DIVISION OF NAVOTAS CITY

9
ENGLISH
Quarter 4

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
English – Grade 9
Alternative Delivery Mode
Quarter 4
Second Edition, 2021

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 be 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 materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Kristine Joy V. Saan, Nonong B. Flores, Erwin C. Mores, Juliene Joy Cabungcal,
Paulo I. Santiago
Editors: Hazel M. Santorce, June Grace S. Casaje
Reviewers: Marco D. Meduranda
Illustrator:
Layout Artist: Krintine Joy V. Saan, Nonong B. Flores, Paulo I. Santiago
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Marco D. Meduranda, EPS in English
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Content
What I Know ................................................................. 1

Module 1 ...................................................................... 2

Module 2 ...................................................................... 8

Module 3 ...................................................................... 13

Module 4 ...................................................................... 18

Module 5 ...................................................................... 24

Module 6 ...................................................................... 32

Assessment .................................................................. 39

Answer Key ................................................................... 41

References .................................................................... 44
A. Directions: Read each item carefully. Choose the letter of the correct
answer.

1. A segment of a poem that is divided into groups of lines is called a:

A. Ballad C. Stanza
B. Haiku D. Pair

2. The pattern of stressed and unstressed syllables in a line of poetry is called:

A. Lyric C. Rhyme
B. Repetition D. Rhythm

3. Which of these sentences defines “mood” in literature?

A. It refers to the speaker’s attitude.
B. It refers to the emotional effect of the text to the reader.
C. It refers to “mental pictures” created by the author using words.
D. It refers to techniques that writers use to make their writing more colorful.

4. What is the purpose of this text?

Brando’s father was killed by a group of infamous bandits. Mourning beside the
lifeless body, he vowed to avenge his father’s death.
A. To inform C. To persuade
B. To entertain D. To demonstrate

5. It is known as your position on a certain issue. Which word is being described in

the sentence?
A. Analysis C. Stand
B. Explicit D. Statement

6. Which of the following sentences says TRUE about a Direct Speech?

A. Words from this speech are not the actual words from the speaker.
B. This speech uses quotation marks.
C. This speech does not use quotation marks.
D. Tense in this speech does change.

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7. This provides excellent support for an argument. Arguments employing amounts
and numbers are concrete and therefore support claims because they use logic and
facts.?
A. agenda C. quotes
B. propaganda D. statistics

8. This is because leading experts or authorities in their fields support a position.

They serve as logical appeal and are accepted by other academics as an excellent
way to back up claims. It is based on facts.
A. agenda C. quotes
B. propaganda D. statistics

9. How will you know if the text has a sound reasoning?

A. It is based on facts. C. It was opinionated.
B. It is based on old books. D. It is good to read.

10. How will you make your ideas worthy when you write a text?
A. Have an agenda C. Base your ideas on research and fact
B. Cite your sources D. Gather ideas from your peers

MODULE 1

This module enables you to relate text content to particular social issues, concerns, or
dispositions in real life. Specifically, it will help you:

1. infer thoughts, feelings, and intentions in the material viewed;

2. demonstrate understanding emphasizing the help of literature in enhancing the self;
3. relate the concept to the real-life context; and
4. point out the distinguishing features of a poem.

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 Relate text content to particular
Lesson
social issues, concerns, or
1
dispositions in real life

POETRY is a personal type of writing where words flow and carry you along
the realms of beautiful thought. It allows you to share certain experiences.
Oftentimes, you find you share something in common with that experience that
makes the poem meaningful. This is when you think back and recall a time when
you have much in common with the same experience than what you originally
thought. What really contribute to the poem’s meaning? Doubtlessly, you know that
the orchestration of sounds, story, sense, and form brings about “life” in a poem you
read. That absolutely drives you to “feel” life in it.

ELEMENTS OF POETRY

STANZA- A unit of lines grouped together. Consists of two or more lines of poetry
that together form one of the divisions of a poem. The stanzas of a poem are
usually of the same length, follow the same pattern of meter and rhyme and are
used like paragraphs in a story.

ELEMENTS OF POETRY

1. STANZA- A unit of lines grouped together. Consists of two or more lines of

poetry that together form one of the divisions of a poem. The stanzas of a poem
are usually of the same length, follow the same pattern of meter and rhyme
and are used like paragraphs in a story.

Come, fill the Cup, and in the fire of Spring

Your Winter garment of Repentance fling:
The Bird of Time has but a little way
To flutter--and the Bird is on the Wing.

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2. RHYME SCHEME- The pattern in which end rhyme occurs. Rhymes are types
of poems which have the repetition of the same or similar sounds at the end
of two or more words most often at the ends of lines.

The sense of danger must not disappear: A

The way is certainly both short and steep, B
However gradual it looks from here, A
Look if you like, but you will have to leap. B

3. RHYTHM- The pattern of beats or stresses in a poem. Poets use patterns of

stressed and unstressed syllables to create a regular rhythm.

She was a child, and I was a child,

In this kingdom by the sea;
But we loved with a love that was
more than love –
I and my Annabel Lee.

4. RHYME- The repetition of the same or similar sounds, usually in stressed

syllables at the ends of lines, but sometimes within a line.

There are strange things done in the

midnight sun
By the men who moil for gold;

5. IMAGERY- Representation of the five senses: sight, taste, touch, sound, and
smell. Creates mental images about a poem’s subject.

