9 English Second Quarter LEARNING ACTIVTIY SHEET ii Republic of the Philippines Department of Education REGION II – CAGAYAN VALLEY COPYRIGHT PAGE ENGLISH Learning Activity Sheets (Grade 9) Copyright © 2020 DEPARTMENT OF EDUCATION Regional Office No. 02 (Cagayan Valley) Regional Government Center, Carig Sur, Tuguegarao City, 3500 “No copy of this material 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.” This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must be acknowledged. Derivatives of the work including creating an edited version, an enhancement of supplementary work are permitted provided all original works are acknowledged and the copyright is attributed. No work may be derived from this material for commercial purposes and profit. Consultants: Regional Director : ESTELA L. CARIÑO EdD, CESO IV, DepEd R02 Assistant Regional Director : RHODA T. RAZON EdD, CESO V, DepEd R02 Schools Division Superintendent : FLORDELIZA C. GECOBE PhD, CESO VI, SDO Quirino Asst. Schools Division Superintendent: MARY JULIE A. TRUS PhD, SDO Quirino Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02 Chief Education Supervisor, CID : JORGE G. SADDUL, SR. Development Team Writers: MARY JANE G. SUMBAD, Teacher III, Saguday National High School-Saguday RHODORA T. BLANCO, Teacher III, Quirino General High School- Cabarroguis MARVIE M. LAVADO, Teacher III, Pinaripad National High School- Aglipay JOCELYN D. NATIVIDAD, Teacher III, Cabarroguis National School of Arts and Trade-Cabarroguis JENNIFER B. ACOSTA, Teacher III, Burgos National High School- Cabarroguis Content Editor: SHERYL M. ESPERANZATE, PhD, Head Teacher 1- Maria Clara Elementary School- Diffun I Language Editor: SHERLY C. CAINGUITAN PhD, Education Program Supervisor - English, SDO Quirino Illustrators: MELVIN P. FLORENDO, Teacher III, Ifugao Village Integrated School-Diffun II Layout Artists: BABY DAINA P. VILLANUEVA, Teacher III, Diffun National High School-Diffun I RODERICK A. TADEJA, Head Teacher I–Magsaysay Elementary School-Diffun II Focal Persons: RONNIE F. TEJANO, Education Program Supervisor–English, CLMD, DepEd R02 RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02 SHERLY C. CAINGUITAN PhD, Education Program Supervisor–English, SDO Quirino FELIMENDO M. FELIPE, SEPS-HRD, OIC LR Supervisor – SDO Quirino RONALD T. BERGADO, PDO II-LRMS, SDO Quirino ROZEN D. BERNALES, Librarian II, SDO Quirino Printed by: Curriculum and Learning Management Division DepEd, Carig Sur, Tuguegarao City ii Table of Content Page number Compentency Make connections between text to particular social issues, concerns, or dispositions in real life Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world 1 ..................... ..................... 18 ii ENGLISH 9 Quarter 2 – MELC 1 Make connections between text to particular social issues, concerns, or dispositions in real life 1 Note: Practice Personal Hygiene Protocols at all Times. ENGLISH 9 Name of Learner: _____________________ Grade Level: __________________ Section: _____________________________ Score: _______________________ LEARNING ACTIVITY SHEET MAKING CONNECTIONS: TEXT TO SELF, TEXT TO TEXT, TEXT TO WORLD Background Information for Learners Making connections is a critical reading comprehension strategy that helps you make meaning of what you are reading. When you make connections to the texts that you are reading, it helps you to make sense of what you read, retain the information better, and engage more with the text itself. Keene and Zimmerman (1997) concluded that you comprehend better when you make different kinds of connections. Below are the three kinds of connections when reading a text: TEXT-TO-SELF CONNECTIONS: These are connections where you connect what you are reading to personal experiences or knowledge. This is when you realize something you read in a story has happened to you in your own life. Usually, this kind of connection comes with the emotions you felt at that time. It may make you feel happy, afraid, or sad. Example of Text to Self: “This story reminds me of a vacation that I took to the ocean, just like the main character.” 2 Note: Practice Personal Hygiene Protocols at all Times. TEXT-TO-TEXT CONNECTIONS These connections are made when you can connect what you are reading to other books that you have read or listened to before. They may make connections that show how the books share the same author, have similar characters, events, or settings, are the same genre, or are on the same topic. A solid text to text connection occurs when you are able to apply what you have read from one text to another text. Example of Text to Text: “I read another book about spiders that explained spiders have venom and, in this book, I am learning about the top 10 dangerous spiders of the world.” TEXT-TO-WORLD CONNECTIONS These are connections where you connect what you are reading to real events (past of present), social issues, other people, and happenings going on in the world. You learn about the world from what you hear on TV, movies, magazines, and newspapers. It reminds you of something you have seen happen to someone you know or have seen in the news. Example of Text to World: “I saw on the news about how water pollution was affecting marine animals, and in this book, I am learning about why pollution can make a marine animal sick. Below are some examples of questions that can be used to facilitate connections: TEXT TO SELF TEXT TO TEXT TEXT TO WORLD ➢ What does this ➢ What does this ➢ What does this remind me of in my remind me of in remind me of in the life? another book I’ve real world? ➢ What is this similar to read? ➢ How is this text in my life? ➢ How is this text similar to things that ➢ How is this different similar to other things happen in the real from my life? I’ve read? world? ➢ Has something like ➢ How is this different ➢ How is this different this ever happened to from other books I’ve from things that me? read? happen in the real ➢ How does this relate ➢ Have I read about world? to my life? something like this ➢ How did that part ➢ What were my before? relate to the world feelings when I read around me? this? All three of these connections are meaningful and effective when you are able to make deep, complex, and insightful connections to the text, rather than vague, general, or superficial connections. 