9

English
Quarter 2, Wk.5 - Module 4
Analyze Literature as a Means of Valuing
Other People and their Various
Circumstances in Life

Department of Education ● Republic of the Philippines

i
English- Grade 9
Alternative Delivery Mode

Quarter 2, Wk.5- Module 4: Analyze Literature as a Means of Valuing Other

People and their Various Circumstances in Life
First Edition, 2020

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Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo E. Gazo, PhD.,CESO V

DEVELOPMENT TEAM OF THE MODULE

Writer: LUCITA P. CASTARDO

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 9
English
Quarter 2, Wk.5, Module 4
Analyze Literature as a Means of Valuing
other People and their Various
Circumstances in Life

This instructional material was collaboratively developed and reviewed by

select teachers, school heads, Division English Coordinator of the Department of
Education - Division of Iligan City. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education-Iligan City Division at iligan.city@deped.gov.ph or
Telefax: (063)221-6069.

We value your feedback and recommendations.

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Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About......................................................................................................... v

How to Learn from this Module................................................................................................. v

Icons of this Module..................................................................................................................... vi

What I Know……………………………………………………………………………………….....…...vii

Lesson 1:

Valuing Others’ Circumstances in Life Through Literature...............................1

What’s In............................................................................................................... 1

What I Need to Know......................................................................................... 2

What’s New ......................................................................................................... 2

What It Is ............................................................................................................. 3

What’s More …................................................................................................... 6

What I Have Learned.........................................................................................7

What I Can Do..................................................................................................... 8

Summary.................................................................................................................... . 9
Assessment: (Post-Test)…………………………………………………………....…..... 9
References……………………………………………………………………………………………..…10

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What This Module is About
This module helps you to analyze literary texts to value others’ varied
experiences in life. From their experiences, you can gain insights to make our lives
become richer and more meaningful. In addition, these learnings can forge lasting
relationships which are essential in being constantly connected with others.
At this point, you will be exposed to opportunities wherein you will try to put
yourself in other people’s shoes and imagine yourself going through their struggles
and predicaments. The target concepts and themes are clearly presented in the texts
for you to explore which in the long run develop your literary appreciation.

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that are set
Know for you to learn as you go along the module.

This is an assessment as to your level of

What I Know knowledge of the subject matter at hand, meant
specifically to gauge prior related knowledge.

This part connects previous lesson with that of

What’s In
the current one.

An introduction of the new lesson through various

What’s New
activities, before it will be presented to you.

These are discussions of the activities as a way

What It Is? to deepen your discovery and understanding of
the concept.
These are follow-up activities that are intended
What’s More for you to practice further in order to master the
competencies.

What I Have Activities designed to process what you have

Learned learned from the lesson.

These are tasks that are designed to showcase

What I Can Do your skills and knowledge gained, and applied to
real-life concerns and situations.

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 WHAT I KNOW

What Life is!

In the previous lessons, you may have learned the values of others in terms of
their achievements in life. In this lesson, you will value the varied life experiences of
people may it be happy or sad, painful or challenging. Life, as we know it, has its ups
and downs.

Task 1: A Picture of a Thousand Words

Follow the instructions given below for your initial activity.

 Carefully study the picture featuring the movie, “The Hunger Games”.

 Observe the expressions on the faces of the different characters.

 Based from the picture, what emotions can be described as expressed on the
face of each of the characters of the said movie?

(Source: https://www.thefactsite.com/wp-content/uploads/2012/07/hunger-games.jpg)

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 Lesson
Valuing Others’
Circumstances in Life Through
Literature
1
WHAT’S IN

Life Lessons in Literature

In Literature, we learn lessons about others’ lives especially when reading
different literary pieces like short stories, poems or essays. And eventually we learn
to appreciate and value the varied circumstances we can relate to.

Task 2: Words to Ponder!

Match the following words in Column A with their appropriate meanings in
Column B. Write only the letter of your answer.

Column A Column B
1. paraphernalia A. a narrative text taken from the author’s own
imagination
2. lottery
B. imaginative and creative written work that help to
3. hoarding understand people, societies, events and culture
4. defiant C. a brief fictional work that can be read in one sitting
5. tradition D. a shortened version of the story’s original text written in
your own words
6. literary text
E. openly resistant
7. short story
F. long established belief passed from one generation to
8. poetry another
9. fiction G.hiding a large amount of supply of something
10. plot summary H.a condensed and concentrated form of literature,
saying most in the fewest number of words
I.miscellaneous articles
J.a process whose outcome or success is governed by
chance

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 What I Need to Know

Learning Objectives:

At the end of this lesson, you are expected to:

1. analyze literature as a means of valuing other people and their various

circumstances in life;
2. explore thoughts expressed in the selections to gain insights; and
3. relate the select texts content to particular social issues or concerns
regarding the values of other people’s lives.

