9

English
Quarter 2 – Module 2:
Analyzing Literature as a
Means of Understanding
the World
English – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 2: Analyzing Literature as a Means of Understanding the World
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Cherry Rose P. Creencia

Editors: Patricia Ulynne F. Garvida and Michelle G. Rocillo
Reviewer: Eden F. Samadan
Layout Artist: Michelle G. Rocillo, Antionette D. Sacyang
Management Team: Malcolm S. Garma
Genia V. Santos
Dennis M. Mendoza
Micah S. Pacheco
Carleen S. Sedilla
Angelita S. Jalimao
Neil Vincent C. Sandoval

Printed in the Philippines by ________________________

Department of Education - National Capital Region

Office Address: Misamis St., Brgy. Bago Bantay, Quezon City

Telefax: (632) 8926-2213 / 8929-4330 / 8920-1490 and 8929-4348
E-mail Address: [email protected]
 9

English
Quarter 2 – Module 2:
Analyzing Literature as a
Means of Understanding
the World
 What I Need to Know

This module was designed and written with you in mind. It is here to help you exhibit
communicative competence through your understanding of British-American
Literature and other text types for a deeper appreciation of Philippine culture and
those of other countries. 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.

Most Essential Learning Competency: Analyze literature as means of

understanding unchanging values in the VUCA (volatile, uncertain, complex, and
ambiguous) world.

The module is divided into two lessons, namely:

• Lesson 1 – Analyzing literature through understanding tone, mood,
technique, author’s purpose, rhetoric, and literary devices used
• Lesson 2 – Understanding literature by making inferences, drawing
conclusions, and using comparison and contrast

After going through this module, you are expected to:

1. analyze literature as a means of valuing other people and their various
circumstances in life;
2. determine the tone, mood, technique, and author’s purpose;
3. explain literary device used;
4. make inferences from what was said;
5. draw conclusions based on the text listened to;
6. draw similarities and differences of the featured selections in relation to the
theme; and
7. explain how a selection maybe influenced by culture, history, environment, or
other factors.

1 CO_Q2_English9_ Module2
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Which of the following is the author’s purpose when he wants to amuse you
to enjoy writing?
A. To entertain C. To inform
B. To explain D. To persuade

2. What is the purpose of advertisements?

A. To entertain C. To persuade
B. To inform D. To point out

3. Tone can be best described as _____________.

A. The overall mood or feeling in the story
B. The feelings of the readers after reading
C. Attitude of the reader toward what he/she is reading about
D. Author’s attitude toward the subject he/she is writing about

4. Read the following poem:

"A Birthday"
by Christina Rossetti

My heart is like a singing bird

Whose nest is a weathered shoot;
My heart is like an apple-tree
Whose boughs are bent with thick-set fruit;
My heart is like a rainbow shell
That paddles in a halcyon [peaceful] sea;
My heart is gladder than all these
Because my love is come to me.
What tone do the details of the poem convey?
A. Excitement C. Sorrow
B. Happiness D. Turmoil

There go the loves that wither [dry up], The old loves with wearier wings;
And all dead years draw thither [there] And disastrous things;
Dead dreams of days forsaken, Blind buds that snows have shaken, Wild leaves
that winds have taken,
Red strays of ruined springs. ...
And love, grown faint and fretful With lips but half regretful Sighs, and with
eyes forgetful Weeps that no loves endure [last].
5. What tone do the details in the poem convey?
A. Happiness C. Timidity
B. Sadness and despair D. Wastefulness and excess

6. “The Blue Jay is jumping on the tree singing and dancing happily.”
What is the blue jay's tone while singing?
A. Confused C. Joyful
B. Dreamy D. Sorrowful

2 CO_Q2_English9_ Module2
 7. Repetition is a great tool for helping make words more _________.
A. annoying C. entertaining
B. effective D. pessimistic

8. Which of the following would be considered the best usage of parallelism?

A. He ate, read, and slept.
B. They swarmed like ants
C. She is the meanest person I’ve ever met.
D. I really like people who talk a lot and girls with dyed hair.

9. “Stephen wrote a letter to his parents explaining why he needs a new car.”
The statement aims:
A. To entertain C. To persuade
B. To inform D. To point out

10. The marching PMA Cadets looked amazing on the grandstand. Each cadet
looked smart and perfect. The crowd loved their performance drill.

