English 9- Quarter 4

JUDGE THE RELEVANCE AND WORTH OF IDEAS, SOUNDNESS OF AUTHOR’S REASONING, AND THE
EFFECTIVENESS OF THE PRESENTATION.

Lesson 1: Relate text content to particular social issues, concerns, or dispositions in real life.

Lesson Objectives:
This module enables you to relate text content to particular social issues, concerns, or dispositions in real life.
Specifically, it will help you:
1. infer thoughts, feelings, and intentions in the material viewed;
2. demonstrate understanding emphasizing the help of literature in enhancing the self;
3. relate the concept to the real-life context; and
4. point out the distinguishing features of a poem.

POETRY is a personal type of writing where words flow and carry you along the realms of beautiful thought. It
allows you to share certain experiences.

Oftentimes, you find you share something in common with that experience that makes the poem meaningful.
This is when you think back and recall a time when you have much in common with the same experience than
what you originally thought. What really contribute to the poem’s meaning? Doubtlessly, you know that the
orchestration of sounds, story, sense, and form brings about “life” in a poem you read. That absolutely drives
you to “feel” life in it.

ELEMENTS OF POETRY
1. STANZA- A unit of lines grouped together. Consists of two or more lines of poetry that together form one of
the divisions of a poem. The stanzas of a poem are usually of the same length, follow the same pattern of
meter and rhyme and are used like paragraphs in a story.
Example:
Come, fill the Cup, and in the fire of Spring
Your Winter garment of Repentance fling:
The Bird of Time has but a little way
To flutter--and the Bird is on the Wing.

2. RHYME SCHEME- The pattern in which end rhyme occurs. Rhymes are types of poems which have the
repetition of the same or similar sounds at the end of two or more words most often at the ends of lines.
Example:
The sense of danger must not disappear: A
The way is certainly both short and steep, B
However gradual it looks from here, A
Look if you like, but you will have to leap. B

3. RHYTHM- The pattern of beats or stresses in a poem. Poets use patterns of stressed and unstressed
syllables to create a regular rhythm.
Example:
She was a child, and I was a child,
In this kingdom by the sea;
But we loved with a love that was
more than love –
I and my Annabel Lee.

4. RHYME- The repetition of the same or similar sounds, usually in stressed syllables at the ends of lines, but
sometimes within a line.
Example:
There are strange things done in the midnight sun
By the men who moil for gold;
5. IMAGERY- Representation of the five senses: sight, taste, touch, sound, and smell. Creates mental images
about a poem’s subject.
Example:
Here and there
his brown skin hung in strips
like ancient wall-paper,
and its pattern of darker brown
was like wall-paper:
shapes like full-blown roses
strained and lost through age

6. TONE OR MOOD- refers to the writer's attitude towards the subject of a literary work as indicated in the
work itself. One way to think about tone in poetry is to consider the speaker's literal "tone of voice”: just as with
tone of voice, a poem's tone may indicate an attitude of joy, sadness, solemnity, silliness, frustration, anger,
puzzlement, etc.

7. THEME- The theme of the poem talks about the central idea, the thought behind what the poet wants to
convey. A theme can be anything from a description about a person or thing, a thought or even a story. In
short, a theme stands for whatever the poem is about.

8. SYMBOLISM- A poem often conveys feelings, thoughts and ideas using symbols, this technique is known as
symbolism. poetry has developed over hundreds of years, certain symbolic meanings have attached
themselves to such things as colors, places, times, and animals.
• Sleep is often related to death.
• Dreams are linked to the future or fate.

Lesson 2: Determine tone, mood, technique, and purpose of the author

Lesson Objectives:
At the end of the module, you should be able to:
1. determine tone, mood, technique, and purpose of the author;
2. look for words that serve as clue in determining the tone and mood of the text read;
3. analyze the purpose of the text by studying its structure; and
4. write short texts that inform, entertain, and persuade.

Because reading is such an important skill, becoming a “better reader” surely gives many benefits. One way to
improve reading comprehension is by familiarizing yourself with important literary terms. Here, you will learn
about tone, mood, writing techniques, and different writing purposes. After doing the tasks, you will see to
yourself how understanding these concepts contribute to better reading comprehension.

Tone and mood are literary terms that are used to describe emotions and feelings one experiences when
reading.
Tone, in simple words, is the writer’s or speaker’s attitude or feelings. The words below are some of the
common “tone” words.

POSTIVE TONE WORDS: Admiring, affectionate, appreciative, approving, calm, casual, celebratory,
cheerful, comforting, compassionate, complimentary, confident, contented, delightful, ecstatic, encouraging,
excited, exhilarated, expectant, friendly, funny, happy, hilarious, hopeful, humorous, interested, joyful, light,
nostalgic, optimistic, passionate, placid, playful, proud, reassuring, reflective, relaxed, respectful, reverent,
romantic, scholarly, self-assured, sentimental, serene, silly, straightforward, sympathetic, tender, tranquil,
whimsical

NEGATIVE TONE WORDS: Ambiguous, angry annoyed antagonistic, bitter, blunt, cold, confused, demanding,
depressed, despairing, diabolic, disappointed, disliking, disrespectful, embarrassed, enraged, fearful, forceful,
frightened, frustrated, furious, gloomy, greedy, harsh, hopeless, hostile, impatient, indifferent, insecure,
melancholy, mischievous, miserable, mocking, nervous, outraged, paranoid, pathetic, pessimistic, pretentious,
psychotic, resigned, sarcastic, selfish, skeptical, stressful suspicious, threatening tragic uncertain unfriendly,
upset,

Mood is the emotional effect of the text to the reader. The words below are some of the common “mood”
words.

POSTIVE MOOD WORDS: awed, cheerful, confident, contemplative, content, determined, dignified, dreamy,
ecstatic, empowered, energetic, enlightened, enthralled, excited, exhilarated, flirty, giddy, grateful, harmonious,
hopeful, hyper, idyllic, joyous, jubilant, liberating, loving, mellow, nostalgic, optimistic, passionate, peaceful,
playful, pleased, refreshed, rejuvenated, relaxed, relieved, satisfied, sentimental, silly, surprised, sympathetic,
thankful, thoughtful, touched, trustful, vivacious, warm, welcoming

NEGATIVE MOOD WORDS: annoyed, anxious, apathetic, apprehensive, brooding, cold, confining, confused,
cranky, crushed, cynical, depressed, desolate, disappointed, discontented, distressed, embarrassed, enraged,
envious, exhausted, frustrated, futile, gloomy, grumpy, haunting, heartbroken, hopeless, hostile, indifferent,
insidious, intimidated , irritated, jealous, melancholic, moody, nervous, nightmarish, numb, overwhelmed,
painful, pessimistic, predatory, rejected, restless, sick, stressed, suspenseful, tense, terrifying, threatening

Tone and mood are both about emotions and feelings. Tone is writer’s/character’s attitude. On the other hand,
mood is the emotional effect of the text to the reader. Writers do not carry the same purpose when they write.
Some writers write to inform. Some write to entertain. There are those who write to persuade. Understanding
these makes you a more skilled reader.

Lesson 3: Analyze the Stand of a speaker based on the Explicit Statement Made

Lesson Objectives:
At the end of the module, you should be able to:
1. define words like Analyze, Stand, Speaker, Explicit and Statement; and
2. analyze a statement based on the idea of reader or speaker.

Based on the picture above, which statement is true? We do not know which one is true because all
statements have the possibility to be true. In this case, we could analyze the stand of the speaker in knowing
which one is true by getting more details on his or her ideas.

Before we proceed let us Identify first these terms that will help us in identifying and analyzing these
statements.
a. Speaker – is the sender of the message or information.
b. Stand – is speaker’s position on a certain issue.
c. Statement – is the message or idea of the speaker.
d. Explicit – means message is stated clearly and in details.
e. Implicit - means that something is understood but not clearly stated.
f. Analyze – means an examination of details.

Now let us add more details on those statements above and let us see if we
could identify the picture presented earlier.

Statements: (refer to SLM)

Based from the statements stated above, the 3rd shows an explicit statement which shows a clear and with
detail of ideas. So now, you know the real story of the picture. That is one way of analyzing the stand of the
speaker based on his or her statement.
Lesson 4: Change Direct to Indirect Speech and Vice Versa

Lesson Objectives:
At the end of the module, you should be able to:
1. define what is direct and indirect speech;
2. differentiate direct speech from indirect speech;
3. use direct and indirect speech in a sentence;
4. transform/change direct speech to indirect speech.; and
5. appreciate the importance of learning direct and indirect speech.

Direct Speech/Quoted Speech uses the actual words spoken by the speaker and
-it also uses quotation marks enclosing the actual utterance of the direct speaker.

Indirect Speech/Reported Speech does not use the actual words of the speaker,
-it also changes the tense of the sentence because it is usually used to talk about
-the past and it does not use quotation marks compare to the Direct speech.

(Refer to SLM)

Remember that Direct Speech or Quoted Speech uses quotation while Indirect Speech or Reported speech do
not use quotation marks. Tense changes when we transform Direct speech to Indirect speech and when
making Direct speech, we do not change the tense. Remember as well that exact words or actual words from
the speaker are for Direct speech not for Indirect speech.

