Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

9 Zest for Progress

Z Peal of artnership

English
Quarter 4 – Module 3
You Can Learn from Others

Name of Learner: ___________________________

Grade & Section: ___________________________
0 Name of School: ___________________________
 What I Need To Know
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As a student, you need to be aware of the things happening around you. This module contains
compositions that will help you better understand the world you are in, thus, guiding you to draw ideas
critically, make meaningful analysis and develop your thinking skill through logical reasoning and sound
judgement.

The module lesson title “You Can Learn from Others” consists of various and relevant reading selections with
inspiring messages. The learning experience that you can gain from the activities will be of great importance
to your success.

In charting the course of your journey in this module, you are expected to:
• Judge the relevance and worth of ideas, soundness of author’s reasoning, and the effectiveness
of the presentation (EN9RCIVf-2.22)
✓ Infer ideas presented in the materials read or viewed.

What I Know
Activity 1: Picture Talk
Directions: Look and analyze the pictures below carefully. Can you tell what is it all about? Write your
answer in each box opposite the picture.

The picture is about…

The picture is about…

The picture is about…

The picture is about…

1
 What’s In
Activity 2: Read Me
Directions: Read the story below, The Elephant Rope written by A.M. Marcus. Then, write down interesting
details found in the story. Use the graphic organizer below for your answer.

A gentleman was walking through an elephant

camp, and he spotted that the elephants weren’t being
kept in cages or held by the use of chains.
All that was holding them back from escaping
the camp, was a small piece of rope tied to one of their
legs. As the man gazed upon the elephants, he was
completely confused as to why the elephants didn’t just
use their strength to break the rope and escape the camp.
They could easily have done so, but instead, they didn’t
try to at all.
Curious and wanting to know the answer, he
asked a trainer nearby why the elephants were just
standing there and never tried to escape. The trainer
replied “when they are very young and much smaller, we
use the same size of rope to tie them and, at that age, it’s enough to hold them. As they grow up, they are
conditioned to believe they cannot break away. They believe the rope can still hold them, so they never try to
break free. “The only reason that the elephants weren’t breaking free and escaping from the camp was that
over time they adopted the belief that it just wasn’t possible.

What do you feel? The story is interesting I think…

because…

INTERESTING DETAILS

I can picture out… The story is all about…

2
 What’s New
Activity 3:
Directions: Read the summary of “Death of a Salesman” by Arthur Miller. Then, answer Activity 3A and B.

Summary of Death of a Salesman

By Arthur Miller
ACT 1: SCENE 1

Death of a Salesman begins in the home of Willy Loman. Willy returns home
exhausted from his latest sales excursion. He worries because he is having difficulty
remembering events, as well as staying focused on the present. His wife, Linda, reassures
him that he is only suffering from mental fatigue. Linda suggests that Willy should request
a New York assignment rather than travel each week. At first Willy hesitates, complaining
that his boss Howard does not respect his contributions to the company and might not
listen to him, but Linda encourages Willy to tell Howard of his accomplishments. Willy
decides to talk to Howard in the morning.
Willy and Linda argue about their son Biff. Willy calls Biff a "lazy bum," but Linda
defends Biff on the premise that he is still trying to "find himself." Willy then contradicts his
previous statement by saying that Biff is not lazy, and he decides to get Biff a job as a
salesman. Willy drifts back into the past, remembering how everyone admired Biff when he
was in high school. He comes out of his reverie and assures Linda that he is fine. He
announces that he will no longer argue with Biff about his job. Linda suggests a picnic
lunch, and Willy realizes that, all day, he thought he was driving the 1928 Chevy rather
than the Studebaker.
Death of a Salesman is a
1949 stage play written by
American playwright Arthur Miller. The play
premiered on Broadway in February 1949,
running for 742 performances. It is a two-act
tragedy set in the 1940’s New York told
through a montage of memories, dreams and
arguments of the protagonist Willy Loman, a
travelling salesman who is disappointed from
his life and appears to be slipping into senility.
The play contains a variety of themes, such
as the American Dream, the anatomy of truth,
and betrayal. It explores the psychological
chaos of the protagonist and the capitalist
society’s impact on his life.[1][2] It won the
1949 Pulitzer Prize for Drama and Tony
Award for Best Play. It is considered by some
critics to be one of the greatest plays of the
20th century.