Here and there

his brown skin hung in strips
like ancient wall-paper,
and its pattern of darker brown
was like wall-paper:
shapes like full-blown roses
strained and lost through age

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 6. TONE OR MOOD- refers to the writer's attitude towards the subject of a
literary work as indicated in the work itself. One way to think about tone in
poetry is to consider the speaker's literal "tone of voice”: just as with tone of
voice, a poem's tone may indicate an attitude of joy, sadness, solemnity,
silliness, frustration, anger, puzzlement, etc.

7. THEME- The theme of the poem talks about the central idea, the thought
behind what the poet wants to convey. A theme can be anything from a
description about a person or thing, a thought or even a story. In short, a
theme stands for whatever the poem is about.

8. SYMBOLISM- A poem often conveys feelings, thoughts and ideas using

symbols, this technique is known as symbolism. poetry has developed over
hundreds of years, certain symbolic meanings have attached themselves to
such things as colors, places, times, and animals.

• Sleep is often related to death.

• Dreams are linked to the future or fate.

Activity#1 - DIRECTIONS: Read and analyze the poem “Seven Ages of Man by
William Shakespeare” and answer the following questions on the next page.

SEVEN AGES OF MAN

William Shakespeare

All the world's a stage,

And all the men and women merely players,
They have their exits and entrances,
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse's arms.

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 Then, the whining schoolboy with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden, and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. And then the justice
In fair round belly, with good capon lin'd,
With eyes severe, and beard of formal cut,
Full of wise saws, and modern instances,
And so he plays his part. The sixth age shifts
Into the lean and slipper'd pantaloon,
With spectacles on nose, and pouch on side,
His youthful hose well sav'd, a world too wide,
For his shrunk shank, and his big manly voice,
Turning again towards childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

QUESTIONS:

1. What comprises the seven ages of man or stages in life of man according to the

poem?

2. Describe the schoolboy’s attitude towards school? How do you feel about these

pictures of childhood?

3. What is compared to the” stage” in the first two lines? How are the two related?

4. In lines 13 & 14, what is compared to “reputation’?

5. What other comparison are used in the poem? Which are examples of metaphor?

Which are examples of simile?

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Activity #2 DIRECTIONS: Choose the letter of the correct answer.

1. The pattern of stressed and unstressed syllables is called:

A. Lyric C. Rhyme
B. Repetition D. Rhythm

2. A segment of a poem that is divided into groups of lines is called a:

A. Ballad C. Stanza
B. Haiku D. Pair

3. As a young lover, according to the poet, man

A. Learns to dance C. Goes hunting in the forest
B. Compose ballads for his beloved D. does exercises to build his
muscles

4. The 7th stage of man is also described as

A. Adulthood C. Infancy
B. Childhood D. Second Childhood

5. All 'have their exits and their entrances'. Exits and entrances refer to _______.
A. Birth and Death C. Beginning and End of Play
B. Coming and Going of Actors D. The end of Shakespearean Era

IMAGERY
Through the words used by the poet, as expressed by the “persona” / speaker, the
vivid images, clear sounds, and exact feelings are clearly conveyed. The
descriptions help in making sense of the poem.

• Read the poem silently and think of the images the words created in your
mind.
• Picture them in your mind and try to bring them in clear focus.
• List these words that create clear pictures in your mind.

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 • Share the feeling each image evokes.
• Point out the real-life experience or observation in life that each image
suggests.
• Copy the chart shown below and fill it out with the entries called for.

IMAGERY IN “SEVEN AGES OF MAN”

Words/Lines Images Created Feelings Evoked Meaningful

Experience

MODULE 2

At the end of the module, you should be able to:

1. determine tone, mood, technique, and purpose of the author;

2. look for words that serve as clue in determining the tone and mood of the

text read;

3. analyze the purpose of the text by studying its structure; and

4. write short texts that inform, entertain, and persuade.

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 Determine tone, mood,
Lesson
technique, and purpose of the
2
author

Because reading is such an important skill, becoming a “better reader” surely gives
many benefits. One way to improve reading comprehension is by familiarizing
yourself with important literary terms.

Here, you will learn about tone, mood, writing techniques, and different writing
purposes. After doing the tasks, you will see to yourself how understanding these
concepts contribute to better reading comprehension.

Tone and mood are literary terms that are used to describe emotions and feelings
one experiences when reading.
Tone, in simple words, is the writer’s or speaker’s attitude or feelings. The words
below are some of the common “tone” words.

POSTIVE TONE WORDS

Admiring, affectionate, appreciative, approving, calm, casual, celebratory,

cheerful, comforting, compassionate, complimentary, confident, contented,
delightful, ecstatic, encouraging, excited, exhilarated, expectant, friendly,
funny, happy, hilarious, hopeful, humorous, interested, joyful, light, nostalgic,
optimistic, passionate, placid, playful, proud, reassuring, reflective, relaxed,
respectful, reverent, romantic, scholarly, self-assured, sentimental, serene,
silly, straightforward, sympathetic, tender, tranquil whimsical

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 NEGATIVE TONE WORDS

Ambiguous, angry annoyed antagonistic, bitter, blunt, cold, confused,

demanding, depressed, despairing, diabolic, disappointed, disliking,
disrespectful, embarrassed, enraged, fearful, forceful, frightened, frustrated,
furious, gloomy, greedy, harsh, hopeless, hostile, impatient, indifferent, insecure,
melancholy, mischievous, miserable, mocking, nervous, outraged, paranoid,
pathetic, pessimistic, pretentious, psychotic, resigned, sarcastic, selfish,
skeptical, stressful suspicious, threatening tragic uncertain unfriendly, upset,
violent

Mood is the emotional effect of the text to the reader. The words below are some of
the common “mood” words

