9 English 9 Activity Sheet Quarter 3 – MELC 2 Determining the Relevance of the Ideas Presented in the Materials Viewed REGION VI – WESTERN VISAYAS i English 9 Activity Sheet No. 2 First Edition, 2020 Published in the Philippines By the Department of Education Region 6 – Western Visayas 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. This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas. ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or transmitted in any form or by any means electronic or mechanical without written permission from the DepEd Regional Office 6 – Western Visayas. Development Team of English 9 Activity Sheet Writer/s: Gift A. Rivera Illustrator/s: Jerome Jordan Z. Ponsica, Eldiardo E. de la Peña Layout Artist/s: Mark Jairee G. Cabus, Antonio O. Rebutada Schools Division Quality Assurance Team: Marjoe N. Bering Jessa P. Go Division of Escalante City Management Team: Clarissa G. Zamora, CESO VI Atty. Fevi S. Fanco, EdD Ivy Joy A. Torres, PhD Jason R. Alpay Ma. Theresa L. Tabotabo, PhD Regional Management Team Ramir B. Uytico, EdD, CESO IV Pedro T. Escobarte, Jr., PhD Elena P. Gonzaga, PhD Donald T. Genine Nestor Paul M. Pingil, PhD ii Introductory Message Welcome to English, Grade 9! The Learning Activity Sheet is a product of the collaborative efforts of the Schools Division of Escalante City and DepEd Regional Office VI - Western Visayas through the Curriculum and Learning Management Division (CLMD). This is developed to guide the learning facilitators (teachers, parents and responsible adults) in helping the learners meet the standards set by the K to 12 Basic Education Curriculum. The Learning Activity Sheet is self-directed instructional materials aimed to guide the learners in accomplishing activities at their own pace and time using the contextualized resources in the community. This will also assist the learners in acquiring the lifelong learning skills, knowledge and attitudes for productivity and employment. For learning facilitator: The English 9 Activity Sheet will help you facilitate the leaching-learning activities specified in each Most Essential Learning Competency (MELC) with minimal or no faceto-face encounter between you and learner. This will be made available to the learners with the references/links to ease the independent learning. For the learner: The English 9 Activity Sheet is developed to help you continue learning even if you are not in school. This learning material provides you with meaningful and engaging activities for independent learning. Being an active learner, carefully read and understand the instructions then perform the activities and answer the assessments. This will be returned to your facilitator on the agreed schedule. iii Quarter 3 – Week 2 Learning Activity Sheets (LAS) No.2 Name of Learner: _______________________________________________________ Grade and Section: ___________________________ Date:___________________ ENGLISH 9 ACTIVITY SHEET Determining the relevance of the ideas presented in the materials viewed I. Learning Competency with Code Determine the relevance and the truthfulness of the ideas presented in the materials viewed (EN9VC-IVa-10) Determine the relevance of the ideas presented in the material viewed II. Background Information for Learners This lesson will introduce you to real-life experiences, and in your journey to work well with others, you will be guided to determine the relevance of the ideas presented in the material viewed to the materials read. To know the relevance of something is to know why it matters or how it is important. Relevance is the concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first. The concept of relevance is studied in many different fields, including cognitive sciences, logic, and library and information science. Most fundamentally, however, it is studied in epistemology (the theory of knowledge). Different theories of knowledge have different implications for what is considered relevant and these fundamental views have implications for all other fields as well. An information is relevant when it helps you to answer the questions. In addition, relevant information supports the topic. The use of videos in a subject can be effective to enrich your learning experiences as students. Videos can also spark discussions, supplement key concepts, provide real-life examples, demonstrate problem solving or bring in the views of outside experts. In this lesson, not only that you will know how relevant the word kindness is to the lives of others, but most importantly how the materials you are going to view present ideas that surround around the topic. How will you determine if the topic in the material viewed relevant? Consider these questions: • Is the material viewed organized and focused on a topic or story? • What is the goal of the material? • Is there a central theme? • Is there narrative structure? 