3
Activity 3A: Vocabulary
Directions: Below are the phrases with the underlined words found in the text. Read each phrase and use
context clues to find the exact meaning. Write the letter of the correct answer on the blank before each number.

______1.What does the underlined word in the phrase “exhausted from his latest sales excursion” mean?
A. Business trip
B. Journey taken for pleasure
C. Travelling without clear destination
D. Wandering around for nothing

______2. What word is an appropriate choice to replace the underlined word in the phrase below?
“suffering from mental fatigue”
A. tiredness
B. illness
C. insanity
D. comfort

______3. What does it mean when you say “argue about their son”?
A. disagree
B. reason out
C. decide
D. quarrel

______4. Which of the choices is similar to the underlined word in the phrase, “contradicts his statement”?
A. deny
B. affirm
C. mindful
D. forget

______5. What does the underlined word mean in the phrase “comes out of his reverie”?
A. uncertainty
B. wild dream
C. absentmindedness
D. fear

Activity 3B: Comprehension Check

Directions: Read the questions below and answer the questions that follow. Write your answers on
the space provided.

1. What is the play about?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. How did the writer present a moving description of the characters?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4
 3. What happens in Act 1 of Death of a Salesman?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

What Is It

➢ The process of drawing of a conclusion

based on the available evidence plus
previous knowledge and experience.
➢ Inferring means going beyond the words
of the text to make a judgement about
what is not there, but is implied or hinted.
➢ what we figure out based on an experience
➢ understand when information is implied,
or not directly stated
➢ Example: The color drained from her face
could be used to infer the character was
scared or shocked.

• involves using what you know to make a guess about what you don't
know or reading between the lines.
• Readers who make inferences use the clues in the text along with
their own experiences to help them figure out what is not directly
said,
• make connections, and draw conclusions about the text’s
meaning and purpose.
•
You are inferring when you think
• Why did this[ character] do that?
• How sad…or wonderful!
• I think he’ll turn out to be…
• She must feel…
• I’d feel…if that were me.I’ve felt like that before!
• I can just picture hear, feel, smell] that.
• The real message of this book…
• I wonder why the writer…
• I wonder if the writer is trying to say…

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 What’s More
Activity 4: Practice It
Directions: Read and infer the implied or hidden message in each of the following situations. Then, choose
the letter of the best answer from the choices and write it on the blank before the number.

_____1. Turner almost wished that he hadn't listened to the radio. He went to the closet and grabbed his
umbrella. He would feel silly carrying it to the bus stop on such a sunny morning. What probably happened?
A. Turner realized that he had an unnatural fear of listening to radio.
B. Turner had promised himself to do something silly that morning.
C. Turner had heard a weather forecast that predicted rain.
D. Turner is afraid of the rain.

_____2. Bill and Jessica were almost done taking turns to choose the players for their teams. It was Jessica's
turn to choose, and only Kurt was left. Jessica said, "Kurt." We can infer that?
A. Kurt was the best player on either team.
B. Jessica was inconsiderate of Kurt’s feelings.
C. Kurt is not a very good player.
D. Jessica was pleased to have Kurt on her team.

______3. No, Honey, I don't want you to spend a lot of money on my birthday present. Just having you for a
husband is the only gift I need. In fact, I'll just drive my old rusty bucket of bolts down to the mall and buy
myself a little present. And if the poor old car doesn't break down, I'll be back soon.
What is the message?
A. I don’t want a gift.
B. Buy me a new car.
C. The mall is fun.
D. I’ll carry a bucket for you.