You can tell that:

A. The PMA cadets practiced a lot.
B. The crowd was not entertained.
C. The PMA cadets stay enthusiastic.
D. The grandstand was big enough for the crowd.

11. Colleen held her stomach and headed back to bed. She coiled and grabbed a
blanket. She thought about the cold meal she ate from the fridge this
morning.

Colleen probably:
A. Feels hungry again.
B. Wishes to eat some more.
C. Wants to go back to sleep.
D. Gets a stomachache from eating the cold meal.

12. What do you look for when you are making a comparison?
A. Differences of two subjects
B. Similarities of two subjects
C. Both differences and similarities of two subjects
D. Overwhelming similarities and differences of two subjects

13. Which of the following is the use of Venn Diagram?

A. to organize ideas
B. to summarize content
C. to compare and contrast
D. to write vocabulary terms

Complete the lines to create a conditional logic.

14. If the COVID-19 patient is more careful, …

15. If I had submitted all my requirements on time, …

3 CO_Q2_English9_ Module2
 Lesson Analyzing Literature
through Understanding Tone,

1 Mood, Technique, Author’s

Purpose, Rhetoric
and Literary Devices Used

What’s In

Man’s pursuit in achieving success in life has given him the courage to pursue
greater heights. The triumph that man achieves is not only limited to his personal
success, but it can also be considered as a triumph of the human spirit itself.
In this lesson, you will be challenged to realize not only your dreams in life but
as well as for others and for your country.

Activity: Three Icons, One Concept

Identify the words being suggested by the pictures below. Try to guess the
correct word by analyzing the pictures. Be guided by the number of lines and the
letters as clues.

1.
.
F __ __ __ __ __ __

2.
D __ __ __ R __ __ __ __ __ __ __ __ N

3.

__ U __ __ __ __ __

4.

__ E __ __ __ __ __ __ __ O __

4 CO_Q2_English9_ Module2
 What’s New

Read the inspiring speech of Martin Luther King Jr. Be prepared to pause
and answer the questions posted in between the text.
How did Martin Luther King Jr. change America?
Read the full text below.
I HAVE A DREAM
Martin Luther King Jr.
I am happy to join with you today in what will go down in history as the
greatest demonstration for freedom in the history of our
nation.
Five score years ago, a great American, in whose
symbolic shadow we stand today, signed the Emancipation
Proclamation. This momentous decree came as a great
beacon light of hope to millions of Negro slaves who had
been seared in the flames of withering injustice. It came as
a joyous daybreak to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years
later, the life of the Negro is still sadly crippled by the manacles of segregation and
the chains of discrimination. One hundred years later, the Negro lives on a lonely
island of poverty in the midst of a vast ocean of material prosperity. One hundred
years later, the Negro is still languishing in the corners of American society and
finds himself an exile in his own land. So we have come here today to dramatize a
shameful condition.

Do you know anyone in our history who was exiled in our own country?

In a sense, we have come to our nation's capital to cash a check. When the
architects of our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that all men, yes, black men as
well as white men, would be guaranteed the unalienable rights of life, liberty, and
the pursuit of happiness. It is obvious today that America has defaulted on this
promissory note insofar as her citizens of color are concerned. Instead of honoring
this sacred obligation, America has given the Negro people a bad check, a check
which has come back marked "insufficient funds."

But we refuse to believe that the bank of justice is bankrupt. We refuse to

believe that there are insufficient funds in the great vaults of opportunity of this
nation. So we have come to cash this check—a check that will give us, upon
demand, the riches of freedom and the security of justice. We have also come to
this hallowed spot to remind America of the fierce urgency of now. This is no time
to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.
Now is the time to make real the promises of democracy. Now is the time to rise
from the dark and desolate valley of segregation to the sunlit path of racial justice.
Now is the time to lift our nation from the quick sands of racial injustice to the solid

5 CO_Q2_English9_ Module2
rock of brotherhood. Now is the time to make justice a reality for all of God's
children.
It would be fatal for the nation to overlook the urgency of the moment. This
sweltering summer of the Negro's legitimate discontent will not pass until there is
an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end,
but a beginning. Those who hope that the Negro needed to blow off steam and will
now be content will have a rude awakening if the nation returns to business as
usual. There will be neither rest nor tranquility in America until the Negro is
granted his citizenship rights. The whirlwinds of revolt will continue to shake the
foundations of our nation until the bright day of justice emerges.

