9 English

Quarter 2 - Module 2
Making Connections Between Texts
On Particular Social Issues, Concerns,
or Dispositions in Real Life

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English – Grade 9
Alternative Delivery Mode
Quarter 2 - Module 2
Making Connections Between Texts on Particular Social Issues,
Concerns, or Dispositions in Real Life
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work 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 royalties.

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 - Region III

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author: Editha Rose G. Nimo

Language Reviewer: Rowena G. De Guzman
Content Editor: Jennifer S. Estabillo
Illustrator: Raymond O. Dela Cruz
Layout Artist: Editha Rose G. Nimo

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Jay Arr V. Sangoyo, PhD
EPS – English
Glenda S. Constantino
Project Development Officer II
Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 9
English
Quarter 2- Module 2
Making Connections Between Texts
on Particular Social Issues, Concerns,
or Dispositions in Real Life
 Introductory Message

For the facilitator:

Welcome to the English 9 Alternative Delivery Mode (ADM) Module on Making
Connections Between Texts on Particular Social Issues, Concerns, or Dispositions in Real
Life!
This module was collaboratively designed, developed and reviewed by educators
from public institutions to assist you, the teacher or facilitator, in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners’ progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as they
do the tasks included in the module.

For the learner:

Welcome to the English 9 Alternative Delivery Mode (ADM) Module on Making
Connections Between Texts on Particular Social Issues, Concerns, or Dispositions in Real
Life!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

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 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real-life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module encourages you to make connections between texts to particular

social issues, concerns and dispositions in real life. Various activities are provided for
you to meet the target skills.
At the end of this module, you are expected to:
• differentiate the transitional words used in making connections between
texts;
• compare and contrast information presented in different texts or illustrations;
and
• compare and contrast Filipino family gatherings now and then.

What I Know

I. Directions: Reach each item carefully. Choose the letter of your choice. Write it
on a separate sheet of paper.
1. When you show differences, it is to _____.
a. compare b. contrast c. explain d. define
2. When you show similarities, it is to _____.
a. explain b. contrast c. define d. compare
3. Which of the following transitional words is used to show contrast?
a. like b. too c. however d. both
4. Which of the following transitional words is used to show comparison?
a. but b. likewise c. yet d. whereas
5. The following words are examples of transitional words used for contrast,
EXCEPT _____.
a. instead b. in contrast c. equally d. on the other hand
6. The following words are examples of transitional words used for comparison,
EXCEPT _____.
a. yet b. similarly c. also d. in the same manner
7. Lita and Eddie are both good parents to their children. This is an example
of _____.
a. contrasting b. explaining c. comparing d. characterizing
8. Vin Ryujin and Ashira are siblings. Vin Ryujin is a four-year old boy and
Ashira is a six-year old girl. This is an example of _____.
a. comparing b. contrasting c. explaining d. characterizing

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 9. Karth and Keith are from different sections, but they have the same academic
performance.
a. comparing b. contrasting c. explaining d. characterizing
10. When we are comparing and contrasting while reading, we are focusing
on _____.
a. opinion and facts b. truth and opinion
c. right and wrong d. differences and similarities

II. Direction: Write TRUE if the statement is correct or FALSE if it is incorrect.

11. When we are comparing, we are looking for the similarities and differences.
12.When we are comparing and contrasting, we only tell how things become
common.
13. When we are looking for comparison, we are looking for conjunctions that
give clues.
14. When we are comparing and contrasting, we are using transitional words.
15. When we are contrasting, we can use transitional words to differentiate the
given subjects.

What’s In
Me before You!
Directions: Take a look at this image. Get the information presented in the
illustration. Express your observation in two written sentences.

…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………..

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 What’s New

Read the texts below. Get the information presented in the texts.

A Wink of Positivity
Editha Rose G. Nimo
I am a single mom,
my husband died just a
year ago and the pain is
still in here. But, I need to
be strong for my two
angels who still depend
on me.

