NOT

9
English
Quarter 1,Wk.3 - Module 3
Identify Advance Organizers, Titles, Sub-titles
Illustrations etc. given in a text

Department of Education ● Republic of the Philippines

i
English- Grade 9
Alternative Delivery Mode
Quarter 1,Wk.9 - Module 1: Identify Advance Organizers, Titles, Sub-titles
Illustrations etc. given in a text
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
anywork 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 royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book 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 – Division of Cagayan de Oro

Schools Division Superintendent: Roy AngeloL. Gazo, PhD.,CESO V

DEVELOPMENT TEAM OF THE MODULE

Writer/s: LOVELY F. GERALDIZO

Content and Language Evaluators:PAULETTE A. LLUISMA /
FELY N. PACQUINGAN
Design and Lay-out Evaluators: JACKYLYN M. MANEJA
Illustrator/Layout Artist:REZZEL MAE A. MONTECILLO

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

Co-Chairpersons:Nimfa R. Lago, MSPh, PhD, CESE

Assistant Schools Division Superintendent

Members: Henry B. Abueva, EPS, OIC-CID Chief

Sherlita L. Daguisonan,LRMS Manager
John Ryan Dela Cruz – Division English Coordinator
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II

Printed in the Philippines by

Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

ii
 9
English
Quarter 1,Wk.3 - Module 3
Identify Advance Organizers, Titles, Sub-titles
Illustrations etc. given in a text

of the Department of Education - Division of Iligan City. We encourage teachers and other education stakeholders to ema

Department of Education ● Republic of the Philippines

 Table of Contents

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

What I Need to Know...................................................................................................................v
How to Learn from this Module...................................................................................................vi
Icons of this Module....................................................................................................................vi

What I Know...............................................................................................................................1

Lesson 1:
Identify Advance Organizers, Titles, Sub-titles Illustrations etc. given in a text.......2
What I Need to Know..........................................................................2
What’sIn........................................................................................................2
What’s New..................................................................................................2
What Is It.............................................................................................3
What’s More.................................................................................................7
What I Have Learned..........................................................................15
What I Can Do.....................................................................................17

Summary................................................................................................................18
Assessment: (Post-Test).......................................................................................19
Key to Answers.......................................................................................................20

References................................................................................................................21
What This Module is About

Information overload, what comes to your mind when you think of these
words? Have you ever experienced information overload when studying for an exam
or even just when sitting in class? Sometimes learning everything that's required can
be overwhelming and seem nearly impossible. Even if you are provided with all of
the information, it may still be hard to remember everything.

This is a challenge that you face regularly in learning a large amounts of

information in a way that helps you understand, retain and remember it.

This module aims to help you organize and identify information that are given
to you in a form story. By reading the story, you will be able to take down notes, note
important details, spot more relevant information, and give insights. It helps you sum
up and easily digest the essence of the task in this module and thus objectively help
you attain your learning goals.

Organizing is a good strategy to get important ideas and information and also
helps one determine and detach irrelevant information. In the process, it empowers
you to better understand and appreciate the lesson.

What I Need to Know

Through this module, you will be able to:

1. Identify advance organizers, titles, subtitles, illustrations, etc. in given in a text.

How to Learn from this Module

To achieve the objective 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.
6
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along with
the module.

What I know This is an assessment that aims to

determine your level of knowledge to the
subject matter at hand which is specifically
meant to gauge prior knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

varied activities, before further discussions
are presented

What is It These are discussions of the activities meant

to help facilitate your discovery and deepen
your understanding of concepts.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
to be applied later into real-life concerns and
situations.

vi
 What I Know

Instruction: Interpret the table below by answering the questions given.