POSTIVE MOOD WORDS

awed, cheerful, confident, contemplative, content, determined, dignified, dreamy,

ecstatic, empowered, energetic, enlightened, enthralled, excited, exhilarated,
flirty, giddy, grateful, harmonious, hopeful, hyper, idyllic, joyous, jubilant,
liberating, loving, mellow, nostalgic, optimistic, passionate, peaceful, playful,
pleased, refreshed, rejuvenated, relaxed, relieved, satisfied, sentimental, silly,
surprised, sympathetic, thankful, thoughtful, touched, trustful, vivacious

warm, welcoming

NEGATIVE MOOD WORDS

Annoyed, anxious, apathetic, apprehensive, brooding, cold, confining, confused,

cranky, crushed, cynical, depressed, desolate, disappointed, discontented,
distressed, embarrassed, enraged, envious, exhausted, frustrated, futile, gloomy,
grumpy, haunting, heartbroken, hopeless, hostile, indifferent, insidious,
intimidated , irritated, jealous, melancholic, moody, nervous, nightmarish, numb,
overwhelmed, painful, pessimistic, predatory, rejected, restless, sick, stressed,
suspenseful, tense, terrifying threatening

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Tone and mood are both about emotions and feelings. Tone is writer’s/character’s
attitude. On the other hand, mood is the emotional effect of the text to the reader.
Writers do not carry the same purpose when they write. Some writers write to inform.
Some write to entertain. There are those who write to persuade. Understanding these
make you a more skilled reader.

DIRECTIONS: Read the excerpt and then answer the questions below.

“They told of dripping stone walls in uninhabited castles and of ivy-clad monastery

ruins by moonlight, of locked inner rooms and secret dungeons, dank charnel

houses and overgrown graveyards, of footsteps creaking upon staircases and

fingers tapping at casements, of howlings and shriekings, groanings and scuttlings

and the clanking of chains, of hooded monks and headless horseman, swirling

mists and sudden winds, insubstantial specters and sheeted creatures, vampires

and bloodhounds, bats and rats and spiders, of men found at dawn and women

turned white-haired and raving lunatic, and of vanished corpses and curses upon

heirs.” (The Woman in Black by Susan Hill (1983)

Questions:
1. What do you think is the tone of this excerpt? Briefly explain your answer.
What words from the text helped you in determining the tone?

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Directions: Follow what is needed in the following parts of the activity. Write your
answer in a sheet of pad paper.

A. Copy a paragraph from your favorite novel or book. Determine its tone and
mood.

<excerpt>

B. Write a short informative text about personal hygiene.

<Short informative text>

C. Imagine yourself a superhero of these times of pandemic. Narrate your

heroic deeds.

<Short narrative text>

D. Write a short paragraph convincing your fellow students

<Short persuasive text>

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 MODULE 3

At the end of the module, you should be able to:

1. define words like Analyze, Stand, Speaker, Explicit and Statement; and
2. analyze a statement based on the idea of reader or speaker.

Lesson Analyze the Stand of a speaker

based on the Explicit Statement
3
Made

Based on the picture above, which statement is true? We do not know which
one is true because all statements have the possibility to be true. In this case, we
could analyze the stand of the speaker in knowing which one is true by getting
more details on his or her ideas.

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 Before we proceed let us Identify first these terms that will help us in
identifying and analyzing these statements.
a. Speaker – is the sender of the message or information.
b. Stand – is speaker’s position on a certain issue.
c. Statement – is the message or idea of the speaker.
d. Explicit – means message is stated clearly and in details.
e. Implicit - means that something is understood but not clearly stated.
f. Analyze – means an examination of details.

Now let us add more details on those statements above and let us see if we
could identify the picture presented earlier.

Based from the statements stated above, the 3 rd shows an explicit statement
which shows a clear and with detail of ideas. So now, you know the real story of the
picture. That is one way of analyzing the stand of the speaker based on his or her
statement.

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ACTIVITY NO.1

DIRECTIONS: Create an explicit statement or stand based on the ideas presented

below, use 3-4 sentences for each idea.

1. NO-HOMEWORK' POLICY

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. TEENAGE PREGNANCY

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. CURFEW FOR MINORS

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

ACTIVITY NO. 2

Instruction: Analyze your own statements from Activity No. 1 by writing “Ex” for
Explicit and “Im” for Implicit and explain your answer using 2-3 sentences.

_______1. 'NO-HOMEWORK' POLICY

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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_______2. TEENAGE PREGNANCY

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

_______3. CURFEW FOR MINORS

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

ACTIVITY NO. 3

DIRECTIONS: Say something about the picture, use 1 sentence to explain your
answer.

Images are for Educational Purposes ONLY

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DIRECTIONS: Using 1 sentence each, say something about the statements from
Speaker 1, Speaker 2, and Speaker 3 about their plans for Senior High School.

Speaker 1: Do you have any plan for Senior High

School? For me, I would like to be an ABM student
because I want to build my own business in the
future.

Speaker 2: Oh, I see, you want to build

your own business in the future. Me I want
to build buildings, bridges, houses and
more. I am planning to take STEM. I want
to be an Engineer in the future.

Speaker 3: Since we are already talking about strands in SHS.

Actually, I already called one of the schools here in Navotas that offers
HUMMS. According to the school I just need to pass requirements like
my SF9, SF10, Good Moral etc. I want to be a teacher and mold the
minds of the learners in the future. So excited about it!

S1:

S2:

S3:

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 MODULE 4

At the end of the module, you should be able to:

1. define what is direct and indirect speech;
2. differentiate direct speech from indirect speech;
3. use direct and indirect speech in a sentence;
4. transform/change direct speech to indirect speech.; and
5. appreciate the importance of learning direct and indirect speech.