One night, I couldn’t

fall asleep. I was thinking
while looking at my two
sons. I was okay even
if I was left alone by my
husband. I was okay with
raising our children alone and providing for their needs through the money I earned from
being a waitress in a small restaurant. But, I suddenly felt the absence of him.
I suddenly missed him, longing for a person whom I could tell all of my worries, all of my
fears. I wanted to tell him how COVID-19 pandemic has changed and ruined the lives of
many people. I wanted to tell him that I am one of those many people who lost their
jobs, who didn’t have enough money to provide for the needs of the family. I wanted to
tell him how afraid I am right now, for I don’t have a source of living, for tomorrow to
come that there’s no food on the table. I thought I was strong, I thought I could, but
I was just a pretentious woman. I am weak, I can do nothing, I am worthless. I suddenly
muttered, “Why God! Why me!” And the tears fell down my cheeks. A moment passed,
I felt a warm hand holding mine. I was surprised when my son held my hand and said,
“Mom, we can get through this. Dad is watching us and God is with us. Don’t blame Him
just because we are facing challenges. Surrender your worries and trust His plans”.
I hardly cried and tightly hugged my sons. I was ashamed of how I showed the
weakness in me, how emotionally immature I became.
Since then, I bear in mind that in spite of all the challenges or sufferings that life
offers, I will never let my worries change me as a person, as a mother, and as a child of
God. I’ve learned to take challenges as opportunities so I decided to sell food online to
have a source of income in this new normal life. And I can say that we are all blessed to
have a gift of life.

As you keep on reading, notice the similarities and differences between the texts.

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 The Glimmer of Passion
Editha Rose G. NImo
I am a high school teacher.
I have two adorable kids and a loving
husband. I am happy with my chosen
field until this pandemic challenges my
passion for teaching.
One fine morning, I went to
school to organize the modules for the
students. While I was waiting for my
co-teachers to arrive, I sat and browsed
my social media account and saw
a striking post, "How lucky the teachers
are, they are getting paid without even
working". I got a red face reading the
post. Thoughts in my mind started to
argue. "If they only knew how hard it is,
to go out worrying that I might catch the
virus and bring it home to my family.
If they only knew how hard it is, to see
your children dealing with modules by
themselves because I'm busy teaching and helping my students to answer their
modules. How hard it is, to be a good teacher to others' children but not to your own
child. If they only knew how hard it is, to see your husband cooking food, doing dishes,
and washing clothes because I'm busy doing modules, contacting students for
announcements and updates, answering questions relevant to the subject matter, or
even those irrelevant. If they only knew how hard it is, to be humiliated on social media,
to be disrespected by other people who don't know our profession, our sacrifices and
sufferings. If they only knew, maybe, they would realize that we are also imperfect
humans who need appreciation, affection, and consideration, that we are all affected by
this pandemic and still adapting, that we are all fighting against COVID-19, and that we
are all making ways to survive in this trying time. If they all knew."
I was startled when someone tapped me and said, "Hello, Ma'am Edith.
It's me Nadine, your old student." "Oh, hi! How are you? What are you doing here?"
I replied. “I have something to request in the office, Ma’am. My daughter told me that
you are her adviser. I told her how lucky she is and I’m confident that she would learn
more than she thought, just like I did. We admire teachers for all of your hard work, for
all of your patience and love for your students. All of you are truly heroes, I hope you
won’t get tired of understanding and loving our children. Happy Teacher’s Day, Ma’am”,
she said before saying goodbye. At that moment, I got a red face not because of
disappointment but because of the pleasure of being remembered and appreciated.
Maybe there are people who don’t recognize or appreciate teachers but still,
there are people who value and respect us. We can’t please everybody. We should be
silent workers because not all of them can see our hard work, can appreciate our effort,
can understand our suffering so don’t let the words of people hinder our way. Walk with
the words of God and shape your life by the commitments you choose to make.

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Relate!

Direction: Write your insights for the following questions.

1. What do you think is the message conveyed in the texts, “A Wink of Positivity” and
“The Glimmer of Passion”?

_________________________________________________________________

2. Are the texts believable or relatable in real life situations? How do you say so?

_________________________________________________________________

3. Are the texts connected to any current social issues, concerns, or dispositions in real
life or in our country?

_________________________________________________________________

Are we Alike or are we Different?

Venn Diagram

Directions: Compare and contrast the information presented in the texts that you have
read through a Venn Diagram.

Title: Title:

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 Comparing and Contrasting

Notes to the Teacher

The activities in this module are arranged from simple to complex to help the
learners gradually master the desired learning competency. Give him/her the
needed support and guidance so that he/she will be able to perform the
tasks to prepare him/her later on in comparing and contrasting different texts
or illustrations.

What is It

In reading, the ability to compare and contrast is important to enhance higher-order

reading comprehension. When we compare in reading, we are identifying the similarities
and differences between texts or illustrations. On the other hand, when we contrast in
reading we are identifying the differences only between texts or illustrations.

How comparing and contrasting help?