1. Which media platforms has highest “daily” used news consumption?

a. Facebook b. newspaper c. radio d. television
2. Which media platform has lowest “daily” used news consumption?
a. Facebook b. newspaper c. radio d. television
3. Which media platforms has highest “never” used news consumption?
a. Facebook b. newspaper c. radio d. television
4. Which media platforms has lowest “seldom” used news consumption?
a. Facebook b. newspaper c. radio d. television
5. What is the difference in average “daily” used news consumption between Facebook
and television?
a. 81 b. 40.5 c. 37.5 d. 51
6. What is the difference in average “seldom” used news consumption between
newspaper and radio?
a. 81 b. 40.5 c. 37.5 d. 51
7. Which media platforms have a higher than 4% “never” used news consumption?
a. Facebook b. newspaper c. radio d. television
8. Which media platform have a lower than 15% “daily” used news consumption?
a. Facebook b. newspaper c. radio d. television
9. Which media platform are having almost the same range of “daily” used news
consumption?
a. television and newspaper c. Facebook and radio
b. television and Facebook d. newspaper and radio
10. Which media platform are having almost the same range of “seldom” used news
consumption?
a. television and newspaper c. Facebook and radio
b. television and Facebook d. newspaper and radio

1
 Identify Advance Organizers, Titles, Sub-titles Illustrati

Lesson

1
What I Need to Know

This lesson draws lessons of the different corners of your life as you journey towards
the several itineraries of life. You will demonstrate understanding of all important self-
concepts and essential literary concepts and language communication skills needed for you
to celebrate your self-worth as you positively raise your self-esteem. Your insights will serve
as your guide to move forward and continue to face the reality in life. It could be the most
challenging part of your life, yet it could help you also not may be the best person but the
better one.

As you move forward, the skills that you will be learning in this lesson will be also
developed. It could help you to understand more about the world of English language using
literary devices and techniques. Your communication skills, reading and writing skills will be
the main focus of this lesson. This lesson will give you more additional tips on how a certain
topic should be easily grasped.

Hopefully, at the end of this lesson you will be able to showcase several
performances such as how to use processing, assessing and organizing information.

What’s In

An advance organizer is a tool used to introduce the lesson topic and illustrate the
relationship between what you are about to learn and the information you have already
learned. You are used during expository instruction, which is the use of an expert to present
information in a way that makes it easy for you to make connections from one concept to the
next.
By using an advance organizer to link the new information to old information, the new
information can be remembered more easily. There are three basic purposes of advance
organizers. First, they direct learners’ attention to what is important in the upcoming lesson.
Second, they highlight relationships among ideas that will be presented. Third, they remind
learners of relevant information that they already have.
 What’s New

Preliminary activity:

In the first column, write what you already know about the organizers or organizing
ideas. In the second column, write what you want to know about the topic. In the third
column, write how you will learn the information. After you have completed this module, write
what you learned in the fourth column.

KWHL Chart

What I Know What I Want to How Will I Learn What I Learned

Know
Activity 2
 Recall the stories or text you read from your previous lessons that you had.
 In a short bond paper, write the similarities and differences of the main
characters of the story. Provide a space for your insights and understanding
about how situations build their character.
 Make your output creative. (Tip: you can draw a very creative diagram and put
all your chosen image and your insights in it)
Activity 3
 In a short bond paper, draw a concept (presented below) that reflects your life
of your family struggles.
 Tell your insights and thoughts of the question.
 Which part in the past, present or future represents your or your family’s self-
worth and which are the parts you celebrated or would like to celebrate.
 Activity 4

This graphic organizer will keep you on track as you write. The boxes that start with
“By this I mean” will remind you to explain your reason by restating it in different
words. The “for example” boxes will remind you to give examples of what you are
writing about. And the boxes labeled “people may object that . . .” will remind you to
offer a refutation of a possible objection.
Try writing a text directly from the organizer above. This is how it works:
1. You will write down the thesis, “People should not express their anger at the
bad driving of other drivers.”
2. Add to that sentence the first reason: “because it makes the roads less safe.”
3. Go on to give an explanation (which you have to make up).
4. Give two examples (likewise, your creations).
5. Offer a refutation (think of an objection someone might make and argue
against it).

