, not only is homework essential to
mastering new skills, but it also guarantees students who require more time the time they need
and provides the needed time for longer more challenging assignments.

Type of Paragraph Development

Author’s
TASK 8:Purpose
POV & PURPOSE
From of
Point your choice of topics in activity 6, choose the purpose of your paragraph development. Then
View
fill out the table below according to you plan.
Topic Sentence

Support Sentences

Concluding Sentence

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TASK 8: POV & PURPOSE
Directions: From your choice of topics in Activity 6, choose the purpose of your paragraph
development. Then fill out the table below according to you plan.

Topics: My plan
Topic

My Purpose

Point of View

Topic Sentence

Support Sentences

Concluding Sentence

The next challenge you must complete is to learn the different multimedia technologies and
their elements which you can use to effectively present your outputs. You will agree that
multimedia is essential in our lives. It has various features such as text, graphic, sound, video, and
animation which you are very much familiar with.

Source: http://www.netnic.org/concept-of-multimedia/

TASK 9: THE VLOGGER

Directions: Make a short vlog using your plan in Task 8. You may choose any multimedia to
effectively present your output. In making your vlog, you may refer to the rubric given by your
teacher as your guide.

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 Judge the relevance and worth of ideas,
LESSONS soundness of author’s reasoning, and the
3&4 effectiveness of the presentation (EN9RC-
lVf-2.22)
WHAT YOU NEED TO KNOW
It is an exciting world out there. A lot of few things are emerging in our ever-
changing world. It is our responsibility to discern what to follow and what to believe in.
While we enjoy the changes, the world has to offer, we should still be grounded on the
values that shape our being. They will guide us in our journey through life and our quest for
a better future for ourselves and for others.
In this lesson you will learn more on how to judge the relevance and worth of ideas,
soundness of author’s reasoning, and the effectiveness of the presentation. Opportunities to hone
your skills are provided through the various activities.

These are the things you need to look at to be able to evaluate the effectiveness of the text:
1. Re-read the introductory information from the opening paragraphs. Then state a summary
of the central idea.
2. Ask yourself, “What text structure does the author use to introduce the central idea?”
3. Evaluate by asking, “How does this text structure affect the reader?”

In order to read with comprehension, developing readers must be able to read with some
proficiency and then receive explicit instructions in reading comprehension strategies.
At the completion of this module, you will be able to:
1. Use a strategy to demonstrate one’s understanding of the text engaged in.
2. Organize and write an essay about a connection to the text using a project based on a
connection to the text.
3. Analyze literary text as means of discovering oneself.
4. Justify the effectiveness of the writer’s purpose by analyzing relevance and worth of ideas
presented.

5. Point out the relevant and significant ideas which present support to author’s views.

6. Judge the relevance and significance of ideas presented by the author to support his/her
views

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 WHAT IS IT
Here are the general strategies for reading comprehension. To learn the
comprehension strategies, students need modeling, practice, and feedback. The key
comprehension strategies are described below.

Using Prior When students preview text, they tap into what they already
Knowledge/Previewing know that will help them to understand the text they are
about to read

Identifying the Main Idea and Identifying the main idea and summarizing requires that
Summarization students determine what is important and then put it in their
own words.

Questioning Asking and answering questions about text is another

strategy that helps students focus on the meaning of text.

Making Inferences To make inferences about something that is not explicitly

stated in the text, students must learn to draw on prior
knowledge and recognize clues in the text itself.

Studies have shown that students who visualize while

Visualizing reading have better recall than those who do not. Readers
can take advantage of illustrations that are embedded in the
text or create their own mental images or drawings when
reading text without illustrations.

WHAT’S MORE

Strategies for Reading Comprehension: Narrative Text

Narrative text tells a story, either a true story or a fictional story. There are a number of
strategies that will help students understand narrative text.
Retelling
Asking students to retell a story in their own words forces them to analyze the content to
determine what is important. Teachers can encourage students to go beyond literally recounting
the story to drawing their own conclusions about it.
Answering Comprehension Questions
Asking students different types of questions requires that they find the answers in different
ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and
then inferring answers based on clues in the text.

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Task 1: HOW I SEE IT
Directions: Read the following passages and answer the questions that follow. Identify the main
idea of the given text and its supporting details to understand the author’s purpose in writing the
text.

Television
Televisions show sounds and pictures. They get data from cables or over-the-air
signals. They turn this data into sounds and images. People watch news and shows on them.
John Baird made the first TV in 1925. It had one color. It could only show 30 lines. This
was just enough room for the face. It didn’t work well, but it was a start.
Color TVs came out in 1953. They cost too much money for most. By 1965, color TVs
were cheaper. TV stations started airing shows in color.
Now, most TVs are high-def. TVs have come a long way since Baird’s 30 line set.
High-def TVs have 1080 lines. Some people watch TV in 3D. I wonder what they will come up
next.

