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Republic of the Philippines

Department of Education Regional Office IX, Zamboanga Peninsula

English

Quarter 4 - Module 4: Evaluating Views

Zest for Progress

Zeal of Partnership

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Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

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What I Need To Know

Giving our opinions about an issue is a great task to do as there are times we do not

share the same culture or trend. However, our voices, somehow, matter to create change

for the welfare of the majority. This module is anchored from the learning competency:

• Judge the relevance and worth of ideas, soundness of author’s reasoning, and

effectiveness of the presentation. (EN9RC-IVf-2.22)

✓ Evaluate the relevance, author’s reasoning and effectiveness of the

presentation based on the material viewed or read.

What I Know

Activity 1: FAIR AND SQUARE

Directions: Write Fair if the action is reasonable and Unfair if it is not.

_____1. The mother abandoned her newly-born baby in the garbage area.

_____2. John admitted that it is all right to lie for someone’s convenience.

_____3. Linda and Happy assured Willy that Biff loves him as always.

_____4. Bernard did not brag of his achievement to his father.

_____5. Charley constantly lent Willy an amount of money every week to cover up for

the latter’s inability to earn a living.

Activity 2: GETTING INVOLVED

Directions: List down the social issues you know that affect our country nowadays.

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What’s In

Activity 3: TAKING A STAND

Directions: Study the pictures below and then decide whether you will be in favor or

against a particular issue being raised. Answer the questions that follow.

Questions:

1. What is your stand in the issue raised in the first picture? In the second picture?

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2. What helped you to arrive at your stand?

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3. What did you use as basis in your decision making?

________________________________________________________________________

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NO to MATERIALISM NO to PORK BARREL

NO to MATERIALISM NO to PORK BARREL

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What’s New

Activity 4: STANDING UP FOR A REASON

Directions: Analyze the pictures and then answer the questions that follow.

1. What does each picture suggest?

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2. Using one of the pictures, what commitment as a person were you able to come up

with? Start your statement with

My commitment: I stand up to commit myself in____________________________

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What Is It

Let us recall some important notes as we go through this module.

REMEMBER

Evaluation is the determination of the value, nature, character, or quality of

something or someone.

It helps us understand the worth, quality, significance, amount, degree or

condition of any intervention desired to tackle a social problem. It guides

readers/listeners to whether confirm, extend, or change personal views based on the

topic of the reading.

Remember that evaluation must be based on fact and not on opinion. The

following pointers may help you give a logical evaluation:

1. A fact is a statement known to be true or which can be proven to be true.

2. An opinion is a statement that tells what someone believes to be true.

It may or may not be correct.

3. The opinion of an authority on a subject may be believed.

4. Facts are more reliable as basis because they can be defended.

Points to Check in Determining Worth of Ideas:

1. Are the ideas based on facts of reliable sources?

2. Are the arguments free of discrepancies?

3. Is the discussion free of discrepancies?

4. Are the conclusions logical?

To evaluate the relevance and validity of an idea, the following are used as basis:

1. Your personal observation or experience.

2. Personal interviews with knowledgeable persons or authoritative sources.

3. Current publications and other reference material.

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Read the selection and accomplish Activity 5.

DEATH WITH DIGNITY: HOW DO DOCTORS DIE?

Doctors routinely administer intensive care to patients who say they want it, but many refuse

lifesaving treatment themselves. Let’s get to read more!

Medical Overtreatment: A Broken System

http://www.utne.com/mind-and-body/death-with-dignity-zm0z12mjros.aspx#ixzz-2jzngTUcx

(Source: A Journey Through Anglo-American Literature Learner’s Manual English 9)

How has it come to this—that doctors administer so much care that they wouldn’t want for

themselves? The simple, or not-so-simple, answer is this: patients, doctors, and the system.

To see how patients play a role, imagine a scenario in which someone has lost

consciousness and been admitted to an emergency room. As is so often the case, no one has made a

plan for this situation, and scared family members find themselves caught up in a maze of choices.

When doctors ask if they want “everything” done, they answer yes, often meaning “do everything

that’s reasonable.” The problem is that they may not know what’s reasonable. For their part,

doctors who are told to do “everything” will do it, whether it is reasonable or not.

This scenario is a common one. Feeding into the problem are unrealistic expectations of

what doctors can accomplish. Many people think of CPR as a reliable lifesaver when, in fact, the

results are usually poor. If a patient suffers from severe illness, old age, or a terminal disease, the

odds of a good outcome from CPR are infinitesimal, while the odds of suffering are overwhelming.

Poor knowledge and misguided expectations lead to a lot of bad decisions.

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But of course it’s not just patients making these things happen. Doctors play an enabling

role, too. The trouble is that even doctors who hate to administer futile care must find a way to

address the wishes of patients and families. Imagine, once again, the emergency room with those

grieving family members. They do not know the doctor. Establishing trust under such

circumstances is a very delicate thing. People are prepared to think the doctor is acting out of base

motives, trying to save time, or money, or effort, especially if the doctor is advising against further

treatment.

In many ways, doctors and patients are simply victims of a larger system that encourages

excessive treatment. In some unfortunate cases, doctors use the fee-for-service model to do

everything they can, no matter how pointless, to make money. More commonly, though, doctors

fear litigation and do whatever they’re asked, with little feedback, to avoid getting in trouble.

Even when the right preparations have been made, the system can still swallow people up.

One of my patients was a man named Jack, a 78-year-old who had been ill for years and

undergone about 15 major surgical procedures. He explained to me that he never, under any

circumstances, wanted to be placed on life support machines again. One Saturday, however, Jack

suffered a massive stroke and got admitted to the emergency room unconscious, without his wife.

Doctors did everything possible to resuscitate him and put him on life support in the ICU. This

was Jack’s worst nightmare. When I arrived at the hospital and took over Jack’s care, I spoke to

his wife and to hospital staff about his care preferences. Then I turned off the life support

machines and sat with him. He died two hours later.

Although he had thoroughly documented his wishes, Jack hadn’t died as he’d hoped. The

system had intervened. One of the nurses, I later found out, even reported my actions as a possible

homicide. Nothing came of it, of course; Jack’s wishes had been spelled out explicitly, and he’d

left the paperwork to prove it. But the prospect of a police investigation is terrifying for any

physician. I could far more easily have left Jack on life support, prolonging his life, and his

suffering, a few more weeks. I would even have made a little more money, and Medicare would

have ended up with an additional $500,000 bill. It’s no wonder many doctors err on the side of

overtreatment.

But doctors still don’t over treat themselves. Almost anyone can find a way to die in peace

at home, and pain can be managed better than ever. Hospice care, which focuses on providing

terminally ill patients with comfort and dignity, provides most people with much better final days.

Amazingly, studies have found that people placed in hospice care often live longer than people

seeking active cures.

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What’s More

Activity 5: JUSTIFY IDEAS

Let us find out how you understood the reading selection. Do this by answering the questions below.

1. What is/are the issue/s presented in the text?

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2. Do you agree with the doctor’s preference of dying with dignity? If yes or no, why?

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3. What life lesson/s did you learn from the story?

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What I Have Learned

Activity 6: REFLECTION

Directions: What have you learned about evaluating materials viewed or read? Share your

insights by filling in the space. A rubric is given to guide your answers.

Rubrics for Writing

PROFICIENT(5) AVERAGE (4) FAIR (3) POOR (2)

Content

Provides related

knowledge of the

topic discussed.

Provides limited

knowledge of the

topic discussed.

Provides

knowledge

discussed but

unclear.

Ideas presented

are not connected

to the topic

discussed.

Coherence

The information is

presented in a

logical manner.

Attempts can be

seen and

somehow logical.

There are

attempts to

make it logical.

The ideas are

illogically

presented.

Construction

All sentences are

well constructed.

No errors in

grammar,

mechanics and

spelling.

Most sentences

are well

constructed. No

errors in

grammar,

mechanics,

and/or spelling.

Some of the

sentences

makes at least

1-3 errors in

grammar,

mechanics

and/or spelling.

Sentences are not

well thought of.

Makes more than

10 errors in

grammar,

mechanics and/or

spelling.

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WHAT I HAVE LEARNED

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_______________________________________________________________________

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What I Can Do

Activity 7: My Views

Directions: If you are to share your views on the text Medical Overtreatment: A Broken

Sytem, would you prefer to die with dignity or to go on medical overtreatment to prolong

life? Write your own evaluation below. Use the rubrics as a guide in writing.

PROFICIENT

(10)

AVERAGE

(7)

FAIR

(5)

POOR

(3)

Content

Provides related

knowledge of the

topic discussed.

