9
ENGLISH
SECOND QUARTER - MODULE 1
MAKE CONNECTIONS BETWEEN
TEXTS TO PARTICULAR SOCIAL
ISSUES, CONCERNS, OR
DISPOSITIONS IN REAL LIFE
English- Grade 9
Alternative Delivery Mode
Quarter 2- Module 1: Make Connections between Texts to Particular Social Issues,
Concerns, or Dispositions in Real Life
First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of The Module
Writers Name:
MARIANETH MIRAFLOR
GLEM MAE GARCIA
Editors Name:
ALEX A. PARANE, Ph.D., EPSVR – ENGLISH
Reviewers Name:
JOHN SEDRICK V. TABIO & RIA V. OMAÑA
Illustrator:
CATALINO B. DAEL III & CYNTHIA C. AGUILAR
Layout Artist:
GLEM MAE L. GARCIA
Management Team: MA. THERESA V. AVANZADO, CESO IV-SDS
SAMUEL J. MALAYO, ASDS
MILAGROS M MANANQUIL – CHIEF, CID
MILAGROS G. SUYO – CHIEF, SGOD
GLENDA T. CATACUTAN – EPSVR, LRMS
ARNULFO M. GIRASOL – COORDINATOR, ADM/ESP
ALEX A. PARANE, Ph.D. – EPSVR, ENGLISH
Printed in the Philippines by: Division of Tanjay City
Department of Education – Region 7: Tanjay City Division
Office Address: Opao, Brgy. 9, Tanjay City, Negros Oriental
E-mail Address: depedtanjaycity@yahoo.com
9
ENGLISH
SECOND QUARTER - MODULE 1
MAKE CONNECTIONS
BETWEEN TEXTS TO SOCIAL
ISSUES, CONCERNS, OR
DISPOSITIONS IN REAL LIFE
Introductory Message
For the facilitator:
Welcome to the Grade 9 Alternative Delivery Mode (ADM) Module on Making
Connections between Texts to Particular Social Issues, Concerns, or
Dispositions in Real Life
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:
Welcome to the English Alternative Delivery Mode (ADM) Module on Making
Connections between Texts to Particular Social Issues, Concerns, or
Dispositions in Real Life
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to
Know
What I Know
What’s In
What’s New
What is It
This will give you an idea of the skills or competencies
you are expected to learn in the module.
This part includes an activity that aims to check what
you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to skip
this module.
This is a brief drill or review to help you link the
current lesson with the previous one.
In this portion, the new lesson will be introduced to
you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the lesson.
This aims to help you discover and understand new
concepts and skills.
What’s More
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
You may check the answers to the exercises using the
Answer Key at the end of the module.
What I Have
Learned
This includes questions or blank sentence/
paragraph to be filled in to process what you learned
from the lesson.
What I Can Do
This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate your level of
Assessment
Additional
Activities
Answer Key
mastery in achieving the learning competency.
In this portion, another activity will be given to you to
enrich your knowledge or skill of the lesson learned.
This contains answers to all activities
in the module.
At the end of this module you will also find:
References
This is a list of all
developing this module.
sources
used
in
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
This module was designed and written with you in mind. It is here to help
you make connections between texts to particular social issues, concerns, or
dispositions in real life. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
At the end of the lesson, you must be able to:
A. Relate text content to particular social issues, concerns, or
dispositions in real life by performing various activities
B. Write a meaningful essay on “Creating Positive Impact on
Someone Else’s Life”
C. Value the importance of one’s willingness to help and work with
others in this ever changing world
What I Know
Look at the four suggested definitions on the right and choose the letter
which you think has the same meaning with the word on the left. Write the
answers in your answer sheet. Remember to answer all items. After taking this
short test, your answers will be checked to find out your score. Take note of the
items that you won’t be able to correctly answer and look for the right answer as
you go through this module.
A.
1. tug
2. permit
3. stoop
4. frail
5. bothering
6. sweat
7. snatch
8. frowned
B.
a.
a.
a.
a.
a.
a.
a.
a.
force
allow
forget
strong
whispering
perspiration
trick
grimaced
b. pull
c. steal
b. keep
c. push
b. run away c. bend over
b. tall
c. athletic
b. annoying c. stealing
b. cake
c. dessert
b. watch
c. grab
b. discovered c. smiled
d. shoot
d. worry
d. fool
d. delicate
d. meeting
d. blasphemy
d. follow
d. laughed
9. Who is the author of “Thank You, Ma’am”?
a. Henry Wadswroth Longfellow
c. Rudyard Kipling
b. Langston Hughes
d. William Shakespeare
10. Who are the two characters in the story?
a. Roger and Miller
c. Roger and Mrs. Jones
b. Roger and Mrs. Hughes
d. Roger and the bystander
11. What happens when Roger tries to steal Mrs. Jones’ purse?
a. Roger gets to run away.
c. Roger loses his balance and falls.
b. Roger is held tight by the bystander. d. Roger gets a punch from Mrs. Jones.
12. What can you infer about Mrs’ Jones’ first reaction to Roger?
a. She is angry.
c. She is nostalgic.
b. She is helpless.
d. She is sorry.
13. What can you infer about Roger when asked if nobody is home to tell him to
wash his face?
a. Roger is loved.
c. Roger is neglected at home.
b. Roger is abused.
d. Roger is well- taken care of at home.
14. Why does Roger steal Mrs. Jones’ purse?
a. To get money for food
c. To frighten Mrs. Jones
b. To get money for shoes
d. To frighten the bystanders
15. What value can we drive home form the selection “Thank You, Ma’am”?
a. indifference
b. honesty
c. hostility
d. kindness
What’s In
The world today is facing major health issues that only worsen perennial
problems like poverty and unemployment. It is with our willingness to help and
work with others that the human race can survive this ever changing world.
Now, remember the most recent act of kindness you did for someone. Share
it by completing the table below.
What is the most recent
act of kindness you did?
Why did you do it?
What feeling/s did it
give you?
What’s New
Who should be responsible for the moral education of a child? Parents?
Society? School? Or Everyone? Read the short story below and be ready to perform
various activities related to the text.
Thank you, Ma’am
by Langston Hughes
She was a large woman with a large purse that had everything in it but hammer
and nails. It had a long strap, and she carried it slung across her shoulder. It was
about eleven o’clock at night, and she was walking alone, when a boy ran up
behind her and tried to snatch her purse. The strap broke with the single tug the
boy gave it from behind. But the boy’s weight and the weight of the purse combined
caused him to lose his balance so, intsead of taking off full blast as he had hoped,
the boy fell on his back on the sidewalk, and his legs flew up. the large woman
simply turned around and kicked him right square in his blue-jeaned sitter. Then
she reached down, picked the boy up by his shirt front, and shook him until his
teeth rattled.
After that the woman said, “Pick up my pocketbook, boy, and give it here.” She still
held him. But she bent down enough to permit him to stoop and pick up her purse.
Then she said, “Now ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said, “Yes’m.”
The woman said, “What did you want to do it for?”
The boy said, “I didn’t aim to.”
She said, “You a lie!”
By that time two or three people passed, stopped, turned to look, and some stood
watching.
“If I turn you loose, will you run?” asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you loose,” said the woman. She did not release him.
“I’m very sorry, lady, I’m sorry,” whispered the boy.
“Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t
you got nobody home to tell you to wash your face?”
“No’m,” said the boy.
“Then it will get washed this evening,” said the large woman starting up the street,
dragging the frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes
and blue jeans.
The woman said, “You ought to be my son. I would teach you right from wrong.
Least I can do right now is to wash your face. Are you hungry?”
If you were Roger, would you trust Mrs. Jones right away?
“No’m,” said the being dragged boy. “I just want you to turn me loose.”
“Was I bothering you when I turned that corner?” asked the woman.
“No’m.”