This is intended to be a very “rough cut” of your paper, so don’t worry about
eloquence or finesse. Those can come later.

our responses. After you have done some rough cut writing (one sentence per box is enough), check your understanding to

6
 What Is It

Advance organizers is an instructional unit that is used before direct instruction, or

before a new topic. Like cognitive roadmaps that allow students to see where they
have been and where they are going. (Eggen and Kauchak)

It is “the intellectual scaffolding” for subsequent learning. Act as a subsuming bridge

between new learning material and existing related ideas. A visual, title, graph or
question which presents a structure for the new material by relating it to the learner's
existing knowledge. A deductive information teaching model designed to teach
interrelated bodies of content and generalizations.

First, organizers provide advance ideational scaffolding. Second, they provide the
learner with generalized overview of all major similarities and differences.

Finally, they create an advance set in the learner to perceive similarities and
differences

There are four types of advanced organizers:

1. Expository – describes new knowledge and provide basic concept at
highest level of abstraction and perhaps some lesser concepts. These
represent Intellectual Scaffold (platform for execution of criminals) on which
student will hang new information as it is encountered. It is unfamiliar
material, more abstract and straight forward.
2. Narrative – presents new information in story format or presents the new
information in the form of a story to students
3. Skimming – It is through information and focusing on highlighted information
(headings).
4. Graphic Organizers – It is a method of presenting information in the visual
realm like pictographs, descriptive or conceptual patterns, concept maps

Building an advanced organizer includes the following heuristics:

1. Present information at a higher level of abstraction than the future learning

will be.
2. Bridge the gap between previous and new learning.
3. Higher level advanced organizers (more abstract) produce better results
than lower level organizers (more concrete).
4. Preview new learning.
5. Use familiar terms and concepts to relate to new terms and concepts.
6. Do not review information unless it is relevant to new learning.

7
 What’s More

Read the following articles carefully.

Advance First Aid and Emergency Care
an excerpt by The American Red Cross
Everybody is familiar with burns. A burn is an injury that result from heat, chemical
agents, or radiation. It can vary size, depth, and even severity of the damaged area. Burns
are classified according to depth or degree. It may be a first-degree, second degree, or third
degree burn.
First-degree burns may result from overexposure to the sun, contact with hot objects,
and scalding by hot water or steam. Some signs of first-degree burns are readiness or
discoloration of the skin, mild swelling, and pain. Healing is fast.
Second-degree burns are deeper, redder and blistered. The surface is wet due to the
loss of plasma through the damaged layers of skin. This type of injury results from very deep
sunburn, contact with hot liquids, and flash burns from gasoline, kerosene, and other
products. Second-degree burns are more painful.
Third-degree burns involve deeper destruction. A burn may look white or charred or
at first resemble a second-degree burn. In both third-degree and deep second-degree burns,
there is coagulation of the skin and destruction of red blood cells. They can be caused by
flames, ignited clothing, and immersion in hot water or contact with hot objects or electricity.
For first-degree burns, medical treatment is not required. To relieve pain, just apply a
cold compress on the affected area or just submerge the burned area in cold water.
For second-degree burns, immerse the burned area in cold water (but not ice water).
Immediate cooling reduces the burning effect of the heat in the deeper layer of skin. Do not
add salt to ice water for it lowers the temperature and may cause further injury. Gently blot
the area dry with sterile gauze or clean cloth. Do not use absorbent cotton. Cover the burn
with dry, sterile gauze or clean cloth. Do not try to break blister or remove shreds of tissue.
Also, do not use antiseptic preparation, ointments, sprays, or home remedies on severe
burns.
Leave the dressing in place for four to five days unless it develops and unpleasant
odor. If removal of the dressing is necessary, rinse the area with water to free the dressing
from the surface of the burn. Then wash the area with soap and water. Blot it dry with sterile
or clean towels before applying a new dressing. If arms or legs are affected, they should be
kept elevated.
When treating third degree burns, do not remove adhered particles of charred
clothing. Cover the burned area with sterile dressing.
If the victim’s hands are involved, keep them higher than the heart.
Burned feet or legs should be elevated.
Persons with face burns should sit up or be propped up. If respiratory problems
develop, keep the airways open. If possible, the chin should be brought upward and forward.
Bring the victim to the hospital. If the victim is conscious, give him a weak solution of
salt and soda. You should discontinue fluids if vomiting occurs. Do not give alcoholic
beverages.
You may give aspirin to relieve pain. Remember that victims are anxious and fearful
so they need assurance as much as they need medication.
Activity 1; Complete the chart below.