_____4. Larry, as your boss, I must say it's been very interesting working with you," Miss Valdez said.
"However, it seems that our company's needs and your performance style are not well matched. Therefore, it
makes me very sad to have to ask you to resign on your position effective today."
What was Miss Valdez telling Larry?
A. She would feel really bad if he decided to quit.
B. He was being fired.
C. He was getting a raise in pay.
D. She really enjoyed having him in the office.

_____5. Chloe wasn't much of a writer but what she could do with a brush and canvas was incredible. You
give her any topic to write on, she would do a decent job but if you explain her a scenery she would incredibly
bring it to life on a canvas. Everyone complimented her for what she was amazing at.
What does it infer?
A. Chloe could do anything with incredible means.
B. Chloe could write anything incredibly.
C. She was the worst writer ever.
D. Her art skills were amazing

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Activity 5: Making Inference
Directions: Re-read the selection “The Elephant Rope” and use context clues and your previous knowledge
from the story to make your inference.
Inferences involve drawing conclusions and making
judgments based on facts and evidence.

Story What I Know Inference

What I Have Learned

Activity 6: Poetry Connect
Directions: Read the poem “Life is Fine” written by Langston Hughes below and answer the questions
that follow.
Life is Fine
Langston Hughes (1902-1967)
I went down to the river,
I set down on the bank.
I tried to think but couldn't,
So I jumped in and sank.
I came up once and hollered!
I came up twice and cried!
If that water hadn't a-been so cold
I might've sunk and died.
But it was Cold in that water! It was cold!
I took the elevator
Sixteen floors above the ground.
I thought about my baby
And thought I would jump down.
I stood there and I hollered!
I stood there and I cried!
If it hadn't a-been so high
I might've jumped and died.
But it was High up there! It was high!
So, since I'm still here liven',
I guess I will live on.
I could've died for love—
But for living' I was born
Though you may hear me holler,
And you may see me cry—
I'll be dogged, sweet baby,
If you gonna see me die.
Life is fine! Fine as wine! Life is fine!
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 Questions Your Insights
1) What is the message of the poem
“Life is Fine?

2) What kind of life is reflected in

the poem “Life is Fine” by
Langston Hughes?

3) What does the speaker mean in

“Life is Fine” when he says
though you may hear me holler?

4) Is the message of the poem

worthwhile prove your point in
“Life is Fine”?

5) What can you infer about the

identity and emotions of the
speaker in “Life is Fine”?

What I Can Do
Activity 7: Infer News
Directions: Read the news article below.Then, accomplish the worksheet by filling in facts and make
inference.

This group of teens created a website to deliver groceries to seniors.

Senior citizens are at the highest risk during the COVID-19 pandemic. With extra
time on their hands from social distancing, California native Daniel Goldberg, a junior
student-athlete at San Marcos High School in Santa Barbara (along with a couple of
friends), wanted to help the elderly. He created Zoomers to Boomers, a website where
seniors in the Santa Barbara area can sign up to have their groceries delivered the next
day by a high school student. This act inspired many citizens throughout the country to
check on their elderly neighbors.
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 Drawing Conclusion Worksheet
Text Clues What I Already Know My Conclusion
Example:
Deliver goods

Assessment
Directions: Read the following items below and write the best answer from the choices on each blank
before the number.

______1. What important message does the inspirational short story Elephant Rope convey to the reader?
A. One must not limit his beliefs.
B. Don’t use Elephants for amusement.
C. Recognizing our imperfectness.
D. To succeed in life, you ought to be as big as an elephant.

______2. What can be the best explanation to the passage below?

“The only reason that the elephants weren’t breaking free and escaping from the camp was that over
time they adopted the belief that it just wasn’t possible.”

A. The elephants, as they grow up are conditioned to believe that they cannot escape.
B. The trainer of the elephant shown care and compassion to the elephant that is why he
can’t easily escape and leave him.
C. It is just impossible for the elephant to escape because the camp is guarded and secured.
D. The is elephant is afraid to escape due to bad consequences.

