4. a. share prior knowledge about
the topic
b. relate the poem to particular
social issues in the Philippines
c. analyze literature as means of
valuing other people and their
various circumstances in life.
d. create a collage depicting
social issues in the Philippines
5. A. Lesson: “England in 1819” by
Percy Bysshe Shelly
B. Skill Focus: Literature
C. Material: Teacher-Made Module
D. References:
1.Junior High School Grade
9, English Learning Kit-
Second Quarter MELC 1
2.Online References
6. A. ACTIVITY
*Let the learners do the activity below
by providing a worksheet.
1. Provide pictures of different social issues
in the country. Identify what social issue is
present in the pictures provided to you.
Share your thoughts about it by writing 2-5
sentences on the space provided.
7.
8. 2. Unlocking of Difficult Terms
*Let the learners identify the meaning of the
words by matching column A with column B.(a
worksheet will be provided to the learners)
A B
1. dregs a. similar to leech
2. dull race b. a victim of oppression
3. public scorn c. emerge
4. leechlike d. spirit
5. liberticide e. violent
6. prey f. bloody
7. sanguine g. contempt of the public
8. statute unrepealed h. inactive legacy
9. phantom i. the most useless part
10. burst j. unreformed law passed by an official ruling body
11. tempestuous k. killing liberty, suppressing freedom
9. born Aug. 4, 1792, Field Place,
near Horsham, Sussex, Eng.
died July 8, 1822, at sea off Livorno,
Tuscany, Italy
English Romantic poet whose
passionate search for personal love
and social justice was gradually
channeled from overt actions into
poems that rank with the greatest in
the English language.
10. B. ANALYSIS
1. Ask the learners to read his poem “England in
1819” on their own. (a copy of the poem will be
provided)
England in 1819
By Percy Bysshe Shelley
An old, mad, blind, despised, and dying King;
Princes, the dregs of their dull race, who flow
Through public scorn,—mud from a muddy spring;
Rulers who neither see nor feel nor know,
But leechlike to their fainting country cling
Till they drop, blind in blood, without a blow.
A people starved and stabbed in th' untilled field;
An army, whom liberticide and prey
Makes as a two-edged sword to all who wield;
Golden and sanguine laws which tempt and slay;
Religion Christless, Godless—a book sealed;
A senate, Time’s worst statute, unrepealed—
Are graves from which a glorious Phantom may
Burst, to illumine our tempestuous day.
11. 2. Let the learners reflect and answer the
following questions: Their answers will be written
in a one whole sheet of paper.
1. How did the poet describe the king?
2. Why is the king despised?
3. What does this line “Princes, the dregs of their
dull race,” mean?
4. What kind of leader is highlighted in line 4?
5. The poet describes the princes and all those or
royal blood as “leechlike” What does a “leech”
represent?
6. What makes England ‘fainting country’ for the
poet?
7. What situation is captured in line 7? 10?
8. Based on your answer in number 7, what similar
situation does it remind you in the present world?
12. 3. Read and study the most common social issues
in the world. (learners may relate the first activity
to this)
MOST COMMON SOCIAL ISSUES
1. Oppression refer to relations of domination and
exploitation-economic, social and psychological-
between individuals; between social groups and
classes within and beyond societies; and, globally,
between entire societies( Gil, 1994, p.233)
2. Political Dynasty refers to traditional political
families or the practices by these political families
of monopolizing political power and public offices
from generation and treating the public elective
office almost as their personal property.
3. Extrajudicial killing is the killing of a person by
governmental authorities or individuals without
the sanction of any judicial proceeding or legal
process.
13. 4. Poverty is a state or condition in which a person
or community lacks the financial resources and
essentials for a minimum, standard of living.
5. Social injustice is described as a situation in
which dominant population is made known of the
inequity that leads for others due to their relative
position in the structure of power (Maus n.p).
Social injustice is also the way unjust actions are
done in the society. Social injustice occurs in a
situation where the equals are treated unequally
and the unequal is treated equally. Three common
examples of social injustice include:
discrimination, ageism, and homophobia(Farooq n.
p)
6. Discrimination is the unfair or prejudicial
treatment of people and groups based on
characteristics such as race, gender, age or sexual
orientation (APA, 2020)
14. C. ABSTRACTION
*Let the learners do the activity below by
providing a worksheet.
Double-Entry Journal
Accomplish the double-entry journal below. In the
left hand column, write lines from the poem that
speak of social issues and which struck you the
most. Enclose in parenthesis the particular social
issue associated with the lines from the poem. In
the right hand column, write your reaction to the
passage by reflecting your personal responses to
the lines on the left. The entry may include a
comment, a connection made, or an analysis. You
may use this sentence prompt for your entry:
-This reminds me of…
-This is similar to…
-This is different from…
15. Lines from the poem
(that speak of social
issues)
Reaction/Connection
1.
2.
3.
Example:
Rulers who neither
see nor feel nor know
(Extrajudicial Killing,
Social Injustice)
Example:
This reminds me of the patriarch of the
Ampatuan political family during the
Maguindanao massacre which claimed the
lives of at least 34 journalists.
This is similar to the holocaust that killed
millions of Jews and other dissidents in
concentration camps. Behind these killings
was Adolf Hitler, one of the notorious
dictators in the 20th century.
16. D. APPLICATION
Below is a list of different social issues in the
Philippines. Choose one issue and give your
reaction or analysis by writing a short essay
about the issue you have chosen. Write it in a
short bond paper. Be guided by the rubrics that
follows.
Social Issues in the Philippines
1. Indigenous Peoples’ Rights
2. Violence against Women and their Children
3. Poverty
4. War on Drugs
5. Sexual Orientation and Gender Identity
17. ESSAY WRITING RUBRICS
Source: https://hcms-resources.wikispaces.com/file/view/Expository+Essay+Rubric.doc
Criteria 5 4 3 2
Description Clearly addresses all parts of the
writing task; maintains a clear
purpose and a consistent point of
view and
focus; all ideas are on topic, not
extraneous; essay logically flows
from one
paragraph to another;
Paragraphs fully elaborate and
develop the thesis.
Addresses all parts of the writing
task; maintains a general
understanding of the purpose and
mostly consistent point of view and
focus; ideas are on topic; essay
flows from one paragraph to
another; paragraphs build and
develop the thesis
Addresses only parts of the
writing task; demonstrates
limited understanding of the
purpose and an unclear point of
view and
focus; lacks unity between
paragraphs; weak paragraph
development;
lacks sufficient support for the
thesis
Fails to address the writing
task; demonstrates no
understanding of the
purpose; lacks point of view,
focus, and unity between
paragraphs; little
or no paragraph
development
Intro Engaging, appropriate lead;
general information introducing
the topic; clear thesis and a
statement of the main points
Appropriate lead; some general
information; introducing the topic;
thesis and a statement of the main
points
Weak, inappropriate, or missing
lead; little or no general
information introducing the topic;
weak, insufficient, or missing thesis
and statement of the main points
Inappropriate or missing
lead; no general information
introducing the topic;
missing or irrelevant thesis
and main points
Body Well-developed topic sentence;
in-depth, accurate, and relevant
facts/concrete details; relevant
comments without redundancy;
effective concluding sentence
that restates the topic sentence
Topic sentence; relevant facts,
concrete details, and supporting
comments; minimal redundancy;
concluding sentence
Insufficient or missing topic
sentence; limited or irrelevant;
facts, concrete details, and
comments; redundant information
or comments; insufficient or
missing concluding sentence
Missing or irrelevant topic
sentence; few or no facts,
concrete details, or support;
redundant information;
missing or irrelevant
concluding sentence
Conclusion Restates the thesis statement
and the main ideas; expands
upon the general information
provided in the introduction;
ends with a final thought, but
does not give any new
information
Restates the thesis statement and
the main ideas; may include some
general information; ends with a
final thought
Confusing or missing restatement of
thesis, main ideas, and general
information; missing final thought
Missing or inappropriate
Language Effective transitions throughout
the essay; employs a variety of
sentence patterns to enhance the
writing; sentences vary in
beginnings, length, and
complexity; precise and engaging
vocabulary
Includes appropriate transitions;
may employ various sentence
patterns; sentences may vary in
beginnings and length; uses
accurate vocabulary
Ineffective, awkward, or missing
transitions; simple sentence
patterns; may include confusing or
incorrect vocabulary
No transitions; simple,
confusing, or fragmented
sentence patterns
18. E. ASSESSMENT
*Make a collage of pictures depicting any social
issue in the Philippines today. You may use
anything that is present in your homes like an old
magazine, newspaper, tabloid or the likes. Use a
short bond paper for your output.
Be guided by the rubrics below.
19. Mode of Submission:
All outputs/worksheets will
be submitted during the
retrieval of modules.