Lesson Change Direct to Indirect

4 Speech and Vice Versa

Direct Speech/Quoted Speech uses the actual words spoken by the speaker and
it also uses quotation marks enclosing the actual utterance of the direct speaker.

Indirect Speech/Reported Speech does not use the actual words of the speaker,
it also changes the tense of the sentence because it is usually used to talk about
the past and it does not use quotation marks compare to the Direct speech.

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 REFERENCE TABLE FOR CHANGING TENSE OF THE SPEECH FROM DIRECT TO
INDIRECT SPEECH
ACTUAL WORDS Tense DIRECT SPEECH Tense INDIRECT SPEECH
NOTE: If it is PRESENT make it PAST
I feel cold. PRESEN He said, “I feel cold”. PAST Mark said he felt
T SIMPLE cold.
SIMPLE
I am taking an PRESEN He said, “I am taking PAST Joey said that he
exam. T an exam”. CONTINU was taking an
CONTIN OUS exam.
UOUS
I have seen your PRESEN “I have seen your PAST Ally said she had
message. T message” she said. PERFECT seen your message.
PERFEC
T

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I have been PRESEN He said, “I have been PAST Mike said he had
dreaming about T dreaming about PERFECT been dreaming
module in PERFEC module in English”. CONTINU about module in
English. T OUS English.
CONTIN
UOUS

NOTE: If it is already PAST make it PERFECT and If it is already Perfect, NO

Change must happen.
I felt cold. PAST “I felt cold” he said. PAST Mark said he had
SIMPLE PERFECT felt cold.
I was taking an PAST He said, “I was PAST Joey said he had
exam. CONTIN taking an exam”. PERFECT been taking an
UOUS CONTINU exam.
OUS
I had seen your PAST She said, “I had seen PAST Ally said she had
message. PERFEC your message”. PERFECT seen your message.
T (No
Change)
I had been PAST “I had been PAST Mike said he had
dreaming about PERFEC dreaming about PERFECT been dreaming
module in T module in English” he CONTINU about module in
English. CONTIN said. OUS English.
UOUS (No
Change)
Modals Modals
NOTE: If it is WILL, CAN, MAY, SHALL and MUST make it WOULD, COULD, MIGHT,
SHOULD and HAD TO
I will watch a WILL He said, “I will watch WOULD Willie said that He
video clip about a video clip about would watch a video
Direct and Direct and Indirect clip about Direct
Indirect Speech. Speech”. and Indirect Speech.
I can sing K-pop CAN She said, “I can sing COULD Mika said she could
song. K-pop song”. sing K-pop song.

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I may proceed in MAY “I may proceed in MIGHT Marie said that she
checking your checking your might proceed in
assignment. assignment” she said. checking your
assignment.
Shall we close the SHALL He said to me “Shall I SHOULD Denver asked me if
window? close the window?”. he should close the
window.
I must go. MUST “I must go” he said. HAD TO Oliver said he had
to go.

NOTE: If It is already WOULD, COULD, MIGHT, SHOULD and HAD TO, NO Change
must happen.
I would watch a WOULD He said, “I would WOULD Willie said that He
video clip about watch a video clip (No would watch a video
Direct and about Direct and Change) clip about Direct
Indirect Speech. Indirect Speech”. and Indirect Speech.
I could sing K-pop COULD She said, “I could COULD Mika said she could
music. sing K-pop music”. (No sing K-pop music.
Change)
I might proceed in MIGHT She said, “I might MIGHT Mika said that she
checking your proceed in checking (No might proceed in
assignment. your assignment”. Change) checking your
assignment.
Should we close SHOULD He said, “should we SHOULD Denver said that
the window? close the window?”. (No should we close the
Change) window?
I had to go. HAD TO He said, “I had to go”. HAD TO Oliver said he had
(No to go.
Change)

Remember that Direct Speech or Quoted Speech uses quotation while Indirect Speech
or Reported speech do not use quotation marks. Tense changes when we transform
Direct speech to Indirect speech and when making Direct speech, we do not change the
tense. Remember as well that exact words or actual words from the speaker are for Direct
speech not for Indirect speech.

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ACTIVITY NO. 1

DIRECTIONS: Fill in the missing Tense from the chart below by writing the correct tense
to follow in changing Direct Speech to Indirect Speech.

No DIRECT SPEECH INDIRECT SPEECH

1 PRESENT SIMPLE
2 COULD
3 MAY
4 PAST
PERFECT CONTINUOUS
5 PRESENT SIMPLE
6 MUST
7 PAST CONTINUOUS
8 PRESENT PERFECT CONTINUOUS
9 HAD TO
10 PRESENT CONTINUOUS

ACTIVITY NO. 2

DIRECTIONS: Change the following direct speech into indirect form of speech.

No DIRECT SPEECH INDIRECT SPEECH

1 He said, “I could eat a whole chicken tonight”.
2 “I am reading a book about English to learn more
about it” Marie said.
3 “I have been training a group of learners from
other schools for Division Level Competition.
4 “I like You” Berlin said.

5 He said, “I have seen your grades for 4th Quarter”.

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ACTIVITY NO. 3

DIRECTIONS: Change the following indirect speech into direct form of speech.

No DIRECT SPEECH INDIRECT SPEECH

1 He said that he ate your chocolate.
2 Lily said that she might consider your
request.
3 Mark said he had to go.
4 Bell said she was washing dishes.
5 Berlin said that he liked you.

