Quarter 3 - Module 8:

Provide Appropriate and Critical Feedback/Reaction

to a Specific Context or Situation
English – Grade 9
Self-Learning Module
Quarter 3- Module 8: Provide Appropriate and Critical Feedback/Reaction to a Specific
Context or Situation

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall b e necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed pictures included in th is book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use this material from their respective
copyright owners. The publisher and the authors do not represent nor claim ownership over them.

Published by the Department of Education Secretary:

Leonor Magtolis Briones Undersecretary: Diosdado M.
San Antonio

Writer: Fershalen V. Belen

: Marian D. Melchor

:
 Dear learner:

Welcome to English 9 Self-Learning Module (SLM) Week 8 on Provide

Appropriate and Critical Feedback/Reaction to a Specific Context or Situation!
Amidst this pandemic, we will embrace change - a change from Normal to
New Normal Life. One of the advocacies of Department of Education is to have a
continuous learning and that no learner should be left behind. We, your teachers
together with your parents and DepEd, are working hand in hand to provide you a
safe and quality education. One of our goals in New Normal class is to help you
achieve your dreams and be globally competitive learners in this challenging world.
This module was developed to help you work independently at your own time
and pace. You will be processing the contents of this module while being an active
learner.
Have fun and good luck!
 What I Need to Know

This module is created for you to develop different learning

objectives and competencies which you can use in many different
learning situations. As you go through, you are expected to enhance
your knowledge and understanding on providing appropriate and critical
feedback/reaction to a specific context or situation.

Objectives
As learner of this module, you are expected to:

1.Provide appropriate and critical feedback/reaction to a specific

context or specific situation (EN9LC-IIIf-3.13);
2.Express appreciation for sensory images used; and,
3.Explain literary device used.

What’s In

Analyze the picture then answer the questions given.

Picture 1 Picture 2

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 1. What did you notice with the two pictures?
2. What does Picture 1 convey? How about Picture 2?

Nice start! Now, let’s proceed to the discussion of the lesson to further
enrich your knowledge.

What’s New

Are you ready to unfold and enjoy this week’s lesson?

Let’s play a game, Search and Match!

Look for the word in the chart that matches its meaning below.

1. It implies a change in appearance or behavior to conceal identity or

true nature.
2. A wound produced by a pointed object or weapon
3. A formal statement admitting that one is guilty of a crime
4. Experiencing worry or nervousness typically about uncertain outcome

Your answer are unfamiliar words from the reading text you're about to read later.
Join me as we discover this week's new lesson.

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 What Is
It

Let us study some important concepts about the

lesson.

Give your feedback after you read the summary of the play. But before
that, let’s have a background of the author.

William Shakespeare: Biography

William Shakespeare (26 April 1564 (baptized) – 23

April 1616) was an English poet, playwright, and actor,
widely regarded as the greatest writer in the English
language and the world’s pre-eminent dramatist. He is
often called England’s national poet and the “Bard of
Avon”. His extant works, including some collaborations,
consist of around38 plays, 154 sonnets, two long
narrative poems, and a few other verses, of which the
authorship of some is uncertain. His plays have been
translated into every major living language and are
performed more often than those of any other
The Chandos playwright.
Portrait of Shakespeare was born and brought up in
William Stratford- upon-Avon. At the age of 18, he married Anne
Shakespeare, Hathaway, with whom he had three children: Susanna,
long believed and twins Hamnet and Judith. Between 1585 and 1592,
to be the only he began a successful career in London as an actor,
portrait painted writer, and part- owner of a playing company called the
from life, until Lord Chamberlain’s Men, later known as the King’s Men.
one other He appears to have retired to Stratford around 1613 at
recently age 49, where he died three years later. Few records of
appeared. Shakespeare’s private life survive, and there has been
considerable speculation about such matters as his
physical appearance, sexuality, religious beliefs, and
whethe r the works attributed to him were written by
others.

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 ROMEO AND JULIET

Main Characters

Romeo is the teenage son of the Montague

family, who are busy feuding with the Capulets.

Juliet Capulet, on the cusp of 14 years old, falls in

love with Romeo, the son of her family’s
enemy.

Friar Laurence is a Romeo and Juliet

broker peace, Franciscan friar and a
mentor to Romeo and Juliet. He secretly
marries them, hoping to broker peace
between the two families.

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 The widowed Nurse is a loyal companion
to Juliet, having cared for her since she was
a baby.

Mercutio is a relative of the Prince of Verona

and a close friend to Romeo.

Tybalt is a troublemaker nephew of

Lady Capulet and Juliet’s cousin.

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

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 ROMEO AND JULIET By
William Shakespeare

Act I

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
feast of the Capulets’ costume party and resolve to go in disguise to meet
Rosaline, a haughty beauty from a well-to-do family and his first love. Romeo
hopes to see his beloved Rosaline at the party. Instead, while there, Romeo’s eyes
fell in love upon Juliet and falls instantly in love with her. Juliet's cousin Tybalt
recognizes the Montague boys voice and forces them to leave just as Romeo and
Juliet discover one another.

Act II

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).

Parting is such sweet sorrow that I shall say goodnight till it be morrow

— ROMEO AND JULIET, ACT 2 SCENE 2

Act III

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 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. Romeo had a hard time to
think about leaving Juliet because for him it is worse than dying. 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.

A pair of star-crossed lovers

— ROMEO AND JULIET, PROLOGUE

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 Act IV

Lord Capulet has a plan to let Juliet marry Paris to forget her sadness to
Tybalt’s death but the truth is her sadness is for Romeo who was in Mantua. Paris
agreed with Lord Capulet and excited to upcoming wedding. Juliet was shocked
about the news and she doesn’t want to get married with Paris.

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.

Act V

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.

Romeo and Juliet Summary

An age-old vendetta between two powerful families erupts into bloodshed. A

group of masked Montagues risk further conflict by gatecrashing a Capulet party. A
young lovesick Romeo Montague falls instantly in love with Juliet Capulet, who is due
to marry her father’s choice, the County Paris. With the help of Juliet’s nurse, the
women arrange for the couple to marry the next day, but Romeo’s attempt to halt a
street fight leads to the death of Juliet’s own cousin, Tybalt, for which Romeo is
banished. In a desperate attempt to be reunited with Romeo, Juliet follows the Friar’s
plot and fakes her own death. The message fails to reach Romeo, and believing Juliet
dead, he takes his life in her tomb. Juliet wakes to find Romeo’s corpse beside her
and kills herself. The grieving family agree to end their feud.

Source: https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/shakespeares-plays/
romeo-and-juliet/#:~:text=Romeo%20and%20Juliet%20Summary,father's%20choice%2C%20the%
20Cou nty%20Paris.

Additional information:

Literary Devices are common structures used in writing. These are devices which
can either be literary elements or literary techniques.

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Here are some literary devices used from the play, Romeo and Juliet:

1. Similes are one of the most commonly used literary devices; referring to the
practice of drawing parallels or comparisons between two unrelated and dissimilar
things, people, beings, places, and concepts. They are marked by the use of the
words “as” or “such as” or “like”.

Examples: Lita is as sweet as the Pastillas of Pangapisan Sur.

2. Foreshadowing refers to use of indicative words/phrases and hints that set the
stage for a story to unfold and give the reader a hint of something that is going to
happen without revealing the story or spoiling the suspense. It is used to suggest an
upcoming outcome of the story.

Examples: Lito had no idea of the disastrous chain of events to follow in the
movie “Malinak Lay Labi”.

3. Rhyme Scheme is the practice of rhyming words placed at the end of the lines
in prose or poetry. It refers to the order in which particular words rhyme. If the
alternate words rhyme, it is an “a-b-a-b” rhyme scheme, which means “a” is the rhyme
for the lines 1 and 3 and “b” is the rhyme affected in the lines 2 and 4.

Example: Makupa are red (a)

Pangasinan beaches are blue (b)
Beautiful they all may be (c)
But I love you (b)

The lines of the poem above has a rhyme scheme of a-b-c-b .