Provides limited

knowledge of the

topic discussed.

Provides

knowledge

discussed but

unclear.

Ideas presented

are not connected

to the topic

discussed.

Coherence

The information is

presented in a

logical manner.

Attempts can be

seen and somehow

logical.

There are

attempts to make

it logical.

The ideas are

illogically

presented.

Construction

All sentences are

well constructed.

No errors in

grammar,

mechanics and

spelling.

Most sentences are

well constructed.

No errors in

grammar,

mechanics, and/or

spelling.

Some of the

sentences makes

at least 1-3 errors

in grammar,

mechanics and/or

spelling.

Sentences are not

well thought of.

Makes more than

10 errors in

grammar,

mechanics and/or

spelling.

My Views

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Assessment

Directions: Read and understand the questions carefully. Then circle the letter of the best

answer in each item.

1. Which of the following best defines evaluation?

A. Evaluation is the determination of the value, nature, character, or quality of something.

B. Evaluation is the process of conducting a systematic investigation of something.

C. Evaluation is reading extensively and planning the sequence.

D. Evaluation is the process of presenting the information.

2. Which of the following points is used to determine the worth of ideas?

A. Ideas are based on opinions.

B. Arguments may not be based on facts.

C. Discussions must be free of discrepancies.

D. Conclusions may be illogical.

3. Which of the following statements tells about what evaluations do?

A. To assist readers/listeners in rewriting and revising the whole text.

B. To create false emotions and relay personal experiences about the text.

C. To present to readers/listeners the irrelevant issues that the society is experiencing.

D. To guide readers/listeners to confirm, extend, or change personal views of the text.

For items 4 and 5, recall the text, Medical Overtreatment: A Broken System.

4. If you are to evaluate the text, is the author’s message clearly conveyed?

A. No, message is of no relevance at all.

B. No, message is ambiguous and vague.

C. Yes, message is presented clearly.

D. Yes message is presented yet insufficient.

5. Is the text relevant to you?

A. Not sure if it has something to do with me.

B. I never had experience it in my life.

C. No, because I do not care about it.

D. Yes, because I may/have experience/d it.

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For items 6-10, read and understand the poem. Then, circle the letter of the correct answer.

6. What value is expressed in the poem?

A. Loyalty

B. Honesty

C. Generosity

D. Respect

7. If you are to give an opinion, which would be better to do when someone comes to visit?

A. Stop working to talk.

B. Just call out from where you are.

C. Do not mind the person at all.

D. Just wave or make hand signals.

8. With the speaker’s action in the poem, do you think it is justifiable? Why?

A. Yes, because he has a lot of time to talk

B. No, because he needs to finish his work.

C. No, he doesn’t need to waste his time for a talk.

D. Yes, because it shows an act of respect.

9. If you are to evaluate the poem, is the author’s message clearly conveyed?

A. No, message is of no relevance.

B. No, message is not clear.

C. Yes, message is presented clearly.

D. Yes, message is presented yet insufficient.

10. Do you find the poem relevant?

A. Relevant, because I usually experience it.

B. Irrelevant, because I never had visitors in my life.

C. No, because I do not mingle with people.

D. Yes, because it just happened once to me.

A Time To Talk

Robert Frost

When a Friend calls to me from the road

And slows his horse to a meaning walk,

I don’t stand still and look around

On the hills I haven’t held

And shout from where I am, “What is it?”

No, not as there is a time to talk.

I thrust my hoe in the mellow ground,

Blade-end up to the stone wall

For a friendly visit.

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Answer Key

What I Know

Activity 1: FAIR AND SQUARE

1.Unfair

2.Unfair

3.Unfair

4.Fair

5.Unfair

Activity 2: GETTING INVOLVED

Possible Answers:

Covid 19 Pandemic, Vaccination,

Drug Menace, Unemployment etc.

What’s In

Activity 3: TAKING A STAND Answers will vary.

What’s New

Activity 4. STANDING UP FOR A REASON

1.What does each picture suggest?

Possible Answers: sadness, fear, loneliness,

others

2.Answers will vary.

What’s More

Activity 5. JUSTIFY IDEAS

1.The issue presented in the text is that

many doctors do not want to over treat

themselves. Likewise for some

patients. (Any related answer)

2.Answers will vary.

3.Answers will vary.

What I Have Learned

Activity 6. REFLECTIONS

Answers will vary.