DIRECTIONS: Create 5 sentences using Direct speech and convert it into Indirect
form of speech.

No DIRECT SPEECH INDIRECT SPEECH

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 MODULE 5

At the end of the module, you should be able to:

1. evaluate a text or presentation based on credibility of ideas

2. examine an author’s soundness of reasoning
3. analyze how a text or presentation is relevant, credible or effective in
its ideas

Judge the relevance and worth

Lesson of ideas, soundness of author’s
5 reasoning and effectiveness of
the presentation

A. Judging the relevance and worth of ideas

What Information does the Source Include?

You need to evaluate the actual information in the source. If the source
doesn’t make sense, doesn’t include enough information, has spelling errors,
or doesn’t seem correct, this is probably not a relevant and worthy source of
information. You want to make sure that your sources are up-to-date. Make
sure that the ideas were created or updated recently, so you can be sure the
information is accurate. If the idea was written to persuade or convince
readers of something, you need to be careful! These ideas or information may
be biased, or leave out important information. If you think this is the case,
you’ll need to double check with more sources to make sure the idea is
accurate.

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 B. Soundness of author’s reasoning

-Is the author truthful or has sense with reasoning? To figure out the
soundness of an author’s reasoning you can ask a few simple questions You
can ask:
● Who is the author of the source?
● Where was the source published?
● What information does the source include and what does it look like?
● When was the source published or updated?
● Why did the author create the source?
● Who is the author?
● “Who is the author of the source?” is one of the most important
questions to ask when assessing an author's reasoning. When looking
at the author of the source, you should make sure it is someone who is
an expert in the topic.

You can check this by looking to see if the author:

● is respected in the field
● has degrees related to the topic
● has published other books/articles on the topic
Many students are under the impression when reading informational
text/presentation that all the ideas and information presented must be true.
Wrong! A lot of informational texts or presentations are based on an author’s
ideas, beliefs, or opinions. Authors present their ideas and support them with
specific reasons and evidence to convince the reader. But, you should also
question the author’s reasoning.

C. Effectiveness of the presentation

Evaluating a presentation of ideas is not difficult. Just consider the important

factors such as quality, clarity and organization.

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• Determine the quality of the information presented. A text or
presentation should provide enough details to support the point of the
presentation but not too many unnecessary details that may confuse or bore
the audience.

• Determine the level of clarity. The presentation or text should be easily

able to convey the point it is trying to make. Vocabulary should be easy to
understand, and all words should be expressed in a clear and concise
manner.

• Determine the level of organization. Every presentation or text should

have some sort of structure and organization, whether formal or informal.
Simple things such as making sure there is a proper introduction, body and
conclusion can go a long way in making the presentation or a written text a
success.

Directions: Read the text. Answer the question by choosing the letter of your choice.
Write your answer on a separate piece of paper.

How to spot fake news

Every time you’re online, you are bombarded by pictures, articles, links and
videos trying to tell their story. Unfortunately, not all of these stories are true.
Sometimes they want you to click on another story or advertisement at their own
site, other times they want to upset people for political reasons. These days it’s so
easy to share information. These stories circulate quickly, and the result is … fake
news.

There is a range of fake news: from crazy stories which people easily recognize to
more subtle types of misinformation. Experts in media studies and online psychology

26
have been examining the fake news phenomenon. Read these tips, and don’t get
fooled!

1. Check the source

Look at the website where the story comes from. Does it look real? Is the text well
written? Are there a variety of other stories or is it just one story? Fake news websites
often use addresses that sound like real newspapers, but don’t have many real
stories about other topics. If you aren’t sure, click on the ‘About’ page and look for
a clear description of the organization.

2. Watch out for fake photos

Many fake news stories use images that are Photoshopped or taken from an
unrelated site. Sometimes, if you just look closely at an image, you can see if it has
been changed. Or use a tool like Google Reverse Image search. It will show you if the
same image has been used in other contexts.

3. Check the story is in other places

Look to see if the story you are reading is on other news sites that you know and
trust. If you do find it on many other sites, then it probably isn’t fake (although there
are some exceptions), as many big news organizations try to check their sources
before they publish a story.

4. Look for other signs

There are other techniques that fake news uses. These include using ALL CAPS and
lots of ads that pop up when you click on a link. Also, think about how the story
makes you feel. If the news story makes you angry, it’s probably designed to make
you angry. If you know these things about online news, and can apply them in your
everyday life, then you have the control over what to read, what to believe and most
importantly what to share. If you find a news story that you know is fake, the most
important advice is: don’t share it!

27
Questions:
1. Choose the best title for the text.
a. Experts share dangers of fake news
b. Experts share top tips for resisting fake news
c. How to create fake news: a guide

2. Which reason is NOT given for an online fake news story?

a. To convince people of a political view
b. To make people angry or sad
c. To plant a virus in your computer

3. The text says some fake news …

a. is easy to recognize as fake.
b. is funny.
c. comes from the political right.

4. Which of these may mean that a news site should not be trusted?
a. The text is well written.
b. The site has a variety of other stories.
c. The site’s ‘About’ page does not clearly describe the organization.

5. Some images on fake news …

a. are real images, but come from a different website.
b. are images that have been changed.
c. both the above

6. Fake news stories …

a. are usually only on fake news sites or social media.
b. are not on any websites, only in social media.
c. are often hidden on real news sites.

7. Many fake news stories are written …

a. without capital letters and with terrible spelling.
b. in a way that makes people upset.
c. inside of advertisements that pop up on your screen.

