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English Grade 9
Quarter 4 - Module 4
Discerning Future Opportunities By
Learning From Others

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 SELF LEARNING MODULE
I. Judge the relevance and worth of ideas, soundness of author’s
reasoning, and the effectiveness of the presentation (EN9RC-IVf-2.2.2)

This self-learning module was crafted with a simplified arrangement in such a manner
that you can work on it independently.
The lessons embedded here are offshoot from the competencies embedded in the
prescribed Most Essential Learning Competencies. Hence, you may use our existing textbook
in Grade 9, A Journey through Anglo-American Literature. You may also refer to the cited
references here or you look for other learning resources for you to successfully get through each
phase of this module.

After going through this module, you are expected to:

1. differentiate biases from prejudices;
2. judge the relevance and worth of ideas, soundness of author’s reasoning, and
the effectiveness of the presentation;
3. change direct speech to indirect speech and vice versa; and
4. formulate predictions based on the material viewed

II. Concept Notes

It is a fascinating place out there. In our ever-changing culture, many new things are
happening. It is our responsibility to discern what to believe and what to pursue. While we
enjoy the changes that the world has to offer, we must remain anchored in the values that
shape our being. They will lead us through our life's path and in our pursuit of a better world
for ourselves and others.
Thus, knowing what type of information, you need to decide which sources to use in order to
judge the relevance and worth of ideas, soundness of author’s reasoning, and the
effectiveness of one’s presentation.
. Here are two types of information:

Factual
Factual information is information that solely deals with facts. It is short, non-explanatory,
and rarely gives in-depth background on a topic.
Example: George A. Romero directed Night of the Living Dead.
Example Factual Resources: Encyclopedias, Almanacs, Government Resources,
Statistics

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Subjective
Subjective information is information from only one point of view. Opinions are always
subjective.
Example: Z-Nation was an entertaining show that should have never been canceled.
Example Subjective Resources: Websites, Blogs, Social Media, Non-scholarly Books
and Journals. Book Reviews.

Aside from knowing how to distinguish factual from opinionated or subjective

statements, it is also important to back up factual information with direct quotes or reported
statements. These will give more credibility to the facts you will present.

Direct Speech
• Actual words are quoted without changes.
• The exact or actual words of the speaker are enclosed in inverted commas or quotation
marks. (“”)
• There is always a comma (,) or a colon (:)after “said,” that introduces spoken words.

Indirect Speech
• Actual words of speaker are changed.
• Actual words are being spoken by another person in past form.
• Narrating in present will require change in tense of actual words.
• The pronouns of the sentence are also changed accordingly.
• There is no use of commas.
• A word “that” is usually added before the spoken words of the speaker.

Examples:
He said, “I am going to School.” (direct speech)
He said that he was going to school. (indirect speech)

Two Components of a Sentence of a Direct Speech

A. Reporting Verb. The verb of the first sentence (i.e She said, He said, he says, they
said, he emphasizes etc.) before the actual words of the speaker.
B. Reported Speech. The actual words of the speaker that is enclose in inverted commas
or quotation marks.

Basic Rules for Indirect Speech

1. Words of the speaker are not enclosed in inverted commas or quotation marks.
Example: President Obama said there were no winners in this government
shutdown.
2. Usage of word “that”: the conjunction “that is always used between a reporting verb
and reported speech.
Example: President Obama said, “There were no winners in this government
shutdown.”
Indirect Speech: President Obama said that there were no winners in this
government shutdown.

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 3. Change in tense of the reported speech.
Example: Direct Speech: She said, “ I am watching a movie.”
Indirect speech: She said that she was watching a movie.

4. Changes in Pronoun: the pronoun (subject) of reported speech is sometimes changed

according to the pronoun (subject) or object of the reporting verb in the direct speech.
Possessive pronouns may also change according to the subject or the object of the
first sentence.
Example: Direct Speech: He said, “ I ate two apples.”
Indirect Speech: He said that he ate two apples.

5. Change in time: If there is a time mention in the sentence of direct speech, the time
will be changed in direct speech. There are certain rules in changing the time (i.e
tomorrow-the next day, today-that day, yesterday- the previous day)
Example: Direct Speech: She said, “I am buying a laptop today.”
Indirect speech: She said that she was buying a laptop that day.

II. Learning Tasks

➢ Learning Task 1 Justify Ideas

Read the video transcript of America’s President Barack Obama. Find out the issue
he has presented in his message to the American people.

Obama: ‘There Were No Winners

In This’ Government Shutdown

Hi everybody. This week, because Democrats and responsible

Republicans came together, the government was reopened, and the threat
of default was removed from our economy.

There’s been a lot of discussion lately of the politics of this shutdown. But
the truth is, there were no winners in this. At a time when our economy
needs more growth and more jobs, the manufactured crises of these last
few weeks actually harmed jobs and growth. And it’s understandable that
your frustration with what goes on in Washington has never been higher.

The way business is done in Washington has to change. Now that these
clouds of crisis and uncertainty have lifted, we need to focus on what the
majority of Americans sent us here to do – grow the economy, create good
jobs, strengthen the middle class, lay the foundation for broad-based
prosperity, and get our fiscal house in order for the long haul.

It won’t be easy. But we can make progress. Specifically, there are three
places where I believe that Democrats and Republicans can work together
right away.

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First, we should sit down and pursue a balanced approach to a
responsible budget, one that grows our economy faster and shrinks
our long-term deficits further. There is no choice between growth and
fiscal responsibility – we need both. So we’re making a serious
mistake if a budget doesn’t focus on what you’re focused on: creating
more good jobs that pay better wages. If we’re going to free up
resources for the things that help us grow – education, infrastructure,
research – we should cut what we don’t need, and close corporate tax
loopholes that don’t help create jobs. This shouldn’t be as difficult as
it has been in past years. Remember, our deficits are shrinking – not
growing.

Second, we should finish the job of fixing our broken immigration

system. There’s already a broad coalition across America that’s
behind this effort, from business leaders to faith leaders to law
enforcement. It would grow our economy. It would secure our borders.
The Senate has already passed a bill with strong bipartisan support.
Now the House should, too. The majority of Americans thinks this is
the right thing to do. It can and should get done by the end of this
year.

Third, we should pass a farm bill – one that America’s farmers and
ranchers can depend on, one that protects vulnerable children and
adults in times of need, and one that gives rural communities
opportunities to grow and the longer-term certainty they deserve.

We won’t suddenly agree on everything now that the cloud of crisis

has passed. But we shouldn’t hold back on places where we do agree,
just because we don’t think it’s good politics, or just because the
extremes in our parties don’t like compromise. I’ll look for willing
partners from either party to get important work done.

There’s no good reason why we can’t govern responsibly, without

lurching from manufactured crisis to manufactured crisis. Because
that isn’t governing – it’s just hurting the people we were sent here to
serve.

Those of us who have the privilege to serve this country have an

obligation to do our job the best we can. We come from different
parties, but we’re Americans first. And our obligations to you must
compel all of us, Democrats and Republicans, to cooperate, and
compromise, and act in the best interests of this country we love.
Thanks everybody, and have a great weekend.

Source: http://www.huffingtonpost.com

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 Answer the following questions about President Obama’s address.

1. What is the issue presented in the speech?

2. Are the terms used clearly defined and applied throughout the message?

3. Is the thesis (the point to be made) clearly and directly stated? What is the thesis
statement?

4. Are facts provided as evidence? If so, identify them.

5. Is the reasoning sound and logical? (Does one point follow from another?)

6. What persuasive devices or propaganda techniques does the author use

(examples: appeal to emotions, name-calling, appeal to authority)?

7. Does the author succeed in persuading you to accept his argument?

8. Is there an issue similar to the one presented here in the Philippines? Explain your
answer.

➢ Learning Task 2 Validate Info

Statements below are taken from President Obama’s There Were No Winners
address. Identify which among the statements contain factual information (statements
that can be verified or proven to be true or false) or subjective content (involves
judgment, feeling, opinion, intuition, or emotion rather than factual information). Write
F for factual and S for subjective.

1. There were no winners in this government shutdown.

2. At a time when our economy needs more growth and more jobs, the manufactured
crises of these last few weeks actually harmed jobs and growth.
3. The way business is done in Washington has to change.
4. First, we should sit down and pursue a balanced approach to a responsible budget,
one that grows our economy faster and shrinks our long-term deficits further.
5. Second, we should finish the job of fixing our broken immigration system. There’s
already a broad coalition across America that’s behind this effort, from business
leaders to faith leaders to law enforcement. It would grow our economy. It would
secure our borders.
6. The Senate has already passed a bill with strong bipartisan support.
7. Those of us who have the privilege to serve this country have an obligation to do our
job the best we can.

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➢ Learning Task 3

Work on this. Compare and contrast the following sentences.

A B
President Obama said, “There President Obama said there were no
were no winners in this winners in this government shutdown.
government shutdown.”
He emphasized that we needed to
grow the economy, create good jobs,
“We need to grow the economy, strengthen the middle class, and get
create good jobs, strengthen the our fiscal house ready.
middle class, and get our fiscal Obama said it would not be easy.
house ready,” he emphasized.
Obama said,“It won’t be easy.”

1. What made sentences A different from sentences B?

2. What is their similarity?

3. When do we use sentences A? sentences B?

➢ Learning Task 4 Practice the Direct and Indirect Ways

A. Read carefully the examples of direct and indirect sentences. Tell whether the
sentences changed from direct to indirect are correctly written. Write your choice, whether
correct or incorrect, and explain your answer.

1. Mia said “I want to watch the play.”

Mia said that she wants to watch the play.

2. Lanze said, “I am going with you.”

Lanze said that he was going with her.

3. “I saw the play with Brayden yesterday,” said Pauline.

Pauline said she saw the play with Brayden yesterday.

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 4. Niko said, “Mommy and I will watch the play in Resorts World.”

Niko said he and his Mommy will watch the play in Resorts World

5. Grandmother said, “What can you learn from that play?”

Grandmother asked what we could learn from the play.

➢ Learning Task 5.

A. You will watch the video of Death of a Salesman, Act I from Longmont High School
Drama Club from : www.youtube.com/watch?v=xDgpeV3D7XE.

After watching, be ready to accomplish the grid.

Guess the events that would Your reasons ...

take place

in Act II & Requiem

Did you enjoy watching the video? Don’t forget your answers as you will validate them
when you read Act II and Requiem of Death of a Salesman.

Also, in this activity you made reasonable guesses. You have predicted possible
events that could take place in the play. You backed up your predictions with reasons
or justifications.

B. Plot the Events

Sequencing Events is the process of arranging the events in a plot of a story, play or
movies that has been watched or read. This is done using your deductive skill as a
reader.

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Arrange the events according to how they happened in the play. Number them 1-9.

ORDER
EVENTS

A. Willy yells at Biff. Happy tries to change the

topic by suggesting that he and Biff enter the
sporting goods business. Willy likes the idea
and gives Biff tips on how to be successful at it.
B. Tired from an unsuccessful sales trip, Willy
Loman returned to his home one night.
C. Willy has the habit of talking to himself in the
kitchen. While he was doing this, Biff and his
younger brother Happy who happens to be also
visiting, remember their growing up years
together. They talk about their father’s babbling
too which always lead to Willy’s dissatisfaction
over what happened to Biff’s life career.
D. Willy talks about a successful sales trip but
Linda makes him admit that his trip was not
successful. As Linda consoles him, Willy
engages in yet another daydream, he hears the
laughter of his mistress whom he has given
brand new stockings.
E. He continues with his flashback, this time with
Linda in the kitchen mending her stockings.
This angers Willy and orders Linda to throw her
stockings away.
F. The daydream ends but Willy continues to
whisper to himself. Happy tries to quiet him. But
Willy shouts his regrets for not going to Alaska
with his brother Ben.
G. Charley comes in having heard the noise. They
play cards together with Charley offering him a
job. Willy calls Charley Ben several times which
agitates him. Charley leaves.
H. In yet another flashback, young Linda enters
and meets Ben who talks about his travels and
his fortune in Alaska. Willy continues the
daydream with Charley and Bernard telling him
that Biff and Happy have stolen lumber. Ben
leaves but Willy continues to talk to him.

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 I. Reality sets in, Linda finds Willy outside. Mother
and sons discuss Willy’s condition, scolds Biff
for arguing with his father. Biff tells her Willy is
a fake but does not explain why. Linda tells
them that Willy has tried to kill himself. Happy
rebukes Biff for not making it big in the business
world.

C. Play and Review

You are given another opportunity to watch Act 1 of Death of a Salesman on video.
This time get yourself ready to write a play review about it. Be guided by the parts of
the play review.

• Introduction

• Thesis Statement and Summary

• Body of the Paper: The Review (including the performance of the cast and the
technical aspect of production)

• Conclusion (recommendation)

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Take note of the standard for scoring your play review.

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IV. Reflection

Fill out the matrix below with your thoughts. Use the questions as your guide in
reflecting about your learning journey.

Significant Learning How do I feel about it? What did I learn?

experience

How can I apply this lesson in real-life setting?

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V. Reference:

“A Journey through Anglo-Literature”, English Learner’s Material,

lrmds.deped.gov.ph

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https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://www.nytimes.com/2013/10/18/us/two-parties-start-work-to-avoid-repeat-crisis.html
http://www.huffingtonpost.comanswer/
https://libguides.astate.edu/information/types
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://iep.utm.edu/2010/
https://iep.utm.edu/2010/11/
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://www.nytimes.com/2013/10/18/us/two-parties-start-work-to-avoid-repeat-crisis.html
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://www.nytimes.com/2013/10/18/us/two-parties-start-work-to-avoid-repeat-crisis.html
http://www.huffingtonpost.comanswer/
https://libguides.astate.edu/information/types
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://iep.utm.edu/2010/
https://iep.utm.edu/2010/11/
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://www.nytimes.com/2013/10/18/us/two-parties-start-work-to-avoid-repeat-crisis.html
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://www.nytimes.com/2013/10/18/us/two-parties-start-work-to-avoid-repeat-crisis.html
http://www.huffingtonpost.comanswer/
https://libguides.astate.edu/information/types
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://iep.utm.edu/2010/
https://iep.utm.edu/2010/11/

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https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://www.nytimes.com/2013/10/18/us/two-parties-start-work-to-avoid-repeat-crisis.html
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://www.nytimes.com/2013/10/18/us/two-parties-start-work-to-avoid-repeat-crisis.html
http://www.huffingtonpost.comanswer/
https://libguides.astate.edu/information/types
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://iep.utm.edu/2010/
https://iep.utm.edu/2010/11/
https://libguides.astate.edu/information/types
https://www.studylight.org/commentary/matthew/27-5.html
https://www.nytimes.com/2013/10/18/us/two-parties-start-work-to-avoid-repeat-crisis.html

VI. Answer Key:

may vary. Answers may vary

C> Answers Essay
I-8 Reflection:
H-7
G-6
F-5
E-4
D-3 from someone. 4.F
C-2
saying or telling a statement
B-1 7. F 3. S
when you are indirectly
B. A-9
may vary. While sentences B is used 6. S 2. S
A. Answers statement of someone.
when you quote directly the 5. F 1. F
Learning Task 5: 3. Sentences A is used
Learning Task 2:
statement is the same.
Correct 5. 2. The message of the
Correct 4. column B don’t have.
Incorrect 3.
has quotation marks while
Correct 2.
1. Sentences in column A Answers may vary.
Incorrect 1.
Learning Task 1:
Learning Task 4: Learning Task 3:

Compiler: Ms. Angela Therese C. Sibal

Editor: Mrs. Bretzel P. Arriba

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