 It helps you to strengthen your memories and develop your

higher-order thinking skills through analyzing the key points
of the texts or illustrations
 It helps you to enjoy reading while increasing your reading
comprehension.
 It helps you to develop reading habits.

How to compare and contrast different texts

or illustrations?
 Know the things to consider in comparing and contrasting
different texts
 Know the transitional words you can use in comparing and
contrasting
 Read and analyze the text or illustrations to compare and
contrast
 Use your prior knowledge or experiences when comparing
and contrasting

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 What to compare and You can consider the characterization,
contrast in texts? setting, plot/structure, lesson and the
theme of the text.

How about comparing and

contrasting You can use your prior knowledge
illustrations? or experiences. You can also try to
connect texts or illustrations in life
so it is easier to compare and
contrast.

Characterization – refers to the way the characters in the story is being

described.
- It answers: What are the characteristics of the character?
Setting – refers to where and when the story happened.
- It answers: Where did the story happen? When did the story
happen?
Plot and structure – refers to sequence of events in the story.
- It answers: Is the plot believable or relatable to real life situations?
Theme – refers to the subject or the topic of the story.
- It answers: What is the story all about?
Lesson– the message conveyed.
- It answers: What is the message conveyed or imparted?

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 Transitional Words in Comparing and Contrasting

We are using transitional words to indicate comparison or contrast.

Transitional words are used to connect words, phrases, or sentences. Some
transitional words are used to indicate similarities and differences when you
are comparing or contrasting two or more texts or illustrations.

Transitional words for Comparing and Contrasting

For Comparison For Contrast

(Use these words to show similarities) (Use these words to show differences)

Like Similarly Unlike Instead

In the same manner Also In contrast But
Too Both Yet However
Equally Likewise On the other hand While
Alike The same as Whereas Although
Compared to As well as In spite of Though

Sample Sentences using Transitional Words

 My Mom felt the unconditional love from my grandmother. In the same

manner, I also felt that love from my mom
 In time, the pain will go away likewise, I will no longer remember the
person.
 I enjoy fiction stories compared to non-fiction.

 Though many Filipinos lost their job, they had a chance to have more
family bonding.
 Big wedding is dreamt of by many of us . On the other hand, a small
wedding is more intimate.
 Although Filipinos face many challenges in life, we still manage to smile.

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 What’s More

Independent Activity 1

Can You Compare?

Directions: Analyze the illustrations below, then compare the information being
illustrated. State your answer in two sentences.

What
What is our
lessons have you
learned?
previous lesson?

Independent Assessment 1
Comparison
Directions: Complete the following statements by choosing correct transitional words
used for comparing. Choose your answers inside the box.

alike both also

the same as in the same manner as well as

1. Russel’s and Regine’s perception of marriage is __________.

2. “A Wink of Positivity” and “The Glimmer of Passion” taught us to be strong in taking

challenges __________ to have positive perspective in life.

3. These texts are __________ relatable in real life.

4. “Love in L.A.” by Dagoberto Gilb tackled about love __________ “The Lucky One”
by Nicholas Sparks.

5. __________ loneliness and solitude were presented in the texts.

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Independent Activity 2
Tell the Difference!
Directions: Analyze the images below, then contrast the information being illustrated.
State your observation in two sentences.

Independent Assessment 2
Contrast
Directions: Complete the following statements by choosing correct transitional words
used for contrast. Choose your answers inside the box.

on the contrary but while

however although in contrast

1. __________ the other character wanted an animal that could swim and
entertain, like dolphins.
2. “Widow’s First Year” by Joyce Carol Oates is a fiction story __________
“A Brief History of Humankind” by Yuval Noah Harari is a non-fiction story.
3. COVID-19 ruined the lives of many Filipinos __________ it taught us to value our
health and to take care of ourselves.
4. The story has a good plot __________ the characters are not well-characterized.
5. __________ our plans were postponed because of this pandemic, don’t despair
and learn to trust God’s plan.

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Independent Activity 3
Compare and Contrast!
Directions: Analyze the images below, then compare and contrast the information being
illustrated. State your answer in two sentences.

Independent Assessment 3
Comparison and Contrast
Directions: Compare and contrast the texts below. You can look at characterization,
setting, plot/structure, theme, and lesson to compare and contrast. Use
appropriate transitional words in stating comparison and contrast. Write
your answer in two to three sentences.

