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WEEKLY LEARNING ACTIVITY SHEET

English 9 Quarter 2 Week 6

UNCHANGING VALUES IN THE VUCA WORLD

Name: ___________________________________________ Section: ____________________

Learning Objective:
 Analyze literature as a means of understanding unchanging values in the
VUCA (Volatile, Uncertain, Complex, Ambiguous) world
(No MELC code)

 Subtask competency–Write a journal about everyday situations.

Time Allotment: 60 minutes,5 days a week(Q2 W6 Day 1)

Key Concepts:
 English 9 Learner’s Material, pp. 423

Unchanging Values in the VUCA World

 First used in 1987, VUCA is an acronym based on the leadership theories of

Warren Bennis and Burt Nanus, that stands for volatility, uncertainty,
complexity, and ambiguity. In a VUCA world, the most important thing is to
anticipate the future and strengthen cooperation to come up with better
solutions to problems and challenges.

 Literature provides us with a range of exposure and experiences that may open
doors to understanding these unchanging values amid the fast-paced VUCA
world.Literature indeed reflects the society, its good values, and its ills. In its
corrective function, literature mirrors the ills of the society with a view of
realizing its mistakes and making amendments. It also projects the virtues or
good values in the society for people to emulate (Benjamin, 2016).

Exercises / Activities:

Activity 1. ANALYZE THE POEM

What You Need: answer sheet, ball pen, yellow paper/bond paper

What to Do:Read and analyze the poem written by Alfred Edward Housman, an
English scholar and poet. Evaluate the specific values embedded in the given text.
Then, reflect and answer on the questions that follow. White your answer on a
separate sheet of paper.

When I Was One-and-Twenty

by Alfred Edward Housman
When I was one-and-twenty When I was one-and-twenty
I heard a wise man say, I heard him say again,
“Give crowns and pounds and guineas “The heart out of the bosom
But not your heart away; Was never given in vain;
Give pearls away and rubies ‘Tis paid with sighs a plenty
But keep your fancy free.” And sold for endless rue.”
But I was one-and-twenty, And I am two-and-twenty,
No use to talk to me. And oh, ’tis true, ’tis true.

A.Guide Questions:

1. What is the theme as emphasized in the poem?

2. What attitude of the young man towards life is shown in the poem?
3. What important advice was given by the wise man to the young man?
4. Did the young man listen to the advice of the wise man? Explain your answer.
5. Based on the text, how does the wise man perceive life?
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B. Write a short journal about your personal experiences reflecting the idea of
‘wisdom of elders’ in the given poem. Write it on a yellow paper.

Be guided with the rubric below:

5 (Excellent) 4 (Good) 2-3 (Fair) 0-1 (Poor)

Content Selected items Selected items Selected items Selected items

are important that are and details that and details that
and help make important in discussed the are not
content discussing the activities for the important or
interesting activities for week are relevant.
the week are included but
Details focus on
included. are not very
the most
important.
important Details help
information. the reader see
things about
Choices help the
the items in
reader see things
interesting
in a new way.
ways.

Comprehensibility Can be Can be Can be Can be

understood all of understood understood understood
what is being most of what is less than half of little of what is
communicated being what is being being
communicated communicated communicated

Organization Journal entry is Journal entry Journal entry is Journal entry

logical and is generally somewhat lacks logical
effective. logical and illogical and order and
effective with confusing . organization.
few minor
problems.

Effort Exceeds the Fulfills all of Fulfills some of Fulfills few of

requirements of the the the
the assignment requirements requirements of requirements of
and have put of the the assignment. the assignment.
care and effort assignment.
into the process.

Grammar, Journal is highly Journal is Journal is Inadequate

Mechanics, polished with no polished with adequate with discussion with
Spelling, and grammar or maximum of maximum of more than two
Sentence spelling errors. one grammar two grammar or spelling or
Structure or spelling spelling errors grammar errors
error.

References for Learners:

Housman, A. E. (2020). When I was one-and-twenty. Retrieved

https://www.poetryfoundation.org/ poems/52706/when-i-was-one-and-
twenty-56d2316642304.

VUCA World. (2020, August 16). Leadership skills and strategies. Retrieved
https://www.vucaworld.org/

http://csc.columbusstate.edu/summers/NOTES/1105-london/Grading%20Rubric-
Journal.htm
Answer Key: Answers vary.
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WEEKLY LEARNING ACTIVITY SHEET

English 9 Quarter 2 Week 6

REPORT A PLAY REVIEW

Name: ___________________________________________ Section: ____________________

Learning Objective:
 Analyze literature as a means of understanding unchanging values in the
VUCA (Volatile, Uncertain, Complex, Ambiguous) world
(No MELC code)

 Subtask competency –Report a play review.

Time Allotment: 60 minutes,5 days a week (Q2 W6 Day 2)

Key Concepts:
 English 9 Learner’s Material- pp. 498-500, 518-520

What is a play?