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______3. In the play Death of a Salesman by Arthur Miller, what does Willy mean, "I'll make it up you, Linda,
I'll --"? What does Linda think he means?
A. Willy means that he'll make up for his infidelity; Linda thinks he is talking about his
business and will try to make more money for them.
B. Willy means that he will pay more attention to her when he's home. She is thinking the same
thing.
C. Willy means he will make more money; Linda thinks he is talking about spending more time
together.
D. Willy means he'll spend more time with her and the boys. Linda thinks he is talking about his
past indiscretions.

______4. In the play Death of a Salesman by Arthur Miller, Ben says, "The jungle is dark but full of
diamonds, Willy." What does Ben mean?
A. The jungle represents death; the diamonds are the insurance money.
B. Willy did not have the courage Ben had, which is why he failed.
C. The sales world is a jungle, but there are some good companies. Unfortunately, Willy
worked for a poor company.
D. Treasures are hidden. One must work to find them.

______5. In the play Death of a Salesman by Arthur Miller, Willy says, "A man can't go out the way he
came in, Ben, a man has got to add up to something." What does he mean?
A. People have to take chances in life.
B. It is better to try a lot of different jobs than to stick to one for a lifetime; he is getting ready to
switch careers.
C. He is pleasant because he raised a family.
D. He feels like he should have contributed something to the world, and he didn't.

_____6. "You can't eat the orange and throw the peel away -- a man isn't a piece of fruit!"
Why does Willy say this?
A. He is trying to convince his family he isn't crazy - "a fruitcake."
B. He is telling his family they have to accept him the way he is, and never expect to be rich.
C. He has spent the best years of his life working for the company, and now, in his old age, they
are letting him go since there is no use for him.
D. He finally realizes that he has to accept his own shortcomings as well as his son, Biff.

.______7. Which of the following statements that best describe the poem “Life is Fine” by Langston
Hughes?
A. It describes the story of a man who is impatient to trials in life, and easily give up.
B. It describes the story of a man who is pretentious about his own happiness.
C. It describes the story of a man who is hiding his personal identity.
D. It describes the story of a man who is facing personal despair in life but remain optimistic.

_______8. What does the lines from the poem below suggest?
I went down to the river,
I set down on the bank.
I tried to think but couldn't,
So I jumped in and sank.

A. Problems in life are unavoidable.

B. Thinking positively will bring you to happiness.
C. Admit that everything in life desire isn’t always favorable to us.
D. Never give-up when you are in trouble.

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________9. Which among the choices below fit the explanation of poem’s final stanza?
And you may see me cry—
I'll be dogged, sweet baby,
If you gonna see me die.
Life is fine! Fine as wine! Life is fine!

A. The speaker declares that since he is still alive, he might as well live on.
B. He said that he might have died for love but he was born to live.
C. He tells his baby that he will be dogged if she were to see him die.
D. He decides to commit suicide by drowning himself in the river.

_______10. What does the underlined word“I’ll be dogged, sweet baby” mean?
A. Stubbornly persisting
B. Dead body
C. Strong-minded
D. Hesitant

Additional Activity (Optional)

Write an essay based on the picture below. Use your skill in making inference to draw
ideas from the message of the picture.

_____________________________________
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 12
What I Know
Activity 1: Picture Talk What I Have Learned
Answers may vary. Activity 6: Poetry Connect
Answers may vary.
What’s In
Activity 2: Read Me What I Can Do
Answers may vary. Activity 7: Infer News
Answers may vary.
What’s New
Activity 3A: Vocabulary Assessment
1. B 1. A
2. A 2. A
3. B 3. C
4. A 4. D
5. A 5. C
6. A
Activity 3B: Comprehension Check 7. D
Answers may vary. 8. D
9. C
What’s More 10. A
Activity 4: Practice It
1. A
2. C
3. A
4. B
5. D
Activity 5: Making Inference
Answers may vary.
ANSWER KEY`
References:
BOOKS

