Republic of the Philippines
Department of Education
Regional Office IX, Zamboanga Peninsula
9
Zest for Progress
Z P
eal of
English
Quarter 4 – Module 1:
Relevance of One’s Idea
Name of Learner:
___________________________
Grade & Section:
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Name of School:
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artnership
What I Need to Know
As a student, it is important to know the author’s purpose in writing the story. It
matters because in understanding, we do not only focus on “why” the author wrote it but also
“how” it was written which tune us into what we should know at the end of the text.
This module contains compositions that will help you understand better the ways on
how to judge the relevance and worth of ideas, soundness of author’s reasoning and
effectiveness of the text.
In charting the course of your journey in this module, you are expected to:

Judge the relevance and worth of ideas, soundness of author’s reasoning and
the effectiveness of the presentation.(EN9RC-IVf-2.22)
 Determine the relevance and worth of ideas presented in a text.
What I Know
Activity 1: Pre-test
Directions: Read each item carefully and write the correct answer on the space provided.
1. Which among the following statements BEST defines reading?
A. Reading is goal-directed.
B. Reading refers to the match between a reader’s goal and information germane to
that goal.
C. Reading is making meaning from print.
D. Reading is the activity or skill of marking coherent words on paper and
composing text.
2. The following are features that guide readers to be remembered EXCEPT:
A. Headings
B. Highlighted vocabulary
C. Subheadings
D. Topic outline
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3. Which among the following statements BEST defines text relevance?
A. Text relevance refers to the match between a reader’s goal and information
germane to that goal.
B. It is a strategy that readers use to distinguish between what information in a text
is most important versus what information is interesting but not necessary for
understanding.
C. It is a process of looking at a series of written symbols.
D. It is a goal-directed activity such that a reader seeks to reach a particular
outcome as a result of reading.
4. The following choices are fundamental skills in determining the relevance of a text,
EXCEPT:
A. Determining importance
B. Identifying the topic outline
C. Organize information
D. Read more books
5. The following are ways in determining that the information in the text is relevant
EXCEPT:
A. The source is credible.
B. The source is accurate.
C. The source is relevant.
D. The source is irrelevant.
What’s In
Activity 2: Analyzing the Content
Directions: Read and analyze the statements below, then answer the question that follow.
1. Jose Protacio Mercado Rizal y Alonso Realonda was a Filipino nationalist and
polymath during the tail end of the Spanish colonial period of the Philippines.
2. Claire walks her dog.
3. Her dog’s name is Whitney.
4. He is tagged as the national hero of the Filipino people.
5. He was born on June 19, 1861.
Which statement/s is/are not related in terms of idea?
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2
What’s New
Death of a Salesman Act II
(Summary)
by Arthur Miller
When Willy awakes the next morning, Biff and Happy have already left, Biff to see
Bill Oliver and Happy to mull over the “Florida idea” and go to work. Willy, in high spirits
with the prospect of the “Florida idea,” mentions that he would like to get some seeds and
plant a small garden in the yard. Linda, pleased with her husband’s hopeful mood, points out
that there is not enough sun. Willy replies that they will have to get a house in the country.
Linda reminds Willy to ask his boss, Howard, for a non-traveling job as well as an advance to
pay the insurance premium. They have one last payment on both the refrigerator and the
house, and they have just finished paying for the car. Linda informs Willy that Biff and
Happy want to take him to dinner at Frank’s Chop House at six o’clock. As Willy departs,
moved and excited by his sons’ dinner invitation, he notices a stocking that Linda is mending
and, guilt-ridden with the latent memory of his adultery with The Woman, admonishes her to
throw the stocking away.
Willy timidly enters Howard’s office. Howard is playing with a wire recorder he has
just purchased for dictation. He plays the recorded voices of his family: his cloyingly
enthusiastic children (a whistling daughter and a son who recites the state capitals in
alphabetical order) and his shy wife. As Willy tries to express admiration, Howard repeatedly
shushes him. Willy asks for a non-traveling job at $65 a week. Howard replies that there is no
opening available. He looks for his lighter. Willy finds it and hands it to him, unconsciously
ignoring, in his nervous and pathetically humble distraction, his own advice never to handle
or tend to objects in a superior’s office, since that is the responsibility of “office boys.” Willy
keeps lowering his salary request, explaining his financial situation in unusually candid
detail, but Howard remains resistant. Howard keeps calling him “kid” and assumes a
condescending tone despite his younger age and Willy’s reminders that he helped Howard’s
father name him. An interested Howard leaves the office to attend to other people, and he
returns when Willy begins shouting frantically after accidently switching on the wire
recorder. Eventually, Willy becomes so distraught that Howard informs him that he does not
want Willy to represent his company anymore. Willy says “You can’t eat the orange and
throw the peel away – a man is not a piece of fruit”, he means that Howard has treated Willy
like an orange, consuming the fruit, or the best years of his life, and then discarding him
when he is no longer useful.