What’s New

Task 3: News for the day!

Read the article below and answer the questions listed after. Write all your
answers in your activity notebook.

Ninety-two years ago, the “Young Turk” regime ordered the executions of
civic leaders and intellectuals, and Turkish soldiers and militia forced the Armenian
population to march into the desert, where more than a million died by bayonet or
starvation.

That horror helped galvanize Raphael Lemkin, a Polish Jew to invent the
word genocide, which was defined not as the extermination of an entire group but
rather as a systematic effort to destroy a group.

Source:(From English Expressways Textbook for Third Year) Samantha Power, Commentary, Time,
Vol. 170, No.17, October 29, 2007, p. 19.

1. What is the article all about?

2. What do you feel about the message conveyed?
3. Do you think that it was right to execute people whom you don’t
like?
4. How will you value the lives of other people?

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 What It Is

Task 4: A Story To Tell!

We all like stories. Stories introduces us to situations and events which we

may have or have not experienced yet. The plot summary you are about to read
tells of a fictional small town in contemporary America who holds an annual rite they
call “The Lottery.”

This short story by Shirley Jackson was first published in 1948 by The New
Yorker is one of the most famous short stories in the history of American Literature.
It has been dramatized for both radio and TV and literally analyzed for its
sociological implications.

THE LOTTERY
by Shirley Jackson
(A plot based on the short story)

The Village Gathering

The story begins on a “clear and sunny” morning of June 27. The day is
described as having the “fresh warmth of a full-summer day” with flowers in full
blossom and the grass “richly green.” The people of the village gather in the square,
between the post office and the bank, at around 10:00 o’clock to participate in the
annual lottery. Since there are only 300 people in the village, the lottery takes less
than two hours.
The children assemble first. Since school is recently over, their talk is mostly
about school---their teachers, their books and other school-related experiences.
Bobby Martin stuffs his pockets with stones and other children follow suit selecting
the “smoothest and roundest” stones. Bobby and Harry Jones and Dickie Delacroix
make a huge pile of stones in one corner of the square, guarding it against hoarding
from other boys while girls stand aside observing the antics of the boys.
Soon the men gather. And the women follow after. The menfolk stand
together and talk about their daily farming activities and challenges like planting and
the rain, and tractors and taxes. Womenfolk, on the other hand, exchange bits of
gossip while keeping an eye out for their children.
The Annual Ritual
Everyone settles down as soon as Mr. Summers arrives in the square. The
villagers feel sorry for Mr. Summers, a “round-faced, jovial man” who runs a coal
business and “who has time and energy to devote to civic activities” because of his
wife.
Mr. Summers, who is carrying a black wooden box and he apologizes to the
townspeople for being “a little late.” Mr. Graves, the postmaster, brings a three-
legged stool which he places in the center of the square so Mr. Summers can set the
black box down on it. The villagers distance themselves from the box.

