St.

Anthony’s Academy Of Gonzaga

PARADISE, GONZAGA, CAGAYAN

LEARNING MODULE 2
SUBJECT: English SUBJECT TEACHER: Abigail F. Gumabay
GRADE LEVEL: 9 CP NUMBER: 09752436791
QUARTER: 1ST Quarter EMAIL: abi1400146@gmail.com
SCHOOL YEAR: 2020-2021 FB ACCOUNT: Abigail Fetalcorin Gumabay
I. INTRODUCTION
“Character cannot be developed in ease and quiet.
Only through experience of trial and suffering
can the soul be strengthened,
ambition inspired and success achieved.”
- Hellen Keller

Maximizing means “making the best use of” and this is what you must do with your
strength. This happens when you focus on the areas you are most skilled, talented and strong
while avoiding your weaknesses. This lesson will unfold one’s greatness and heroic acts which
will lead you to discover your hidden potentials and develop skills for the realization of the
world’s ultimate goal --- positive transformation. One thing that may hinder you in your journey
is fear. Everyone has his or her own fears. Even the most courageous people have fears to
everyone. Are you afraid of heights? Cockroaches? How about loneliness? Rejection? These fears
are struggles that you need to confront and overcome. No matter what your fears are, you should
not let them keep you from taking another step forward.

II. STANDARDS
CONTENT STANDARD
The learner demonstrates understanding of how Anglo- American literature and other types
serves as means of enhancing the self; also how to use processing, assessing, summarizing
information, word derivation and formation strategies, appropriate word order, punctuation marks
and interjections to enable him/ her to demonstrate through a community service brochure.

LEARNING COMPETENCIES
EN9RC-Ib-16: Share prior knowledge about a text topic
EN9LC-Ia3.6: Perform task by following instructions
EN9LC-Ib-6.2: Infer thoughts, feelings, and intentions in the material viewed
EN9G-Ib-18: Restate the ideas conveyed by the text listened to
EN9LT-Ib-14.2: Explain how the words used in the poem work together and contribute to
the theme of the selection
EN9LT-Ib-14: Analyze how literature helps in discovering oneself
EN9G-Ib-1.6/1.7: Use appropriate punctuation marks and capitalizations to convey
meaning
 EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary
writing

III. TRANSFER
After this module, you are expected to make a slogan on how to overcome fears

IV. DESIGNED TASK

Activity 1: “Complete Me”

Objective: Students will be able to fill out the missing letters to come up with a word that
corresponds the meaning
EN9RC-Ib-16: Share prior knowledge about a text topic
Instruction: Do you know what phobia is? A PHOBIA is an uncontrollable fear of something. In
clinical psychology, it is an anxiety disorder. Merriam- Webster describes it as an exaggerated,
usually inexplicable and illogical fear of a particular object, class of objects, or situation. Do you
know some of them?
1. Fear of heights
A R P H O B I A

2. Fear of electricity
E C O P H O B I A

3. Fear of enclosed areas

C A S O P H O B I A

4. Fear of solitude
M N P H O B I A

5. Fear of anything new

N P H O B I A

Fears are also discouragements. Franklin D. Roosevelt once said that the only thing we
have to fear is fear itself. It will only lead us to become idle and unproductive. We cannot
accomplish anything if we are to do something. What are your fears? Do you know how to
conquer them?

The first step in conquering your fears is to acknowledge them. Know where they start
and where they come from. Every fear has a reason for it. Why do you fear your fears?

Activity 2

EN9RC-Ib-16: Share prior knowledge about a text topic

Where do things start? The name of phobias is driven from the object of fear. In word formation, names
can be derived from another name of person or place. These are called eponyms. Eponyms are words
which are derived from another name person or place. Here are some real and fictional eponyms. Can you
guess what words are derived from them?