4. Repetition is just the simple repetition of a word, within a sentence or a poetical

line, with no particular placement of the words. This is such a common literary
device that it is almost never even noted as a figure of speech.

Example: Lito’s chant, “Rain, rain go away!”

5. Oxymoron is significant literary device as it allows the author to use

contradictory, contrasting concepts placed together in a manner that actually ends
up making sense in a strange, and slightly complex manner. It is an interesting
literary device because it helps to perceive a deeper level of truth and explore
different layers of semantics while reading.

Example: We will use plastic glasses at the party in Lingayen Baywalk.

6. Metaphors are one of the most extensively used by way of another. One subject
is implied to be another so as to draw a comparison between their similarities and
shared traits.

Example: Lita is an Urduja of Pangasinan.

Source: English 9 A Journey through Anglo-American Literature - Unit 3 (Learner’s Material and
Teacher’s Guide) pages 293-295

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 What To
Do

After exploring some important ideas and concepts, how about

some short practice exercises?

Activity #1: Answer the following questions.

1. Who are Romeo and Juliet?
2. What is going on between the families of the two?
3. How does Romeo meet Juliet?
4. Where is Romeo exiled? Why does Romeo feel that banishment is
worse than death?
5. What did Romeo do when he heard about the death of Juliet?
6. What happened to the families when their both children died?

Activity #2: From the summary of the play of Romeo and Juliet, identify the
scenes or sentences that appeal to your senses. Fill in the space of the map
below.

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 Activity #3: Match the literary device on the left with its appropriate example line
on the play “Romeo and Juliet” to the right.

o Parting is such a sweet sorrow

simile
o Romeo: By some vile forfeit of
the untimely death

foreshadowing o Oh loving hate

rhyme o Romeo, Oh Romeo!

o O, she doth teach the torches to

burn bright.
repetition
It seems she hangs upon the cheek
of night'

oxymoron o My Life is a foe of debt.

metaphor o “And to ‘thy go like lightning”

o Parting is such a sweet sorrow

What Can I Do

You are doing great! The next activity will challenge your
understanding more on the lesson.

Let’s test your writing skill!

Write a brief but concise reaction of the play by answering the questions
given. Write your reaction/s on the space provided.

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 Guide Questions:
1. Friar Lawrence gives this advice to Romeo and Juliet, “Love
moderately; long love doth so.” What is he telling to the young
lovers? Do you agree with him? Should Friar have given them any
other advice?
2. What could have been done to prevent this tragedy from occurring?
3. What would have happened to Romeo and Juliet if they hadn’t died?
Is their relationship sustainable over time? Do they have anything to
offer each other once the initial burst of passion calmed down?
4. In what ways do the young adopt the beliefs of the old, and in
what ways do they ignore them or fight against them?
5. Should Romeo and Juliet’s relationship be viewed as a rebellion of
the young against the old?

Use the rubric below as your guide.

CRITERIA POINTS
Originality
 Words Choice 45%
Creativity
 Artistic Display and Cleanliness of Work 20%
Over-all Impact
 Provided Information 35%
 Feedback/Reaction
TOTAL 100%

My Reaction

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 What Should I Do

One more step and you are done!

My Interest, My Task!
From the choices below, choose one which interests you the most based
from the reading text you have just read. Accomplish the given tasks properly.

a. News Flash
Suppose you were a reporter and your beat is to cover the crime report.
You decided to make a news report about the tragedy in Verona concerning the
ill- fated lovers Romeo and Juliet.
Have a video of the news report and send it to your teacher’s social media
account (Messenger, Facebook, etc.) for evaluation. Or, submit the script of the
news report by asking your parent/ guardian to hand-in your output to your
teacher in school.

b. Dance Performance
Design a costume, select music, and perform an interpretative dance
about a secret wedding. Write a paragraph explaining what you are trying to
convey. You may perform this with your family and send the video to your
teacher’s social media account or to any media platforms recommended by
the school.

c. Song Performance
Write and perform an original rap or song, including lyrics and music,
for Romeo and Juliet’s wedding.
Send the video to your teacher’s social media account or to any media
platforms recommended by the school. Or, submit the lyrics of your song by
asking your parent/ guardian to hand-in your output to your teacher in school.