3 Note: Practice Personal Hygiene Protocols at all Times. Learning Competency Make connections between texts to particular social issues, concerns, or dispositions in real life. EXERCISE 1: READ & CONNECT Directions: To further enhance your craft in Making Connections, you are tasked to read an excerpt of the story “The Bully” by Anne Schraff. Record in your paper the connection you made while reading. Be sure to include the paragraph number and the type of connection. You can use the sample table below. The Bully 1 Man, I hate this place, Tyray Hobbs thought as he walked slowly towards Bluford High School. The motion from each step sent a dull jab of pain into his left wrist, making him wince slightly. Just outside Bluford’s thick steel front doors, Tyray adjusted his jacket, careful to conceal the bone-colored cast which now encased his left hand. The pain and cast were constant reminders of the humiliation he suffered four days ago. Until then, Tyray had been the most notorious bully in Bluford’s freshman class. Six feet tall and muscular, he could clear a path in a crowd just by showing up. In middle school, Tyray had learned to use his size to intimidate people he didn’t like. Sometimes, he impressed his friends by forcing smaller boys to give him money or do his homework. Other times, he threatened kids for fun. At Bluford, Tyray’s reputation continued to grow. And then Darrell Mercer came along. 2 The first time they met, Tyray thought Darrell was the perfect target — a scrawny, weak kid who transferred to Bluford in the middle of the school year. Having just moved from Philadelphia days earlier, Darrell didn’t know a soul in California, and he was scared. A punching bag with legs, Tyray thought. He had recognized the fear in Darrell’s eyes from day one. After a bit of pressure, Darrell was giving Tyray his lunch money each week in hopes of being left alone. It was some of the easiest money Tyray had ever made. But four days ago, everything changed. The incident replayed in his mind like a scene from an old movie. 3 It happened at lunchtime in the crowded school cafeteria. Tyray was hassling Darrell for skipping his weekly payment. To embarrass him, Tyray tipped Darrell’s lunch tray, spilling food all over the smaller boy’s clothes. The trick worked. Kids throughout the cafeteria howled at Darrell’s mess. 4 Then Darrell did something he had never done before. He stood up to Tyray in front of everyone. 4 Note: Practice Personal Hygiene Protocols at all Times. 5 “Tyray, you ain’t nothing but a bully,” Darrell called out. “No one in this school likes you. They are just afraid of you. But you know what? I am not afraid of you no more. You don’t scare me.” He then demanded that Tyray apologize and clean up the mess. 6 Tyray was shocked at the smaller boy’s bold words. It was true that Darrell had started acting more confident, especially since he befriended Mr. Mitchell, their nosy English teacher, and joined the Bluford wrestling team. But Darrell was still a coward. Tyray never expected him to stand up for himself. 7 Careful not to show his surprise, Tyray stepped over to beat Darrell into a pulp right there in front of everyone. But Darrell was fast. The next thing Ty r a y knew, Darrell had swept underneath him, lifted him up, and sent him crashing onto the hard floor of the cafeteria. 8 Tyray tried to cushion the fall with his left arm, but the impact cracked his wrist bone with a loud wet snap. He could not believe the amount of pain he felt. A nonstop knifing ache mingled with the sensation that the inside of his wrist was on fire. Worse than the pain was seeing that kids who once feared him were laughing. Some even cheered. 9 After the fight, Tyray was taken straight to the nurse’s office. He was still fuming in the wake of his defeat, and his wrist was swelling by the minute. The nurse’s reaction to his injury did not comfort him any. 10 “We’ve got to get you to a hospital,” she said. “Your wrist doesn’t look good at all, Mr. Hobbs. We’ll have to call one of your parents to meet you there. 11 ” Great, Tyray thought to himself. Just great. 12 It was Mom who met Tyray and the school nurse at the Emergency Room of City General Hospital. For Tyray, sitting in the waiting room in pain for two hours was nothing compared to enduring his mother’s coddling the entire time. 13 Once the nurse left, Mom looked at Tyray with a pitiful face. At one point, she even had tears in her eyes. “Mom, I’m fine,” he insisted. Looking at her made him feel even worse about what happened. He did not want her there, but the school required a parent or guardian to be at the hospital with him. Tyray knew Mom was the only person he could turn to. Calling Dad never even crossed his mind. 14 “Honey, I hate to see you in pain,” Mom said, her voice breaking. “And I hate to see you in trouble. We have an appointment to see the principal first thing tomorrow morning. You might get suspended—or even worse.” 15 Tyray tried to shrug off the whole thing. “So what,” he said. “I don’t care about school. That principal’s wacked anyway.” 5 Note: Practice Personal Hygiene Protocols at all Times. 16 “Well, I care,” Mom responded. “And so should you. I didn’t want to believe the things that woman told me over the phone. I couldn’t believe my ears. All those tales about you bullying kids and beating up on people. Tyray, it just breaks my heart. And your father won’t be pleased by this at all.” 17 Tyray knew Mom was right. His father would definitely not be pleased, but Tyray could not worry about that yet. He was still in a great deal of pain. And every time he thought about the fight in the cafeteria, he trembled with rage. Even as the doctor slowly wrapped his wrist, he was seething in silence. 18 He was not done with Darrell Mercer. 19 The next morning before his first class, Tyray and his mother met with Ms. Spencer, the school principal, who was sitting stern-faced at her desk. Ty r a y knew by the tightness in her jaw that he was in big trouble. He just did not know how severe the punishment would be. Would he be suspended? Expelled? 20 “Good morning, Mrs. Hobbs, Tyray,” Ms. Spencer said, an icy edge to her voice. She took a sip of coffee from a mug and turned to him. “I’ve heard Darrell’s side of this story. What do you have to say for yourself?” 21 “Wasn’t my fault,” Tyray mumbled. “Mercer started with me.” “I suggest you tell me the truth, Mr. Hobbs,” Ms. Spencer said, her voice filled with contempt. “We know how you have been bullying and intimidating other students. These are serious accusations. 22 I suggest you tell me everything you know.” 23 As his mother listened, her eyes filled with tears. “Please, Tyray,” she whispered. “Just tell the truth.” 24 “I ain’t done nothing’ wrong. All you hearing’ is lies,” Tyray began, but the anger in Ms. Spencer’s face stopped him right there. 25 “Mr. Hobbs, you are very close to being expelled from this high school. Do you understand what I am saying?” Ms. Spencer growled. 26 Tyray imagined what his father’s reaction would be if he got expelled. Tyray was big, but his father was twice his size. In his high school days, Gil Hobbs was an offensive lineman on the football team, standing a solid six foot four inches and weighing almost three hundred pounds. Tyray knew his father would be furious if he got expelled. He shuddered as he thought of his father’s response to such news. 27 “Okay, okay,” Tyray said to the principal. 6 Note: Practice Personal Hygiene Protocols at all Times. 28 “Not ‘okay, okay,’” Ms. Spencer snapped. “That won’t cut it around here. It’s ‘I understand, Ms. Spencer.’” 29 Tyray was not used to being put in his place, not even by teachers. He felt a burning rage for the skinny woman glaring at him behind wire rim glasses. But she had the power now. So Tyray swallowed hard and mumbled, “I understand, Ms. Spencer.” 30 “Good,” the principal said crisply. “Now then, you will be suspended for three days for fighting and for bullying 7 other students. The suspension begins at once. And if there is ever any more bullying, Mr. Hobbs, I’ll see to it that you are out of this school permanently.” 31 “Don’t worry, Ms. Spencer,” Tyray’s mother said, wiping her eyes. “I know Tyray’s sorry, and I’m sure he’ll behave from now on.” 32 “I hope so,” Ms. Spencer added. “For his sake.” 33 Tyray shrugged his shoulders but said nothing. Ms. Spencer’s threats were nothing compared to what was waiting for him at home when his father found out about the suspension. 34 “You little punk!” Dad screamed later that night. “Where you get off fightin’ and messin’ around in school and gettin’ your hand busted?” 35 “Gil,” Mom said in her soft voice, “he’s in a lot of pain—” 36 “Woman, don’t give me that!” Dad yelled, causing Mom to cower. “You been coddlin’ this boy all his life, and that’s why we got this kind of trouble with him now. I’m glad he’s in pain, understand? Now leave us alone.” 37 Mom hurried out of the room, lines of worry creasing her forehead. Tyray knew she was just as afraid of Dad as he was. He could count on his mother to protect him only so much. 7 Note: Practice Personal Hygiene Protocols at all Times. EXERCISE 1: READ & CONNECT MAKING CONNECTIONS TEXT-TO-SELF ➢ When I read the part about _________________, it reminded me about _________________. ➢ I can connect to (character) ______ because _________. ➢ I can understand how (character) _______ felt because ______ ➢ The part of the story where(describe an event in the story) _________ reminds me of the time I ________________ TEXT-TO-TEXT TEXT-TO-WORLD ➢ This story reminds me of (title of the story) _________ because _______ ➢ This story makes me think of _____ because_______ ➢ The way this story is written reminds me of the story _______ because ➢ This is similar to ____________ ➢ This story reminds me of something I heard in the news ➢ This is like______ EXERCISE 2: SHARE YOUR CONNECTIONS Directions: Share your thoughts and reactions about the story which you have just read in this Double-Entry Journal. In the first column, write a quote or situation from the text that you can react to. Then, in the second column, record your reactions which should make a connection between the text and yourself, another text, or the world. DOUBLE-ENTRY JOURNAL IDEA FROM TEXT REACTION/CONNECTION Example ➢ Sometimes, he impressed his friends by forcing smaller boys to give him money or do his homework. ➢ It reminds me of my classmate in elementary days who shares his “baon” with his “tropa” and mocked those who don’t have money to buy their snacks during recess time. ➢ Text-to-Self Connection 8 Note: Practice Personal Hygiene Protocols at all Times. 1. 2. 3. 4. EXERCISE 3: ASSESS YOUR CONNECTIONS Directions: Evaluate your ability in making connections using the rubric below. TEXT-TO-SELF MAKING CONNECTIONS RUBRIC 4 3 2 1 While reading I can make several detailed and deep connections to my own personal experiences or knowledge without help. While reading I can make some meaningful and appropriate connections to my own personal experiences or knowledge with little help. While reading I can make a few general connections to my own personal experiences or knowledge with some help. While reading I can make vague and surfaced-level connections to my own personal experiences or knowledge with a lot of help. SCORE Or I struggle to make connections to personal experiences. 9 Note: Practice Personal Hygiene Protocols at all Times. TEXT-TO-TEXT TEXT-TO-WORLD 4 3 2 1 While reading I can make several detailed and deep connections to another text without help. While reading I can make some meaningful and appropriate connections to another text with little help. While reading I can make a few general connections to another text with some help. While reading I can make vague and surfaced-level connections to another text with a lot of help. SCORE Or I struggle to make connections to another text 4 3 2 1 While reading I can make several detailed and deep connections to events (past & present), issues or other happenings going on in the world without help. While reading I can make some meaningful and appropriate connections to events (past & present), issues or other happenings going on in the world with little help. While reading I can make a few general connections to events (past & present), issues or other happenings going on in the world with some help. While reading I can make vague and surfaced-level connections to events (past & present), issues or other happenings going on in the world with a lot of help. SCORE Or I struggle to make connections to events (past & present), issues or other happenings going on in the world CLOSURE/REFLECTION: ➢ Summarize the main point of the lesson in one sentence. ________________________________________ ➢ Which type of connection was the easiest to make? Which type was the most challenging? _________________________________________ ➢ How do you think making connections will help you in the future? _________________________________________ 10 Note: Practice Personal Hygiene Protocols at all Times. ANSWER KEY: EXERCISE 1 Possible Answers Answers may vary MAKING CONNECTIONS TEXT-TO-SELF ➢ When I read the part about Tyray who had been the most notorious bully in Bluford’s freshman class, it reminded me about my classmate in kinder who always make fun of us like putting stones in our bag. ➢ Paragraph 1 _________________. TEXT-TO-TEXT TEXT-TO-WORLD ➢ This story reminds me of the story “Indian Education, because in this story, Victor,the main character, got bullied from grade 1 to high school, wrongly judged by teachers, and sees his peers take destructive paths ➢ This story makes me think of how the school and the family discipline the children to make them better persons. ➢ Paragraphs 30-37 ➢ Paragraphs 2-6 ➢ I can connect to Tyray because I was also brought to our school clinic when I had a bad fight with my bully classmate. ➢ This story reminds me of something I heard in the news about a student who was bullied and killed by his classmates. ➢ Paragraph 9 ➢ Paragraphs 7 -8 EXERCISE 2 POSSIBLE ANSWERS Answers may vary DOUBLE-ENTRY JOURNAL IDEA FROM TEXT ➢ After a bit of pressure, Darrell was giving Tyray his lunch money each week in hopes of being left alone. REACTION/CONNECTION ➢ This part makes me think of a social problem called “pangongotong” just to have money. 11 Note: Practice Personal Hygiene Protocols at all Times. ➢ Text-to-World Connection ➢ Worse than the pain was seeing that kids who once feared him were laughing. Some even cheered. ➢ This part of the story is similar to what had happened to Garnier in the story “Turbo”. ➢ Text-to-Text Connection ➢ Tyray knew his father would be furious if he got expelled. He shuddered as he thought of his father’s response to such news. ➢ This part reminds me of the time when my mother got angry with me because I was brought to the Guidance Office due to cutting classes. ➢ Text-to-Self Connection EXERCISE 3 Answers depend on how students assess themselves in terms of making connections. REFERENCES: Keene, E.L., & Zimmermann, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Portsmouth, NH: Heinemann. 2020). Retrieved November 3, 2020, from Google.com.ph website: https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact= 8&ved=2ahUKEwjKzcyQ9eXsAhWE62EKHW10AXcQFjAAegQIAhAC&url=https%3A% 2F%2Fwww.townsendpress.com%2Fsites%2Fdefault%2Ffiles%2Fbluford_gun_ch1.pdf&us g=AOvVaw3qK3dUzlQhougoNfav6tiF 10 Anchor Charts for Teaching Students About Making Connections — THE CLASSROOM NOOK. (2017, October 4). THE CLASSROOM NOOK. Retrieved November 3, 2020, from THE CLASSROOM NOOK website: https://www.classroomnook.com/blog/anchor-chartsfor-teaching-making-connections Guided Comprehension: Making Connections Using a Double-Entry Journal - ReadWriteThink. (2020). Retrieved November 3, 2020, from readwritethink.org website: http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehensionmaking-connections-228.html Prepared by: MARY JANE G. SUMBAD Writer Saguday National High School Magsaysay, Saguday, Quirino 12 Note: Practice Personal Hygiene Protocols at all Times. ENGLISH 9 Name of Learner: ____________________________ Grade Level: _________ Section: ____________________________________ Date: _______________ LEARNING ACTIVITY SHEET Connecting Lives Background Information for Learners Making Connections is a reading comprehension strategy that helps you find meaning in a text by connecting it to your background knowledge. It is particularly important for you to connect learning to your experiences, culture and family at home. Types of Connections 1. Text-to-Self Connection Text-to-Self connections occur when something in the text reminds the reader of a personal experience. 2. Text-to-Text Connection Text-to-text connections occur when something in the text reminds the reader of a previously read text. 3. Text-to-World Connection Text-to-world connections are connections between events in the story and the things that I’ve seen or read about occurring in the real world. The following are guide questions in making connections: o o Focusing on text-to-self connections: ▪ What does this story remind you of? ▪ Can you relate to the characters in the story? ▪ Does anything in this story remind you of anything in your own life? Focusing on text-to-text connections: ▪ What does this remind you of in another book you have read? 13 Note: Practice Personal Hygiene Protocols at all Times. ▪ ▪ o How is this text similar to other things you have read? How is this text different from other things you have read? Focusing on text-to-world connections: ▪ What does this remind you of in the real world? ▪ How are events in this story similar to things that happen in the real world? ▪ How are events in this story different from things that happen in the real world? Learning Competency with code EN9VC-11a-1.4: Establish connections of events and how these lead to the ending of a material. (Quarter 2, Week 1, Lesson 1 – Finding Greatness) Directions/Instructions: Activity 1. Knowing your Connections Answer the following questions correctly. 1. What type of connection is this? I read a book about how grocery stores get their food. It reminded me of the grocery trucks that drive by on the highway every day.’ a. Text-to-Text b. Text-to-Self c. Text-to-World 2. What type of connection is this? I read a book about what life was like before electricity. It reminded me of the time I went camping in a cabin that had no electricity. a. Text-to-Text b. Text-to-Self c. Text-to-World 3. What type of connection is this? I read a non-fiction book about how to get better at tennis. It reminded me of last summer when I attended a tennis camp to improve my skills. a. Text-to-Text b. Text-to-Self c. Text-to-World 4. What kind of connection is this? I read a magazine about the new airport the city is planning to build. It reminded me of how small many local airports are. a. Text-to-Text b. Text-to-Self c. Text-to-World 14 Note: Practice Personal Hygiene Protocols at all Times. 5. What kind of connection is this? I read a magazine about how eggs are produced. It reminded me of my last visit last summer to my grandparents’ farm. a. Text-to-Text b. Text-to-Self c. Text-to-World Activity 2. Making Good Connections Create a possible dialogue between the following: student-parent, student-friend and student-teacher Situation: Shirley received an academic recognition from her school. How do you think a supportive parent would speak to the child? Would others such as a friend or a teacher speak to the child in the same manner? student-parent student-friend 15 Note: Practice Personal Hygiene Protocols at all Times. student-teacher Activity 3. Connecting to People Use a graphic organizer to list which foods/dietary contributions lead to certain diseases. Look for similarities and differences to make conclusions on which food/lifestyle/choices people should avoid to live a healthy life. FOODS THAT PEOPLE LOVE TO EAT (Wants and Needs) Conclusion: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Closure/Reflection: Complete this statement: What I have learned in this activity _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________________________. 16 Note: Practice Personal Hygiene Protocols at all Times. Answer Key Activity 1. Knowing your Connections 1. C 2. C 3. B 4. C 5. C Activity 2 and Activity 3 (Learners’ answers may vary) References: Anglo-American Literature English 9 Learners Material pp.119-121 Oral Communication in Context Textbook for Senior High School pp. 35-36 www.readwritethink.org Prepared by: RHODORA T. BLANCO Writer Quirino General High School Cabarroguis, Quirino 17 Note: Practice Personal Hygiene Protocols at all Times. ENGLISH – 9 Quarter 2 – MELC 2 Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world 18 Note: Practice Personal Hygiene Protocols at all Times. ENGLISH 9 Name of Learner: _____________________ Section: _____________________________ Grade Level: __________________ Score: _______________________ LEARNING ACTIVITY SHEET ANALYZE LITERATURE AS A MEANS OF UNDERSTANDING UNCHANGING VALUES IN THE VUCA (VOLATILE, UNCERTAIN, COMPLEX, AMBIGUOUS) WORLD Background Information for Learners Life gets even harder for people who do not dream of making it a little better. Keep reaching for your dreams; keep reaching for your goals which you have created with your heart and soul. And every time you fail, hold on to it tightly; never let it go. It may get harder every day but every step you put forward is a great leap towards triumph. After all, chances are, the life you try to redefine is just right there at the corner. (Anglo-American Literature LM) Learning Competency with Code: EN9LT-IIa-15: Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world Read the text below then answer the activities that follow: A Raisin in the Sun Lorraine Hansberry The action of the play is set in Chicago’s Southside, sometime between World War II and the present. Act I Scene One: Friday Morning Scene Two: the following morning (Ruth comes in forlornly and pulls off her coat with dejection. Mama and Beneatha both turn to look at her.) RUTH (dispiritedly): Well, I guess from all the happy faces – everybody knows. BENEATHA: You pregnant? MAMA: Lord have mercy, I sure hope it’s a little old girl. Travis ought to have a little sister. (Beneatha and Ruth give her a hopeless look for this grandmotherly enthusiasm). 19 BENEATHA: How far along are you? Note: Practice Personal Hygiene Protocols at all Times. RUTH: Two months. BENEATHA: Did you mean to? I mean did you plan it or was or an accident? BENEATHA: Oh, Mama. RUTH (wearily): She’s twenty years old, Lena. BENEATHA: Did you plan it Ruth? RUTH: Mind your own business. BENEATHA: It is my business – where is he going to live, on the roof? (There is silence following the remark as the three women react to the sense of it.) Gee – I didn’t mean that Ruth, honest. Gee, I don’t feel like that at all. I – I think it is wonderful. RUTH (dully): Wonderful. BENEATHA: Yes – really. MAMA (looking at RUTH, worried): Doctor say everything will be alright? RUTH (far away): Yes – she says everything is going to be fine... MAMA (immediately suspicious): “She” – What doctor you went to? (Ruth folds over, near hysteria) MAMA (worriedly hovering over RUTH): Ruth honey – what’s the matter with you – you sick? (RUTH as her first clenched on her thighs and is fighting hard to suppress a scream that seems to be rising in her) BENEATHA: What’s the matter with her, Mama? MAMA (working her fingers in RUTH’s shoulders to relax her): She be all right. Women gets right depressed sometimes when they get her way. (Speaking softly, expertly, rapidly). Now you just relax. That’s right...just lean back, don’t think ‘bout nothing at all...nothing at all – RUTH: I’m all right... (The glassy-eyed look melts and then she collapses into a fit of heavy sobbing. The bell rings.) (The front door opens slowly, interrupting him, and TRAVIS peeks his head in, less than hopefully.) TRAVIS (to his mother): Mama, I – RUTH: “Mama I” nothing! You’re going to get it boy! Get on in that bedroom, and get yourself ready! TRAVIS: But I – MAMA: Why don’t you all never let the child explain hisself RUTH: Keep out of it now, Lena. (Mama clamps her lips together, and RUTH advances towards her son menacingly.) RUTH: A thousand times I have told you not to go off like that – MAMA (holding out her hands to get grandson): Well – at least let me tell him something. I want him to be the first one to hear... Come here Travis. (The boy obeys, gladly.) Travis – (She takes him by the shoulder and looks into his face) – you know that money we got in the mail this morning? TRAVIS: Yes ‘m--MAMA: Well – What you think your grandma gone and done with that money? TRAVIS: I don’t know grandmamma. MAMA (putting her fingers on his nose for emphasis): She went out and bought you a house! (The explosion comes from WALTER at the end of the revelation and he jumps up and turns away from all of them in a fury. MAMA continues to 20 Note: Practice Personal Hygiene Protocols at all Times. TRAVIS) You glad about the house? It’s going to be yours when you get to be a man. TRAVIS: Yeah – I always wanted to live in a house. MAMA (She takes an envelope out of her handbag and puts it in front of him and he watches her without speaking or moving.): I paid the man thirty-five hundred dollars down on the house. That leaves sixty-five hundred dollars. Monday morning I want you to take this money and take three thousand dollars and put it in a savings account for Beneatha’s medical schooling. The rest you put in a checking account – with your name on it. And from now on, any penny that come out of it or that go in it is for you to look after. For you to decide. (She drops her hand a little helplessly.) It ain’t much, but it’s all I got in the world and I’m putting it in your hands. I’m telling you to be the head of this family from now on like you supposed to be. WALTER (stares at the money): You trust me like that, Mama? MAMA: I ain’t never stop trusting you. Like I ain’t never stop loving you. Directions: Here are different exercises to develop your skill in our lesson. Answer the exercises the best you can. Activity 1. Answer the following questions. 1. What are Mama’s dreams for her family? For Travis: ______________________________________________________________ For Beneatha: ______________________________________________________________ For Walter: ______________________________________________________________ 2. Do you agree with the mother’s decisions/dreams for her family? Why? ______________________________________________________________ Activity 2. Take a good look at the illustrations below. Can you tell what they dream about? Write your answers on the spaces provided for you beside each picture Picture 1 _____________________________ _____________________________ _____________________________ _____________________________ 21 Note: Practice Personal Hygiene Protocols at all Times. Picture 2 _____________________________ _____________________________ _____________________________ _____________________________ Picture 3 _____________________________ _____________________________ _____________________________ _____________________________ Activity 3. Using the bubble map below, share your dreams and goals in life. Write your answers in the bubbles. MY DREAMS IN LIFE 22 Note: Practice Personal Hygiene Protocols at all Times. Activity 4. Below is a list of possible themes which are applicable for the play. Pick one among these and look for a scene in the play that supports the theme you have chosen. Write the complete dialogue from the play on the spaces provided for you. Hopes and dreams frustrations with one’s actions Pride new beginnings Segregation/discrimination Strength of family Love for family Theme: _________________________________ Scene from the play: ________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Activity 5. Read the quotation below the write your reflection about it. “Dare to live the life you have dreamed for yourself. Go forward and make your dreams come true.” - Ralph Waldo Emerson My Reflection: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 23 Note: Practice Personal Hygiene Protocols at all Times. Answer Key Activity 1 1. For Travis: a house For Beneatha: to be a doctor For Walter: a business 2. Answers may vary Activity 2 Picture1 dreaming of having a house and a car Picture 2 dreaming of having more food to eat Picture 3 dreaming to feel better away from sickness Activity 3 Answers may vary Activity 4 Answers may vary Activity 5 Answers may vary References: English Expressways III. SD Publication, Inc. DepEd, Philippines.2010.p.431-435, 447 study.com/academy/lesson/a-raisin-in-the-sun-activities.html Prepared by: JOCELYN D. NATIVIDAD Writer Cabarroguis National School of Arts and Trade Cabarroguis, Quirino 24 Note: Practice Personal Hygiene Protocols at all Times. ENGLISH 9 Name of Learner: _______________________________ Grade Level: _____________ Section: _______________________________________ Date: ___________________ LEARNING ACTIVITY SHEET ANALYZE LITERATURE AS A MEANS OF UNDERSTANDING UNCHANGING VALUES IN THE VUCA (VOLATILE, UNCERTAIN, COMPLEX, AMBIGUOUS) WORLD A Raisin in the Sun Lorraine Hansberry Background Information for Learners YOUR JOURNEY Life gets even harder for people who do not dream of making it a little better. Keep reaching for your dreams; keep reaching for your goals which you have created with your heart and soul. And every time you fail, hold on to it tightly; never let it go. It may get harder every day but every step you put forward is a great leap towards triumph. After all, chances are, the life you try to redefine is just right there at the corner. The literary text used in this unit focuses on a drama, A Raisin in the Sun as a unique form of literature and as a means for you to understand unchanging values in a changing world. (Anglo-American Literature LM) Overview of the Play A Raisin in the Sun is a play written by Lorraine Hansberry, which debuted on Broadway in 1959. The play is titled after a famous verse from Langston Hughes' poem, 'Harlem.' The play is about a Black family in Chicago that struggles to improve their situation in life with the insurance payout from the father's death. Walter and Ruth Younger live with their son, Travis, Walter's mother, Mama, and Walter's sister, Beneatha, in a tiny and dilapidated apartment on the south side of Chicago. Walter wants to open a liquor store with his friends Willy and Bobo. He wants to use the life insurance payout from his father's death to invest in the business. His mother disapproves, wanting to use the money for a new house in an all-white neighborhood. After they put a down payment on the house, a representative of the neighborhood offers to buy them out in order to prevent a Black family from moving into the neighborhood. The Youngers ultimately reject this bribe, moving into the new home. Their future seems uncertain and slightly dangerous, but they are optimistic and determined to live a better life. They believe that they can succeed if they stick together as a family and resolve to defer their dreams no longer. 25 Note: Practice Personal Hygiene Protocols at all Times. Learning Competency Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world (Quarter 2, Week 2) ENRICHMENT ACTIVITIES ACTIVITY 1. GRASP IT! 1. What is Mama’s greatest dream for her family? State her reasons behind it. Mama’s Greatest Dream R E A S O N S 2. How does the dream of every member of the Younger family differ and agree with one another? Accomplish the Venn Diagram. 26 Note: Practice Personal Hygiene Protocols at all Times. Mama Walter Beneatha Dream 3. What does Walter want to do with the insurance check? Discuss his motive. Why do you think Mama does not approve it? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4. Does any of the characters in the play remind you of someone? How does that someone plan his course of action to realize his dream? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ________________________________________ 5. Would you have dreamt of the same thing for your family? Why? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ________________________________________ 27 Note: Practice Personal Hygiene Protocols at all Times. ACTIVITY 2. PREDICT A DREAM From the story, Mama dreams of moving into a house with lawn- where Travis could play – a part of her great “American Dream” which she nurtures with her husband. Walter dreams of putting up a business and Beneatha dreams of finishing a medical course. In reality, most people likewise hold on to a dream. Take a good look at the illustrations. In the given predicament, can you tell what they dream about? Write 3-5 sentences discussing their dreams. photo from dailymail.co.uk ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ photo from the asia foundation ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 28 Note: Practice Personal Hygiene Protocols at all Times. photo from arab news ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ photo from who.int ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 29 Note: Practice Personal Hygiene Protocols at all Times. photo from The New York Times ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ACTIVITY 3. DARE TO CLIMB. Plot the events in the play by writing them inside the space provided. Answer the guide questions below. Summary: Plot Overview A Raisin in the Sun portrays a few weeks in the life of the Youngers, an AfricanAmerican family living on the South Side of Chicago in the 1950s. When the play opens, the Youngers are about to receive an insurance check for $10,000. This money comes from the deceased Mr. Younger’s life insurance policy. Each of the adult members of the family has an idea as to what he or she would like to do with this money. The matriarch of the family, Mama, wants to buy a house to fulfill a dream she shared with her husband. Mama’s son, Walter Lee, would rather use the money to invest in a liquor store with his friends. He believes that the investment will solve the family’s financial problems forever. Walter’s wife, Ruth, agrees with Mama, however, and hopes that she and Walter can provide more space and opportunity for their son, Travis. Finally, Beneatha, Walter’s sister and Mama’s daughter, wants to use the money for her medical school tuition. She also wishes that her family members were not so interested in joining the white world. Beneatha instead tries to find her identity by looking back to the past and to Africa. As the play progresses, the Youngers clash over their competing dreams. Ruth discovers that she is pregnant but fears that if she has the child, she will put more financial pressure on her family members. When Walter says nothing to Ruth’s admission that she is considering abortion, Mama puts a down payment on a house for the whole family. She believes that a bigger, brighter dwelling will help them all. This house is in Clybourne Park, an entirely white neighborhood. When the Youngers’ future neighbors find out that the Youngers are moving in, they send Mr. Lindner, from the Clybourne Park Improvement Association, to offer the Youngers money in return for staying away. 30 Note: Practice Personal Hygiene Protocols at all Times. The Youngers refuse the deal, even after Walter loses the rest of the money ($6,500) to his friend Willy Harris, who persuades Walter to invest in the liquor store and then runs off with his cash. In the meantime, Beneatha rejects her suitor, George Murchison, whom she believes to be shallow and blind to the problems of race. Subsequently, she receives a marriage proposal from her Nigerian boyfriend, Joseph Asagai, who wants Beneatha to get a medical degree and move to Africa with him (Beneatha does not make her choice before the end of the play). The Youngers eventually move out of the apartment, fulfilling the family’s long-held dream. Their future seems uncertain and slightly dangerous, but they are optimistic and determined to live a better life. They believe that they can succeed if they stick together as a family and resolve to defer their dreams no longer. from https://www.sparknotes.com/lit/raisin/summary/ 1. 2. 3. 4. 5. What is the beginning of the story? What are the complications and struggles faced by the characters? What is the turning point of the story? When do the problems and complications begin to be resolved? What is the final outcome of the story? Climax Rising Action Falling Action Introduction Denouement 31 Note: Practice Personal Hygiene Protocols at all Times. ACTIVITY 4. CHECKPOINT A. Encircle the letter of the correct answer. 1. What does “A Raisin in the Sun” symbolize in the play? A. dreams of the family members B. struggles of the characters C. conflict in the characters’ decisions D. house where the family lived in 2. He is the only white character in the play. A. Joseph Asagal C. Bobo B. George Murchinson D. Karl Linder 3. Which event is included in the rising action of the story? A. Lena received the insurance money. B. The Younger moved out from the house. C. Conflict arose due to the characters’ individual dreams. D. Walter loses the insurance money. 4. Where did the Younger family moved? A. Chicago slums C. Clybourne Park B. Clybourne village D. Chicago’s Southside 5. Which among the themes was highlighted when the Younger family refused to accept the money they were offered by the white? A. dreams, hopes and plans C. dignity in the midst of suffering B. family dynamics and love D. rebellion and stubbornness B. True or False. Write true in the blank if the statement is correct. If false, write the word/s that would replace the underlined word/s to make the sentence correct. ___________ ___________ ___________ ___________ ___________ 6. Beneatha Younger wanted to be a teacher someday. 