“But you put yourself in contact with me,” said the woman. “If you think that that
contact is not going to last awhile, you got another thought coming. When I get
through with you, sir, you are going to remember Mrs. Luella Bates Washington
Jones.”
Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped,
jerked him around in front of her, put a half-nelson about his neck, and continued
to drag him up the street. When she got to her door, she dragged the boy inside,
down a hall, and into a large kitchenette-furnished room at the rear of the house.
She switched on the light and left the door open. The boy could hear other roomers
laughing and talking in the large house. Some of their doors were open, too, so he
knew he and the woman were not alone. The woman still had him by the neck in
the middle of her room.
She said, “What is your name?”
“Roger,” answered the boy.
“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon
she turned him loose—at last. Roger looked at the door—looked at the woman—
looked at the door—and went to the sink.
Let the water run until it gets warm,” she said. “Here’s a clean towel.”
“You gonna take me to jail?” asked the boy,
bending over the sink.
“Not with that face, I would not take you nowhere,” said the woman. “Here I am
trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe,
you ain’t been to your supper either, late as it be. Have you?”
“There’s nobody home at my house,” said the boy.
“Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try
to snatch my pocketbook.”
“I wanted a pair of blue suede shoes,” said the boy.
“Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs.
Luella Bates Washington Jones. “You could have asked me.”
“M’am?”
The water dripping from his face, the boy looked at her. There was a long pause. A
very long pause. After he had dried his face and not knowing what else to do dried
it again, the boy turned around, wondering what next. The door was open. He
could make a dash for it down the hall. He could run, run, run, run, run!
If you were Roger, would you run?
The woman was sitting on the day-bed. After a while she said, “I were young once
and I wanted things I could not get.”
There was another long pause. The boy’s mouth opened. Then he frowned, but not
knowing he frowned.
The woman said, “Um-hum! You thought I was going to say but, didn’t you? You
thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t
going to say that.” Pause. Silence. “I have done things, too, which I would not tell
you, son—neither tell God, if he didn’t already know. So you set down while I fix us
something to eat. You might run that comb through your hair so you will look
presentable.”
What did Roger feel at this moment?
In another corner of the room behind a screen was a gas plate and an icebox. Mrs.
Jones got up and went behind the screen. The woman did not watch the boy to see
if he was going to run now, nor did she watch her purse which she left behind her
on the day-bed. But the boy took care to sit on the far side of the room where he
thought she could easily see him out of the corner of her eye, if she wanted to. He
did not trust the woman not to trust him. And he did not want to be mistrusted
now.
“Do you need somebody to go to the store,” asked the boy, “maybe to get some milk
or something?”
“Don’t believe I do,” said the woman, “unless you just want sweet milk yourself. I
was going to make cocoa out of this canned milk I got here.”
“That will be fine,” said the boy.
She heated some lima beans and ham she had in the icebox, made the cocoa, and
set the table. The woman did not ask the boy anything about where he lived, or his
folks, or anything else that would embarrass him. Instead, as they ate, she told him
about her job in a hotel beauty-shop that stayed open late, what the work was like,
and how all kinds of women came in and out, blondes, red-heads, and Spanish.
Then she cut him a half of her ten-cent cake.
“Eat some more, son,” she said.
When they were finished eating she got up and said, “Now, here, take this ten
dollars and buy yourself some blue suede shoes. And next time, do not make the
mistake of latching onto my pocketbook nor nobody else’s—because shoes come by
devilish like that will burn your feet. I got to get my rest now. But I wish you would
behave yourself, son, from here on in.”
She led him down the hall to the front door and opened it. “Good-night! Behave
yourself, boy!” she said, looking out into the street.
The boy wanted to say something else other than “Thank you, m’am” to Mrs. Luella
Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop
and looked back at the large woman in the door. He barely managed to say “Thank
you” before she shut the door. And he never saw her again.
What is It
The concept map below shows the values that we can drive home from the
selection “Thank You, Ma’am”. Reflect and study each node carefully in order to
perform the succeeding activities successfully.
Thank You, Ma’am
By Langston
Hughes
KINDNESS and
COMPASSION
FORGIVENESS and
UNDERSTANDING
The title itself, “Thank
You,
Ma’am”,
evidently
suggests
that
kindness
has
been performed. This
was manifested when
Mrs. Jones showed
her
heartfelt
compassion to the
wouldbe robber,
Instead
of
Roger.
turning over Roger to
the police, Mrs. Jones
took Roger home,
washed and fed him.
LOVE and
SUPPORT
One can create a
positive impact on
others by showing
forgiveness
and
understanding even
to those who may not
seem deserving. As
depicted in the story,
Mrs. Jones did not
judge Roger despite
his misconduct, thus,
revealing the value of
second chances.
It can be inferred
from the text that
Roger is neglected at
home.
Had
his
parents shown him
the love and support
he needs, he couldn’t
have
done
such
misconduct. It is then
proper and fitting to
young
teach
the
generation
proper
values and give them
outmost
love
and
support.
What’s More
ACTIVITY 1
It is worth noting that what makes a community strong and stable is its
people. The selection “Thank You, Ma’am” introduces you to real- life experiences
and makes you realize how helping others influence you on creating a positive
impact on someone else’s life.
TRY THIS
A. Give your response to each question.
1. How did Mrs. Jones react when Roger tried to steal her purse?
2. Do you think Roger’s encounter with Mrs. Jones altered his life? In what
way?
3. Why did Hughes title the story, Thank You, Ma’am?
B. Write the letter of the correct answer.
4. Who is the author of “Thank You, Ma’am”?
a. Henry Wadswroth Longfellow
c. Rudyard Kipling
b. Langston Hughes
d. William Shakespeare
5. Who are the two characters in the story?
a. Roger and Miller
c. Roger and Mrs. Jones
b. Roger and Mrs. Hughes
d. Roger and the bystander
6. What happens when Roger tries to steal Mrs. Jones’ purse?
a. Roger gets to run away.
c. Roger loses his balance and falls.
b. Roger is held tight by the bystander.
d. Roger gets a punch from Mrs.
Jones.
7. What can you infer about Mrs’ Jones’ first reaction to Roger?
a. She is angry.
c. She is nostalgic.
b. She is helpless.
d. She is sorry.
8. What can you infer about Roger when asked if nobody is home to tell him to
wash his face?
a. Roger is loved.
c. Roger is neglected at home.
b. Roger is abused.
d. Roger is well- taken care of at
home.
9. Why does Roger steal Mrs. Jones’ purse?
a. To get money for food
c. To frighten Mrs. Jones
b. To get money for shoes
d. To frighten the bystanders
10. What value can we drive home form the selection “Thank You, Ma’am”?
a. indifference
b. honesty
c. hostility
d. kindness
ACTIVITY 2
Roger’s stealing can be labelled to as juvenile delinquency. Juvenile
delinquency is the act of committing a crime at a very young age. A juvenile
delinquent is a young person, particularly a teenager under the age of eighteen,
who commits a crime (Google 2017).
TRY THIS
Interview well- informed persons in your area (preferably one person for each
issue) and ask them about their stand on the following. Copy this table in your
answer sheet.
Note: Follow proper health protocol when conducting your mini-interview.
Interview #1
ISSUE: Underage drinking of alcohol and use of cigarettes
Interviewee:
Age:
Title/ Position (optional):
Question: What is your stand on underage drinking of alcohol and use of
cigarettes?
Response:
Question: How can you work with others to somehow solve this issue?
Response:
Interview #2
ISSUE: Skipping of School (Truancy)
Interviewee:
Age:
Title/ Position (optional):
Question: What is your stand on students’ frequent skipping of school?
Response:
Question: How can you work with others to somehow solve this issue?
Response:
Interview #3
ISSUE: Theft
Interviewee:
Age:
Title/ Position (optional):
Question: What is your stand on numerous theft cases committed by teenagers?
Response:
Question: How can you work with others to somehow solve this issue?
Response:
ACTIVITY 3
It is undeniably true that Roger’s encounter with Mrs. Jones had a great
impact in his life. The act of kindness and the level of understanding shown by
Mrs. Jones could positively change the course of Roger’s life.
With this in mind, it is imperative to say that you, too, can positively impact
someone else’s life through the words you speak and the good acts you do every
single day.
TRY THIS
Now, create a bubble strip to show what you would say if given the chance to
confront the person who committed the wrong deed in each scenario.
Scene 1: A friend who was caught by a bystander trying to steal money from
the store
YOU
YOUR FRIEND
Scene 2: A classmate who was suspended for bullying your bestfriend
YOU
YOUR CLASSMATE
What I Have Learned
A. Remember!
1. The past real conditional describes what you used to do in particular
real-life situations.
2. The past unreal conditional is used to talk about imaginary situations in
the past.
3. ‘Used to’ is commonly used in past real conditional sentences to
emphasize that something was a habit.
4. ‘If’ and ‘When’ are used in the past real conditional (‘if’ suggests that
something happened less frequently and ‘when’ suggests that something
happened regularly).
5. Only the word ‘if’ is used with the past unreal conditional.
B. My Treasure
In this part of the lesson, you are going to write down the insights and
learning you’ve had for the week, the lesson or topic which you want to continue
learning, and the persons whom you think can help you learn them.
This week,
that…
I
learned
I will continue learning
about…
To learn this, I will seek
help from…
What I Can Do
Construct at least two (2) sentences using the following:
A. Past Real Conditional
1.
2.
.
.
B. Past Unreal Conditional
1.
2.
.
.
Assessment
Write a meaningful essay on “Creating Positive Impact on Someone Else’s
Life”. Be sure to include the following parts:
• Introduction in which you state your position
• Body which further explains your position
• Conclusion in which you leave your readers with memorable idea or
quotation
Rubrics for your essay:
Content
Organization of Ideas
Grammar and Mechanics
(Capitalization
and
Punctuation)
TOTAL
10
5
10
25
Additional Activities
Our country today is facing serious threats of covid-19 pandemic. If
you were the president of the Philippines, what would have you done to
mitigate the ill-effects of the said pandemic? Use past unreal conditionals in
your answer.
Answer Key
What I Know
A. 1. B
B.
9. b
2. a
10. b
3. c
11. c
4. d
12. a
5. b
13. c
6. a
14. b
7. c
15. d
8. a
What's More
Activity 1
A. Answers may vary
B. 4. B
5. b
6. c
7. a
8. c
9. b
10. d
Activity 2 Interviewee’s responses may vary
Activity 3 Answers may vary
Asssessment
(Answers may vary)
References
Books
Almonte, Liza, et.al A Journey through Anglo-American Literature, Grade 9.
Teacher’s Guide. First Edition. Department of Education, 2014.
Almonte, Liza, et.al. A Journey through Anglo-American Literature, Grade 9.
Learner’s Material. First Edition. Department of Education, 2014.
Gorgon, Eugenia R. et.al English Expressways III Textbook, Revised Edition. SD
Publications Inc.,2010.
Online Sources
E-Notes, “How Can a Reader Learn a Lesson in the Story Thank You, Ma’am,”
accessed Oct. 6, 20, 2020
https://www.enotes.com/homework-help/how-can-reader-learn-lesson-thank-youmaam-545972
SecureTeen, “What Causes Teens to Become Victims of Juvenile Delinquency,”
accessed Oct. 6, 20, 2020
https://www.secureteen.com/juvenile-delinqunecy-what-makes-teenscommits-crimes
The New York Times, “Making It Relevant: Helping Students Connect Their Studies
to the World,” accessed Oct. 6, 20, 2020
https://www.nytimes.com/2017/learning/lesson-plans/making-itrelevant.html
For inquiries or feedback, please write or call:
Department of Education – Region 7 : Tanjay City Division
Office Address: Opao, Barangay 9, Tanjay City, Negros Oriental
Telefax: (035) 415 - 9360
Email Address: depedtanjay@yahoo.com