Do you favor forcing change using physical violence?

But there is something that I must say to my people who stand on the warm
threshold which leads into the palace of justice. In the process of gaining our
rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy
our thirst for freedom by drinking from the cup of bitterness
and hatred.

We must forever conduct our struggle on the high plane

of dignity and discipline. We must not allow our creative
protest to degenerate into physical violence. Again and again,
we must rise to the majestic heights of meeting physical force
with soul force. The marvelous new militancy which has
engulfed the Negro community must not lead us to a distrust
of all white people, for many of our white brothers, as
evidenced by their presence here today, have come to realize that their destiny is
tied up with our destiny. They have come to realize that their freedom is inextricably
bound to our freedom. We cannot walk alone.

As we walk, we must make the pledge that we shall always march ahead. We
cannot turn back. There are those who are asking the devotees of civil rights, "When
will you be satisfied?" We can never be satisfied as long as the Negro is the victim
of the unspeakable horrors of police brutality. We can never be satisfied as long as
our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot be satisfied as long as the Negro's
basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as
long as our children are stripped of their selfhood and robbed of their dignity by
signs stating "For Whites Only". We cannot be satisfied as long as a Negro in
Mississippi cannot vote and a Negro in New York believes he has nothing for which
to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls
down like waters and righteousness like a mighty stream.

What is your idea of justice and righteousness?

I am not unmindful that some of you have come here out of great trials and
tribulations. Some of you have come fresh from narrow jail cells. Some of you have
come from areas where your quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the
veterans of creative suffering. Continue to work with the faith that unearned
suffering is redemptive.

6 CO_Q2_English9_ Module2
 Go back to Mississippi, go back to Alabama, go back to South Carolina, go
back to Georgia, go back to Louisiana, go back to the slums and ghettos of our
northern cities, knowing that somehow this situation can and will be changed. Let
us not wallow in the valley of despair.

I say to you today, my friends, so even though we face the difficulties of today
and tomorrow, I still have a dream. It is a dream deeply rooted in the American
dream. I have a dream that one day, this nation will rise up and live out the true
meaning of its creed: "We hold these truths to be self-evident: that all men are
created equal."

I have a dream that one day, on the red hills of Georgia, the sons of former
slaves and the sons of former slave owners will be able to sit down together at the
table of brotherhood.

I have a dream that one day, even the state of Mississippi, a state sweltering
with the heat of injustice, sweltering with the heat of oppression, will be
transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where
they will not be judged by the color of their skin but by the content of their
character.

I have a dream today... I have a dream that one day, down in Alabama, with
its vicious racists, with its governor having his lips dripping with the words of
interposition and nullification; one day, right there in Alabama, little black boys
and black girls will be able to join hands with little white boys and white girls as
sisters and brothers.

Have you ever been misjudged because of your physical appearance or have you
ever misjudged someone because of his or her physical appearance?

I have a dream today... I have a dream that one day, every valley shall be
exalted, every hill and mountain shall be made low, the rough places will be made
plain, and the crooked places will be made straight, and the glory of the Lord shall
be revealed, and all flesh shall see it together. This is our hope. This is the faith
that I go back to the South with. With this faith, we will be able to hew out of the
mountain of despair a stone of hope. With this faith, we will be able to transform
the jangling discords of our nation into a beautiful symphony of brotherhood. With
this faith, we will be able to work together, to pray together, to struggle together, to
go to jail together, to stand up for freedom together, knowing that we will be free
one day.
This will be the day when all of God's children will be able to sing with a new
meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where
my fathers died, land of the pilgrim's pride, from every mountainside, let freedom
ring." And if America is to be a great nation, this must become true. So let freedom
ring from the prodigious hilltops of New Hampshire. Let freedom ring from the
mighty mountains of New York. Let freedom ring from the heightening Alleghenies
of Pennsylvania!

7 CO_Q2_English9_ Module2
 Let freedom ring from the snow-capped Rockies of Colorado!
Let freedom ring from the curvaceous slopes of California!
But not only that; let freedom ring from Stone Mountain of Georgia!
Let freedom ring from Lookout Mountain of Tennessee!
Let freedom ring from every hill and molehill of Mississippi. From every
mountainside, let freedom ring.

And when this happens, when we allow freedom to ring, when we let it ring
from every village and every hamlet, from every state and every city, we will be able
to speed up that day when all of God's children, black men and white men, Jews
and Gentiles, Protestants and Catholics, will be able to join hands and sing in the
words of the old Negro spiritual, "Free at last! free at last! Thank God Almighty, we
are free at last!"

Can you say that you are free? How does it feel to be free?
(From "A Journey through Anglo-American Literature ")

Discussion Points
1. What is the central idea/message of this speech?
2. What particular issues did Dr. King mention in his speech?
3. What are his dreams for America?
4. What issues did Dr. King address that are still relevant today particularly in
the Philippines?
5. "I Have a Dream" has inspired a number of people. What do you think makes
the speech so inspirational?

Activity 3: Read the speech again and fill in the following graphic organizer.
King’s Dream Your Dream
For the Americans: For the Filipino People:

For America: For the Philippines:

For his own children/family: For your family:

Other Dreams: For the youth:

8 CO_Q2_English9_ Module2
 What is It

LITERARY AND RHETORICAL DEVICES

Martin Luther King Jr.’s speech, I Have a Dream,” used some rhetorical and
literary devices.
What is a rhetorical device?
Rhetorical device is a technique that an author or speaker uses to convey to
the listener or reader a meaning with the goal of persuading them.
Rhetorical devices evoke an emotional response in the readers through the use of
language.
What is meant by literary devices?
Literary device is a technique a writer uses to produce a special effect in his
writing and to help readers understand his writing on a deeper level.

Study the table below which contains the meanings and examples of rhetorical
and literary devices:
Rhetorical/Literary Meaning Examples
Device
Metaphor a figure of speech in which •a 1. Kisses are the flowers of
word or phrase is applied to affection.
an object or action to which •
it is not literally applicable
• 2. The falling snowflakes are
dancers.
Analogy a comparison between two The structure of an atom is
things, typically for the like a solar system. The
purpose of explanation or nucleus is the sun, and
clarification electrons are the planets
revolving around their sun.
Parallelism used to persuade, motivate, • 1. "My fellow Americans, ask
and/or evoke emotional not what your country can do
responses in an audience for you, ask what you can do
and is often used in for your country." - John F.
speeches. The balance Kennedy
between clauses or phrases •
makes complex thoughts • 2. "I don't want to live on in
easier to process while my work. I want to live on in
holding the reader's or my apartment." - Woody
listener's attention Allen

Repetition is the repeating of a word or 1. “Let it snow, let it snow, let

phrase. It is a it snow.”
common rhetorical
device used to add 2. "And miles to go before I
emphasis and stress in sleep, and miles to go before
writing and speech I sleep." - Robert Frost
"Stopping by Woods on a
Snowy Evening

9 CO_Q2_English9_ Module2
TONE AND MOOD
Tone and mood both deal with the emotions centered on a piece of writing.
Though they seem similar and can in fact be related casually, they are in fact
different.
Tone is the author’s attitude towards a subject. While journalistic writing
theoretically has a tone of distance and objectivity, all other writings can have various
tones.
Some tone words include:
Positive tone words Neutral Negative tone
words
Admiring Interested Commanding Annoyed
Affectionate Joyful Direct Anxious
Benevolent Lively Impartial Apathetic
Calm Nostalgic Indirect Bewildered
Casual Passionate Meditative Bitter

Mood is the atmosphere of a piece of writing; it’s the emotion that a selection
arouses in a reader.
Some common mood descriptors are:
Positive mood words Negative mood words
Amused Mellow Aggravated Numb
Bouncy Nostalgic Dreary Overwhelmed
Calm Optimistic Embarrassed Painful
Cheerful Passionate Exhausted Pessimistic
Confident Peaceful Nauseated Lethargic

AUTHOR’S PURPOSE
Three Reasons for Writing
1. Writing to Entertain
The primary purpose of texts that are written to entertain is to amuse readers.
Examples of Texts that Are Written to Entertain:
▪ Stories ▪ Dramas
▪ Poems ▪ Songs

2. Writing to Inform
The primary purpose of texts that are written to inform is to enlighten the
reader or to provide the reader with information about a topic.

Examples of Texts That Are Written to Inform:

▪ Expository Essays or Articles
▪ Instructions or Directions
▪ Encyclopedias or Other Reference Texts

3.Writing to Persuade
The purpose of the texts written to persuade is to compel readers to take
action, to convince them of an idea through argument, or to reaffirm their existing
beliefs.
Examples of Texts That Are Written to Persuade:
▪ Advertisements
▪ Campaign Speeches
▪ Persuasive Letters or Notes

10 CO_Q2_English9_ Module2
 What’s More

Activity: Understanding Rhetorical and Literary Devices

Read Martin Luther King Jr.’s speech again, pick out the rhetorical and
literary devices used in the text, and fill in the table below.

Rhetorical /literary devices Text: I Have a Dream

Parallelism
Metaphor
Analogy
Repetition

Activity: Identifying Tone and Mood

Trace the tone and mood words from the speech of Martin Luther King Jr.
Write the words on each of the speech balloons and identify the tone and mode on
the space provided.
Lines:_______________
Lines:_______________
______________________
______________________
Tone/Mood:
Tone/Mood:
____________________
____________________

Lines:_______________ Lines:_______________
______________________ ______________________

Tone/Mood: _________ Tone/Mood: _________

Activity: Identifying Author’s Purpose for Writing the Selections.

1. HAMSTERS FOR SALE: Humble Pet Store, in the mall: We have a large
selection of hamsters for sale this week. They are interesting pets, and you
will enjoy having one! Come and buy yours today!
Author’s Purpose: _______________________________________________________

2. Watch for symptoms: People with COVID-19 have had a wide range of
symptoms reported—from mild symptoms to severe illness. Symptoms may
appear 2–14 days after exposure to the virus. People with symptoms, like fever
or chills and cough, may have COVID-19.
Author’s Purpose: _______________________________________________________

3. The article details the many uses of a new multi-purpose tool. It explains how
the tool can perform the tasks of a hammer, screwdriver, wrench, and knife.
It is four tools in one, so you will always have the tool you need when you have
one of these.
Author’s Purpose: _____________________________________________________

11 CO_Q2_English9_ Module2
Activity: Black Lives Matter
Martin Luther King Jr. delivered his speech on August 28, 1963 at the Lincoln
Memorial, Washington DC in the United States of America. Since then, the world has
seen big developments on the issue of racial discrimination in the US. In fact, the
election of President Barrack Obama, the first black president, became a milestone
in the history of America.
Recently, the global campaign #BlackLivesMatter became popular in the
Philippines and the world. Many protests were staged to fight for the eradication of
violence and discrimination against black people. Today, people of different colors
are united to fight the abuses in the society.
Read a poem inspired by the #BlackLivesMatter campaign and answer the
questions that follow:
The Color of My Soul
by: Siya Mulge
As I travel back to my younger days, Hide yourselves with a black cloth,
I remember my occluded mind. Show yourself off to the world
The doings of neighborhood and With an angel ring that's white....
community,
My heart is about to rot,
Being taught always,
Darkness is sorrow, My mind with agony was already
White light is where whirled,
Peace and beauty you'll find... I shall now began to fight,
For my skin is dark,
That black shirt needs no washing, But is brighter than your soul..
As you cannot see its furrow,
White ones should be cared...
1. Why did the poet use darkness as a metaphor for sorrow?
2. What other metaphors were used by the poet?
3. What is the “black shirt” an analogy of?
4. What words suggest the tone of the poem?
5. What is the purpose of the poet in writing the poem?

What I Have Learned

My Mission Statement
We all have a dream to realize on our own but it does not stop us from
dreaming for others as well. As we keep on dreaming, we are also facing
challenges of the human spirit.
My journey through this lesson enabled me to learn

It made me realize that

I, therefore, commit to

12 CO_Q2_English9_ Module2
 What I Can Do

Activity: Writing Big Thoughts

1. Think about your biggest dreams. Read the passage again and check for
statements that express Luther’s dreams for America.
2. Make a short list of these dreams and rank them according to their
importance. Use the table below.
Rank Dreams
1
2
3

3. Write a short essay or speech using the passages as your guide in writing
your own dreams for your family, fellowmen, and country. Use a separate
sheet for this activity.
4. You are going to submit your output via email for evaluation and to be posted
in your social media to spread awareness as part of the task completion.
5. A scoring rubric will be used to rate your output consisting of the following
criteria:

Category 4 3 2 1 Your
score
CLARITY The topic and Topic and main Topic is given Topic and/or
messages are clear ideas are clear. but main ideas main ideas are
and easily are unclear or absent or very
understood; lacking. unclear.
Intended to inform
or convince the
viewer.
DETAILS Details (including Detail is added More is needed Very little detail
labels) support the to support each for is provided for
main idea without main idea with understanding. the main ideas
distracting with minimal Some are and
clutter. clutter. distracting. understanding
is limited.
ACCURACY At least 4 accurate 3 accurate 2 accurate facts Fewer than 2
facts/concepts are facts are are displayed. accurate facts
displayed. displayed. are displayed.
MECHANICS Capitalization and There is 1 error There are 2 More than 2
punctuation are in errors in errors in
correct throughout. capitalization capitalization or capitalization or
or punctuation. punctuation. punctuation.
GRAMMAR There are no There is 1 There are 2 There are more
grammatical grammatical grammatical than 2
mistakes. mistake. mistakes. grammatical
mistakes.

TOTAL POINTS

13 CO_Q2_English9_ Module2
 Lesson
Understanding Literature
by Making Inferences,
2 Drawing Conclusions, and
Using Comparison & Contrast

What Is It

COMPARING AND CONTRASTING

Compare and contrast is a rhetorical style that discusses the similarities and
differences of two or more things: ideas, concepts, items, places, etc. This is also
used to make some kind of comparison to help illustrate a point.
A Venn diagram is used in making comparison and contrast to show
differences and similarities of two subjects. It uses overlapping circles or other
shapes to illustrate the logical relationship between two or more sets of items. Often,
they serve to graphically organize things, highlighting how the items are similar and
different.
Study the illustration below.

Comparing Your Two friends

Differences
Differences

Similarities

DRAWING CONCLUSIONS AND INFERENCES

Drawing conclusions refers to information that is implied or inferred. This
means that the information is not directly nor clearly stated.
Details give hints or clues that can help you “read between the lines.”
Inferring means that you go beyond the surface or go for deeper understanding of
what you are reading. When the meaning is not stated clearly, they may be implied
or suggested.

14 CO_Q2_English9_ Module2
Study the sample below:
Camille’s mom was very upset. Her dog was all covered in mud. Her mom told
her that she needed to help clean up before she could start watching
television.

What can you draw from the given situation? What are your hints and clues?
a. Camille’s dog got the house muddy.
b. Camille’s mom hates dogs.
c. Camille loves to watch television.
If you answer letter A, you are correct.

What’s More

Activity: Learn these Words

Directions: Read the following sentences and choose the letter of the correct meaning
of the italicized words.
Answer Sentence Word List
1. The strap broke with a single tug. A. Allow
2. The guards do not permit them to go B. Delicate
inside.
3. I frowned when I saw the man and C. Grimace
shook my head in disbelief.
4. She felt somehow frail looking girl with D. Flow or fall
dark eyes. by drops
5. Jack felt a bead of sweat trickle down E. Pull
his face as he saw the huge figure in
front of him.

Read the inspiring story of Langston Hughes. Be prepared to pause and answer the
questions posted in between the text.
THANK YOU, MA’AM
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, instead 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.”

15 CO_Q2_English9_ Module2
 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 lose, will you run?” asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you lose,” 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 the boy, would you trust the lady right away? Why do you think
so?
“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

16 CO_Q2_English9_ Module2
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!
Do you think Roger ran? If you were Roger, what would you do?
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 to 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.”
If you were Roger, what would you 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.
Does Roger have a change of heart at this time? What made you think so?
“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 these
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.”
Think of someone that did an act of kindness to you. Have you ever wondered why
he did it? What about you? Can you think of an act of kindness you did to someone?
Why did you do it?
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

17 CO_Q2_English9_ Module2
Activity: Read to Process
a. Do you think Mrs. Jones is wise or foolish to trust Roger? Why?
b. What can you tell about her character from this action?
c. How are her actions connected to her past experiences?
d. What does Roger do when Mrs. Jones leaves him alone with her purse?
e. Why does he do this?
f. What do Mrs. Jones and Roger talk about during their meal?

Activity: Compare and Contrast

Using the Venn diagram below, compare and contrast the characters of Mrs. Jones
and Roger. Answer the question that follows.

MRS. JONES ROGER

How have Roger's behavior and attitude changed?

Activity: Draw Conclusions by Answering the Questions
1. Why doesn't Mrs. Jones ask Roger any personal questions?
2. What made you arrive at your answer?
3. What are the hints or clues that helped you draw your conclusion? Fill
in the organizer below.

My Answer: _________________________________
_____________________________________________
_____________________
Clues and Hints: ___________________________
____________________________________________
_____________________

18 CO_Q2_English9_ Module2
 What I Have Learned
My Mission Statements
A. You have learned in this lesson that there are so many things and persons in
your lives that you should feel grateful for. Fill up the following statements.

My journey through this lesson enabled me to learn

It made me realize that

I, therefore, commit to

B. Using the table below, make a list of the things and the people you feel grateful
for and give your reasons. Share your work in class.

Persons and Things Reasons

I am grateful for

1. ---------------------------------------------

2. ---------------------------------------------

3. ---------------------------------------------

4. ---------------------------------------------

19 CO_Q2_English9_ Module2
 What I Can Do

Activity: Choose and Justify!

In the selection, “Thank You, Ma’am,” the characters made choices and
decisions and we can only infer the reasons behind their actions. In your life,
you may have also made some decisions and had reasons for doing so. There
are also some factors that affect each decision.
Copy and accomplish the table below and identify which of the factors
given affected or influenced the decisions made.

Decisions Factors
Characters Made Economic Culture Environment Personal
Status Choice
Mrs. Jones
Roger
You

Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What is the main focus of Martin Luther King Jr.’s speech?
A. Convincing everyone to live in peace and tranquility
B. Getting more money for America’s black population
C. Ending segregation and racial injustice in America
D. Pushing change in America

2. Martin Luther King Jr. appeals mainly to his listeners’

A. common sense C. sense of guilt
B. desire for better future D. sense of pride

3. In “I Have a Dream”, Dr. Martin Luther King Jr., urges his followers to
A. demand equality and justice now
B. work toward gradual change
C. use any means necessary
D. use violence to push change

4. Which repeated phrase in Dr. King’s speech has additional power because it
is from a familiar patriotic song?
A. “I have a dream” C. “Now is the time to”
B. “I say to you today” D. “One hundred years later”

20 CO_Q2_English9_ Module2
 5. Which of the following is NOT a rhetorical device?
A. Let freedom ring from Lookout Mountain of Tennessee!
B. And if America is to be a great nation this must become true!
C. This will be the day when all of God's children will be able to sing with a
new meaning
D. I have a dream that one day every valley shall be exalted, every hill and
mountain shall be made low

6. Which is an example of a metaphor?

A. I have a dream that my four little children will one day live in a nation
where they will not be judged by the color of their skin but by the content
of their character.
B. Now is the time to rise from the dark and desolate valley of segregation to
the sunlit path of racial justice.
C. We must forever conduct our struggle on the high plane of dignity and
discipline.
D. My country, 'tis of thee, sweet land of liberty, of thee I sing.

7. Which is an example of parallelism?

A. Go back to Mississippi, go back to Alabama, go back to South Carolina,
go back to Georgia
B. We can never be satisfied, as long as our bodies, heavy with the fatigue of
travel, cannot gain lodging in the motels of the highways and the hotels
of the cities.
C. We will not be satisfied until justice rolls down like waters and
righteousness like a mighty stream.
D. When this happens, when we allow freedom to ring, when we let it ring
from every village and every hamlet, from every state and every city …

Determine the author’s purpose in the selection below. Choose the letter of the
correct answer.

8. A whistleblower is a person who informs on a person or organization

engaged in some wrongdoing. The whistleblower is almost always an
employee or an insider of the organization that is committing the
wrongdoing, and there are laws which are intended to protect the
whistleblower from experiencing retaliation for their revelations.
A. To entertain C. To orient
B. To inform D. To persuade

9. Jim's hand shook as he reached for the cup of coffee in front of him. "Just
take your time," the man in the grey suit told him. Jim nodded, and raised
the cup to his lips, sloshing coffee down his chin and onto his shirt. "They're
going to come after me," Jim told the men in front of him. "There are laws to
protect you," The man in the black suit said. "The laws don't matter. They
don't care about laws. Haven't they already proven that? I won't be safe. No
one in my family will be safe."
A. To entertain C. To orient
B. To persuade D. To inform

21 CO_Q2_English9_ Module2
10. Although it is technically illegal, many individuals who expose or "blow the
whistle" on a corporation or a government agency's wrongdoing end up
losing their jobs, or suffering some other form of retaliation. If whistleblowers
are discouraged from coming forward with important truths, then
wrongdoing may not be corrected. Not only that, if a whistleblower is fired,
an organization can face costly law suits and a great deal of unwanted
publicity. This is why organizations should develop formal whistle blowing
policies to ensure that the conditions necessary for the effective management
of whistle blowing exist.
A. To entertain C. To persuade
B. To inform D. To point out

11. Keith played with his skateboard in the street and accidentally broke his
neighbor’s car’s side mirror. What do you think Keith feels after the
accident?
A. He feels excited to get home.
B. He feels scared of getting into trouble.
C. He feels sorry for the neighbor’s car.
D. He feels successful of playing with his skateboard.

12. The number of cases of COVID-19 infections is increasing fast. What do you
think is happening?
A. Enhanced quarantine is not imposed.
B. People seem careless about their health.
C. People seem scared of the pandemic.
D. The government is not doing something.

13. In the story, “Thank You, Ma’am,” we can infer that

A. Mrs. Jones wants to adopt Roger.
B. Mrs. Jones is willing to forgive Roger.
C. Mrs. Jones wants Roger to be his son.
D. Mrs. Jones wants Roger to buy his own suede shoes.

14. Which of the following factors affect Roger’s decision to steal?

A. His environment
B. His economic status
C. His needs and wants
D. His cultural orientation

15. Which of the following statements is probably NOT TRUE about Roger?
A. He is really Mrs. Jones’ son.
B. He wants to trust Mrs. Jones
C. He wants to buy the suede shoes.
D. He wants Mrs. Jones to trust her eventually.

22 CO_Q2_English9_ Module2
 Additional Activities

Complete the following:

Starting today, I will always give thanks for the following
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________
Because
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________

23 CO_Q2_English9_ Module2
What I Know What is it
1. A Activity: Learn these
2. C Words
3. D 1. E
4. B 2. A
5. B 3. C
6. C 4. B
7. B 5. D
8. A
9. C Assessment
10. A 1. C
11. D 2. B
12. C 3. C
13. A 4. A
14. Answer may vary 5. D
15. Answer may vary 6. B
7. A
8. B
What's In 9. B
1. Freedom 10. B
2. Discrimination 11. B
3. Justice 12. B
4. segregation 13. B
14. B
15. A
Answer Key
References

A Journey through Anglo-American Literature: Learners Material. (2014 First

Edition). Department of Education

Adriano, Teresita S. et.al. (2016). Interactive English 10. Philippines.

Balabat, Angelita C. et.al. (2001). A Journey Across the Miles through Literature, A
Worktext on the Literatures of the World. Valenzuela City: Mutya Publishing
House.
E Reading Worksheets Content Writers. 2011. "Author’s Purpose." E Reading
Worksheets. October 21. Accessed March 20, 2020.
https://www.ereadingworksheets.com/free-reading-worksheets/authors-
purpose-worksheets/authors-purpose/.

Mulge, Siya. 2020. "The colour of my soul." Hello Poetry. July 02. Accessed July 30,
2020. https://hellopoetry.com/tag/blacklivesmatter/.
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