A play is a work of drama, usually consisting mostly

of dialogue between characters and intended for theatrical performance rather than
just reading. The writer of a play is a playwright.

How to write a Play Review?

The play review is more about evaluation of production than the text of the
play. The reviewer should use acumen and balanced reflection to be able to give
valuable feedback as a part of the audience. To write a good review, the author should
watch the play and try to understand the director’s main idea that was transferred
through staging, the actors, and musical accompaniment.

A review should describe the situation of a play without giving too much
information about the plot. It should address the production elements individually and
how they work together as a whole. It should express an opinion supported by
thoughtful analysis.

Activity 1. REVIEW THAT PLAY

What You Need:ballpen, yellow paper/bond paper
What to Do: (For those with electronic gadget and access to Internet)
Write a play review of ‘Friday, a one -act play by Rebecca Black on
YouTubehttps://www.youtube.com/watch?v=yo3B6TR5bRk. In your review, fill out
the table below with the information about the play.

Title of the Play

Name of the Playwright
Pertinent Historical Information
about the Play or the Playwright

What is the theme of the play?

What is your general impression of

the play/story?
Did the main character play her part
well?
What suggestions can you make in
regards to their acting?
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(For those with no electronic gadget and access to Internet)

Read and analyze this sample play review. Then, accomplish the checklist for
writing a play review.
Sample High School Play Review
Come out and support your theater department performing the high energy
classic, Grease! It’s fun from beginning to end, and you’ll see just how talented
Cleveland High is.
The show starts out with the school year beginning once again, as Danny
(senior John Jones) and new student Sandy (senior Leslie Smith) retell their summer
love through song. They soon realize that they’re both at the same school and can
potentially continue their love affair. Seniors Mark Kim, Rick Lanford, Aaron Burns,
and Junior Paul Rodriguez play the “T-Birds,” the fun-loving, toe-tapping, greaser
gang that Danny belongs to. And seniors Anne Porter, Samantha Lilith, sophomore
Rhonda Jen, and freshman Mandy Cane play the sassy “Pink Ladies.” Both groups are
full of talent, although some voices are much stronger than others.
The costume design, by senior Missy Taylor, assisted by freshmen Lily Rand
and Johnny Good, consists of classic ‘50s poodle skirts and letterman jackets. The set
design is courtesy of senior Mark Williams, who was assisted 519 by sophomore Kelly
McCoy and junior Ray Chen, and those with a keen eye might recognize some
Cleveland High landmarks in the background.
The play is directed by Mrs. Wilson, head of the theater department, and she
clearly knows a thing or two about directing a musical! Each actor, from the smallest
role to the largest, has their moments and knows exactly what they’re supposed to be
doing. The choreography, created by junior Marissa Strauss, is simple enough for each
actor to perform it well, yet diverse enough to hold the audience’s attention.
I’ve seen Grease done many times by teenagers, and this has been one of my
favorite productions! I found myself smiling throughout and wanting to sing along to
my favorite songs. With only one more weekend left of this short run, I suggest you
dance your way to the auditorium so you don’t miss it!

http://www.wikihow.com/Sample/High-School-Play-Review

Points to Consider Your Response (Yes/No) Your Reason(s)

Is the sample play review
interesting to read?
Does the review include a
brief summary of the
play?
Does it give a clear idea
of what the play is about?
Does the play review talk
about the acting of the
cast?
Does the play review
mention the technical
aspects (props, music,
production) of the play?
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Be guided with the rubric below:

Criteria 10 pts. 7 pts. 5 pts. 3 pts.

Understanding There is at least There is at least 1 The theme of There is little
one paragraph that paragraph that the play is evidence to
mentions the mentions the partly show
theme of the play theme of the play mentioned in understanding
and has identified and included two the paragraph of what the
at least three names of the and included play is about.
names of the characters and only one
characters and their descriptions character.
their description . .
Opinion At least 3 reasons At least two At least two An opinion is
are given why the reasons are given reasons are given without
group does or does why the group given why the no real reason.
not like the play does or does not group does or
using appropriate e like the play. does not like
words the play.
Conventions The work is almost The work has few The work The work has
free of grammar grammar and needs editing many errors in
and spelling errors. spelling errors. for many grammar and
grammar and spelling and it
spelling errors. interferes with
meaning.

Reflection:

What do you think should be considered when writing a play review?

References for Learners:

A Journey Through Anglo- American Literature Grade 9, First Edition. Manila: Vibal
Group, Inc., 2014.

iRubric T538WW, One-Act Play Rubric. Retrieved from:

https://www.rcampus.com/rubricshowc.cfm?code=R222WXB&sp=true&https://w

ww.wikihow.com/Write-a-Play-Review

Answer Key:

Answers vary.

WEEKLY LEARNING ACTIVITY SHEET

English 9 Quarter 2 Week 6

MANAGE AN INTERVIEW

Name: ___________________________________________ Section: ____________________

Learning Objective:
 Analyze literature as a means of understanding unchanging values in the
VUCA (Volatile, Uncertain, Complex, Ambiguous) world
(No MELC code)

 Subtask competency –Manage an interview to persons with different

experiences in life.
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 Subtask competency- Evaluate ideas from other person and apply it to

their own life.