Source: pesleilanip.blogspot.com

MAIN IDEA:

DETAIL:
DETAIL:

DETAIL:
DETAIL:

Task 2: SEARCH, ORGANIZE, & WRITE

Directions: Read the short story below and answer the questions that follow.
Romeo and Juliet
Romeo and Juliet begins as the Chorus introduces two feuding families of Verona: the
Capulets and the Montagues. On a hot summer's day, the young men of each faction fight until the
Prince of Verona intercedes and threatens to banish them. Soon after, the head of the Capulet
family plans a feast. His goal is to introduce his daughter Juliet to a Count named Paris who seeks
to marry Juliet.
Montague's son Romeo and his friends (Benvolio and Mercutio) hear of the party and
resolve to go in disguise. Romeo hopes to see his beloved Rosaline at the party. Instead, while
there, he meets Juliet and falls instantly in love with her. Juliet's cousin Tybalt recognizes the
Montague boys and forces them to leave just as Romeo and Juliet discover one another.
Romeo lingers near the Capulet house to talk with Juliet when she appears in her window. The pair
declare their love for one another and intend to marry the next day. With the help of Juliet's Nurse,
the lovers arrange to marry when Juliet goes for confession at the cell of Friar Laurence. There,
they are secretly married (talk about a short engagement).
Following the secret marriage, Juliet's cousin Tybalt sends a challenge to Romeo. Romeo
refuses to fight, which angers his friend Mercutio who then fights with Tybalt. Mercutio is

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accidentally killed as Romeo intervenes to stop the fight. In anger, Romeo pursues Tybalt, kills
him, and is banished by the Prince.
Juliet is anxious when Romeo is late to meet her and learns of the brawl, Tybalt's death,
and Romeo's banishment. Friar Laurence arranges for Romeo to spend the night with Juliet before
he leaves for Mantua. Meanwhile, the Capulet family grieves for Tybalt, so Lord Capulet moves
Juliet's marriage to Paris to the next day. Juliet’s parents are angry when Juliet doesn't want to
marry Paris, but they don't know about her secret marriage to Romeo.
Friar Laurence helps Juliet by providing a sleeping draught that will make her seem dead. When
the wedding party arrives to greet Juliet the next day, they believe she is dead. The Friar sends a
messenger to warn Romeo of Juliet's plan and bids him to come to the Capulet family monument
to rescue his sleeping wife.
The vital message to Romeo doesn't arrive in time because the plague is in town (so the
messenger cannot leave Verona). Hearing from his servant that Juliet is dead, Romeo buys poison
from an Apothecary in Mantua. He returns to Verona and goes to the tomb where he surprises and
kills the mourning Paris. Romeo takes his poison and dies, while Juliet awakens from her drugged
coma. She learns what has happened from Friar Laurence, but she refuses to leave the tomb and
stabs herself. The Friar returns with the Prince, the Capulets, and Romeo's lately widowed father.
The deaths of their children lead the families to make peace, and they promise to erect a
monument in Romeo and Juliet's memory

Source: https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/shakespeares-
plays/romeo-and-juliet/

Questions:
1. Based on the story, what inferences could you make about the author’s point of view
regarding love?
______________________________________________________________
2. Choose a word from the play that you found difficult. Discuss a strategy you used to
overcome that difficulty and how you used it.
______________________________________________________________
3. What truths about being human does this play reveal??
______________________________________________________________
4. What happens to couple at the end of the story?
______________________________________________________________

Task 3. EMOTIONS
Directions: Analyze the paragraph below, then answer the given questions.

‘Youngest Survivor’:16-Day-Old Baby Conquers COVID-19

MANILA, Philippines — A 16-day-old baby successfully won his battle against the
coronavirus disease (COVID-19), making him the youngest survivor of COVID-19 in the
. Philippines.
In a Facebook post Thursday, the Department of Health (DOH) said the newborn child
was admitted to the National Children’s Hospital in Quezon City for 11 days.
“Meet BABY SURVIVOR, a 16-day old baby who conquered COVID-19! Our frontliners
at the National Children’s Hospital tirelessly took care of the neonate for 11 days and
successfully nursed him back to health!” the DOH said.
Source: https://newsinfo.inquirer.net/1267174/16old-baby-survives-covid-19#ixzz6L4K0bs3c

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 1. What do you feel after reading the text?

________________________________________________________________
2. What is the relevance of the literary text to your life?

________________________________________________________________
3. What claim, reason, or evidence did the author use to make his statement believable?

________________________________________________________________
4. How did the author present the topic?

________________________________________________________________
5. What can you offer to these people who are in need in these uncertain times?

_______________________________________________________

WHAT YOU CAN DO

Task 4: IMAGES & MEANINGS

Directions: Read the General Assembly President's message. Analyze the pictures, then answer
the questions that follow.

General Assembly President's Message

As we celebrate International Mother Earth Day, we reaffirm our commitment to promote
Harmony with Nature to achieve a just, sustainable, and prosperous society.

Today we are experiencing loss, suffering, and unprecedented challenges as a result of the
COVID-19. I extend my condolences to all who have lost loved ones. I wish those suffering from
the virus and those on the frontline’s strength. This global pandemic has affected everyone’s daily
lives and has impressed upon us the fact that solidarity is our best and first line of defense.

I hope that we will learn from this experience and that the spirit of solidarity will extend to all
our endeavors. Our experience with COVID19 demonstrates that we, humanity, are not separate
from the world around us. In this Decade of Action and Delivery to implement the Sustainable
Development Goals we are focused on nature. We must work together to protect our planet and
ecosystems which affect every aspect of human life.

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 We must prioritize the sustainable use of planetary resources when pursuing industrial growth
– notably in food production and agriculture. We need to protect biodiversity in our climate action
efforts, industrial practices and urban expansion.

We will only preserve Mother Earth through a paradigm shift from a human-centric society to
an Earth-centered global ecosystem. This requires us to engage with everyone, including young
people who will inherit this planet. Education is critical to safeguarding Mother Earth: training
courses on harmony with nature and earth jurisprudence approaches will be essential in creating a
resilient world for everyone, everywhere. I commend Member States who promote teachings from
ancient cultures who have a deep connection with nature.

When it comes to Mother Earth, we each have something to teach, and something to learn:
by working with civil society, the private sector, academia, and the media we will implement the
Sustainable Development Goals in harmony with nature. I call on all Member States to reaffirm our
commitments to protect Mother Earth, in particular the 2030 Agenda which calls on us to “ensure
that people everywhere have the relevant information and awareness for sustainable development
and lifestyles in harmony with nature”.
Source: https;/www.un.org/en/observances/earth-day/message
Questions:

1. What can you say about the picture?

2. What is the message being portrayed by the picture?

3. Using one of the pictures, what commitment as a student were you able to come up with?
______________________________________________________________________________
4. Given the chance, what improvement can you make on the picture to make it more effective in
delivering its intended message?

5. What is the relevance of these pictures to our environment?

Task 5: MULTI-MEDIA AND ME

Directions: Point out the relevant and significant ideas which present support to author’s views.
Write your answers on the space provided.

Online Learning
As online learning becomes more common and more and more resources are converted
to digital form, some people have suggested that public libraries should be shut down and, in
their place, everyone should be given an iPad with and e-reader subscription.
Proponents of this idea state that it will save local cities and towns money because
libraries are expensive to maintain. They also believe it will encourage more people to read
because they won’t have to travel to a library to get a book; they can simply click on what they
want to read and read it from wherever they are. They could also access more materials
because libraries won’t have to buy physical copies of books; they can simply rent out as many
digital copies as they need.

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 1. Author’s Claim:________________________________________________________

Reason #1: ______________________________________________________________

Evidence: _______________________________________________________________

Reason #2: ______________________________________________________________

Evidence: _______________________________________________________________

However, it would be a serious mistake to replace libraries with tablets. First, digital books
and resources are associated with less learning and more problems than print resources. A study
done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less
information, and understand 10% less of what they read compared to people who read the same
information in print. Additionally, staring too long at a screen has been shown to cause numerous
health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much
higher instances than reading print does. People who use tablets and mobile devices excessively
also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and
back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-
reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these
problems by giving people, especially young people, more reasons to look at screens.

2. Author’s Claim: ________________________________________________________

Reason#1: ______________________________________________________________

Evidence: _______________________________________________________________

Reason #2: _____________________________________________________________

Evidence: _______________________________________________________________

Second, it is incredibly narrow-minded to assume that the only service libraries offer is
book lending. Libraries have a multitude of benefits, and many are only available if the library has
a physical location. Some of these benefits include acting as a quiet study space, giving people a
way to converse with their neighbors, holding classes on a variety of topics, providing jobs,
answering patron questions, and keeping the community connected. One neighborhood found
that, after a local library instituted community events such as play times for toddlers and parents,
job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported
feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that
nearly two-thirds of American adults feel that closing their local library would have a major impact
on their community. People see libraries as a way to connect with others and get their questions
answered, benefits tablets can’t offer nearly as well or as easily.

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 3. Author’s Claim: ________________________________________________________

Reason#1: ______________________________________________________________

Evidence: _______________________________________________________________

Reason #2: _____________________________________________________________

Evidence: _______________________________________________________________

While replacing libraries with tablets may seem like a simple solution, it would
encourage people to spend even more time looking at digital screens, despite the myriad
issues surrounding them. It would also end access to many of the benefits of libraries that
people have come to rely on. In many areas, libraries are such an important part of the
community network that they could never be replaced by a simple object.

SOURCE: https:blog. Prepscholar.com/ argumentative essay

4. Author’s Claim: ________________________________________________________

Reason#1: ______________________________________________________________

Evidence: _______________________________________________________________

Reason #2: _____________________________________________________________

Evidence: _______________________________________________________________

5. Which of the following does the author use to support his/her claim? Put a check mark (/) if the
statement supports his/ her claim.

Author’s Claim Present Not Present

A. The author mentions research.
B. The author appeals to the reader’s emotions.
C. The author uses the bandwagon technique
(everyone else believes this so you should too).
D. The author’s tone makes her seem believable
and trustworthy.
E. The author quotes experts.
F. The author includes credible data.
G. The author includes real world examples.

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Task 6: SPEAK-UP

MANILA, Philippines — Compulsive video-gaming is now considered a mental illness, the World
Health Organization (WHO) has reported. In a newly released disease classification manual, WHO said
that compulsive video gaming now qualifies as a mental health condition affecting about three percent
of video gamers.
The global health agency said classifying “gaming disorder”
as a medical condition would help governments and healthcare
providers to be more vigilant to identify the risks.
The decision to list compulsive video gaming as a new health
problem was based on scientific evidence, according to Shekhar
Saxena, director of WHO department for mental health and
substance abuse. Saxena said parents and friends of video game
enthusiasts should be mindful of a potentially harmful problem. “Be
on the lookout,” Saxena said while noting concerns should be
raised if the gaming habit appears to be taking over. “If it’s
interfering with expected functions of the person – whether studies, socialization or work – then you
need to be cautious and perhaps seek help,” he said.
According to Saxena, there is a need and demand for
treatment of video gaming addiction in many parts of
the world. The British Psychological Society, however,
stressed that not every child who spends hours in the
room playing games is an addict. But the American
Psychiatric Association has not classified gaming
disorder to be a new mental health problem, saying
more clinical research is needed before it might be
considered for inclusion.
The group said that much of the scientific literature
about compulsive gamers is based on evidence from
young men in Asia.

SOURCE: https;/www.philstar.com/headlines/2018/06/22/1826885

1. What kind of evidence does the text rely on?

________________________________________________________________________
2. How effective are the pieces of evidence like Saxena’s and global health agencies help in
supporting the argument?
_________________________________________________________________________
3. What are the details about video gaming?
__________________________________________________________________________
4, Do you agree that compulsive video-gaming is now considered a mental illness? Why or why
not?
__________________________________________________________________________
5. What benefits do you get from playing video games?
___________________________________________________________________________

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ANSWER KEY:

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REFERENCES:

Bestantivirus-program (2012) Accessed April 16, 2021 from http://bestantivirus-

program.blogspot.com/2012/12/what-is-multimedia.html

Buddy (2018). Your dictionary accessed April 15, 2021 (http://examples.yourdictionary.

com/examples-of-informative-essays.html

Helpage.org (2020) https://www.helpage.org/newsroom/covid19-older-peoples-stories/lola

grandma-paz-71-from-bagong-silangan-quezon-city-the-philippines/

Honig, B., L. Diamond, and L. Gutlohn. (2013). Teaching reading sourcebook, 2nd ed. Novato, CA:
Arena Press.
UEN (n.d.). accessed April 16, 2021 from https://www.uen.org/rubric/previewRubric.html?id=16

Newsinfo Inquirer (2020). Accessed April 16, 2021 from https://newsinfo.inquirer.net/1285836/87-

yo-from-pasay-walks-everyday-to-makati-gets-free-bike-from-car-shop#ixzz6s0OT7cQh

New York Times (2020). Accessed from https://www.nytimes.com/2020/04/15/world/asia/manila-

coronavirus-lockdown-slum.htm

Pressley, M. (1977). Imagery and children’s learning: Putting the picture in developmental
perspective. Review of Educational Research 47, pp. 586–622.
Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills.
School Psychology Review 11(3), pp. 299–305.

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