Grade 9 Quarter 2 - LAS Module 1

ii
9
English
Second Quarter
LEARNING ACTIVTIY SHEET

ii
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
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE

ii
Table of Content
Compentency
Page
number
Make connections between text to particular social
issues, concerns, or dispositions in real life .....................
1
Analyze literature as a means of understanding
unchanging values in the VUCA (volatile, uncertain,
complex, ambiguous) world
..................... 18

1
Note: Practice Personal Hygiene Protocols at all Times.
ENGLISH 9
Quarter 2 – MELC 1
Make connections between text to particular social issues, concerns, or dispositions
in real life

2
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.”

3
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
remind me of in my
life?
➢ What is this similar to
in my life?
➢ How is this different
from my life?
➢ Has something like
this ever happened to
me?
➢ How does this relate
to my life?
➢ What were my
feelings when I read
this?
➢ What does this
remind me of in
another book I’ve
read?
➢ How is this text
similar to other things
I’ve read?
from other books I’ve
read?
➢ Have I read about
something like this
before?
➢ What does this
remind me of in the
real world?
➢ How is this text
similar to things that
happen in the real
world?
from things that
happen in the real
world?
➢ How did that part
relate to the world
around me?
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.

4
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.

5
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.”

6
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.

7
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.

8
EXERCISE 1: READ & CONNECT
MAKING CONNECTIONS
TEXT-TO-SELF TEXT-TO-TEXT TEXT-TO-WORLD
➢ When I read the part
about
_________________,
it reminded me about
_________________.
➢ This story reminds
me of (title of the
story) _________
because _______
➢ This story makes me
think of _____
because_______
➢ I can connect to
(character) ______
because _________.
➢ The way this story
is written reminds
me of the story
_______ because
me of something I
heard in the news
➢ I can understand how
(character) _______ felt
because ______
➢ This is similar to
____________
➢ This is like______
➢ The part of the story
where(describe an event
in the story) _________
reminds me of the time
I ________________
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

9
1.
2.
3.
4.
EXERCISE 3: ASSESS YOUR CONNECTIONS
Directions: Evaluate your ability in making
connections using the rubric below.
MAKING CONNECTIONS RUBRIC
4 3 2 1 SCORE
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.
Or
I struggle to make
connections to
personal experiences.
TEXT-TO-SELF

10
4 3 2 1 SCORE
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.
Or
I struggle to make
connections to another
text
4 3 2 1 SCORE
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.
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?
_________________________________________
TEXT-TO-TEXT
TEXT-TO-WORLD

11
ANSWER KEY:
EXERCISE 1
Possible Answers
Answers may vary
MAKING CONNECTIONS
TEXT-TO-SELF TEXT-TO-TEXT TEXT-TO-WORLD
➢ 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
_________________.
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
➢ Paragraphs 2-6
➢ This story makes me
think of how the
school and the
family discipline the
children to make
them better persons.
➢ Paragraphs 30-37
➢ I can connect to Tyray
because I was also
brought to our school
clinic when I had a bad
fight with my bully
classmate.
➢ Paragraph 9
me of something I
heard in the news
about a student who
was bullied and
killed by his
classmates.
➢ Paragraphs 7 -8
EXERCISE 2
POSSIBLE ANSWERS
Answers may vary
DOUBLE-ENTRY JOURNAL
IDEA FROM TEXT REACTION/CONNECTION
➢ After a bit of pressure, Darrell was
giving Tyray his lunch money each
week in hopes of being left alone.
➢ This part makes me think of a social
problem called “pangongotong” just
to have money.

12
➢ 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-charts-
for-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-comprehension-
making-connections-228.html
Prepared by:
MARY JANE G. SUMBAD
Writer
Saguday National High School
Magsaysay, Saguday, Quirino

13
ENGLISH 9
Name of Learner: ____________________________ Grade Level: _________
Section: ____________________________________ Date: _______________
Connecting Lives
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 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?
o Focusing on text-to-text connections:
▪ What does this remind you of in another book you have read?

14
▪ How is this text similar to other things you have read?
▪ How is this text different from other things you have read?
o 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
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
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

15
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

16
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
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________.

17
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

18
ENGLISH – 9
Quarter 2 – MELC 2
Analyze literature as a means of understanding unchanging values in the VUCA
(volatile, uncertain, complex, ambiguous) world

19
ENGLISH 9
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: _______________________
ANALYZE LITERATURE AS A MEANS OF UNDERSTANDING
UNCHANGING VALUES IN THE VUCA (VOLATILE, UNCERTAIN,
COMPLEX, AMBIGUOUS) WORLD
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).
BENEATHA: How far along are you?
RUTH: Two months.
BENEATHA: Did you mean to? I mean did you plan it or was or an accident?

20
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

21
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
_____________________________
_____________________________
_____________________________
_____________________________
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.

22
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

23
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.
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:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Hopes and dreams frustrations with one’s actions
Pride new beginnings
Segregation/discrimination Strength of family
Love for family

24
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

25
ENGLISH 9
Name of Learner: _______________________________ Grade Level: _____________
Section: _______________________________________ Date: ___________________
ANALYZE LITERATURE AS A MEANS OF UNDERSTANDING
UNCHANGING VALUES IN THE VUCA (VOLATILE, UNCERTAIN,
COMPLEX, AMBIGUOUS) WORLD
A Raisin in the Sun
Lorraine Hansberry
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.

26
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.
2. How does the dream of every member of the Younger family differ and agree with one
another? Accomplish the Venn Diagram.
Mama’s Greatest Dream
R
E
A
S
O
N
S

27
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?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________
Mama
Walter Beneatha
Dream

28
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
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

29
photo from arab news
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
photo from who.int
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

30
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 African-
American 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.

31
1. What is the beginning of the story?
2. What are the complications and struggles faced by the characters?
3. What is the turning point of the story?
4. When do the problems and complications begin to be resolved?
5. What is the final outcome of the story?
Climax
Rising Action Falling Action
Introduction Denouement
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/

32
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.

33
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 8 points 6 points 4 points 2 points
Neatness
and
Presentation
The dream
board was
well
presented
and all the
information
is easy to
understand.
The dream
board was
well
presented
and most of
the
information
is easy to
understand.
The dream
board was
mostly well
presented but
some of the
information
are difficult
to
understand.
The dream
board was
not neat
enough to
understand
most
concepts.
The dream
board was
not neat
enough to
understand.
Use of
Images and
Symbols
Most
categories
are enhanced
with
appropriate
symbols and
icons.
Some
categories
are enhanced
with
symbols or
icons.
A few
categories are
enhanced
with simple
symbols or
icons.
The dream
board
includes
some images
or icons.
The dream
board
includes few
images or
icons.
Visual
Appeal
Color,
shapes, size
and
arrangement
of graphics
contribute
meaning to
the overall
message.
Color,
shapes, size
and
arrangement
of graphics
are eye-
catching and
contribute
some
meaning.
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.

34
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.

35
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

36
ACTIVITY 5. THE DREAM BOARD
Answers may vary.
References:
https://www.theguardian.com/commentisfree/2015/jul/10/inspirational-online-images-daniel-
cabrera-homeless-filipino
ht0tps://www.npr.org/sections/thetwo-way/2013/11/11/244494448/absolute-bedlam-in-the-
philippines-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

Grade 9 Quarter 2 - LAS Module 1

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Grade 9 Quarter 2 - LAS Module 1

Similar to Grade 9 Quarter 2 - LAS Module 1 (7)

Recently uploaded

Recently uploaded (20)

Grade 9 Quarter 2 - LAS Module 1