1. Achilles -- _____________________________
2. Hans Asperger -- _____________________________
3. Atlas -- _____________________________
4. Confucius -- _____________________________
5. Gustave Eiffel -- ______________________________
6. Sir George Everest -- ______________________________
7. Gabriel Fahrenheit -- ______________________________
8. Henry Heimlich -- ______________________________
9. Gustav Kirchhoff -- ______________________________
10. Samuel Morse -- ______________________________

Activity 3: “Vocabulary”

Objective: Students will be able to unlock difficult words in the selection

EN9LT-Ib-14.2: Explain how the words used in the poem work together and contribute to the theme of
the selection
Instruction: Unlock the meanings of the difficult words in the selection by solving the puzzle below.
Choose the answers form the words inside the box.

1. A large brown bird with long legs and a long thick bill

Efface hasten
2. the period when day is ending and night is beginning
Hostler curlew
Steed Twilight
tide
3. to cause something to fade or disappear

4. one who takes care of horses

5. a horse that a person rides

6. the flow of ocean’s water

7. to move quickly

Henry Wadsworth Longfellow was an American poet and educator known for his novels,
poetry, collections, translations and anthologies. His works are mostly recognized for their
musicality as much of his works are categorized as lyric poetry.
 The Tide Rises, the Tide Falls
By:  He nr y Wads worth Longfell ow

The tide rises, the tide falls,

The twilight darkens, the curlew calls;
Along the sea-sands damp and brown
The traveller hastens toward the town,
And the tide rises, the tide falls.

Darkness settles on roofs and walls,

But the sea, the sea in the darkness calls;
The little waves, with their soft, white hands,
Efface the footprints in the sands,
And the tide rises, the tide falls.

The morning breaks; the steeds in their stalls

Stamp and neigh, as the hostler calls;
The day returns, but nevermore
Returns the traveller to the shore,
And the tide rises, the tide falls.

Activity 4

EN9LT-Ib-14: Analyze how literature helps in discovering oneself

Instruction: Answer the following questions.
1. Who is the persona in the poem?
______________________________________________________________________________
______________________________________________________________________________
2. The line “The tide rises, the tide falls” was repeated several times. Why do you think this is so?
______________________________________________________________________________
______________________________________________________________________________
3. Why do you think that the title is “The Tide Rises, The Tide Falls”?
4. ______________________________________________________________________________
______________________________________________________________________________
5. What do the lines “The day returns, but nevermore, Returns the traveler to the shire” mean?
______________________________________________________________________________
______________________________________________________________________________

Activity 5 : “Poem Interpretation”

EN9LC-Ib-6.2: Infer thoughts, feelings, and intentions in the material viewed

As you read the poem, are images formed in your mind? Do you imagine scenarios in your head?
In the boxes that follow, illustrate each stanza based on your understanding of the poem.
 Let’s check your comprehension by analyzing the poem through its elements. One of these
elements is stanza. Stanzas are lines grouped together and are separated from other lines. They are
grouped in different numbers.

Couplet (2 lines) Quatrain (4 lines) Setset (6 lines)

Tercet (3 lines) Cinquain (5 lines) Septet (7 lines)
Octave (8 lines)

Another element is called form. Poem may come in different forms or styles. Here are the three most
common types of poetry.
1. Lyric Poetry
A poem with a speaker/ persona who expresses strong thoughts and feelings
2. Narrative Poem
A poem that tells a story and often follows a plot
3. Descriptive Poem
A poem that uses imagery and adjectives to describe the world that surrounds the speaker

Activity 6
EN9G-Ib-18: Restate the ideas conveyed by the text listened to
Instruction: Go back to the poem, ”The Tide Rises, The Tide Falls” by Henry Wadsworth Longfellow
and answer the following questions.
1. How many stanzas are there in the poem?
______________________________________________________________________________
______________________________________________________________________________
2. How many lines are grouped together? What is this group called?
______________________________________________________________________________
______________________________________________________________________________
3. What form does the poem have? Explain why.
______________________________________________________________________________
______________________________________________________________________________
As we learn the English Language, it is important to know how to express relationships. One way
to do that is through conjunctions.
Conjunctions express relationships of ideas by combining words, phrases, and clauses. They are
used to join or link from one clause or sentence to another to form coherence.
Coordinating Conjunctions connect words, phrases, and clauses. The best way to remember
them is through the acronym, FANBOYS. Remember to put comma when needed.
 I can’t lift heavy objects FOR I am not strong.
Apples, oranges, AND grapes are the fruits I brought.
I can’t do that NOR can my mother.
The girl is beautiful, BUT she can’t even solve a simple math problem.
Do you like the green OR the pink?
It’s already morning, YET he is still sleeping.
I had a heavy breakfast SO I won’t eat during recess.
Subordinating Conjunctions connect a dependent clause and an independent clause and
establish a relationship between them. The following are examples:
after if though although
till as unless until
once when because since