28
8. What should you do with fake news?
a. Report it to the police
b. Make a note of it for reference
c. Not show it to other people online

9. What is the purpose of this article?

a. To complain
b. To inform
c. To entertain

10.How can we avoid fake news?

a. Check the author’s background.
b. Have your own opinion.
c. Do not read the text at all.

ACTIVITY #1
Directions: Read the text. Answer the questions for this text on a piece of paper
afterwards.

Steam inhalation is no Covid-19 cure, experts say

By: RODERICK ABAD NOVEMBER 25, 2020

HEALTH experts and medical societies have discouraged the public to turn to
steam inhalation as a treatment for Covid-19 and other conditions as it may only
worsen the condition of a patient. “Steam inhalation loosens secretions, that’s why a
Covid patient shouldn’t do it. It poses a great threat to everyone around the patient
especially if he starts coughing in the middle of treatment,” pulmonologist and
biochemist Dr. Earl Louis A. Sempio told reporters during Unilab Inc.’s (Unilab)
“Alagang Unilab: HealthierPH Series” webinar dubbed “To steam or not to steam: A
discussion on Steam Inhalation as a Health Remedy.”

29
 As the vaccine for Covid-19 has yet to be fully developed and proven effective,
there have been reports on the use of tuob or suob, a local term for steam inhalation,
as an alternative cure for COVID-19. This traditional medical practice is done by
inhaling water vapor to relieve a clogged nose. To do so, the head is lowered between
eight to 12 inches away from hot water poured in a pot, basin or any container. The
vapor is then breathed in slowly and deeply via the nose for at least two to five
minutes.

“Steam inhalation is widely practiced, especially in homes, because of the

relief that it gives a person who may be suffering from the common cold, nasal
allergies, or sinus infections. These conditions bring nasal congestion that is very
uncomfortable and makes it difficult for someone to breathe,” he said. Even if this
treatment modality alleviates the symptoms of nasal congestion, Dr. Sempio pointed
out that it is not a cure as the steam does not kill the virus that caused it.
Unfortunately, he noted that people often associate relief with cure when they feel
better, hence, they think they no longer need a doctor for remedy. This false sense of
security on their condition, he cautioned, leads to a mistake that can potentially hurt
them in the long run.

“Scientific studies suggest that steam inhalation is indeed effective against

symptoms of colds and that it increases nasal patency… However, tuob/suob cannot
be recommended as a standard care treatment for Covid-19 until it is proven by
controlled clinical studies,” the Philippine Institute of Traditional and Alternative
Health Care (PITAHC) said in a statement. The Philippine College of Physicians,
Philippine Society of Microbiology and Infectious Diseases, and the Philippine College
of Chest Physicians have also issued a joint statement saying, “Steam inhalation
does not kill the virus and may cause potential harm. We cannot in good conscience
endorse its preventive or curative measure.” He suggested, though, that it is better
to ask for a health professional’s opinion when addressing medical concerns,
especially cough and cold.

30
 1.Does the text has relevant and worth ideas? YES OR NO?
Question
1

2.Does the author’s reasoning makes sense and meaningful? Why

or why not?
Question
2

3. How did the author present the ideas in the text?

Question
3

4. Do you really think that steam inhalation may harm a patient

Question more based on the arguments of the text? Why or why not?
4

ACTIVITY #2 : TRUE OR FALSE

Directions: Write TRUE if the statement is correct and FALSE if the statement is
wrong. Write your answers on a sheet of paper.
1. Considering the author’s background is important in judging the soundness
of an author’s reasoning
2. You should look for clarity when evaluating the effectiveness of the
presentation in a text or of an author.
3. Finding out whether the source of the idea is updated is helpful.
4. We should not consider who is the author when evaluating his or her
reasoning
5. You should also question the author’s reasoning.
6. Making sure that the ideas were created or updated recently, so you can be
sure the information is accurate.

31
 7. An author’s reasoning is believable if it is opinionated
8. The presentation of ideas should be ambiguous or disorganized.
9. The consideration on why the author created his or her reasoning or ideas is
helpful also in judging.
10. We should always look out whether the ideas are updated or not.

MODULE 6

At the end of the module, you should be able to:

1. react to critical issues and problems

2. analyze critical issues and problems

3. make call to actions or suggestions for problems and issues

React to lay value judgment on

Lesson critical issues that demand
6 sound analysis and call for
prompt actions

You need to evaluate a critical issue and have a sound analysis in order to react
and call for an action. A critical issue is deemed for prompt actions when it is
significant, timely, novel, and specific.

“Guide to having a reaction, judgement or response on critical issues”

Reacting to critical issues is like reacting to a book you have read but it can also be
a response to a film you have just seen, a game you have been playing, or for more

32
mature students it could be a response to decision the government is making that
affects you or your community that you have read from a newspaper or website.

When giving a reaction, it is important to know the following:

● How do you feel about the issue?

● What do you agree or disagree with?
● Can you identify with the situation?

When reacting:

A. STRUCTURE
KEEP IT FORMAL

This is a calculated and considered reaction to what you have read or observed on
an issue.

B. USE EVIDENCE

Frequently refer to the issue and research on it as evidence when having an opinion.
It becomes the reference point for all your insights within your reaction.

C. HAVE AN OPINION
This is not a recount. This is your OPINION on what the issue is all about. Don't shy
away from that.

D. STYLE
Feel free to use your own style and language but remember to keep it formal.

A call to action

-It changes minds and ignites action.

-The call to action is where you clearly tell the audience/reader a role they can play
in a critical issue or problem. An audience/ reader might be thoroughly gripped by
your arguments and convinced to believe what you say–but if they leave not
knowing what they are supposed to do with your reaction, it will be useless.