Kinds of Burns

Causes Results Characteristics

Redness
Overexposure to the sun

First-degree burns

Very deep sunburn Redder and blistered

Second-degree Burns

Flames White/charred

Third-degree Burns
 Activity 2; Study the graph below and construct a paragraph by using the given data.

Abused Drugs

stimulants sedatives hallucinogens narcotics

affect sensations, emotions, thinking, and self- awareness

lessen anxiety, worry, and even excitement
enhance alertness and physical disposition
reduce pain but promote drowsiness

barbiturates marijuana opium

cocaine

caffeine alcohol LSD heroin

amphetamine tranquilizers codeine

mescaline

morphine
nonbarbiturates

Begin your paragraph this way:

Drugs cure diseases. However, once they are abused or overused, they are harmful
to people. Drugs that are often abused are
 Nigger
(An excerpt
Dick
Gregory)

I never learned hate at home, or shame. I had to go to school for that. I was about
seven years old when I got my first big lesson. I was in love with a little girl named Helene
Tucker, a light complexioned little girl with pigtails and nice manners. She was always clean
and she was smart in school. I think I went to school then mostly to look at her. I brushed my
hair and even got me a little old handkerchief. It was a lady’s handkerchief, but I didn’t want
Helene to see me wipe my nose on my hand. The pipes were frozen again, there was no
water in the house, but I washed my socks and shirts every night. I’d get a pot, and go over
to Mister Ben’s grocery store, and stick my pot down into his soda machine. I’d scoop out
some chopped ice. By evening the ice melted to water for washing. I got sick a lot that winter
because the fire would go out at night before the clothes were dry. In the morning I’d put
them on, wet or dry, because they were the only clothes I had.

Everybody’s got a Helene Tucker, a symbol of everything you want. I loved her for
her goodness, her cleanness, her popularity. She’d walk down my street and my brothers
and sisters would yell. “Here comes Helene,” and I’d rub my tennis sneakers on the back at
my pants and wish my hair wasn’t so nappy and the white folks’ shirt fit me better. I’d run out
on the street. If I knew my place and didn’t come too close, she’d wink at me and say hello.
That was a good feeling. Sometimes I’d follow her all the way home, and shovel the snow off
her walk and try to make friends with her Momma and her aunts. I’d drop money on her
stoop late at night on my way back from shining shoes in the taverns. And she had a daddy,
and he had a good job. He was a paper hanger.

I guess I would have gotten over Helene by summertime, but something happened in
that classroom that made her face hang in front of me for the next 22 years. When I played
the drums in high school it was for Helene; and when I broke track records in college, It was
for Helene and when I started standing behind microphones and heard applause, I wished
Helene could hear it, too. It wasn’t until I was 29 years old and married and made money
that I finally got her out of my system. Helene was sitting in that classroom when I learned to
be ashamed of myself.

It was on a Thursday. It was sitting in the back of the room, in a seat with a chalk
circle drawn around it. The idiot’s seat, the troublemaker’s seat.

The teacher thought I was stupid. Couldn’t spell, couldn’t read, and couldn’t do
arithmetic. Just stupid. Teachers were never interested in finding out that you couldn’t
concentrate because you were so hungry, because you hadn’t had any breakfast. All you
could think about was noontime, would it ever come? Maybe you could sneak into the
cloakroom and steal a bite of some kid’s lunch out of a coat pocket. A bite of something.
Paste. You can’t really make a meal of paste or put it on the bread for a sandwich, but
sometimes I’d scoop a few spoonfuls out of the paste jar in the back of the room. Pregnant
people get strange tastes. I was pregnant with poverty. Pregnant with dirt and pregnant with
smells that made the people turn away, pregnant with colds and pregnant with shoes that
were never bought for me, pregnant with five other people in my bed and no Daddy in the
next room, and pregnant with hunger. Paste doesn’t taste too bad when you’re hungry.

The teacher thought I was a troublemaker. All she saw from the front of the room was
a little black boy who squirmed in his idiot’s seat and made noises and poked the kids
around him. I guess she couldn’t see a kid who made noises because he wanted someone
to know he was there.

It was on a Thursday, the day before the Negro payday. The eagle always flew on
Friday. The teacher was asking each student how much his father would give to the
Community Chest. On Friday night, each kid would get a money from his father, and on
Monday he would bring it to the school. I decided I was going to buy me a Daddy right then. I
had money in my pocket from shining shoes and selling papers, and whatever Helene
Tucker pledged for her Daddy I was going to top it. And I’d hand the money right in. I wasn’t
going to wait until Monday to buy me a Daddy.

I was shaking, scared to death. The teacher opened her book and started calling out names
alphabetically.

“Helene Tucker?”
“My Daddy said he’d give me two dollars and fifty cents.”
“That’s very nice, Helene. Very, very nice indeed.”

That made me feel pretty good. It wouldn’t take too much to top that. I had almost
three dollars in dimes and quarters in my pocket. I stuck my hand in my pocket and held on
to my money, waiting for her to call my name. But the teacher closed her book after she
called everybody else in the class.

I stood up and raised my hand.

“What is it now?”
“You forgot me.”

She turned toward the blackboard. “I don’t have time to be playing with you, Richard.”
“My Daddy said he’d . . .”
“Sit down, Richard, you’re disturbing my class.”
“My Daddy said he’d give . . . 15 dollars.”
 She turned around and looked mad. “We are collecting this money for you and your
kind, Richard Gregory. If your Daddy can give 15 dollars, you have no business being on
relief.”

“I got it right now, I got it right now, my Daddy gave it to me to turn it today, my Daddy said . .
.”
“And furthermore,” she said, looking right at me, her nostrils getting big and her lips
getting thin and her eyes opening wide, “we know you don’t have a Daddy.”

Helene Tucker turned around, her eyes full of tears. She felt sorry for me. Then, I
couldn’t see her too well because I was crying too.

“Sit down, Richard!”

And I always thought the teacher kind of liked me. She always picked me out to wash
the blackboard on Friday after school. That was a big thrill, it made me feel important. If I
didn’t wash it, come Monday, the school might not function right.

“Where are you going, Richard?”

I walked out of school that day, and for a long time I didn’t go back very often. There was
shame there.

Now there was shame everywhere. It seemed like the whole world had been inside
the classroom, everyone had heard what the teacher said, and everyone had turned around
and felt sorry for me. There was shame in going to the Worthy Boys Christmas Dinner for
you and your kind, because everybody knew what a worthy boy was. Why couldn’t they just
call it the Boys Annual Dinner, why’d they have to give it a name? There was a shame in
wearing the brown and orange and white plaid mackinaw the welfare gave to 3,000 boys.
Why’d it have to be the same for everybody so when you walked down the street, the people
could see you were on relief? It was a nice warm mackinaw and it had a hood, and my
Momma beat me and called me a little rat when she found out I stuffed it in the bottom of a
pail of garbage way over on Cottage Street.There was shame in running over to Mister Ben’s
at the end of the day and asking for his rotten peaches, there was a shame in asking Mrs.
Simmons for a spoonful of sugar, there was shame in running out to meet the relief truck. I
hated that truck, full of food for you and for your kind. I ran into the house and hid when it
came. And then I started to sneak through alleys, to take the long way home so the people
going into White’s Eat shop wouldn’t see me. Yeah, the whole world heard the teacher that
day, “we all know you don’t have a Daddy.”

It lasted for a while, this kind of numbness. I spent a lot of time feeling sorry for
myself. And then one day, I met this wino in a restaurant. I’d been out hustling all day,
shining shoes, selling newspapers, and I had goo-gobs of money in my pocket. Bought me a
bowl of chili for 15 cent, and cheeseburger for 15 cents, and Pepsi for five cents, and a piece
of chocolate cake for 10 cents. That was a good meal. I was eating when this old wino came
in. I love winos because they never hurt anyone but themselves.

The old wino sat down at the counter and ordered 26 cents worth of food. He ate it
like he really enjoyed it. When the owner, Mister Williams, asked him to pay the check, the
old wino didn’t lie or go through his pocket like he suddenly found a hole.

He just said: “Don’t have money.”

The owner yelled: “Why in hell you come in here and eat my food if you don’t have money?
That food cost me money.”

Mister Williams jumped over the counter and knocked the wino off his stool and beat
him over the head with a pop bottle. . .* “Leave him alone, Mr. Williams. I’ll pay the 26 cents.”

The wino got up, slowly, pulling himself up to the stool, then, up to the counter,
holding on for a minute until his legs stopped shacking so bad. He looked at me with pure
hate. “Keep your 26 cents. You don’t have to pay, not now. I just finished paying for it.”

He started to walk out and as he passed me, he reached down and touched my
shoulder. “Thanks, Sonny, but it’s too late now. Why didn’t you pay it before?”

I was pretty sick about that. I waited too long to help another man.

Activity 3; Complete each of these character maps by writing words and phrase that
describe each of the major characters in the story. For example, Richard may be described
as poor, struggling, hardworking, and so on.

Richard
 Helene

Teacher

Wino
 What I Have Learned

This section of the lesson let you reflect on your learnings on different types of
graphic organizer. To do this task, you can go back to the discussion on the
expository, narrative, skimming, and graphic organizers. Go over with the KWL-
CHART

There are four types of advanced organizers:

1. Expository – describes new knowledge and provide basic concept at highest level
of abstraction and perhaps some lesser concepts. These represent Intellectual
Scaffold (platform for execution of criminals) on which student will hang new
information as it is encountered. It is unfamiliar material, more abstract and straight
forward.
2. Narrative – presents new information in story format or presents the new
information in the form of a story to students
3. Skimming – It is through information and focusing on highlighted information
(headings).
4. Graphic Organizers – It is a method of presenting information in the visual realm
likepictographs, descriptive or conceptual patterns, concept maps

Building an advanced organizer includes the following heuristics:

1. Present information at a higher level of abstraction than the future learning will be.
2. Bridge the gap between previous and new learning
3. Higher level advanced organizers (more abstract) produce better results than lower
level organizers (more concrete).
4. Preview new learning.
5. Use familiar terms and concepts to relate to new terms and concepts.
6. Do not review information unless it is relevant to new learning.
Write what you learned in the fourth column.

KWHL Chart

What I Know What I Want to How Will I Learn What I Learned

Know
 What I Can Do

Complete the statement of the following in the organizer.

Summary

8
 Assessment: (Post-Test)

Instruction: Interpret the table below by answering the questions given.

1. Which media platforms has highest “daily” used news consumption?

a. Facebook b. newspaper c. radio d. television
2. Which media platforms has lowest “daily” used news consumption?
a. Facebook b. newspaper c. radio d. television
3. Which media platforms has highest “never” used news consumption?
a. Facebook b. newspaper c. radio d. television
4. Which media platforms has lowest “seldom” used news consumption?
a. Facebook b. newspaper c. radio d. television
5. What is the difference in average “daily” used news consumption between Facebook
and television?
a. 81 b. 40.5 c. 37.5 d. 51
6. What is the difference in average “seldom” used news consumption between
newspaper and radio?
a. 81 b. 40.5 c. 37.5 d. 51
7. Which media platforms have a higher than 4% “never” used news consumption?
a. Facebook b. newspaper c. radio d. television
8. Which media platform have a lower than 15% “daily” used news consumption?
a. Facebook b. newspaper c. radio d. television
9. Which media platform are having almost the same range of “daily” used news
consumption?
a. television and newspaper c. Facebook and radio
b. television and Facebook d. newspaper and radio
10. Which media platform are having almost the same range of “seldom” used news
consumption?
a. television and newspaper c. Facebook and radio
b. television and Facebook d. newspaper and radio
 Key to Answers

What I know

1. D
2. B
3. B
4. A
5. B
6. A
7. B
8. B
9. C
10. D

What’s New

Activity 1 The answer will vary

Activity 2 The answer will vary
Activity 3 The answer will vary
Activity 4 The answer will varyPeople should not express their anger at the bad
driving of other drivers because it makes the roads less safe. By this I mean that angry drivers
are distracted drivers and are likely to make driving errors or use the car to express their anger.
For example, an angry driver may be cursing to herself and not see a red light. Another example
is that an angry driver might try to chase the person who is driving badly and end up speeding,
cutting in and out of traffic, and possibly causing an accident. People may object that bad drivers
should not get away with their bad driving, but vigilante enforcement puts everyone on the road
in jeopardy.