1 • Does it make linear sense? (Some items may be designed to be deliberately obtuse, but others are flat out badly made.) Is it relevant? • • • Ask these questions: How is the information useful to you? How does it answer the questions? What details are provided that specifically answer the questions? Relevance is intermixed with all the other evaluation criteria: What is the purpose of this source? Is it to sell a product, educate, advocate, persuade, or to entertain? Who is the intended audience? Are political, ideological, cultural, religious, institutional, or personal biases evident? III. Accompanying DepEd textbooks and Educational sites • A Journey Through Anglo-American Literature - Grade 9 ,pp 217-218, 226-228 • en.m.wikipedia.org • https://libguides.colostate.edu/howtodo/evaluatemovie • https://isit.arts.ubc.ca/ideas-and-strategies-for-using-video-in-the... • https://www.rcampus.com/rubricshowc.cfm$sp=yes&code=J23598 • https://www.vocabulary.com/dictionary/relevance • http://www.youtube.com/watch?v=nwAYpLVyeFU • https://www.youtube.com/watch?v=1v9XeApSYNY • Owl.purdue.edu › part_1_lessons_1_4 • www.scribbr.com› research-process IV. Activity Proper Activity 1. Kindness Begets Kindness View the video titled Life Vest Inside – Kindness Boomerang through this link http://www.youtube.com/watch?v=nwAYpLVyeFU. Source:http://www.youtube.com/watch?v=nwAYpLVyeFU Video from Youtube Channel: LifeVestInside 2 Guide questions: 1. 2. 3. 4. What is the video all about? In what way is “working with others” shown in the video? Why is it entitled Kindness Boomerang? Do you believe that people nowadays can help and work with each other with kindness? Support your answer. 5. Do the ideas presented on the video focus on the topic? Support your answer. 6. Is the content of the video relevant to the title itself? Support your answer. Activity 2. Fun in Acrostic One way also to determine relevance is to associate words to the given topic, create an acrostic poem featuring your own version of “kindness”. K I N D N E S S WRITING AN ACROSTIC POEM RUBRIC CRITERIA Meaning and originality Sensory details Form Grammar Exceeding standards 4pts Poem is creative and original. It is evident that the poet put thought into their words and uniquely conveyed their ideas and emotions. Vivid, detailed images and intensely felt emotion make the poem come alive. The poem is complete and follows its intended form. Proper use of English spelling and grammar is used consistently throughout each poem. Punctuation is utilized when necessary. Meeting standards 3 pts Poem is thoughtful and creative. A couple of phrases or ideas may be revised, but the overall product is carefully written. Clear sensory images are used to portray ideas or emotions. The poem is written in its proper forms with a few mistakes. A couple of spelling or grammar mistakes are evident, but do not diminish the meaning of the poem. Punctuation is utilized when necessary. Approaching standards 2pts Most of the poem is creative but appears to be rushed. This is evident in the poet’s redundancy or use of cliches. Some use of image, idea, or emotion. The poem is somewhat written in its proper form. The poets intended meaning is confusing by several spelling or grammar errors. Punctuation maybe misused. Source:https://www.rcampus.com/rubricshowc.cfm$sp=yes&code=J23598 3 Activity 3. “Teens Can” View another video clip on this link: https://www.youtube.com/watch?v=1v9XeApSYNY , produced by the Durham Region Health Department, then try to determine the relevance by answering the questions. Questions: 1. What is the video clip all about? 2. What is the main point of the material you just have viewed? 3. What is the relevant information that supports the main point? 4. Are the data presented in the material viewed relevant to the whole video? Support your answer. V. Reflection Lord Alfred Tennyson once said, “I am a part of all I have met.” What you are and what you will become, therefore, is significantly linked with the people you worked with. It made me realized that… ___________________________________________________________________ ___________________________________________________________________ ________________ ___________________________________________________________________ ___________________________________________________________________ ________________ I therefore commit to… ___________________________________________________________________ ___________________________________________________________________ ________________ ___________________________________________________________________ ___________________________________________________________________ ________________ 4 5 You can have similar answers to these. 1. The video is all about someone who receives kindness and shows kindness to others in return. 2. When you receive anything, be sure to extend or share it to others too. 3. A boomerang is a piece of thing that surely comes back to the thrower. Watching on the video, one kindness will reach farther and surely backfires to its generator, meaning somebody who receives it surely extends it. 4. Answer may vary. 5. Answer may vary. 6. Answer may vary. Activity 2. Answer may vary. Activity 3. 1. The materials I just viewed is about the simple steps on how teens can build resiliency. 2. About teen resiliency 3. The author/s support/s its main point by supplementing it with resiliency boosters such as supportive relationship by parents, healthy coping strategies, optimism, emotional awareness, and skills for living. 4. Answer may vary. VI. Answer Key