Almonte, Liza R., Lerma L. Flandez, Nedia L. Agustan, Henone de Paz-Langutan, Dream Rose O. Malayo,
Liberty A. Mangaluz, Elenita R. Miranda, Lito A. Palomar, Adelia Chua-Soliaban, and Grace Annette B.
Soriano, A Journey Through Anglo-American Literature Learner’s Material, Pasig City: Vibal Group, Inc.,
2014, 447-458

Almonte, Liza R., Lerma L. Flandez, Nedia L. Agustan, Henone de Paz-Langutan, Dream Rose O. Malayo,
Liberty A. Mangaluz, Elenita R. Miranda, Lito A. Palomar, Adelia Chua-Soliaban, and Grace Annette B.
Soriano, A Journey Through Anglo-American Literature Teacher’s Guide, Pasig City: Vibal Group, Inc.,
2014, 224-247

ONLINE SOURCES

TeacherVision. “Making Inferences”. Accessed February 3, 2021. www.teachervision.com/reading-

comprehension/inferences

James Barnett. “Covid Inspiring Stories”. Accessed February 3, 2021.

https://www.redbookmag.com/life/charity/a32050963/covid-inspiring-stories/

GradeSaver, “Langston Hughes, Life is Fine Summary”. Accessed February 5, 2021.

https://www.gradesaver.com/langston-hughes-poems/study-guide/summary-life-is-fine

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 DEVELOPMENT TEAM
Writers: Rheinjohn A. Sampang, Begang National High School
Christofel D. Seño, Calvario Peak National High School
Editor:

Language Editor:
Proofreader: Sayana S. Hasan, EPS
Illustrators:
Layout Artist: Marco David N. Codera
Management Team:
Julieto H. Fernandez, Ed. D., CESO VI
SDS-Isabela City
Maria Laarni T. Villanueva, Ed. D., CESE
ASDS-Isabela City
Henry R. Tura, CID Chief
Elsa A. Usman, LR Supervisor
Helen De Leon, EPS-English, Module Coordinator

14
 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
Here the breezes gently Blow, Linger with love and care All of them are proud and true
Here the birds sing Merrily, Golden beams of sunrise and sunset Region IX our Eden Land
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX Region IX
Our..
Here the Badjaos roam the seas Hardworking people Abound, Eden...
Here the Samals live in peace Every valleys and Dale Land...
Here the Tausogs thrive so free Zamboangueños, Tagalogs, Bicolanos,
With the Yakans in unity

My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Let the sun draw the vapors up to the sky,
Pearl of the Orient seas, our Eden lost!, And heavenward in purity bear my tardy protest
Gladly now I go to give thee this faded life's best, Let some kind soul o 'er my untimely fate sigh,
And were it brighter, fresher, or more blest And in the still evening a prayer be lifted on high
Still would I give it thee, nor count the cost. From thee, 0 my country, that in God I may rest.

On the field of battle, 'mid the frenzy of fight, Pray for all those that hapless have died,
Others have given their lives, without doubt or heed; For all who have suffered the unmeasur'd pain;
The place matters not-cypress or laurel or lily white, For our mothers that bitterly their woes have cried,
Scaffold or open plain, combat or martyrdom's plight, For widows and orphans, for captives by torture tried
T is ever the same, to serve our home and country's need. And then for thyself that redemption thou mayst gain

I die just when I see the dawn break, And whe n the d ark nig ht wr ap s the gr ave y ar d ar ound
Through the gloom of night, to herald the day; With only the d e ad in the ir v ig il to s e e
And if color is lacking my blood thou shalt take, B re ak not m y re p os e or the m ys tery p r of ound
Pour'd out at need for thy dear sake And pe rc hanc e thou m ays t he ar a s ad hym n re s ound
To dye with its crimson the waking ray. ' T is I, O my c ountry, r aising a s ong unto the e .

My dreams, when life first opened to me, And ev e n my g rav e is r em em be re d no m ore

My dreams, when the hopes of youth beat high, Unm ark 'd by ne ve r a c r os s nor a stone
Were to see thy lov'd face, O gem of the Orient sea Le t the plow s we ep thr oug h it, the sp ade tur n it o' er
From gloom and grief, from care and sorrow free; That m y as hes m ay c arp e t e ar thly f loor,
No blush on thy brow, no tear in thine eye. B ef ore into nothing nes s at las t the y are b lown.

Dream of my life, my living and burning desire, The n will ob liv ion br ing to me no c ar e
All hail ! cries the soul that is now to take flight; As ove r thy v ale s and p lains I s we e p;
All hail ! And sweet it is for thee to expire ; Thr ob b ing and c le anse d in thy s p ace and air
To die for thy sake, that thou mayst aspire; With c olor and lig ht, with s ong and lame nt I f are ,
And sleep in thy bosom eternity's long night. Ev e r re p e ating the f aith that I k ee p .

If over my grave some day thou seest grow, M y F athe rland ad or' d, that s ad ne ss to my sor r ow le nd s
In the grassy sod, a humble flower, B e lov ed F ilip inas, he ar now m y las t g ood -b y!
Draw it to thy lips and kiss my soul so, I g ive the e all: p are nts and k indr ed and f r iend s
While I may feel on my brow in the cold tomb below F or I g o wher e no s lav e be f or e the op pr es s or b e nds ,
The touch of thy tenderness, thy breath's warm power. Whe r e f aith c an ne ve r kill, and God r e ig ns e ' er on hig h!

Let the moon beam over me soft and serene, F are well to y ou all, f r om m y s oul tor n away,
Let the dawn shed over me its radiant flashes, F rie nds of m y c hild hood in the home disp oss e ss ed !
Let the wind with sad lament over me keen ; Giv e thanks that I re s t fr om the we ar is om e d ay !
And if on my cross a bird should be seen, F are well to the e, too, swe e t fr ie nd that lig hte ne d my way;
Let it trill there its hymn of peace to my ashes. B e lov ed cre ature s all, f are well! I n d e ath ther e is re s t!

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain I am a Filipino, child of the marriage of the East and the West. The
future. As such I must prove equal to a two-fold task–the task of East, with its languor and mysticism, its passivity and endurance,
meeting my responsibility to the past, and the task of performing my was my mother, and my sire was the West that came thundering
obligation to the future. across the seas with the Cross and Sword and the Machine. I am of
I sprung from a hardy race, child many generations removed of the East, an eager participant in its spirit, and in its struggles for
ancient Malayan pioneers. Across the centuries the memory comes liberation from the imperialist yoke. But I also know that the East
rushing back to me: of brown-skinned men putting out to sea in must awake from its centuried sleep, shake off the lethargy that has
ships that were as frail as their hearts were stout. Over the sea I see bound his limbs, and start moving where destiny awaits.
them come, borne upon the billowing wave and the whistling wind, I am a Filipino, and this is my inheritance. What pledge shall I give
carried upon the mighty swell of hope–hope in the free abundance of that I may prove worthy of my inheritance? I shall give the pledge that
new land that was to be their home and their children’s forever. has come ringing down the corridors of the centuries, and it shall be
I am a Filipino. In my blood runs the immortal seed of heroes–seed compounded of the joyous cries of my Malayan forebears when first
that flowered down the centuries in deeds of courage and defiance. they saw the contours of this land loom before their eyes, of the battle
In my veins yet pulses the same hot blood that sent Lapulapu to cries that have resounded in every field of combat from Mactan to
battle against the first invader of this land, that nerved Lakandula in Tirad Pass, of the voices of my people when they sing:
the combat against the alien foe, that drove Diego Silang and “I am a Filipino born to freedom, and I shall not rest until freedom
Dagohoy into rebellion against the foreign oppressor. shall have been added unto my inheritance—for myself and my
The seed I bear within me is an immortal seed. It is the mark of my children and my children’s children—forever.”
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the 15
unending search of my people for freedom and happiness.