Another reason that people should not express their anger at the bad driving of other drivers is
because it does nothing to make things better. What I mean is that if expressions of anger really
made some positive difference in the safety of the roads, it might be worth whatever drawbacks
are involved. However, expressing anger in driving situations makes no positive difference. For
example, when someone gets honked at for not immediately accelerating at a green light, it
doesn’t make this person more alert; instead it makes the person more distracted. Or another
example is that when a person is rewarded with an obscene gesture for cutting another driver off,
the result is two angry drivers instead of one. It is extremely unlikely that such an interchange
results in better, more defensive driving from either party. People may object that sometimes bad
drivers are unaware that they are driving badly. This may be true, but there is no evidence that
being abused will make them aware that they are driving badly.

What’s More
Activity 1 The answer will vary

Activity 2 Drugs cure diseases. However, once they are abused or overused, they are
harmful to people. Drugs that are often abused are stimulants, sedatives, hallucinogens and narcotics.
Stimulants can enhance alertness and physical disposition. The stimulants are cocaine, caffeine, and
amphetamine. Sedatives can lessen anxiety, worry, and even excitement. There are four sedatives like
barbiturates, alcohol, tranquilizers and nonbarbiturates. Hallucinogens affect sensations, emotions,
thinking and self-awareness. Marijuana, LSD and mescaline are hallucinogens. Narcotics can reduce
pain but promote drowsiness. Opium, heroin, codeine, and morphine.
References

Book

De Vera C. P. et. al. (2000) Functional English for Today III. Dane Publishing House,
Inc, Quezon City: Department of Education

Website

(“https://www.sws.org.ph/swsmain/artcldisppage/?artcsyscode=ART-
20190424211854 - Google Search,” n.d.)
https://www.sws.org.ph/swsmain/artcldisppage/?artcsyscode=ART-
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main/artcldisppage/?artcsyscode%3DART-
20190424211854&sa=X&ved=2ahUKEwiv_pTNzZzqAhWGA4gKHSWdBlgQs
AR6BAgHEAE&biw=1366&bih=657

(“E3WrM3L03 s3,” n.d.)

E3WrM3L03 s3. (n.d.). Retrieved June 25, 2020, from Ontrack-media.net
website: http://ontrack-
media.net/english_gateway/E3/g_E3WrM3L03/g_E3WrM3L03s3.html

covid worksheets for students FREE TEMPLATE FOR GRADE 9 - Google Search.
(n.d.). Retrieved June 25, 2020, from Google.com website:
https://www.google.com/search?q=covid+worksheets+for+students+FREE+T
EMPLATE+FOR+GRADE+9&tbm=isch&ved=2ahUKEwjavYKwu5zqAhU4xos
BHf3qAp0Q2-
cCegQIABAA&oq=covid+worksheets+for+students+FREE+TEMPLATE+FOR
+GRADE+9&gs_lcp=CgNpbWcQA1Du9wZYs5kHYOadB2gAcAB4AIABlAGIA
Y4NkgEEMC4xMpgBAKABAaoBC2d3cy13aXotaW1n&sclient=img&ei=AFX0
Xtq9BbiMr7wP_dWL6Ak&bih=657&biw=1366

COVID-19 time capsule’ worksheets great way for kids to keep busy, record their
experiences. (2020, April 4).
fox8.com. https://fox8.com/news/coronavirus/covid-19-time-capsule-
worksheets-great-way-for-kids-to-keep-busy-record-their-experiences/

Advance organizers. (2008, 21). Share and Discover Knowledge on LinkedIn

SlideShare. https://www.slideshare.net/Shoezies/advance-organizers
 For inquiries and feedback, please write or call:

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