Bahala na
“Bahala na” Leave it to God! One of the Filipino old sayings. It is an
expression that covers many needs. This Filipino attitude is being
frowned upon by other people. We used to practice procrastination, but
as time went by, we realized the value of time.

The Ant and the Grasshopper

Last summer, ant was busy collecting and storing foods while the
grasshopper was laughing at ant’s day and night work as if there’s no
tomorrow to wait. When typhoon Rolly came, grasshopper realized the
importance of storing food and appreciated the industrious ant.

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 What I Have Learned

Directions: After accomplishing all those different activities, you may now express insights
and realizations about the importance of comparing and contrasting the information
presented in different texts and illustrations. Use the given writing prompt to start your
answer.

This learning material enabled me to ...

14
 What I Can Do

Directions: Compare and contrast the illustrations below, then answer the question:
What can you say about the Filipino family gatherings before COVID-19 and
at the present time?

It’s your grandmother’s birthday, but you’re not able to be with her because
of community quarantine. How can you express your love to your family members
or relatives afar in this situation?

15
 Assessment

Directions: Choose the letter of the correct answer. Write it on a separate sheet of paper.

1. Comparing is to define _____ and contrasting is to define _____.

a. differences, differences c. similarities, differences
b. similarities, similarities d. opposite, similar

2. These are the words used to indicate similarities and differences when you are
comparing and contrasting texts.
a. transitional words c. linking words
b. descriptive words d. conjunction
3. When we compare texts or illustrations we are looking for _____.
a. similarities c. differences
b. similarities and differences d. none of these
4. You can consider the characteristics of the characters in comparing and contrasting
shown in the _____ of the text.
a. theme c. plot
b. setting d. characterization
5. It tells where and when the story happens, and it can be used to compare and contrast
these details between texts.
a. theme c. plot
b. setting d. characterization
6. It is comparing and contrasting between the texts considering the message conveyed.
a. theme c. lesson
b. plot d. setting
7. In comparing and contrasting illustrations, you can use your _____.
a. skills and ability c. talent
b. experience and prior knowledge d. experience
8. The following are words used for comparing EXCEPT _____.
a. similarly c. alike
b. both d. while
9. The following are words used for contrasting, EXCEPT _____.
a. in the same manner c. on contrary
b. however d. instead

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10. Teachers can love unconditionally like mothers do. This is an example of _____.
a. contrasting b. defining
c. characterizing d. comparing
II. Directions: Write TRUE if the statement is correct or FALSE if it is incorrect.
11. When we are comparing, we focus only on the similarities.
12. When we are contrasting, we focus on differences
13. We can use these transitional words for comparing; while, similarly, on the other hand.
14. We can use these transitional words for contrasting; whereas, although, and
in contrast.
15. We can consider analyzing the characterization, setting, plot/structure, theme, and
lesson in comparing and contrasting texts.

Additional Activities

Directions: Cite at least two stories that you have read. Compare and contrast the stories
through analyzing the attributes of each of them. Copy and answer the table
on a separate sheet of paper.

Comparing and Contrasting

Different Texts

Attributes to Compare Title: Title:

and Contrast ___________________ ___________________

1. Characterization

2. Setting

3. Plot and structure

4. Point of View

5. Theme

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 18
What I know Independent Assessment 2
I. 1. on the contrary
1. b 2. while
2. d 3. but
3. c 4. however
4. b 5. although
5. c Independent Activity 3
6. a (Answers may vary)
7. c Independent Assessment 3
8. d (Answers may vary)
9. b What I have learned
10. d (Answers may vary)
II. What I can do
11. TRUE (Answers may vary)
12. FALSE Assessment
13. FALSE I.
14. TRUE 1. c
15. TRUE 2. a
What’s In 3. b
(Answers may vary) 4. d
What’s New 5. b
(Answers may vary) 6. c
What’s More 7. b
Independent Activity 1 8. d
(Answers may vary) 9. a
Independent Assessment 1 10. d
1. alike II.
2. as well as 11. FALSE
3. both 12. TRUE
4. the same as 13. FALSE
5. in the same manner 14. TRUE
Independent Activity 2 15. TRUE
(Answers may vary) Additional Activities
(Answers may vary)
Answer Key
Reference
Francisco, Apolo S., F.A. Magtalas, S.A. Magtalas, A.G. San Pedro, F.A Pamittan,
M.T. Valerio, J.S. Sona, Effective Study and Thinking Skills in English. 316
Culianin, Plaridel, Bulacan: TCS -Publishing House, Inc., 2010.

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 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph