TXTBK/SLMs + QUALAS

Textbook/Supplementary LEARNING ACTIVITY SHEET No: 4

Materials/Self-Learning Modules in _English 9
based instruction paired with MELC-
Based Quality Assured Learning Quarter ___4___ Week __4___
Activity Sheet (LAS)

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC 2:
React to lay value judgment on critical issues that demand sound analysis and call for prompt actions.
Lesson/Topic:
Laying Value Judgment on Critical Issues
Reference/Source: Page No.: ____
https://www.google.com/search?q=bullying%20cartoon%20images&tbm=isch&hl=en-US&client

Objectives/Subtasks:
React to lay value judgment on critical issues that demand sound analysis and call for prompt
actions.
Activity No: 1 Title: Review on Laying Value Judgment on Critical Issues Day: 1

Key Concept:

How to lay Value judgment:

1. Be a good listener and/or reader – able to hear what other people actually mean, and thus able to see patterns
that others do not.
2. Search for consonance with one’s deeper convictions – the individual’s opinion or judgment is formed to a
degree by one’s belief system and the culture to which he or she belongs.
3. A judgment must be made to carry out an act.

Directions: React to lay value judgment on the issues presented below. Study the pictures and answer the questions that
follow. Write your answers on the space provided.

1. What issues about life are shown in the pictures? (3 points)

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 2. Among these issues, what do you think is more disturbing or serious? Why do you say so? (3 points)

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3. If you were also experiencing the issues presented, how would you resolve these issues? (3 points)

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Lesson/Topic:
Youths Affected by Discrimination
Reference/Source: Page No.: ______

https://www.lgbtqinstitute.org/lgbt-academic-center-database/2015/1/23/how-are-lgbt-youths-affected-by-
discrimination-and-what-can-schools-do-to-help

Objectives/Subtasks:
React to lay value judgment on critical issues that demand sound analysis and call for prompt
actions.

Activity No: 2 Title: Read: Youths Affected by Discrimination Day: 2

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 Key Concept:

This essay shows how discrimination leads to increased high school dropout rates for LGBT youths
and, of greater concern, increased rates of suicide and substance abuse.

Vocabulary Building/Unlocking of Difficulties:

1. gay – characterized by sexual or romantic attraction to people of one’s same sex.

2. lesbian – a woman who is sexually or romantically attracted to other women.
3. heterosexual – a person who is sexually or romantically attracted to people of the opposite sex.
4. homosexual – a person who is sexually or romantically attracted to people of their same sex.
5. discrimination – the unjust treatment of different categories of people or things, especially on the grounds of
race, age, or sex.
6. LGBT – an abbreviation for Lesbian, Gay, Bisexual, and Transgender
– used to refer to any sexual orientations or gender identities that do not correspond to heterosexual
norms.
7. faggot – a gay man
8. queer – strange or odd
9. bias – an opinion in favor of or against one thing, person, or group compared with another, usually in a way
considered as unfair
10. dyke – used to refer to a lesbian

Reading Text
Youths Affected by Discrimination
Gaell Jocelyn-Blackman

Suicide is the leading cause of death among gay and lesbian youths. Gay and lesbian youths are 2 to 6 times
more likely to attempt suicide than heterosexual youth. Over 30% of all reported teen suicides each year are committed
by gay and lesbian youths. Gays and lesbians are at much higher risk than the heterosexual population for alcohol and
drug abuse. Approximately 30% of both the lesbian and gay male populations have problems with alcohol. Gay and
lesbian youths are at greater risk for school failure than heterosexual children.

Substantially higher proportions of homosexual people use alcohol, marijuana or cocaine than is the case in the
general population. Approximately 28% of gay and lesbian youths drop out of high school because of discomfort (due to
verbal and physical abuse) in the school environment.

Gay and lesbian youths’ discomfort stems from fear of name calling and physical harm. Many people are
guilty of discrimination against LGBT youths, whether consciously or unconsciously. LGBT youths are faced with daily
discrimination from society, peers, family and even school teachers and administrations. The above statistics not only
show that LGBT youths lack support and guidance but also prove how much these youths are clearly affected, in more
ways than one, by discrimination. Cole (2007) mentions that there is a higher rate of abuse, neglect, and discrimination
against LGBT youths than straight youths. I believe that most parents would prefer their children to be straight than to be
gay, and most school officials also prefer straight students over gay students. This preference could be a contributing
factor in discrimination against LGBT youths.

Types of Discrimination

Some of the comments that LGBT youths are faced with are as follows: “I hate gays. They should be banned
from this country;” “Get away from me, you faggot. I can’t stand the sight of you;” “These queers make my stomach
turn.” Those are only a few of the biased statements that LBGT youths are faced with in society. According to Cole
(2007), the word “faggot” is often used by anti-gay peers to terrorize LGBT youths. Words such as “faggot” or “gay” are
sometimes used in a negative sense to express something either stupid or uncool (Human Rights Watch, 2001, p.35).
When that occurs, it shows an even greater sign of discrimination against LGBT youths. I noticed that these words are
not only used in the real world but also in movies and TV shows which makes it harder for LGBT youths to deal with. In
addition to the discrimination from society and their peers, LGBT youths also endure discrimination from home/families
and particularly schools.

Nevertheless, it appears that the majority of the discrimination against LGBT youths emanates from the
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Activity No: 3 Title: Comprehension Check: Wh- and H- Questions Day: 3

Directions: Based from the text read, answer the following questions. Use a separate sheet of paper for your answers.

1. On what group of people focuses the text?

2. What is the leading cause of death among gay and lesbian youths?
3. Where do gay and lesbian discomforts stem?
4. Where does the majority of discrimination against LGBT youths emanate from?
5. What are the effects of discrimination against LGBT youths?
6. What is the role of the parents?
7. What is the role of the schools?
8. How can parents and schools work together to help minimize discrimination against LGBT youths?
9. If you were put in the same situation, how would you respond to such challenge?
10. As an adolescent, what can you do to help these youths?
[

Activity No: 4 Title: React to lay Value Judgment on Critical Issue Day: 4

Directions: React to lay value judgment on the critical issue presented in the text, “Youths Affected by Discriminations”
by answering the questions (3 points each). Write your answers on the space provided.

1. What issue is confronting the LBGT youths in the text?

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2. Have you experienced the same issue? If yes, how did you resolve the issue?

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3. As an adolescent and as a student, what can you do to help these youths?

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English 9 Quarter 4 Week 4 Answer Key:

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Development Team:
Writer: MARJ SHANE S. DOINOG
Editors/Evaluators:
MA. NELIN L. ACOBA

JOSEPHINE L. GALLARDO

Layout artist: MARJ SHANE S. DOINOG