7. Travis is Mama Lena’s son. 8. Ruth Younger is Lena Younger’s daughter-in-law. 9. Travis Younger would like to invest in a liquor business. 10. Ruth Younger is pregnant during the events in the story. C. Identify the characters who said the following lines. Write your answers on the blank. First names will do. ___________ 11. I ain’t never stop trusting you. Like I ain’t never stop loving you. ___________ 12. You pregnant? ___________ 13. You’re going to get it, boy! Get on in at that bedroom, and get yourself ready. ___________ 14. You trust me like that, Mama? ___________ 15. Yeah – I always wanted to live in a house. 32 Note: Practice Personal Hygiene Protocols at all Times. ACTIVITY 5. THE DREAM BOARD Design a board game that represents a real-life journey from the moment you were born until the time you believe you’ll achieve your dreams. You may use icons or pictures to represent the different stages of your life and the dreams you want to achieve. Make your icons more prominent to the point where you overcome those challenges. Mark it with a trait or values that you believe you possess and that enables you to leap over it. Use your creativity. DREAM BOARD RUBRIC 10 points Neatness The dream and board was Presentation well presented and all the information is easy to understand. Use of Images and Symbols Visual Appeal 8 points The dream board was well presented and most of the information is easy to understand. Most Some categories categories are enhanced are enhanced with with appropriate symbols or symbols and icons. icons. Color, Color, shapes, size shapes, size and and arrangement arrangement of graphics of graphics contribute are eyemeaning to catching and the overall contribute message. some meaning. 6 points The dream board was mostly well presented but some of the information are difficult to understand. A few categories are enhanced with simple symbols or icons. 4 points The dream board was not neat enough to understand most concepts. 2 points The dream board was not neat enough to understand. The dream board includes some images or icons. The dream board includes few images or icons. Color, shapes, size and arrangements are present but do not add to the information. Color, shapes, size and arrangements are destructing or misleading. Colors, shapes, size and arrangement are dull. 33 Note: Practice Personal Hygiene Protocols at all Times. ANSWER KEY ENRICHMENT ACTIVITIES ACTIVITY 1. GRASP IT! 1. Mama’s greatest dream for her family is to have a good life. She wants her children to have a successful life with privileges like of a White American. Reasons: They are struggling with money. They are Black Americans, thus they have limited opportunities. They are suffering from racism and discrimination 2. Mama - Mama’s dream is to have a house. Walter - Walter’s dream is to have a liquor business. Beneatha - She dreams of becoming a doctor. 3. Walter wants to open a liquor store with his friends Willy and Bobo. He urges his Mama to use the insurance money. Lena (Walter’s mom) refuses because she wants to buy a house in a safer place like Clybourne Park and she is totally against liquor business since she has seen how alcohol has negatively affected the poor people in their neighborhood. 4. Answers may vary. 5. Answers may vary. ACTIVITY 2. PREDICT A DREAM First Photo - Answers may vary. Second Photo – Answers may vary. Third Photo – Answers may vary. Fourth Photo – Answers may vary. Fifth Photo – Answers may vary. ACTIVITY 3. DARE TO CLIMB 1. Exposition 2. Conflict and Rising Action 3. Climax 4. Falling Action 5. Denouement Introduction: The Younger family lives in a very small apartment in Chicago. Big Walter has recently died, and there is a $10,000 insurance check due to arrive soon. Walter hopes to use it for a liquor store, Beneatha hopes to use it for her medical school, and Mama is not sure what she will do with it. Ruth falls ill at the end of the first scene, and it seems that she is pregnant. 34 Note: Practice Personal Hygiene Protocols at all Times. Rising Action/ Conflict: Walter feels like no one is listening to him about his dream for the liquor store. He wants to get ahead somehow, but Mama refuses to give him the money to invest. Instead, she gets out and buys a house in an all-white neighborhood, which might be dangerous. After Mama buys a house in Clybourne Park, she decides to give Walter the remaining $6,500 to put aside for Beneatha’s schooling, and to invest in the liquor store. The Youngers are visited by a man named Karl Lindler, whom offers a significant amount of money to stay out of neighborhood they refuse. Climax: Bobo arrives at the apartment and tells Walter that Willy Harris took all of the money they gave him for the liquor store plan and took off. Worse, Walter never put aside the $3,000 he was supposed to put into the bank for Beneatha’s medical schooling. Falling Action: Walter decides to call Lindler and accept his offer in order to recoup some of the money. Asagi arrives and invites Beneatha to marry him and move to Nigeria to be a doctor, which gives Beneatha a new hope. Mama thinks that Walter’s willingness to make a deal with Lindler will eventually leave him with nothing inside. Denouement: Walter realizes that he cannot trade his pride with money, and tells Lindler to get lost. The Youngers leave the apartment in a celebratory mood, and Mama returns to grab her plant, which represents her dream of a happy, content family in a home they can call their own. ACTIVITY 4. CHECKPOINT A. 1. E 2. D 3. G 4. C 5. C B. 6. Doctor 7. True 8. True 9. Walter 10. True C. 11. Mama 12. Beneatha 13. Ruth 14. Walter 15. Travis 35 Note: Practice Personal Hygiene Protocols at all Times. ACTIVITY 5. THE DREAM BOARD Answers may vary. References: https://www.theguardian.com/commentisfree/2015/jul/10/inspirational-online-images-danielcabrera-homeless-filipino ht0tps://www.npr.org/sections/thetwo-way/2013/11/11/244494448/absolute-bedlam-in-thephilippines-after-typhoon-haiyan http://www.asahi.com/ajw/articles/13324394 https://www.google.com/search?q=image+of+a+filipino+stricken+by+covid https://www.google.com/search?q=images+on+racism+issues Prepared by: JENNIFER B. ACOSTA Writer Burgos National High School Burgos, Cabarroguis, Quirino 36 Note: Practice Personal Hygiene Protocols at all Times.