Lesson 5: Judge the relevance and worth of ideas, soundness of author’s reasoning and effectiveness of the
presentation

Lesson Objectives:
At the end of the module, you should be able to:
1. evaluate a text or presentation based on credibility of ideas
2. examine an author’s soundness of reasoning
3. analyze how a text or presentation is relevant, credible or effective in its ideas

A. Judging the relevance and worth of ideas

What Information does the Source Include?
-You need to evaluate the actual information in the source. If the source doesn’t make sense, doesn’t include
enough information, has spelling errors, or doesn’t seem correct, this is probably not a relevant and worthy
source of information. You want to make sure that your sources are up-to-date. Make sure that the ideas were
created or updated recently, so you can be sure the information is accurate. If the idea was written to persuade
or convince readers of something, you need to be careful! These ideas or information may be biased, or leave
out important information. If you think this is the case, you’ll need to double check with more sources to make
sure the idea is accurate.

B. Soundness of author’s reasoning

-Is the author truthful or has sense with reasoning? To figure out the soundness of an author’s reasoning you
can ask a few simple questions.

You can ask:

● Who is the author of the source?
● Where was the source published?
● What information does the source include and what does it look like?
● When was the source published or updated?
● Why did the author create the source?
● Who is the author?
● “Who is the author of the source?” is one of the most important questions to ask when assessing an author's
reasoning. When looking at the author of the source, you should make sure it is someone who is an expert in
the topic.

You can check this by looking to see if the author:

● is respected in the field
● has degrees related to the topic
● has published other books/articles on the topic

Many students are under the impression when reading informational text/presentation that all the ideas and
information presented must be true.
Wrong! A lot of informational texts or presentations are based on an author’s ideas, beliefs, or opinions.
Authors present their ideas and support them with specific reasons and evidence to convince the reader. But,
you should also question the author’s reasoning.

C. Effectiveness of the presentation

Evaluating a presentation of ideas is not difficult. Just consider the important factors such as quality, clarity and
organization.

• Determine the quality of the information presented. A text or presentation should provide enough details to
support the point of the presentation but not too many unnecessary details that may confuse or bore the
audience.
• Determine the level of clarity. The presentation or text should be easily able to convey the point it is trying to
make. Vocabulary should be easy to understand, and all words should be expressed in a clear and concise
manner.
• Determine the level of organization. Every presentation or text should have some sort of structure and
organization, whether formal or informal. Simple things such as making sure there is a proper introduction,
body and conclusion can go a long way in making the presentation or a written text a success.

Lesson 6: React to lay value judgment on critical issues that demand sound analysis and call for prompt
actions
Lesson Objectives:
At the end of the module, you should be able to:
1. react to critical issues and problems
2. analyze critical issues and problems
3. make call to actions or suggestions for problems and issues

You need to evaluate a critical issue and have a sound analysis in order to react and call for an action. A critical
issue is deemed for prompt actions when it is significant, timely, novel, and specific.

“Guide to having a reaction, judgement or response on critical issues”

Reacting to critical issues is like reacting to a book you have read but it can also be a response to a film you
have just seen, a game you have been playing, or for more mature students it could be a response to decision
the government is making that affects you or your community that you have read from a newspaper or website.

When giving a reaction, it is important to know the following:

● How do you feel about the issue?
● What do you agree or disagree with?
● Can you identify with the situation?

When reacting:
A. STRUCTURE KEEP IT FORMAL- This is a calculated and considered reaction to what you have read or
observed on an issue.
B. USE EVIDENCE- Frequently refer to the issue and research on it as evidence when having an opinion. It
becomes the reference point for all your insights within your reaction.
C. HAVE AN OPINION- This is not a recount. This is your OPINION on what the issue is all about. Don't shy
away from that.
D. STYLE- Feel free to use your own style and language but remember to keep it formal.

A call to action- It changes minds and ignites action.

-The call to action is where you clearly tell the audience/reader a role they can play in a critical issue or
problem. An audience/ reader might be thoroughly gripped by your arguments and convinced to believe what
you say–but if they leave not knowing what they are supposed to do with your reaction, it will be useless.

To get others to act, your call to action in your reaction or opinion, it should have to strike a chord and make
sense with the skills they bring to the table to resolve an issue or problem. Taking action will seem natural for
them when they can respond with an action that resonates with them.

How to call for action:

1. Explain what others should do. You may want to ask them to assemble,
gather, attempt, or respond.
2. Ask people to share their resources. You may want to use words like acquire, fund, support, or provide.
These can help to appeal to the fact that they have something to give in order to make a change happen.
3. Influencing on Your Behalf- Influencers have the power to sway. They can change the minds of individuals
and groups – large or small. Influencers are the people who mobilize others. They also evangelize ideas, and
they know how to get people to change their beliefs and behavior.

When you craft a call to action for an audience of influencers, you want to appeal to their ability to make a
change or difference on critical issues.