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 Mr. Summers asks the men for help. After a brief hesitation, Mr. Martin and
his son Baxter come forward to hold the box steady while Mr. Summers stirs up the
papers inside the box.
The Original Paraphernalia and Lottery Rules
The only thing left of the original paraphernalia for the lottery is the black box
itself. It is said to have been in used even before the time of Old Man Warner, the
oldest man in town. Although the subject of replacing the box has been always
talked about, nothing is done about it and it becomes shabbier every year. It is said
that “no one likes to upset even as much tradition as was represented by the black
box.” One aspect that Mr. Summers iss successful in substituting the “chips of wood
that has been used for generations” with slips of paper. Mr. Summers argument is
that the town is growing and so it would be easier to fit slips of paper instead of chips
of wood.
Though a lot has been forgotten or discarded about the original ritual, the
rules basically remain the same: 1) the lottery has two draws, 2) no one under the
age of sixteen is included in the lottery, 3) only the head or man of the house can
draw for the family, 4) if the husband is not around, then the wife would draw for her
husband, 6) Daughters draw with their husband’s family, and 5) after drawing “keep
the paper folded in your hand without looking at it until everyone has had a turn.”
The First Draw
Mrs. Tessie Hutchinson comes in hurriedly into the square just as Mr.
Summers is about to begin. She says “ she forgets what day it is.” Mrs. Delacroix,
who iss standing next to her, tells her that she’s arrived “just in time.”
Mrs. Hutchinson goes over to where her husband and children are standing
as villagers notices her tardiness in good humor.
Mr. Summers soberly starts the first draw by confirming who is not around for
the lottery and who would draw for each of the family.
Then Mr. Summers gives last minute instructions, to which the villagers give
only half their attention as they are all familiar with it. He calls out names in
alphabetical order and each takes a turn to pick out a slip of paper from the box.
While the first draw is happening, Mrs. Delacroix tells Mrs. Graves how time
seems short between lotteries. Tessie Hutchinson cheers for her husband Bill when
their family is called.
Mr. Adams tells Old Man Warner that the north village is talking about giving
up the lottery and that some villages have already given up the lottery altogether.
Old Man Warner scoffs and tell him that they are a “pack of crazy fools” and brings
up the saying about “Lottery in June, corn be heavy soon.” He insists that “there’s
always been a lottery” and that having none could cause “living in caves” and no one
is wanting to work anymore.
Mr. Summers calls out the last family name, “Zanini.” After a momentary
pause, the villagers open their slips of paper and wonders who open the paper with
the black dot at the center. Everyone then realizes that the Hutchinson’s were the
ones to draw it.
The Second Draw

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 As people turn to look at the Hutchinsons Tessie Hutchinson shouts that Bill
isn’t given enough time to take the paper he wants. She insists that it issn’t fair.
Mrs. Delacroix points out how they all took the same chance and Bill Hutchinson tells
his wife to shut up.
When Mr. Hutchinson asks if there are any other Hutchinson household,
Tessie yells that Don and Eva should also be made to take their chance. However,
Mr. Summers gently reprimands and reminds her that “daughters draw with their
husband’s family.”
Tessie keeps insisting that the draw isn’t fair but Bill resigns and tells
everyone that he’s got no other family except his wife, Tessie, and his three kids, Bill
Jr., Nancy and little Dave.
Mr. Summers then directs Mr. Graves to get the Hutchinson’s tickets and put
these back into the box.
Tessie adamantly insists to all those around her that “it isn’t fair!” but the
villagers ignore her cries.
Mr. Summers facilitates the second draw. He asks Mr. Harry Graves, to help
little Dave reach into the box. Mr. Graves laughs when Davy draws several and tells
the little boy to draw only one. After little Dave, Nancy draws a paper from the box.
By the time it is Tessie’s turn, she is subdued but still defiant. Bill draws the last slip
of paper.
Around them, some girls whisper that they hope Nancy does not draw the
paper with the black dot.
Old Man Warner complains how people “ain’t the way they used to be” before
Mr. Summers gives the signal to the Hutchinson’s to open their respective papers.
Mr. Summers directs Mr. Graves to help Davy open little Dave’s and after opening it
he holds up a blank slip of paper. Nancy and Bill Jr. open theirs at the same time
and happily show everyone their blank tickets. Bill unfolds his and holds up a blank
paper.
The crowd stirs as soon as they realize that Tessie has the slip of paper with
the black dot.
The Sacrifice
Mr. Summers asks Tessie to open her paper but she refuses. Bill forces the
paper out of her hand and shows the incriminating paper to the crowd. Mr. Summers
tells the crowd that they should finish quickly.
And though the villagers have forgotten much about the ritual, they remember
the use of stones. Stones are all around them, ready to be used. Mrs. Delacroix
picks up a stone so large she has to pick it off the ground with both hands. She tells
Mrs. Dunbar to hurry up.
The children who earlier make piles of stones armed themselves, too.
Someone also gives little Davy some pebbles.
Tessie Hutchinson cowers in the center of a cleared space. She holds out her
hands desperately as villagers moves in. While she shouts “It isn’t fair!” a stone hits

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the side of her head and blood gushes out. Old Man Warner encourages everyone
to hurry up and the villagers throw stones at her.
The story ends with Mrs. Hutchinson screaming “It isn’t fair, it isn’t right!”

(A Plot Summary by IPJ H. Campomanes, Valencia NHS)

Comprehension Check

Answer the following questions in your activity notebook.