Desperate, Willy tries to relate an anecdote about Dave Singleman, an eighty-fouryear-old salesman who phoned his buyers and made his sales without ever leaving his hotel
room. After he died the noble “death of a salesman” that eludes Willy, hundreds of salesmen
and buyers attended his funeral. Willy reveals that his acquaintance with this venerable
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paragon of salesmanship convinced him to become a salesman himself rather than join his
brother, Ben, on his newly purchased plot of timberland in Alaska. Singleman’s dignified
success and graceful, respected position as an older man deluded Willy into believing that
“selling was the greatest career a man could want” because of its limitless potential and its
honorable nature. Willy laments the loss of friendship and personality in the business, and he
complains that no one knows him anymore. An uninterested Howard leaves the office to
attend to other people, and he returns when Willy begins shouting frantically after
accidentally switching on the wire recorder. Eventually, Willy becomes so distraught that
Howard informs him that he does not want Willy to represent his company anymore. Howard
essentially fires Willy, with the vague implication of reemployment after a period of “rest.”
He suggests that Willy turn to his sons (who he understandably assumes are successful given
Willy’s loud bragging) for financial support, but Willy is horrified at the thought of
depending on his children and reversing the expected familial roles. He is far too proud to
admit defeat, and Howard must insist repeatedly on the cessation of Willy’s employment
before it sinks in.
Source: https://www.sparknotes.com/lit/salesman/section5/
Activity 3: Digging the Text
Directions: Let us try to answer the following questions in relation to the text “Death of a
Salesman.”
1. Why is Willy’s mood upbeat at the start of Act II? What does he expect to happen?
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2. Why did Willy tell Howard about Dave Singleman?
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3. Do you think all the presented ideas are related? Discuss your answer.
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4
What is it
What is Reading?
 Reading is a goal-directed activity such that a reader seeks to reach a particular
outcome as a result of reading.
 Reading is a multifaceted process involving word recognition, comprehension,
fluency, and motivation.
 Reading is the recognition of words. From simple recognition of the individual letters
and how these letters form a particular word, to what each word means – not just on
an individual level, but also as part of a text.
Importance of Reading:
 Reading makes a big difference to children’s educational performance.
 Reading expands the mind. It allows creative thinking.
 Reading helps improve concentration.
 Reading develops vocabulary.
There are different reasons why people read which includes:
 Pleasure and enjoyment
 Practical application
 Obtain an overview
 Locate specific information
 Identify the central idea or theme
 Develop a detailed and critical understanding
Text relevance refers to the match between a reader’s goal and information related to that
goal. Relevance differs from importance. Importance is author defined and is cued by various
characteristics internal to the text (e.g., first mention, text signals, elaboration).
Determining importance is a strategy that readers use to distinguish between what
information in a text is most important versus what information is interesting but not
necessary for understanding. This practical reading strategy will help you distinguish between
the most and least important information presented in textbooks and nonfiction reading.
Headings, subheadings, chapter titles, highlighted vocabulary—all of these features guide
readers to find and remember the most important information. Graphic organizers help
students keep only the most important information.
Determining importance is more than just remembering the important details to
summarize the text. To understand the concept of determining important details, we need to
determine other important pieces of information such as:
 determine when and why a character begins to change
 determine the importance of something a character says or does
 determine the importance of a story’s setting
 determine the significance of an event in a story and how it will impact the rest of the
story
 determine the most important theme in a story
 determine the most important lesson learned in a story
 determine important vocabulary introduced in a text
5
Let’s go back to the summary of “Death of a Salesman Act II” which you have read earlier.
The play “Death of a Salesman” shows the final demise of Willy Loman, a sixty-year -old
salesman in the America of the 1940’s, who has deluded himself all his life about being a big
success in the business world .It also portrays his wife Linda, who “plays along” nicely with
his lies and tells him what he wants to hear, out of compassion. It addresses loss of identity
and man’s inability to accept change within him and society. The play is a montage of
memories, dreams, confrontations, and arguments, all of which make up the last 24 hours of
Willy’s suicide and subsequent funeral. Willy believes wholeheartedly in what he considers
the promise of the American Dream-that a “well liked” and personally attractive man in
business will indubitably and deservedly acquire the material comforts offered by Modern
American Dream that identifies hard work without complaint as the key to success.