d. Mural Painting
Create a timeline highlighting the feud between the two families resulting
in the untimely death.
Send the output to your teacher’s social media account or to any media
platforms recommended by the school. Or, submit the mural painting by asking
your parent/ guardian to hand-in your output to your teacher in school.

e. Writer/Editor
Reorganize the summary of the last scene of the play, Romeo and Juliet.
Write it in a different form like a newspaper article, a novel chapter, a diary
entry, a sonnet ,or a letter.
Send your output to your teacher’s social media account or to any media
platforms recommended by the school. Or, submit the output by asking your
parent/ guardian to hand-in your output to your teacher in school.

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Use the following rubrics below as your guide.

Job well done! Congratulations! You have just accomplished your last module for
this quarter. Remember that your teacher is just a call or chat away for any assistance
that you need.

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 17

What’s In:
1. Answers may vary.
2. Answers may vary.
3. Answers may
vary. What’s New:

What To Do:
Activity 1:
1. Romeo and Julie were lovers.
2. The family of Romeo and Juliet has a family feud.
3. Rome attended the feast of the Capulet’s a costume party to meet Rosaline
but he fell at first sight with Juliet and that was how their love story started.
4. Romeo was exiled in Mantua. Because of his love for Juliet, he rather die than
to leave Juliet.
5. Romeo went to the tomb of Juliet and drank the bottle of poison.
Both families reconcile between the family feud and they feel sorry for what
happen with their children.

Activity 2:
Sight:
Act 1:Romeo’s eyes fell in love upon Juliet and fell instantly in love with her.

Hearing:
Act 1: Montague's son Romeo and his friends (Benvolio and Mercutio) hear of the
feast of the Capulets’ costume party.
Juliet's cousin Tybalt recognized the Montague boys voice and forces
them t o leave just as Romeo and Juliet discovered one another.
Act 5: Hearing from his servant that Juliet was dead, Romeo bought poison
from an Apothecary in Mantua.
Taste:
Act 4: Friar Laurence helped Juliet by providing a sleeping draught that
would make her appear dead.
Act 5: Romeo took his poison and died.

Touch:
Act 3: Mercutio was accidentally killed as Romeo intervend to stop the
fight. Act 5: She learned what has happened from Friar Laurence, but she
refused to leave the tomb and stabed herself

Smell: (No Answer)

Ke Answe
y r
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 REFERENCES

English 9 A Journey through Anglo-American Literature - Unit 3 (Learner’s Material and

Teacher’s Guide)
Meriam Webster Dictionary

https://www.pinterest.ph/pin/331155378850514822/

https://pedsvij.com/2020/09/11/sibling-rivalry-can-we-do-something-about-it/

https://www.dreamstime.com/illustration/enemy-friends.html

https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/shakespeares-
plays/romeo-and- juliet/#:~:text=Romeo%20and%20Juliet%20Summary,father's%20choice%2C
%20the%20County% 20Paris.

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

https://courses.lumenlearning.com/britlit1/chapter/william-shakespeare-biography/

https://www.pinterest.ca/pin/418412621634147008/

https://theeyeoffaith.com/2018/06/21/style-wise-romeo-romeo/the-eye-of-faith-vintage-blog-
shop-style-inspiration-romeo-and-juliet-olivia-hussey-leonard-whiting-1967-1968-zefferilli-film-romeo-
style-fashion-stud/

https://twitter.com/ghostlyfather/status/839679733638049792

https://www.fanpop.com/clubs/1968-romeo-and-juliet-by-franco-
zeffirelli/images/28125748/title/nurse-r-j-1968-film-photo

https://www.pinterest.ph/pin/762304674405702011/

https://www.fanpop.com/clubs/1968-romeo-and-juliet-by-franco-
zeffirelli/images/28120886/title/mercutio-r-j-1968-film-photo

https://www.pinterest.ph/pin/350858627210501919/

https://www.pinterest.ph/pin/155022412145879322/

https://www.vappingo.com/word-blog/64-examples-of-oxymorons-in-sentences/

https://literarydevices.net/repetition/

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