School: WASIAN INTEGRATED SCHOOL Grade Level: 9

Teacher: JENNIFER L. SANCHEZ Learning Area: ENGLISH

Date: November 6-10, 2023 (week 1) Quarter: 2nd

Section: MENDEL & NEWTON Division: AGUSAN DEL SUR

OBJECTIVES

A. Content Standards The learner demonstrates communicative competence through

his/her understanding of British-American literature, including
Philippine literature and other types for a deeper appreciation of
Philippine Culture and those other countries.
B. Performance Standards

C. Learning At the course of the discussion, the students are expected to:
Competencies/
1. identify varied types of context clues;
Objectives 2. define words using context clues;
3. write a meaningful essay on “Creating Positive
Impact on Someone Else’s Life”; and
4. value the importance of one’s willingness to help and
work with others in this ever changing world.

D. CG Code

I. CONTENT Make connections between texts to particular

social issues, concerns, or dispositions in
real life
II. Learning Resources Most Essential Learning Competencies (MELCs)

Quarter 2- Module 1: Make Connections between Texts to

Particular Social Issues, Concerns, or Dispositions in Real
Life ; First Edition, 2020
III. PROCEDURES Teacher’s Activity

A. Preliminaries

Greetings The teacher will say her greetings to the class.

Prayer
One student will be asked to lead a prayer.

Attendance Checking

The attendance will be checked by the teacher.

 Reading of the House The teacher will present the set of rules to be followed by the
Rules students during the class session.

Review/ Drill
Directions: Identify the communicative style being described in each
item. Write your answers on your paper.

1. Style used when conversing with your friends. (casual)

2. Professional language that is the most used and operational among
all communicative styles. (consultative)
3. Completely private language that is used within family of very
close friends. (intimate)
4. This style uses fixed and static language. (frozen)
5. Style done during very formal setting like ceremonies and oath
taking. (frozen)

Reading of the The teacher will present the objectives for the session.
objectives
At the end of the discussion, I am expected to:

1. identify varied types of context clues;

2. define words using context clues;
3. relate text content to particular social issues,
concerns, or dispositions in real life by performing
various activities;
4. write a meaningful essay on “Creating Positive
Impact on Someone Else’s Life”; and
5. value the importance of one’s willingness to help and
work with others in this ever changing world.
B. KNOWLEDGE

DAY 1

Activity 1: Directions: Remember the most recent act of

kindness you did for someone. Share it by completing
the table below.
What is the Why What
most recent did feeling/s
act of you did it give
kindness you do it? you?
did?
C. PROCESS

Activity 2: Answer Directions: Look at the four suggested definitions on the

Me right and choose the letter which you think has the same
meaning with the word on the left. Write the answers in
your answer sheet.

1. tug a. force b. Pull c. steal

d. shoot
2. permit a. allow b. keep c. push
d. worry
3. stoop a. forget b. run away c. bend
over
d. fool
4. frail a. strong b. tall c. athletic
d. delicate
5. bothering a. whispering b. annoying c.
stealing
d. meeting
6. sweat a. perspiration b. cake c. dessert
d. blasphemy
7. snatch a. trick b. watch c. grab
d. follow
8. frowned a. grimaced b. discovered c. smiled
d. laughed

Thank you, Ma’am

by Langston Hughes
Activity 3: Reading
She was a large woman with a large purse that had
Selection
everything in it but hammer and nails. It had a long strap,
and she carried it slung across her shoulder. It was about
eleven o’clock at night, and she was walking alone, when a
boy ran up behind her and tried to snatch her purse. The
strap broke with the single tug the boy gave it from behind.
But the boy’s weight and the weight of the purse combined
caused him to lose his balance so, intsead of taking off full
blast as he had hoped, the boy fell on his back on the
sidewalk, and his legs flew up. the large woman simply
turned around and kicked him right square in his blue-
jeaned sitter. Then she reached down, picked the boy up by
his shirt front, and shook him until his teeth rattled.

After that the woman said, “Pick up my pocketbook,

boy, and give it here.” She still held him. But she bent down
enough to permit him to stoop and pick up her purse. Then
she said, “Now ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said, “Yes’m.”

The woman said, “What did you want to do it for?”

The boy said, “I didn’t aim to.”

“If I turn you loose, will you run?” asked the woman.

“Yes’m,” said the boy.

“Then I won’t turn you loose,” said the woman. She did

not release him.

“I’m very sorry, lady, I’m sorry,” whispered the boy.

“Um-hum! And your face is dirty. I got a great mind

to wash your face for you. Ain’t you got nobody
home to tell you to wash your face?”
“No’m,” said the boy.

“Then it will get washed this evening,” said the large

woman starting up the street, dragging the frightened
boy behind her.

He looked as if he were fourteen or fifteen, frail

and willow-wild, in tennis shoes and blue jeans.

The woman said, “You ought to be my son. I would teach

you right from wrong. Least I can do right now is to wash

your face. Are you hungry?”

If you were Roger, would you trust Mrs. Jones right

away?

“No’m,” said the being dragged boy. “I

just want you to turn me loose.”

“Was I bothering you when I turned that corner?” asked

the woman.

“No’m.”

“But you put yourself in contact with me,” said the

woman. “If you think that that contact is not going to last
awhile, you got another thought coming. When I get
through with you, sir, you are going to remember Mrs.
Luella Bates Washington Jones.”

Sweat popped out on the boy’s face and he began to

struggle. Mrs. Jones stopped, jerked him around in front
of her, put a half-nelson about his neck, and continued to
drag him up the street. When she got to her door, she
dragged the boy inside, down a hall, and into a large
kitchenette-furnished room at the rear of the house. She
switched on the light and left the door open. The boy
could hear other roomers laughing and talking in the large
house. Some of their doors were open, too, so he knew he
and the woman were not alone. The woman still had him
by the neck in the middle of her room.

She

said,

“What

is your

name?

“Roger

,”

answer

ed the

boy.

“Then, Roger, you go to that sink and wash your face,”

said the woman, whereupon she turned him loose—at last.
Roger looked at the door—looked at the woman— looked
at the door—and went to the sink.

Let the water run until it gets warm,” she said. “Here’s a

clean towel.”

“You gonna take me to jail?” asked the boy,

bending over the sink.

“Not with that face, I would not take you nowhere,” said
the woman. “Here I am trying to get home to cook me a
bite to eat and you snatch my pocketbook! Maybe, you
ain’t been to your supper either, late as it be. Have
you?”

“There’s nobody home at my house,” said the boy.

“Then we’ll eat,” said the woman, “I believe

you’re hungry—or been hungry—to try to snatch
my pocketbook.”

“I wanted a pair of blue suede shoes,” said the boy.

“Well, you didn’t have to snatch my pocketbook to

get some suede shoes,” said Mrs. Luella Bates
Washington Jones. “You could have asked me.”

“M’am?”

The water dripping from his face, the boy looked at her.
There was a long pause. A very long pause. After he had
dried his face and not knowing what else to do dried it
again, the boy turned around, wondering what next. The
door was open. He could make a dash for it down the
hall. He could run, run, run, run, run!

If you were Roger, would you run?

The woman was sitting on the day-bed. After a while

she said, “I were young once and I wanted things I could
not get.”

There was another long pause. The boy’s mouth opened.

Then he frowned, but not knowing he frowned.

The woman said, “Um-hum! You thought I was going to

say but, didn’t you? You thought I was going to say, but I
didn’t snatch people’s pocketbooks. Well, I wasn’t going
to say that.” Pause. Silence. “I have done things, too,
which I would not tell you, son—neither tell God, if he
didn’t already know. So you set down while I fix us
something to eat. You might run that comb through your
hair so you will look presentable.”

What did Roger feel at this moment?

In another corner of the room behind a screen was a gas

plate and an icebox. Mrs. Jones got up and went behind
the screen. The woman did not watch the boy to see if he
was going to run now, nor did she watch her purse
which she left behind her on the day-bed. But the boy took
care to sit on the far side of the room where he thought she
could easily see him out of the corner of her eye, if she
 wanted to. He did not trust the woman not to trust him.
And he did not want to be mistrusted now.

“Do you need somebody to go to the store,” asked the

boy, “maybe to get some milk or something?”

“Don’t believe I do,” said the woman, “unless you just

want sweet milk yourself. I was going to make cocoa out
of this canned milk I got here.”

“That will be fine,” said the boy.

She heated some lima beans and ham she had in the
icebox, made the cocoa, and set the table. The woman
did not ask the boy anything about where he lived, or his
folks, or anything else that would embarrass him. Instead,
as they ate, she told him about her job in a hotel beauty-
shop that stayed open late, what the work was like, and
how all kinds of women came in and out, blondes, red-
heads, and Spanish. Then she cut him a half of her ten-
cent cake.

“Eat some more, son,” she said.

When they were finished eating she got up and said,

“Now, here, take this ten dollars and buy yourself some
blue suede shoes. And next time, do not make the mistake of
latching onto my pocketbook nor nobody else’s—because
shoes come by devilish like that will burn your feet. I got to
get my rest now. But I wish you would behave yourself, son,
from here on in.”

She led him down the hall to the front door and opened it.
“Good-night! Behave yourself, boy!” she said, looking
out into the street.

The boy wanted to say something else other than “Thank

you, m’am” to Mrs. Luella Bates Washington Jones, but
he couldn’t do so as he turned at the barren stoop and
looked back at the large woman in the door. He barely
managed to say “Thank you” before she shut the door.
And he never saw her again.

Comprehension 1. Who is the author of “Thank You, Ma’am”?

Check a. Henry Wadswroth Longfellow c. Rudyard Kipling
b. Langston Hughes d. William
Shakespeare

2. Who are the two characters in the story?

a. Roger and Miller c. Roger and Mrs.
 Jones
b. Roger and Mrs. Hughes d. Roger and the
bystander

3. What happens when Roger tries to steal Mrs. Jones’

purse?
a. Roger gets to run away. c. Roger loses his balance
and falls.
b. Roger is held tight by the bystander. d. Roger gets a
punch from Mrs. Jones.

4. What can you infer about Mrs’ Jones’ first reaction to

Roger?
a. She is angry. c. She is nostalgic.
b. She is helpless. d. She is sorry.

5. What can you infer about Roger when

asked if nobody is home to tell him to wash his
face?
a. Roger is loved. c. Roger is neglected at home.
b. Roger is abused. d. Roger is well- taken care of
at home.

6. Why does Roger steal Mrs. Jones’ purse?

a. To get money for food c. To frighten Mrs. Jones
b. To get money for shoes d. To frighten the
bystanders

7. How did Mrs. Jones react when Roger tried to steal her
purse?
VALUING 8. Do you think Roger’s encounter with Mrs. Jones
altered his life? In what way?
9. Why did Hughes title the story, Thank You, Ma’am?

What value can we drive home form the selection “Thank

You, Ma’am”?
a. indifference b. honest c. hostility d. kindness

E. UNDERSTANDING
Vocabulary Development: Using Context Clues, Synonyms, and
DAY 2
Antonyms
Discussing of new
concepts Context clues

 are hints found within a sentence, paragraph, or passage that a

reader can use to understand the meanings of new or
unfamiliar words.
Learning the meaning of a word through its use in a sentence or
paragraph is the most practical way to build vocabulary, since a
dictionary is not always available when a reader encounters an
unknown word.

A reader must be aware that many words have several possible

meanings. Only by being sensitive to the circumstances in which a
word is used can the reader decide upon an appropriate definition to
fit the context.

A reader should rely on context clues when an obvious clue to

meaning is provided, or when only a general sense of the meaning is
needed for the reader’s purposes.

1. DEFINITION / DESCRIPTION CLUE

The new term may be formally defined, or sufficient
explanation may be given within the sentence or in the
following sentences. Clues to definition include “that is,”
commas, dashes, and parentheses.

Examples:
a. His emaciation, that is, his skeleton-like appearance, was
frightening to see. “Skeleton-like appearance” is the
definition of “emaciation.”

b. Fluoroscopy, examination with a fluoroscope, has become

a common practice. The commas before and after
“examination with a fluoroscope” point out the definition
of “fluoroscopy.”

c. The dudeen – a short-stemmed clay pipe – is found in

Irish folk tales. The dashes setting off “a short-stemmed
clay pipe” point out the definition of “dudeen.”

2. EXAMPLE CLUES
Sometimes when a reader finds a new word, an example
might be found nearby that helps to explain its meaning.
Words like including, such as, and for example, point out
example clues.

Examples:
a. Piscatorial creatures, such as flounder, salmon, and trout,
live in the coldest parts of the ocean. “Piscatorial” obviously
refers to fish.

b. Celestial bodies, including the sun, moon, and stars, have

fascinated man through the centuries. “Celestial” objects are
 those in the sky or heavens.

d. In the course of man’s evolution, certain organs have

atrophied. The appendix, for example, has wasted away
from disuse. “Atrophied” means “wasted away.”

3. SYNONYM RESTATEMENT CLUE

The reader may discover the meaning of an unknown word
because it repeats an idea expressed in familiar words nearby.

Synonyms are words with the same meaning.

Examples:
a. Flooded with spotlights – the focus of all attention – the
new Miss America began her year-long reign. She was the
cynosure of all eyes for the rest of the evening. “Cynosure”
means “the focus of all attention.”

b. The mountain pass was a tortuous road, winding and

twisting like a snake around the trees of the mountainside.
“Tortuous” means “winding and twisting.”

4. CONTRAST / ANTONYM CLUE

Antonyms are words with opposite meanings.

An opposite meaning context clue contrasts the meaning of

an unfamiliar word with the meaning of a familiar term.
Words like “although,” “however,” and “but” may signal
contrast clues.

Examples:
a. When the light brightens, the pupils of the eyes contract;
however, when it grows darker, they dilate. “Dilate” means
the opposite of “contract.”

b. The children were as different as day and night. He was a

lively conversationalist, but she was reserved and taciturn.
DAY 3 “Taciturn” means the opposite of a “lively conversationalist.”
Developing mastery

Directions: Using Context Clues, choose the letter of the appropriate

meaning of the underlined words in each number. Write your
answers on your paper.
1. And on his back the burden of the world.
a. back b. light c. world d. his
2. Who made him dead to rapture and despair?
 a. dead b. cleaned c. delight d. despair
3. A thing that grieves not and that never hopes
a. never hopes b. never loved c. never see d. never saw
4. More fraught with danger to the universe
a. surprise b. danger c. fear d. death
5. O masters, lords and rulers in all lands, is this the handiwork you
give to God
a. heir b. widow c. rulers d. husband
6. What the long reaches of the peaks of song,
a. long reaches b. widow c. rulers d. husband
7. And on his back the burden of the world.
a. back b. light c. world d. his
8. Who made him dead to rapture and despair?
a. dead b. cleaned c. delight d. despair
9. A thing that grieves not and that never hopes,
a. never hopes b. never loved c. never see d. never saw
10.More fraught with danger to the universe.
a. surprise b. danger c. fear d. death
Abstractions about the
lesson

The teacher will conclude the lesson by asking:

Process Question:
In what way are you going to
determine the meaning of the difficult
words in a sentence?

Making Generalizations

To sum up, what have you learned about our lesson today?
1. PRODUCT

DAY 4
 Application
Activity: Let’s
Directions: Write a meaningful essay on “Creating
Converse Positive Impact on Someone Else’s Life”. Be sure to
include the following parts:
• Introduction in which you state your position
• Body which further explains your position
•Conclusion in which you leave your
readers with memorable idea or quotation
Rubrics for your essay:

Content 10
Organization of Ideas 5
Grammar and Mechanics 10
(Capitalization and
Punctuation)
TOTAL 25

F. Assignment

Directions: Identify the Types of Context Clues used in each

sentence. Write your answers on your paper.
1. The mountain pass was a tortuous road, winding and twisting like
a snake around the trees of the mountainside
a. Definition
b. Example Clues
c. Synonym Restatement Clue
d. Antonym Clue

2. The children were as different as day and night. He was a lively

conversationalist, but she was reserved and taciturn.
a. Definition
b. Example Clues
c. Synonym Restatement Clue
d. Antonym Clue

3. Celestial bodies, including the sun, moon, and stars, have

fascinated man through the centuries.
a. Definition
b. Example Clues
c. Synonym Restatement Clue
d. Antonym Clue

4. His emaciation, that is, his skeleton-like appearance, was

frightening to see. “Skeleton-like appearance” is the definition of
“emaciation.”
a. Definition
b. Example Clues
c. Synonym Restatement Clue
d. Antonym Clue

5. Flooded with spotlights – the focus of all attention – the new Miss
America began her year-long reign. She was the cynosure of all eyes
 for the rest of the evening.
a. Definition
b. Example Clues
c. Synonym Restatement Clue
d. Antonym Clue
Prepared by:

JENNIFER L. SANCHEZ
Subject Teacher

Checked by:

STEVEN G. BASAN
MT I/ JHS Department Head