Time Allotment: 60 minutes, 5 days a week (Q2 W6 Days 3-4)

Key Concepts:

The word "interview" refers to a one-on-one conversation between an

interviewer and an interviewee. Interviewing is an essential part of writing a personal
narrative essay.
A personal narrative essay focuses on one's personal experiences. It is a story
about someone's life and includes how other people have influenced them.

Activity 1. ONE-ON-ONE

What You Need: ball pen, yellow paper/bond paper, notebook, recorder
(optional)
What to Do: Interview someone in your family (except your siblings). It could be
your father, mother, grandparents, uncle or aunt . Ask him/her the following
questions:

 What is your complete name? ________________________________________

 How old are you? __________________________________________________
 When and where were you born? ______________________________________
 Do you remember not having enough food to eat because times were hard for
your family?_____________________________________________________
 What was your saddest/happiest experience in life?
_________________________________________________________________
 Do you remember any advice or criticism that had a big impact on how you
lived your life?____________________________________________________
 Is there anything you have always wanted to do but failed ?
________________________________________________________________________
 If you could change any of your past experience, what would it be?
__________________________________________________________________
 What advice can you give to teenagers like me on how to deal with different
experiences?
__________________________________________________________________\

Activity 2. NARRATE IT!

In this part, you will write a personal narrative based on the shared details of
the interviewee’s life. You will write not only his/her life, but also about how that
person’s life has been different from your life so far.

Follow this format in writing your personal narrative:

1st paragraph Explain who you are, who you interviewed (full name),
and why you chose that person.
2nd paragraph Write a short biography about the person you
interviewed using information you gathered.
Additional Write one or more paragraphs about the responses
paragraphs to your personal questions and anything else that came
up during the interview.
Last paragraph Write a reflective paragraph about the process of the
interview and what you learned about your interviewee
and his / her life.
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Be guided with the rubric:

4 3 2 1
Story has an Uses a strategy in Uses Attempts to Begins the
engaging a creative way: engaging use a story with
beginning. dialogue, action, strategy fairly strategy but basic line
question, the strategy “one day…”
interesting fact, was not very when I
and sound effects effective was…

Uses no
strategy
Story is focused Has a clear focus Has a Could have Unfocused
with a logical with story details focused topic missing parts topic;
flow. that support a with story that interfere missing
creative, details that with many
interesting, logical support a understandin important
flow of events fairly logical g; details so
flow of events story is very
Uses transition may be difficult to
words effectively Uses unfocused/ra follow
transition mbling
words Very
Few or no confusing
transition
words No flow
Uses descriptive Uses descriptive Uses enough Uses some Uses very
language: adjectives/ vivid adjectives, but could few or no
adjectives/vivid verbs; effective vivid verbs have used adjectives
verbs/metaphor metaphors/similes more adj. and and/or vivid
and/or simile With at least vivid verbs verbs
one metaphor
and simile Uses one No use of
metaphor or metaphor or
simile simile
Has an ending/ Great Fairly Confusing Undevelope
conclusion conclusion/ending effective ending d ending;
ending;
Shows Wraps up Does not Quick
reflection/insig narrative Includes effectively closing
ht creatively and some reflect on the
shows insight reflection experience No
about the reflection/
situation ending
Conventions Spelling, Spelling, Spelling, Spelling,
capitalization, capitalization capitalization capitalizatio
punctuation, , , n,
paragraphing, and punctuation, punctuation, punctuation
grammar are paragraphing paragraphing , and
effective and make , and , and grammar
the paper easy to grammar are grammar errors are
read and mostly create numerous
understand. correct. problems and make
Errors do not that cause writing
make writing confusion. difficult to
difficult to follow.
read or
understand.
Presentation Neatly written Mostly neatly Difficult to Difficult to
written read some read
Recognizes parts of story majority of
margins or typed Recognizes the story
with proper margins Uneven due to
formatting, font margins and handwriting
size, etc. Mostly formatting and/or
correctly errors formatting
typed
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References for Learners:

 https://lib800.files.wordpress.com/2013/08/lib-800-interview-grading-rubric.pdf
 https://www.deseret.com/2014/2/11/20534743/genealogy-150-questions-to-ask-
family-members-about-their-lives#here-are-ideas-of-questions-to-ask-when-
interviewing-a-family-member-about-their-history
 http://www.readwritethink.org/files/resources/lesson_images/lesson805/
assignment.pdf

Answer Key:
Answers vary.

Author: Lyka Q. Oyan, SST I

School/Station: Agusan National High School
Division: Butuan City
E-mail Address: lyka.oyan@deped.gov.ph

Reviewers:
Christoner A. Jamer, SST III
Venus Sheila O. Ayado, SSHT IV
Maria Dinah D. Abalos, PhD/EPS-English