1. What does the lottery say about tradition?

2. Engage in an honest reflection, would you agree in the lottery because it is a

town tradition? Why? Why not?

3. Cite an instance in your journey in life where you have made a difficult
decision.

a. What did you choose to do?

b. Were you happy or satisfied with your choice?

4. The Filipino culture has many beliefs and tradition. Choose one or two which
you think are no longer applicable today. And why do you think these should
be discarded?

WHAT’S MORE

Task 5. Poetic Justice

“Death, Not Be Proud” is a poem by John Donne which also talks about
death. Read and analyze how the persona views death.

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 Death, Be Not Proud
by; John Donne

1 Death, be not proud, though some have called thee

2 Mighty and dreadful, for thou art not so;
3 For those whom thou think'st thou dost overthrow
4 Die not, poor Death, nor yet canst thou kill me.
5 From rest and sleep, which but thy pictures be,

6 Much pleasure; then from thee much more must flow,

7 And soonest our best men with thee do go,
8 Rest of their bones, and soul's delivery.
9 Thou art slave to fate, chance, kings, and desperate men,

10 And dost with poison, war, and sickness dwell,

11 And poppy or charms can make us sleep as well
12 And better than thy stroke; why swell'st thou then?
13 One short sleep past, we wake eternally
14 And death shall be no more; Death, thou shalt die.

Source: (A Journey Through Anglo-American Literature, p. 162)’ downloaded

from http://www.poetryfoundation.org/poem/173363

Comprehension Check:

1. To whom is the poem was addressed to?

2. Why did the poet call death a slave? Which lines support your claim?

3. Was the poet worried at the thought of his mortality in the poem?

4. What is the meaning of eternity in “Death, Not Proud”?

5. What are the two things that death is being compared to in the poem?

What I Have Learned

Task 6. Learn and Apply!

On a short bond paper, write two paragraphs about a friend, a neighbour, a

relative or anybody who experienced lost due to death of a loved-one. Then from
his/her experience, you have valued it most because your own life has been touched
at the same time.

Use the rubrics given below to guide you in developing your ideas into a
paragraph.

Point Value 5 points 3 points 2 points 1 point

Main idea Interesting, original Clearly stated topic Acceptable topic Missing, invalid, or

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 topic sentence, sentence sentence presents inappropriate topic
reflecting thought presents one main one idea. sentence; main idea
and insight; focused idea.   is missing.
on one interesting    
main idea.
Supporting Interesting, concrete Examples and Sufficient number Insufficient, vague,
Sentences and descriptive details relate to the of examples and or undeveloped
examples and topic and some details that relate examples. 
details with explanation is to the topic.
explanations that included. 
relate to the topic.  
Organization of Thoughtful, logical Details are arranged Acceptable No discernible
ideas progression of in a logical arrangement of pattern of
supporting progression; examples; organization;
examples; Mature appropriate transitions may be Unrelated details; no
transitions between transitions. weak. transitions.
ideas.
Style in Writing Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences with some variety in Inappropriate tone;
pleasing variety in varied structures; sentence Awkward, unclear, or
sentence structure; Effective diction. structures; incomplete
Vivid diction, precise Adequate diction sentences; Bland
word choices. and word choices. diction, poor word
choice.
Grammar Consistent standard Some errors, but A few errors in Distracting errors in
English usage, none major, in usage, spelling, or usage, spelling, or
spelling, and usage, spelling, or punctuation (3-4) punctuation
punctuation. No punctuation. (1-2)
errors.

WHAT I CAN DO
Task 7: Express Yourself More!

Choose and draw any object that would symbolize HOPE to each one of us
amidst this COVID19 PANDEMIC. Then explain the meaning or message behind
that symbol.

Observe the following guidelines below in doing your task.

RUBRICS FOR GRADING

Criteria 4 3 2 1
Element of The art work shows that The art work shows that The student did the The student did the
Design the student applied the the student applied the assignment in a minimum or the art
principles discussed in principles discussed in satisfactory manner, work was never
class in a unique class adequately but lack of planning is completed
manner evident.
Creativity The student work The student work The student’s work The piece shows little
demonstrates a unique demonstrates originality lacked originality. or no evidence of
level of originality original thought
Effort The student gave an The student completed The student finished The student did not
effort far beyond the the project in an above the project, but it lacks finish the work in a
requirements of the average manner, yet finishing touches or can satisfactory manner.
project more could have been be improved upon with
done. little effort.

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 Skill The artwork is The student showed The student showed The student showed
outstanding and was above average average craftmanship poor craftmanship or
finished with a great craftmanship and and understanding lack of understanding
deal of patience. understanding.
Responsiveness The student displayed a The student displayed a The student displayed a The student displayed a
positive response all of positive response most negative response at negative response
the time during the of the time during the times during the throughout the
development of the development of the development of the development of the
piece. piece piece. piece

Task 8: Back to the Source: Read, Watch & Learn

A plot summary should not be a replacement for the real thing. In this activity,
you are encouraged to do any of the following:
 read the full script or listen to an audio of the short story, “The Lottery” by
Shirley Jackson (https://www.newyorker.com/magazine/1948/06/26/the-lottery)
 watch a 1969 short film adaptation of “The Lottery” courtesy of Encyclopedia
Britannica (https://www.youtube.com/watch?v=vQQoMCaUz5Y)
 listen to a radio play adaptation of “The Lottery” courtesy of NBC
(https://www.youtube.com/watch?v=a-JgFlEf1P4)

Task 9: Relax and See a Movie

The Hunger Games saga is one of the most successful contemporary films.
Watch it online (movie streaming) or on DVD. If you have watched it already, why
not watch it again with your friends and family over a tub of popcorn? Enjoy!

SUMMARY

A literary text is a “written work that helps to understand people, societies,

events and culture”, oftentimes in the form of a short story, poem, novels, essays
and other creative and imaginative work.

The literary texts chosen in this module expressed different views about death
as well as the value of life. We specifically value life when we lose someone. The
experience of losing people who are important to us challenges us and yet from the
sad experience of others around us, we learn to realize that we are not alone in this
world. Ironically, too, these experiences make us stronger and encourage us to go
on living despite the challenges we face every day. Henceforth, you should always
remember that behind every difficulty is a lesson to be learned.

ASSESSMENT

Task 10. Three in One!

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 Copy the Venn Diagram below and use it to compare and contrast the views
about death and sacrifice presented in at least two (2) of the three (3) literary
selections.

The
Lottery

Death, The
Be Not Proud Hunger Games
ANSWER KEY
What Life is!

Task 1 : A Picture of a Thousand Words

Possible Emotions: challenged, determined, angry, sad

What’s In

Task 2 : Words to Ponder

1. I 3. G 5. F 7. C 9. A
2. J 4. E 6. B 8. H 10. D

What’s New

Task 3 : News for the day!

1. About the execution of people

2. sad, dismayed, discouraged, and others...
3. No
4. By forgiving, giving another chance, understanding, and others...

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What It Is

Task 4 : A Story to Tell (Comprehension Check)

1. The lines between right and wrong oftentimes blur because of tradition. There
are traditional practices that become accepted as being morally right even
though it would literally cost lives. (Answers may also vary)
2. Answers vary
3. Answers vary
4. Answers vary

What’s More

Task 5 : Poetic Justice (Comprehension Check)

1. The poem is addressed to death (personified as someone)

2. Because death holds no power over man as
a. death can be brought about by fate, chance, kings, desperate men,
poison, war, sickness, poppy (drugs) or charms (lines 9-11)
b. death is the gateway to eternal life (afterlife) where there is no more
death
3. No, he believes that there is still life after death
4. Life does not end in death. Rather it is the first step to eternal life or what
is known as the “afterlife”, “heaven” or “paradise”
5. Rest and sleep

xviii
ASSESSMENT (Answer Key)

Task 10. Three In One

The
Lottery

 Annual ritual do not have much pomp

and is simply done by drawing lots
 “Winners” price is death by stoning
 Sacrifice is needed for bountiful harvest

 Need for human

sacrifice
 “lottery”

 Annual ritual is
through “games”
 Death should not be where “champions”
feared fight to the death
 Death is brought
about through the  Winners do not die,
actions of men rather they are
rewarded
Death, The
Be Not Proud Hunger Games

*Answers may vary and students may add valid points.

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REFERENCES:

BOOKS

Almonte, et al. (2014). A Journey Through Anglo-American Literature Grade 9.

Philippines, Department of Education.

Gorgon, et al. (2007). English Expressways Third Year. Quezon City. SD

Publications, Inc.

ONLINE

Death, Not Be Proud. Retrieved from http://www.poetryfoundation.org/poem/173363

https://www.thefactsite.com/wp-content/uploads/2012/07/hunger-games.jpg

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