Willy’s interpretation of likeability is superficial-he childishly dislikes Bernard because he
considers Bernard a nerd.
What’s More
Activity 4:
Identifying Related Statements
Directions: Read the paragraph below and identify which statements are not related to the
text. Do this by underlining the sentences in the paragraph.
Desperate, Willy tries to relate an anecdote about Dave Singleman, an eighty-fouryear-old salesman who phoned his buyers and made his sales without ever leaving his hotel
room. After he died the noble “death of a salesman” that eludes Willy, hundreds of salesmen
and buyers attended his funeral. Willy reveals that his acquaintance with this venerable
paragon of salesmanship convinced him to become a salesman himself rather than join his
brother, Ben, on his newly purchased plot of timberland in Alaska. Willy decided to transfer
to New York together with his family. Howard fired Willy when he insisted on being
transferred to a place where he didn’t have to travel.
Activity 5:
Judging the Relevance
Directions: With your answer in Activity 4, provide your reasons why the statements are not
relevant in the general idea of the text.
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What I Have Learned
Activity 6:
Realizing New Discoveries
Directions: Share your new discoveries about determining the relevance and worth of idea
presented in a text.
I have learned that . . . ___________________________________________________
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What I Can Do
Activity 7:
Share Your Thoughts
Directions: Complete the writing prompt below by providing relevant or related ideas. A
rubric is provided to guide you in accomplishing the task.
CRITERIA
FOCUS/
MAIN POINT
PARAGRAPH
CONSTRUCTION
ORGANIZATION
LANGUAGE
CONVENTION
5 points
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
5 points
The essay includes an
introduction, body
and conclusion.
5 points
Information is very
organized with wellconstructed
paragraphs and
sentences.
5 points
The student submits
the output following
correct spelling,
punctuation,
capitalization etc.
TOTAL
8
3 points
Information clearly
relates to the main
topic. It includes 1-2
supporting details
and/or examples only.
1 point
Information clearly
relates to the main
topic. No detail
and/or examples are
given.
3 points
The essay includes an
introduction and a
body with no
conclusion.
3 points
Information is
organized, but
paragraphs are not
well-constructed.
1 point
The essay includes
either the introduction
or the body only.
3 points
The student submits
the output with 3-5
errors in spelling,
punctuation,
capitalization etc.
1 point
The student submits
the output with 6 or
more errors in
spelling, punctuation,
capitalization etc.
/20
1 point
The information
appears to be
disorganized.
My friend is the most amazing friend anybody could wish for. We’ve been through so much
together, we’re basically like sisters.__________________________________
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Assessment
Let us check how well you have mastered the lesson in this module.
Directions: Choose the letter of the corret answer. Write your answers on the space
provided before each number.
__________1. The following statements are relevant to each other EXCEPT
A. A river is a moving stream of water and flows in channels.
B. Rivers normally contain freshwater and flow downhill from their source.
C. Rivers are a good source of trade and transport to humans.
D. Most plant and animal species are found in the rainforest biome.
__________2. The following are features that guide readers to remember the most important
Information, EXCEPT:
A. Headings
B. Highlighted vocabulary
C. Subheadings
D. Topic outline
__________3. Which among the following statements is NOT relevant?
A. Happiness is having contentment.
B. Life is happy when you live simply.
C. Dreams are mixture of hardwork and passion.
D. Accepting one’s weaknesses leads to real happiness.
__________4. The following are ways in determining that the information in the text is
relevant EXCEPT:
A. The source is credible.
B. The source is accurate.
C. The source is relevant.
D. The source is irrelevant.
For items 5-8, refer to the text “Death of a Salesman”.
________5. What did Willy resolve to talk about with Howard?
A. He resolved to talk about old times.
B. He resolved to talk about his family.
C. He resolved to talk about his past success.
D. He resolved to talk about the New York job.
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_______6. What is the result of Willy’s conversation with Howard?
A. Willy is fired.
B. Willy gets the New York job.
C. Willy quits.
D. Willy keeps his present territory.
_______7. Who is Howard in the play “Death of a Salesman”?
A. He is Willy’s boss.
B. He is Happy’s boss.
C. He is the salesman.
D. He is the husband of Linda.
_______8. What does Biff want from Bill Oliver?
A. He wants money to buy a ranch.
B. He wants a recommendation to a film director Bill knows in Hollywood.
C. He wants his old job back.
D. He wants Bill Oliver to become partners with him.
_______9. What will happen to a text if there are multiple irrelevant details?
A. There will be no cohesion and unity.
B. There will be a single idea.
C. There will be understanding of ideas presented.
D. There will be a single flow of idea.
_______10. Why is it important to determine the relevance and worth of an idea?
A. To understand the idea that the texts wants to convey
B. To give critical judgments
C. To create confusion during reading
D. To entertain the audience
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12
What I Know
Activity 1: Pre-Test
1. A
2. D
3. A
4. D
5. D
What’s In
Activity 2: Analyzing the Content
Statement 2&3.
2. Claire walks her dog.
3. Her dog’s name is Whitney.
It does not talk about Dr. Jose Rizal.
What’s New
Activity 3: Digging the Text
1. He was not allowed to go New York.
2. To inspire Howard.
Yes. Answers may vary.
What’s More
Activity 4: Identifying Related Statements
 Willy decided to transfer to New York together with his family.
 Howard fired Willy when he insisted on being transferred to a place where he
didn’t have to travel.
Activity 5: Judging the Relevance
Answers may vary.
What I Have Learned
Activity 6: Realizing New Discoveries
Answers may vary.
What I Can Do
Activity 7: Share Your Thoughts
Answers may vary.
Assessment
1. D
2. D
3. C
4. D
5. D
6. A
7. A
8. D
9. A
10. A
Answer Key
References:
BOOK
Almonte, Liza R., Lerma L. Flandez, Nedia L. Agustan, Henone de Paz-Langutan, Dream
Rose O. Malayo, Liberty A. Mangaluz, Elenita R. Miranda, Lito A. Palomar, Adelia ChuaSoliaban, and Grace Annette B. Soriano, A Journey Through Anglo-American Literature
Learner’s Material, Pasig City: Vibal Group, Inc., 2014, 544-59
ONLINE SOURCES
Sparks Notes LLC “Death of a Salesman: Act II.” Accessed January 28, 2021,
https://www.sparknotes.com/lit/salesman/section5/.
Macmillaneducation “Reading Matters-What is Reading?” Accessed February 8, 2021,
https://www.onestopenglish.com/support-for-teaching-adults/reading-matters-what-isreading/154842.article
Springer Link “What is Reading” Accessed February 8, 2021
https://link.springer.com/chapter/10.1007/978-1-4684-4232-8_1
Pearson “Reading for Pleasure” Accessed February 8, 2021,
https://www.pearsonschoolsandfecolleges.co.uk/Primary/Literacy/GlobalPages/earlyliteracy/reading-for-pleasure/reading-for-pleasure.aspx
readingrockets.org. “What is Reading” Accessed February 8, 2021.
https://www.readingrockets.org/article/what-reading
Nord Anglia International School Al Khor “ The Importance of Reading” Accessed February 8, 2021
https://www.nordangliaeducation.com/our-schools/al-khor/parent-resources/our-schoolenewsletter/primary/the-importance-of-reading
management study hq “Purpose of Reading”Accessed February 8, 2021
https://www.managementstudyhq.com/purpose-and-process-of-reading.html
University of the People “All the Reasons to Read-Its Important” Accessed February 8, 2021
https://www.uopeople.edu/blog/why-its-important-to-read/
13
DEVELOPMENT TEAM
Writers:
Zicandra J. Fernandez, Basilan National High School
Maceda T. Usman, Basilan National High School
Editor:
Language Editor:
Proofreader:
Sayana S. Hasan, EPS
Illustrators:
Layout Artist:
Marco David N. Codera
Management Team:
Julieto H. Fernandez, Ed. D., CESO VI
SDS-Isabela City
Maria Laarni T. Villanueva, Ed. D., CESE
ASDS-Isabela City
Henry R. Tura, CID Chief
Elsa A. Usman, LR Supervisor
Helen De Leon, EPS-English, Module Coordinator
14
Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom
Here the breezes gently Blow,
Here the birds sing Merrily,
The liberty forever Stays,
Gallant men And Ladies fair
Linger with love and care
Golden beams of sunrise and sunset
Are visions you’ll never forget
Oh! That’s Region IX
Here the Badjaos roam the seas
Here the Samals live in peace
Here the Tausogs thrive so free
With the Yakans in unity
Hardworking people Abound,
Every valleys and Dale
Zamboangueños, Tagalogs, Bicolanos,
Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
All of them are proud and true
Region IX our Eden Land
Region IX
Our..
Eden...
Land...
My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd
Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life's best,
And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy protest
Let some kind soul o 'er my untimely fate sigh,
And in the still evening a prayer be lifted on high
From thee, 0 my country, that in God I may rest.
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom's plight,
T is ever the same, to serve our home and country's need.
Pray for all those that hapless have died,
For all who have suffered the unmeasur'd pain;
For our mothers that bitterly their woes have cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst gain
I die just when I see the dawn break,
Through the gloom of night, to herald the day;
And if color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake
To dye with its crimson the waking ray.
And whe n the dark ni ght wraps the grave yard around
With only the de ad in the ir vi gil to se e
Bre ak not my re pose or the myste ry profound
And pe rchance thou mays t he ar a sad hym n re sound
'T is I, O my country, rais ing a song unto the e .
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the Orient sea
From gloom and grief, from care and sorrow free;
No blush on thy brow, no tear in thine eye.
And e ve n my grave is re me mbe red no more
Unmark'd by ne ve r a cros s nor a s tone
Le t the plow swe e p through i t, the spade turn it o'e r
That my ashe s may carpe t e arthly floor,
Be fore into nothing ne ss at last the y are blown.
Dream of my life, my living and burning desire,
All hail ! cries the soul that is now to take flight;
All hail ! And sweet it is for thee to expire ;
To die for thy sake, that thou mayst aspire;
And sleep in thy bosom eternity's long night.
The n wil l oblivion b ring to me no care
As ove r thy vale s and plai ns I swe e p;
Throbbing and cle anse d in thy space and air
With color a nd lig ht, wi th song and lame nt I fa re ,
Eve r re pe ating the fai th that I kee p.
If over my grave some day thou seest grow,
In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath's warm power.
My Fathe rland ador'd, tha t sadne ss to my sorrow le nds
Be love d Filipinas, he ar now my last good -by!
I give the e all: pare nts and kindre d and frie nds
For I go whe re no slave before the oppre ssor be nds,
Whe re faith can ne ve r kill , and God re igns e 'e r on high!
Let the moon beam over me soft and serene,
Let the dawn shed over me its radiant flashes,
Let the wind with sad lament over me keen ;
And if on my cross a bird should be seen,
Let it trill there its hymn of peace to my ashes.
Fare we ll to you all, from my soul torn awa y,
Frie nds of my childhood i n the home disposse sse d!
Give thanks tha t I re st fro m the we arisome day!
Fare we ll to thee , too, swee t frie nd that lighte ne d my way;
Be love d cre ature s all, fare we ll! In de ath the re is re st!
I Am a Filipino, by Carlos P. Romulo
I am a Filipino–inheritor of a glorious past, hostage to the uncertain
future. As such I must prove equal to a two-fold task–the task of
meeting my responsibility to the past, and the task of performing my
obligation to the future.
I sprung from a hardy race, child many generations removed of
ancient Malayan pioneers. Across the centuries the memory comes
rushing back to me: of brown-skinned men putting out to sea in
ships that were as frail as their hearts were stout. Over the sea I see
them come, borne upon the billowing wave and the whistling wind,
carried upon the mighty swell of hope–hope in the free abundance of
new land that was to be their home and their children’s forever.
I am a Filipino. In my blood runs the immortal seed of heroes–seed
that flowered down the centuries in deeds of courage and defiance.
In my veins yet pulses the same hot blood that sent Lapulapu to
battle against the first invader of this land, that nerved Lakandula in
the combat against the alien foe, that drove Diego Silang and
Dagohoy into rebellion against the foreign oppressor.
The seed I bear within me is an immortal seed. It is the mark of my
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.
I am a Filipino, child of the marriage of the East and the West. The
East, with its languor and mysticism, its passivity and endurance,
was my mother, and my sire was the West that came thundering
across the seas with the Cross and Sword and the Machine. I am of
the East, an eager participant in its spirit, and in its struggles for
liberation from the imperialist yoke. But I also know that the East
must awake from its centuried sleep, shake off the lethargy that has
bound his limbs, and start moving where destiny awaits.
I am a Filipino, and this is my inheritance. What pledge shall I give
that I may prove worthy of my inheritance? I shall give the pledge that
has come ringing down the corridors of the centuries, and it shall be
compounded of the joyous cries of my Malayan forebears when first
they saw the contours of this land loom before their eyes, of the battle
cries that have resounded in every field of combat from Mactan to
Tirad Pass, of the voices of my people when they sing:
“I am a Filipino born to freedom, and I shall not rest until freedom
shall have been added unto my inheritance—for myself and my
children and my children’s children—forever.”
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