To get others to act, your call to action in your reaction or opinion, it should have to
strike a chord and make sense with the skills they bring to the table to resolve an

33
issue or problem. Taking action will seem natural for them when they can respond
with an action that resonates with them.

How to call for action:

1. Explain what others should do. You may want to ask them to assemble,
gather, attempt, or respond.
2. Ask people to share their resources. You may want to use words like acquire,
fund, support, or provide. These can help to appeal to the fact that they have
something to give in order to make a change happen.

3. Influencing on Your Behalf- Influencers have the power to sway. They can
change the minds of individuals and groups – large or small. Influencers are
the people who mobilize others. They also evangelize ideas, and they know
how to get people to change their beliefs and behavior.

When you craft a call to action for an audience of influencers, you want to appeal
to their ability to make a change or difference on critical issues

Directions: Read the text carefully and answer the questions that follow. Explain
your answer.

“Duterte assures safety of China’s Sinovac vaccine”

By Genalyn Kabiling

With the belief that the Chinese are “bright,” President Duterte is confident that
coronavirus vaccines developed by the Asian neighbor are as good as the vaccines
developed by western pharmaceutical firms. President tried to clear concerns about
the government’s purchase of Chinese-made vaccines, assuring the public that
vaccine czar Carlito Galvez would only secure supplies that are considered safe and
effective. The government earlier secured 25 million doses of vaccines developed by
China’s Sinovac Biotech, in addition to the 30 million Covovax doses developed by
Serum Institute of India. An additional 20 million coronavirus vaccine doses from

34
UK’s AstraZeneca will be finalized in a deal this week. The President said there would
be “no problem” if a person on the priority list would decline the free vaccine from
the government. He said this would mean more supplies for people who want to be
vaccinated against the illness. Duterte however assured the public that the
coronavirus vaccines are actually made equal. The CoronaVac vaccines made by
Sinovac have caught attention because of its low effectiveness and high price
compared to other vaccines. Sinovac however insisted that the vaccine is highly
effective. With the vaccine acquisition efforts being scaled up this year, the
government aims to vaccinate 70 million Filipinos to attain healing and immunity.
Under the government’s vaccination plan, health workers, senior citizens, indigent
population, and uniformed personnel will be given priority for the free vaccines.

Questions:

1. What is the reason why President Duterte bought Chinese vaccines?

2. Why did Sinovac Vaccine catch the attention of the people?

3. What will happen if people do not agree to be vaccinated?

4. What do you think will happen if the Sinovac vaccine is not effective?

35
5. Why is President Duterte explaining the Sinovac vaccine?

6. Do you think that the government should get the Sinovac vaccine?

ACTIVITY NO. 1
Directions: Read the text. Answer the questions for this text on a piece of paper
afterwards.

Filipino Body Shaming Culture: Changing the Meanings of “Fat”

By Roanne Samuel

Are Filipinos more prone to body-shaming? Imagine putting on your best

face and excited to meet up relatives you haven’t seen in a while. You enter the

screened front door and instead of being greeted with pleasantries and kamustahan

(hellos) you hear: “Uy, tumaba ka ata (you look like you’ve gained weight)!”

At other times, it could sound like this- What happened to you, you’re like a stick.

Payat mo masyado ( You’ve lost too much weight).

Body shaming is when you criticize someone for the way they look. A lot of

the time, body shaming occurs with people who are "overweight". Like there's a

certain goal weight we're all supposed to be, and we're all supposed to fit inside these

boxes that society and the media created for us. The other side of shaming is skinny

36
shaming. This happens just as much as shaming someone for being bigger. How

often do you hear someone say, "give that girl a sandwich" or "she needs a good feed."

Everyone says they want the "perfect" body and have so many body goals, but when

a girl is just that bit too skinny in your eyes, she gets judged.

Society has these standards for the way that we should look. Don't be fat,

but don't be too skinny that you don't have a figure. You have to have abs and be

over six foot. We should stop listening to what society says our bodies have to be.

Don't listen to what others say about you. You need to focus on YOU, not others.

There are really skinny and really fat people in this world, and that's okay. There are

girls who are over 150 pounds and girls that barely breach 100, and that's okay too.

There are also guys who have abs and guys who have a big belly and that's completely

acceptable! Let's stop body shaming people and making them feel worthless for what

their bodies look like and instead, let's start looking at somebody’s character which

is the most important.

What is body shaming?

Answer:____________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
_

Do you agree with body shaming? Yes or No?

__________________________________________________
__________________________________________________
__________________________________________________

Call to action: (What can people do to stop body

shaming?)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

37
ACTIVITY NO. 2 TRUE OR FALSE

Directions: Write TRUE if the statement is correct and FALSE if the statement is

wrong. Write your answers on a sheet of paper.

1. A critical issue is deemed for prompt actions when it is significant, timely, novel,

and specific.

2. A call to action should strike a reader/ audience’s feelings to make an action on

a critical issue or problem.

3. A reaction is a recount of the critical issue

4. A critical issue is not subjective to reaction or judgment.

5. When you craft a call to action for an audience of influencers, you want to appeal

to their ability to ignore critical issues.

6. A call to action is persuading people to solve or take action for a certain issue or

problem.

7. A call to action is your solution to the issue.

8. In reacting to a critical issue, it is important to cite your opinion.

9. The use of evidence or facts in reacting over a critical issue is much better.

10. A call to action would explain what others should do.

38
A. Directions: Read each item carefully. Choose the letter of the correct
answer.

1. All are found in poetry except...

A. Paragraph C. Rhyme Scheme

B. Rhythm D. Stanza

2. A segment of a poem that is divided into groups of lines is called a:

A. Ballad C. Stanza
B. Haiku D. Pair
3. Which of the following is the correct definition of “tone” in literature?

A. Tone refers to the speaker’s attitude.

B. Tone is the emotional effect of the text to the reader.
C. Tone refers to “mental pictures” created by the author using words.
D. Tones are techniques that writers use to make their writing more colorful.

4. Which of the sentences below is TRUE?

A. Mood is the speaker’s attitude.

B. Mood is the emotional effect of the text to the reader.
C. Mood refers to “mental pictures” created by the author using words.
D. Mood refers to techniques that writers use to make their writing more
colorful.
5. It is known as your position on a certain issue. Which word is being described in
the sentence?
A. Explicit C. Speaker
B. Stand D. Statement

6. Which of the following sentences says TRUE about reported speech?

A. It is also called quoted speech.
B. it contains quotation marks.
C. Words in this speech are the actual words from the speaker
D. Tense in this speech does change.

39
7. Considering the author’s background is important in judging the soundness of
an author’s reasoning.

A. True B. False

8. An author’s reasoning is believable if it is opinionated.

A. True B. False

9. A critical issue is deemed for prompt actions when it is significant, timely, novel,
and specific.

A. True B. False

10. A call to action should strike a reader/ audience’s feelings to make an action on
a critical issue or problem.

A. True B. False

40
 41
What I can do What ‘s more
Answers may vary
Answers may
vary
Module 2
What I can do What’s More
Answers may vary
Act. #1 – Answers May
vary
Act. #2
1.C
2. A
3. B
4.D.
5. B
Module 1
What I Know
1. C
2. D
3. C
4. B
5. B
6. D
7. B
8. D
9. A
10. C
 42
What's More What's More
Activity #1 Answers may vary 1.b
Activity #2 2. c
1. TRUE 3. a
2.TRUE
4. c
3. TRUE
4.FALSE 5. c
5. TRUE 6. a
6.TRUE 7. b
7. FALSE 8. c
8. FALSE 9. b
9.TRUE 10. a
10.TRUE
Module 5
What I can do What’s More?
Answers may vary Activity #1
1. past simple
2. could
3. might
4. past perfect continuous
5. past simple
6. had to
7. past perfect Continuous
8. past perfect continuous
9. had to
10 past continuous
Module 4
What I can do What’s More?
Answers may vary
Activities 1,2, &3
Answers may vary
Module 3
 43
What I Can Do What’s More
Activity #1 Answers may vary Answers may vary
Activity #2
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. FALSE
6. TRUE
7. TRUE
8. TRUE
9. TRUE
10. TRUE
Module 6
References
Almonte, et. al (2014). Learners materials for English: A Journey through Anglo-

American Literature. Department of Education. Pasig, Philippines.

Gwyneth, L. (2016). All About Poetry (Elements and Types of Poetry) [Slides].

Slideshare. Retrieved from https://www.slideshare.net/LouiseGwyneth/all-about-

poetry-elements-and-types-of-poetry?from_action=save. March 27,2021

Shakespeare, W. (2011). Seven Ages Of Man. Best Poems. Retrieved from

https://100.best-poems.net/seven-ages-man.html. March 27, 2021

Freepik. (n.d.). Man life cycle concept Free Vector [Illustration]. Freepik.Com.

Retrieved from https://www.freepik.com/free-vector/man-life-cycle-

concept_9176005.htm. March 27, 2021

Schafer, Cole.(n.d.). “81 staggering lines in literature.” Honeycopy.com.Retrieved

from https://www.honeycopy.com/copywritingblog/best-lines-in-literature.

March 15, 2021

SHORTLIST MEDIA LTD. (n.d.). “The 40 most powerful literary quotes.”

Shortlist.com. Retrieved from https://www.shortlist.com/news/the-40-most-

powerful-literary-quotes. March 15, 2021

44
2d Tone and Mood Word Lists. (n.d.). PDF file. Retrieved from

http://www1.lpssonline.com/uploads/2dToneMoodWordLists.pdf. March 15,

2021

Child as victim of war [Digital image]. (n.d.). Retrieved April 12, 2021, from

https://live.staticflickr.com/65535/49280798848_0f1753290a_b.jpg

Child Begging for money [Digital image]. (n.d.). Retrieved April 12, 2021, from

https://cdn.pixabay.com/photo/2019/02/28/12/27/begging-4025851_1280.png

Powtoon (2021). “Dream Team”. Retrieved from https://www.powtoon.com/style-

gallery/.March 27, 2021

Paul Larkin (2021). “Quora” “How do you determine the tone, mood, techniques and

purpose of the author?” Retrieved from https://www.quora.com/How-do-you-

determine-the-tone-mood-techniques-and-purpose-of-the-author. March 27,2021

“Abad R. (2020) “Steam Inhalation is no COVID-19 cure experts say”

retrieved from: https://businessmirror.com.ph/2020/11/25/steam-inhalation-is-

no-covid-19-cure-experts-say/

“Evaluating authors” by Libguides retrieved from:

https://libguides.whitworth.edu/c.php?g=702696&p=5086997

45
 “How to spot fake news” written by British council, retrieved from:

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11644038

Dawn E. (2017) Let’s talk about body shaming in the Philippines” Last updated

May 17,2027 retrieved from: https://ericadawnw.com/2017/05/17/lets-talk-

about-body-shaming-in-the-philippines/comment-page-1/

Duarte N. (2021) “Call to action” Last updated : November 4,2020 retrieved

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46
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph