English

Quarter 2 – Module 1-Lesson 2

Making Connection Between Texts
(Text-to-World)

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English-9
Self-Learning Module (SLM)
Quarter 2 – Module 1-Lesson 2: Making Connections Between Texts (Text-to-World)
First Edition, 2020

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Development Team of the Module

Writer: Reden Mae Pampag. Ellyn Joy Santome and Nixson B. Varona
Editors: Diane B. Sungcog, Nixson B. Varona and Merrey Joy Bacaoco
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Introductory Message

This Self-Learning Module (SML) is prepared so that, our dear learners, can continue
your studies and learning while at home. Activities, questions, directions, exercises,
and discussions are carefully stated for you to understand each question.

Each SML is composed of different parts. Each part shall guide you step by step as
you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing the module, or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson. At
the end of each module, you need to answer the post test to self check your learning.
- -

Answer keys for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Not es to the teachers are also provided to
the facilitator and parents for strategies and reminders on how they can best help you
on your home- based learning.

Please use this module with care. Do not put unnecessary marks on any part of the
SLM. Use separate sheet of paper in answering the exercise and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the task in
this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

Introduction
Making connections helps students deepen their learning by
appreciating the ways in which knowledge is interrelated and multifaceted. By
developing broad networks of associations around individual concepts, students
increase their ability to retain and retrieve information. Beyond the general benefits
of making connections, each individual type of connection has its own unique
benefits.
In this module, you will learn the text-to-world connections which will help
you activate relevant background knowledge to inform your understanding of the
text, and to expand your appreciation of domains of interconnected knowledge.

Most Essential Learning Competency

Make connections between texts to a particular social issues, concerns or

dispositions in real life.

After going through this module, you are expected to:

1. Identify lines or situations that show Text-to-World connection;

2. recognize social issues discussed in lines or situations; and 3.
relate social issues or personal experiences to the text read.

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 What I Know

Directions: Read and answer the following. Write your answer on a separate sheet
of paper.

A. Write true if the text shows Text-to-World connection and false if it does not.

1. This is defined as relating something in the text to a current event.

2. It is done by relating events in the text and the things in your imagination.
3. It means to deactivate relevant background knowledge to help you
understand the text, and expand your appreciation on the domains of
interconnected information.
4. It brings the relevance, complexity and motivation of the real world tolearning.
5. Sensory experiences are highlighted thereby appealing to and assisting a wide
range of learners.
6. Making real-world connections promotes student failure through the
authenticity of the learning.
7. It is learning is based on information derived from fictional sources.
8. It helps readers see themselves in the text.
9. It forces readers to become inactively involved.

B. Identify whether the each of the following situation is a Text-to-World

connections. If it has Text-to-World connection, write TTW if it is not write NTTW.

10. While reading, Anthony notices that the main character in the story is
tough, just like the main character in the book he read yesterday.

11. Lisa is reading a science fiction story. In the story, she thinks that what
happens to the characters could also happen to Earth if people don't
start recycling more.

12. My dad and I were solving math puzzles. My dad loves math and is very
quick at it. I am a little scared of numbers, but with my dad by myside,
I was having fun! That reminds me of a time I read a story about
numbers fighting with each other.

13. Eddie is reading a book where a character visits a loved one in the
hospital. It reminds Eddie of a time when he visited his grandmother
in the hospital.

C. Evaluate the following lines. Identify the social issue conveyed in each line. Write
the letter that corresponds to the correct answer.

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14. “We have nothing to eat. My husband lost his job because of this pandemic. We
don‟t have other source of income.

a. pollution
b. overpopulation
c. unemployment
d. teenage pregnancy

15. “How can I escape from this labyrinth of misery? How can I survive if I am so
weak? I don‟t have the capacity to solve this problem. I am losing my sanity.”

a. depression
b. poverty
c. terrorism
d. unemployment

What’s In

Activity: Compare and Contrast

Directions: Complete the Venn Diagram by identifying the similarities and

differences between Text-to-Text and Text-to-Self Connections. On both
sides, you will write the differences and, on the center, you will write
the similarities.

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 What’s New
Activity: Name That Thing!

Directions: Give what is asked in the following statements. Write your

answer on a separate sheet of paper.

1. Name a movie that features any of the following: natural calamities, poverty or
success. Give a brief summary of the movie.

What is It

Text-to-World Connections
Real-world connections draw from, or upon, actual objects, events,
experiences and situations to effectively address a concept, problem or issue.

It involves learning that allows students to actually experience or practice

concepts and skills, as opposed to learning that is theoretical or idealistic.

It features learning projects that directly relate to, are relevant to, or provide
benefit to students, their families or the community.

What is Text-to-World Connection?

• This is a larger connection that a reader brings to a reading situation. This

can also be narrowly defined as relating something in the text to a current
event.
• Text-to-world connection can be done by relating events in the text and the
things that you have seen or heard in the real world.
• Text-to-world connection can help you activate relevant background
knowledge to help you understand the text, and expand your appreciation on
the domains of interconnected information.

You may use the following prompts as your guide in making text-to world
connections:

• What does this remind me of in the real word?

• How is this text similar to things that happen in the real world?
• How is this different from things that happen in the real word?
• How did that part relate to the real world around me?

Or, you could consider similarities/differences between texts from something you
have… seen on television watched in current events heard over the radio

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encountered in conversations read on newspaper story learned from historical
events

Why use Text-to-World Connections?

• Making real world connections utilizes concepts, problems, or issues that are
similar to ones you have encountered or are likely to encounter in life.
• It brings the relevance, complexity and motivation of the real world to
learning.
• Sensory experiences are highlighted thereby appealing to and assisting a wide
range of learners.
• Making real-world connections promotes student achievement through the
authenticity of the learning.
• Learning is based on information derived from real-world sources.
• The learning and the results of the learning are directed to audiences beyond
the school.
• It supports character education as relationships between the community, the
school and students are enhanced.
• It generates many issues or questions to pursue through inquiry.
• Real-world connections provide more opportunities to learn how our
communities and society work.

Reasons why connecting to text helps readers (Tovani, 2000)

• It helps readers to understand how characters feel and the motivation behind
their actions.
• It helps readers have a clearer picture in their head as they read, thus, making
the reader more engaged.
• It keeps the reader from becoming bored while reading.
• It sets a purpose for reading and keeps the reader focused.
• It forces readers to become actively involved.
• It helps readers remember what they have read and ask questions about the
text.

What’s More
Activity: Check the Lines!

Direction: Identify the social issue discussed in each dialog. Write the letter of the
correct answer on a separate sheet.

1. Samantha: Why did you cry? What have you remembered?

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 Ashley: I remembered what he did to me. When I was 12, he harassed me. He
has beaten me with a paddle and it hurt me so much.

A. poverty
B. child labor
C. child abuse
D. juvenile delinquency

2. Anne: What will we do now? We‟re too young for this!

Elmer: I am not ready for this responsibility! How will we raise this child?

A. mental health
B. over population
C. teenage pregnancy
D. juvenile delinquency

3. Angel: I want this misery to end! I want to escape from this doom. I want to
end my life!
Myka: Ending your life should never be an option. Be afraid of God.

A. suicide
B. corruption
C. drug addiction
D. heterosexuality

4. Daughter: I observed that it hasn‟t rained for months, dad. Rivers are dry
and the plants around us are dying.
Father: That is a good observation, my dear child. This is the reason why we
need to plant and grow more trees.

A. education
B. child labor
C. mental health
D. environmental concerns

5. Mother: You need to stop your studies. I cannot send you to school anymore.
I have nothing to support your school expenses.

Son: But I want to continue my studies. I can sacrifice more, Mama. Just
send me to school. I don‟t want to remain ignorant and uneducated.

A. poverty
B. child labor
C. child abuse
D. mental health

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 What I Have Learned

Activity: Show us what you’ve got!

Directions: Use the diagram below to express how you understand
the concept of Text-to-World. Copy and fill the diagram below on a separate sheet of
paper.

Text
-to-
World

You will be graded based on this rubric.

Area of Needs Improvement Good (5) Very Excellent (10)
Assessment (2) Satisfactory (7)

Understanding The writer

The writer The writer shows
The writer shows shows
shows a clear strong
little adequate
understanding understanding
understanding of understanding
of the subject of the subject
the subject matter. of the subject
matter. matter.
matter.

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 What I Can Do
Activity: The World in a Poem!

Direction: Read the poem and answer the questions that follow. Write
the letter of the correct answer on a separate sheet of paper.

"Hymn for the Working Children,"

by Fanny J. Crosby

There‟s a voice that now is calling,

Loudly calling, day by day;
“Tis the voice of right and justice,
And its tones we must obey.
We must hasten to the rescue
Of the children young and frail,
Who are weary of their burdens,
And too soon their strength will fail.

In our stores and shops we find them,

„Mid the bloom or early spring;
But the Lord is watching o‟er them,
And their calls to Him we bring,
Though their parents bid them labor
And deny their needed rest;
Yet our faith believes the promise,
That their wages be redressed.

Men of rank and high position,

Men who guard our native land,
In the name of our Redeemer,
Come and lend a helping hand.
Come at once; the plea is urgent,
And the hours are waning still;
Make these children glad and happy,
And the law of love fulfil.

1. What social issue is the theme of the poem?

A. poverty
B. child labor
C. depression
D. overpopulation

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2. Men of rank and high position, Men who guard our native land,

Who is being referred to as “men of high position”?

E. school teachers
F. flight attendants
G. famous celebrities
H. government officials

2. What is the challenge to the reader on the first stanza?

A. Give little children food.
B. Little children must be saved.
C. Be vindictive to these little children.
D. Be cheerful with these little children.

3. What does the reader need to do based on the lines in the

last stanza?

A. We must give little children our attention.

B. We must listen to the call of these little children for help.
C. We must enjoy and celebrate using little children‟s income.
D. We must put smile on the faces of these little children by protecting their rights.

4. What do these lines imply?

In our stores and shops we find them,

‘Mid the bloom or early spring;

A. Children are shoplifters.

B. Children are enjoying their life.
C. Children are working anywhere.
D. Children are buying stuff everywhere.

Assessment
Directions: Read and answer the following questions. Write the letter of the correct
answer on a separate sheet.

Test A: Identify whether the statement shows Text-to-World connections or not. If it

has Text-to-World connection, write TTW, if does not, write NTTW.

1. Marshall is reading a book and notices that the main character's aunt is very
similar to his Aunt Maria.

2. It was a hot summer's day and there was no breeze. Linda wanted to open the
window, but it was stuck. Instead, she went outside. That reminds me of the
time we brought home a turtle!

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3. Carly is reading a non-fiction book about the Civil War. She thinks that the
author of the book would disagree with a point another author made about the
Civil War.

4. Joe is reading a book about a country in Africa. While he is reading, he thinks

about a news story he just heard about that country.

5. Liz was homesick one day and she was bored of lying on her bed. She sat up and
looked out of the window. Spring was just beginning and yellow flowers were
growing in the field outside. That reminds me of a story that I heard on thenews
about the Carlsbad Flower Fields.

6. Mae is reading a book about a communist society. It reminds her of the

government in a particular country.

7. Ben is reading a book about Hispanic culture. It reminds him of his friend,
Robby, and the food his family makes.

8. The children made costumes out of cloth strips. They pretended that they were
kings and that the dining table was their castle. They dressed the dog as a dragon
and pretended to capture the dragon to save the princess. That reminds of a
book that I read about castles in Great Britain.

9. Marlene is reading a book about global warming. She wonders if Earth is being
destroyed by global warming and starts comparing what happened on Earth to
what is written in the book.

Test B. Identify the following social issues in the lines.

10. “You will pay for this. I will get your life for you have also taken my son‟s life.”

A. pollution
B. corruption
C. vengeance
D. teenage pregnancy

11. “Poor Lino! He was sent to the Prefect of t Discipline because he skipped class.”
A. absenteeism
B. alcoholism
C. criminality
D. poverty

12. “She achieved her dreams through hard work.”

A. success
B. education
C. vengeance
D. mental health

13. “ Amoebiasis is a common disease in our barangay. Our water is not safe for
drinking anymore.”

A. drugs
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B. pollution
C. depression
D. juvenile delinquency

Test C. Below are books with different stories. Read and evaluate each summary that
show connections to real-world. Choose the letter of the correct answer.

14. Wemberly Worried by Kevin Henkes

Wemberly worries about everything: big things, little things, and everything in
between. Her thoughts are consumed with worries until something magical
happens. Wemberly meets a friend who is just like her. Soon, Wemberly‟s worries
start to fade away.
What is the most common reason why people worry about things in their life?

A. People are bored of their life.

B. People want what others people have.
C. People let ill thoughts in their minds.
D. People are busy thinking pessimistically about their life.

15. A Lesson Before Dying by Ernest J. Gaines.

This is a story about two black men –one a teacher, and the other a deathrow
inmate who struggle to live and die with dignity.

How can discrimination be eliminated?

A. Ban social media accounts.

B. Respect each other‟s strengths and weaknesses.
C. Do not allow reporters to expose incidents that are negative.
D. Imitate other countries‟ beliefs, customs, and tradition to belong.

Additional Activities

Directions: Read the summary of book and show connection to a real-world by

answering the question. Write your answer o a separate sheet of paper.

1. The Curious Garden by Peter Brown

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 One rainy afternoon, Liam is out exploring his dreary city when he finds an
abandoned garden. The garden is desperately in need of a gardener, so Liam gets to
work. Over the next few months, the garden grows to cover many areas of the city.
After years of tending to the plants and flowers, the entire city blossoms!

Does Liam remind you of another child in the world that has made a difference?
What will the student do?

You will be graded based on this rubric.

Criteria (3 points) (5 points) (7 points) (10 points)
Outstanding
Needs Unsatisfactory Satisfactory
Improvement

- Content is - Content is not - Content is - Content is

incomplete. - comprehensive accurate and comprehensive,
Content &
Major points and /or persuasive. - accurate, and
Development
are not clear. persuasive. - Major points persuasive. -
-Specific Major points are are stated. - Major points are
examples are addressed, but Responses stated clearly and
not used. not well are adequate are well
supported. - and address supported. -
Responses are topic. - Responses are
inadequate or do Content is excellent, timely
not address topic. clear. - and address topic.
-Specific examples Specific - Content is clear.
do not support examples are -Specific examples
topic. used. are used.

Grammar, - Reponse - Reponse contains - Rules of - Rules of

Punctuation & contains few grammatical, grammar, grammar, usage,
Spelling numerous punctuation and usage, and and punctuation
grammatical, spelling errors. punctuation are followed;
punctuation, are followed spelling is correct.
and spelling with minor
errors. errors. Spelling
is correct.

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 Answer Key

References

Book

Almonte, Liza, et.al 2014. A Journey through Anglo-American Literature, Grade 9.

Learner‟s Material. First Edition. Pasig City, Philippines: Department of
Education.
Gorgon, Eugenia, etal 2012. English Expressways, Third Year, Textbook English.
Reprint Edition. Quezon City, Philippines: SD Publications INC.

Websites

Fanny J. Crosby. 2005. “Hymn for the Working Children” Accessed on October 21,
2020. https://iowaculture.gov/sites/default/files/history-education-
pssindustrial-hymn-transcription.pdf
Eljen James Tagsip. 2015. “Mood Technique and Purpose” August 10, 2015. Accessed
August12, 2020, from https://prezi.com/kobpkvtdrmgu/moodtechnique-and-
purpose-of-the-author/

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 EDITOR’S NOTE

This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with

the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd‟s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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