Go back to the poem and pick out the conjunctions. Write them below and use them in sentence.
A. _______________ -- ____________________________________________________

B. _______________ -- ____________________________________________________

Activity 7
EN9LC-Ia3.6: Perform task by following instructions
Instruction: Supply the paragraph with the correct coordinating conjunctions.
Mark _____ Joshua thought of hanging out in the mall together. They thought of heading first to
the video arcade ____ bookstore. Mark likes gaming _____ hates competing. Joshua likes books, _____
he went to the arcade with Mark fist. Tired _____ satisfied, the two went to the bookstore _____ Joshua
wanted to buy some magazines. They went home late in the afternoon.

Just like punctuation marks, there is another agents that will help you express yourself better
through writing. It is called capitalization.

Capitalization is writing the first letter of a word in upper while the rest are in lowercase. We use a
capitalized letter in different ways. Here are some of the rules of capitalization.

Capitalization Rules
Rule 1. Capitalize the first word of a document and the first word after a period.

Rule 2. Capitalize proper nouns—and adjectives derived from proper nouns.

Examples:
the Golden Gate Bridge
the Grand Canyon
a Russian song
a Shakespearean sonnet
a Freudian slip

Capitalization Reference List

Brand names
Companies
 Days of the week and months of the year
Governmental matters
-Congress (but congressional), the U.S. Constitution (but constitutional), the Electoral College,
Department of Agriculture. Note: Many authorities do not capitalize federal or state unless it is part of
the official title: State Water Resources Control Board, but state water board; Federal
Communications Commission, but federal regulations.
Historical episodes and eras
-the Inquisition, the American Revolutionary War, the Great Depression
Holidays
Institutions
-Oxford College, the Juilliard School of Music
Manmade structures
-the Empire State Building, the Eiffel Tower, the Titanic
Manmade territories
-Berlin, Montana, Cook County
Natural and manmade landmarks
-Mount Everest, the Hoover Dam
Nicknames and epithets
-Andrew "Old Hickory" Jackson; Babe Ruth, the Sultan of Swat
Organizations
-American Center for Law and Justice, Norwegian Ministry of the Environment
Planets
-Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune, but policies vary on capitalizing earth, and
it is usually not capitalized unless it is being discussed specifically as a planet: We learned that Earth
travels through space at 66,700 miles per hour.
Races, nationalities, and tribes
-Eskimo, Navajo, East Indian, Caucasian, African American (Note: white and black in reference to
race are lowercase)
Religions and names of deities
Note: Capitalize the Bible (but biblical). Do not capitalize heaven, hell, the devil, satanic.
Special occasions
-the Olympic Games, the Cannes Film Festival
Streets and roads

Rule 3: Always capitalize the first word in a complete quotation, even midsentence.\
Example:  Lamarr said, "The case is far from over, and we will win."

Rule 4: Capitalized names of fields of study, courses, or subject titles such as English, Communication Arts,
Political Science, History, etc.

Rule 5. Composition titles: which words should be capitalized in titles of books, plays, films, songs, poems,
essays, chapters, etc.? This is a vexing matter, and policies vary. The usual advice is to capitalize only the
"important" words. But this isn't really very helpful. Aren't all words in a title important?
 The following rules for capitalizing composition titles are virtually universal.
 Capitalize the title's first and last word.
 Capitalize all adjectives, adverbs, and nouns.
 Capitalize all pronouns (including it).
 Capitalize all verbs, including the verb to be in all forms (is, are, was, has been, etc.).
 Capitalize no, not, and the interjection O (e.g., How Long Must I Wait, O Lord?).
 Do not capitalize an article (a, an, the) unless it is first or last in the title.
 Do not capitalize a coordinating conjunction (and, or, nor, but, for, yet, so) unless it is first or last in
the title.
 Do not capitalize the word to, with or without an infinitive, unless it is first or last in the title.
Activity 8
EN9G-Ib-1.6/1.7: Use appropriate punctuation marks and capitalizations to convey meaning
Objective: Apply learning from the lesson, capitalization.
Instruction: Here are five sentences that did not observe rules on capitalization. Rewrite these with the
correct capitalized words on the blanks provided.

1. the speech was so boring that i walked out.

___________________________________________________________________________
2. edward, the Russian, arrived and was welcomed by st. peter.
___________________________________________________________________________
3. my friends and i talked about world war i.
___________________________________________________________________________
4. we went to sm megamall and watched x-men
___________________________________________________________________________
5. she greeted mr. norman in the library.
___________________________________________________________________________

Read the epic poem “Beowulf” which deals with war and adventure. It is said to be the greatest
poem ever written in a modern European language four centuries before the Norman Conquest. Beowulf
shows an interplay of Christian and pagan beliefs. The original writer remains unknown.

It has been said that Burton Raffel’s translation from the original Old English is the most
celebrated and most read by students and general readers alike.

The Battle with Grendel
from Beowulf
translated by Burton Raffel
Epic 4
 
  
Out from the marsh, from the foot of misty
Hills and bogs, bearing God’s hatred,
Grendel came, hoping to kill
395 Anyone he could trap on this trip to high
Herot.
He moved quickly through the cloudy night,
Up from his swampland, sliding silently
Toward that gold-shining hall.
He had visited Hrothgar’sHome before, knew the
way—
400But never, before nor after that night,
Found Herot defended so firmly, his reception 
           So harsh. He journeyed, forever joyless, 
          Straight to the door, then snapped it open, 
            Tore its iron fasteners with a touch, 
405      And rushed angrily over the threshold. 
            He strode quickly across the inlaid 
            Floor, snarling and fierce: His eyes 
            Gleamed in the darkness, burned with a
gruesome 
            Light. Then he stopped, seeing the hall 
410     Crowded with sleeping warriors, stuffed 
             This was a different Herot than the hall he
            With rows of young soldiers resting had emptied. 
together. 
            And his heart laughed, he relished the
sight,  440     But Higlacs follower remembered his final 
            Intended to tear the life from those bodies              Boast and, standing erect, stopped 
            By morning; the monsters mind was hot              The monsters flight, fastened those claws 
415     With the thought of food and the feasting             In his fists till they cracked, clutched
his belly  Grendel 
            Closer. The infamous killer fought 

            Would soon know. But fate, that night,

intended  445     For his freedom, wanting no flesh but
            Grendel to gnaw the broken bones  retreat, 
            Of his last human supper. Human              Desiring nothing but escape; his claws 
            Eyes were watching his evil steps,              Had been caught, he was trapped. That trip
420     Waiting to see his swift hard claws.  to Herot 
            Was a miserable journey for the writhing
monster! 
            Grendel snatched at the first Geat              The high hall rang, its roof boards swayed, 
            He came to, ripped him apart, cut 
            His body to bits with powerful jaws, 
            Drank the blood from his veins, and bolted  450     And Danes shook with terror. Down 
            The aisles the battle swept, angry 
            And wild. Herot trembled, wonderfully 
425     Him down, hands and feet; death              Built to withstand the blows, the
            And Grendels great teeth came together,  struggling 
            Snapping life shut. Then he stepped to             Great bodies beating at its beautiful walls; 
another 
            Still body, clutched at Beowulf with his
claws,  455     Shaped and fastened with iron, inside 
            Grasped at a strong-hearted wakeful             And out, artfully worked, the building 
sleeper              Stood firm. Its benches rattled, fell 
            To the floor, gold-covered boards grating 
            As Grendel and Beowulf battled across
430     And was instantly seized himself, claws  them. 
            Bent back as Beowulf leaned up on one
arm. 
            That shepherd of evil, guardian of crime,  460     Hrothgars wise men had fashioned Herot 
            Knew at once that nowhere on earth              To stand forever; only fire, 
            Had he met a man whose hands were             They had planned, could shatter what such
harder;  skill had put 
            Together, swallow in hot flames such
splendor 
435     His mind was flooded with fearbut nothing              Of ivory and iron and wood. Suddenly 
            Could take his talons and himself from that
tight 
            Hard grip. Grendels one thought was to 465     The sounds changed, the Danes started 
run              In new terror, cowering in their beds as the
            From Beowulf, flee back to his marsh and terrible 
hide there:              Screams of the Almightys enemy sang 
            In the darkness, the horrible shrieks of
 pain  pain, 
            And defeat, the tears torn out of Grendels              And the bleeding sinews deep in his
470     Taut throat, hells captive caught in the arms  shoulder 
            Of him who of all the men on earth              Snapped, muscle and bone split 
            Was the strongest.             And broke. The battle was over, Beowulf 

That mighty protector of men 

            Meant to hold the monster till its life  500     Had been granted new glory: Grendel
            Leaped out, knowing the fiend was no use  escaped, 
            But wounded as he was could flee to his
den, 
475     To anyone in Denmark. All of Beowulfs              His miserable hole at the bottom of the
            Band had jumped from their beds, marsh, 
ancestral              Only to die, to wait for the end 
            Swords raised and ready, determined              Of all his days. And after that bloody 
            To protect their prince if they could. Their 505     Combat the Danes laughed with delight. 
courage              He who had come to them from across the
            Was great but all wasted: They could hack sea, 
at Grendel              Bold and strong-minded, had driven
affliction 
            Off, purged Herot clean. He was happy, 
480     From every side, trying to open              Now, with that nights fierce work; the
            A path for his evil soul, but their points  Danes 
            Could not hurt him, the sharpest and
hardest iron 
            Could not scratch at his skin, for that sin- 510     Had been served as hed boasted hed serve
stained demon  them; Beowulf, 
            Had bewitched all mens weapons, laid             A prince of the Geats, had killed Grendel, 
spells              Ended the grief, the sorrow, the suffering 
            Forced on Hrothgars helpless people 
            By a bloodthirsty fiend. No Dane doubted 
485      That blunted every mortal mans blade. 
            And yet his time had come, his days 
            Were over, his death near; down  515     The victory, for the proof, hanging high 
            To hell he would go, swept groaning and             From the rafters where Beowulf had hung
helpless  it, was the monsters 
            To the waiting hands of still worse fiends.              Arm, claw and shoulder and all. 

And then, in the morning, crowds surrounded 

490     Now he discovered once the afflictor              Herot, warriors coming to that hall 
            Of men, tormentor of their days what it
meant 
            To feud with Almighty God: Grendel  520     From faraway lands, princes and leaders 
            Saw that his strength was deserting him,             Of men hurrying to behold the monsters 
his claws              Great staggering tracks. They gaped with
            Bound fast, Higlac s brave follower tearing no sense 
at              Of sorrow, felt no regret for his suffering, 
            Went tracing his bloody footprints, his
beaten 
495     His hands. The monster s hatred rose
higher, 
            But his power had gone. He twisted in 525     And lonely flight, to the edge of the lake 
             Where hed dragged his corpselike way,             Deep in murky darkness his miserable 
doomed              End, as hell opened to receive him. 
            And already weary of his vanishing life.              Then old and young rejoiced, turned back 
            The water was bloody, steaming and
boiling 
            In horrible pounding waves, heat  535     From that happy pilgrimage, mounted their
hard-hooved 
            Horses, high-spirited stallions, and rode
530     Sucked from his magic veins; but the them 
swirling              Slowly toward Herot again, retelling 
            Surf had covered his death, hidden              Beowulfs bravery as they jogged along.

Activity 9: “Into the Hero… “

EN9LT-Ib-14: Analyze how literature helps in discovering oneself

Instruction: After getting to know the two major characters Beowulf and Grendel, get to know the poem
better by answering the questions that follow.

1. Why did Beowulf go to Heorot?

_____________________________________________________________________________________
_____________________________________________________________________
2. Did he achieve his goal? Prove your point.
_____________________________________________________________________________________
_____________________________________________________________________
3. What happened to Grendel after the fight?
_____________________________________________________________________________________
_____________________________________________________________________
4. What did King Hrothgar do to Beowulf?
_____________________________________________________________________________________
_____________________________________________________________________
5. How did this part of the epic poem “Beowulf” end?
_____________________________________________________________________________________
_____________________________________________________________________
6. If you were one of the Geats, what would you tell or give Beowulf? Why?
_____________________________________________________________________________________
_____________________________________________________________________
7. Who among our present superheroes, would you liken Beowulf with? Why?
_____________________________________________________________________________________
_____________________________________________________________________
8. What strengths did Beowulf put to use in this epic poem?
_____________________________________________________________________________________
_____________________________________________________________________
9. What are your strengths? How do you use them?
_____________________________________________________________________________________
_____________________________________________________________________
10. Give at least three reasons why you like or not like the epic poem “Beowulf”.
_____________________________________________________________________________________
_____________________________________________________________________

Journalistic writing is a type of text that aims to persuade, inform, and entertain in an objective
way. The balance of each issue should be maintained in the text.

There are characteristics that distinguish journalistic writing from other text types. One, it should
be entirely factual. Two, it should be timely. Also, it is usually objective, simple, and direct. Lastly, it
usually follows an inverted pyramid style of writing where the most important facts are at the beginning
and the supporting details follow.

Activity 10
EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary writing
A. Instruction: Now, get a newspaper. Make sure that you are allowed to cut it. Browse for a topic
that interests you, and then cut it out. Paste it on the space provided. You may fold it to fit.

B. Instruction: From the newspaper you cut out, identify the distinguishing features of journalistic
writing. Analyze these features and answer the questions below.
1. What is the article about? Was all the information presented factual?
______________________________________________________________________________
____________________________________________________________________________

2. At the time of writing, do you think that the article was timely? Why or why not?
______________________________________________________________________________
____________________________________________________________________________

3. Was the writer objective in presenting his or her article?

______________________________________________________________________________
____________________________________________________________________________
 4. Is the writing simple and direct?
______________________________________________________________________________
____________________________________________________________________________

5. Did the writer follow inverted pyramid style? If yes, how do you think does it affect the article? If
not, why do you think was the article presented that way?
______________________________________________________________________________
____________________________________________________________________________

IV. NEW IDEAS

What have you learned in this lesson?

I learned that
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________

V. EVALUATION

Instruction: The following provides you with ten sentences with no capital letters at all. Identify which
letters should be capitalized,
1. i visitied mr. smith, the chairman of the board, on september 10.
2. president smith gave a speech in which he said "resigning is not an option."
3. may i visit the oval office, president?he loved the book, which was called "a day in france."
4. the federal bureau of investigations (f.b.i.) looks into crimes, and the bureau also protects
america.
5. i am originally from the south but now i live in the north.
Instruction: Put a "C" if the sentence has no capitalization errors. Put an "X" if the sentence has any
capitalization errors.
1. _____ I saw Stonehenge in England.
2. _____ On Saturday, I like to eat Italian food.
3. _____ My favorite book is Harry Potter And The Goblet Of Fire.
4. _____ I give blood when the red cross holds a blood drive in my area.
5. _____ My sister works for the Boston Globe.
6. _____ do you know when the iron age started?
7. _____ Mary and her sister sue went to the opera.
8. _____ Shakespeare wrote Romeo and Juliet.
9. _____ The American civil war was a dark time in our history.
10. _____ The Republicans and Democrats will debate the issues.

Instruction: Choose the correct and appropriate conjunction for each sentence.

_____1. I like chicken ____ not fish.

A. and B. since C. but D. for E. or
_____2. ____ it rains on Sunday, I will not be able to drive.
A. After B. When C. Either D. If E. Yet
_____3. I like both dogs ______ cats.
A. also B. but C. and D. if E. until
_____4. The items are on sale in the local store _____ not online.
A. but B. and C. although D. or E. while
_____5. Neither my mother _____ my father will be able to attend the party on Sunday.
A. or B. not C. and D. nor E. also