What I Can Do

Activity 7: MY VIEWS

Answers will vary.

Assessment

1.A

2.C

3.D

4.C

5.D

6.D

7.A

8.D

9.C

10.A

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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, 537, 617-620, 630

Reyes, Linda D. and Lourdes M. Ribo, English Arts Textbook for Third Year, Quezon City: JTW

Corporation, 2000, 156, 255, 202

IMAGES:

Temple set, flat style Premium Vector, freepik.com, Accessed January 30, 2021,

https://www.freepik.com/premium-vector/temple-set-flat-

style_5239515.htm#page=1&query=paGodA%20shrine&position=17

Human hand holding a magnet. attracting investments, freepik.com, Accessed January 30, 2021, https://www.freepik.com/premium-vector/human-hand-holding-magnet-attracting-

investments_5832260.htm#page=1&query=Man%20with%20cash%20magnet&position=38

Do not resuscitate tattoo, opimedia.azureedge.net and www.utne.com, Accessed January 30, 2021

https://opimedia.azureedge.net/-/media/images/utr/editorial/articles/magazine-articles/2012/05-

01/death-with-dignity-how-doctors-die/do-not-resuscitate-tattoo.jpg

(lifted from: http://www.utne.com/mind-and-body/death-with-dignity-zm0z12mjzros.aspx#ixzz-

2jzngTUcx and as seen in the book reference: A Journey Through Anglo-American Literature Learner’s

Material)

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DEVELOPMENT TEAM

Writers: Ivy T. Sienes , Isabela City 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

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My Final Farewell Farewell, dear Fatherland, clime of the sun caress'd Pearl of the Orient seas, our Eden lost!, Gladly now I go to give thee this faded life's best, And were it brighter, fresher, or more blest Still would I give it thee, nor count the cost. On the field of battle, 'mid the frenzy of fight, Others have given their lives, without doubt or heed;

The place matters not-cypress or laurel or lily white, Scaffold or open plain, combat or martyrdom's plight, T is ever the same, to serve our home and country's need.

I die just when I see the dawn break,

Through the gloom of night, to herald the day; And if color is lacking my blood thou shalt take, Pour'd out at need for thy dear sake

To dye with its crimson the waking ray. My dreams, when life first opened to me,

My dreams, when the hopes of youth beat high,

Were to see thy lov'd face, O gem of the Orient sea From gloom and grief, from care and sorrow free; No blush on thy brow, no tear in thine eye. Dream of my life, my living and burning desire, All hail ! cries the soul that is now to take flight; All hail ! And sweet it is for thee to expire ; To die for thy sake, that thou mayst aspire; And sleep in thy bosom eternity's long night. If over my grave some day thou seest grow, In the grassy sod, a humble flower,

Draw it to thy lips and kiss my soul so, While I may feel on my brow in the cold tomb below The touch of thy tenderness, thy breath's warm power. Let the moon beam over me soft and serene, Let the dawn shed over me its radiant flashes, Let the wind with sad lament over me keen ; And if on my cross a bird should be seen, Let it trill there its hymn of peace to my ashes.

Let the sun draw the vapors up to the sky, And heavenward in purity bear my tardy protest Let some kind soul o 'er my untimely fate sigh, And in the still evening a prayer be lifted on high From thee, 0 my country, that in God I may rest. Pray for all those that hapless have died, For all who have suffered the unmeasur'd pain;

For our mothers that bitterly their woes have cried, For widows and orphans, for captives by torture tried And then for thyself that redemption thou mayst gain

And when the dark night wraps the graveyard around

With only the dead in their vigil to see Break not my repose or the mystery profound And perchance thou mayst hear a sad hymn resound

'T is I, O my country, raising a song unto thee. And even my grave is remembered no more

Unmark'd by never a cross nor a stone

Let the plow sweep through it, the spade turn it o'er That my ashes may carpet earthly f loor, Before into nothingness at last they are blown. Then will oblivion bring to me no care As over thy vales and plains I sweep; Throbbing and cleansed in thy space and air With color and light, with song and lament I fare, Ever repeating the faith that I keep. My Fatherland ador'd, that sadness to my sorrow lends Beloved Filipinas, hear now my last good -by!

I give thee all: parents and kindred and fr iends For I go where no slave before the oppressor bends, Where faith can never kil l, and God reigns e'er on high! Farewell to you all, from my soul torn away, Friends of my childhood in the home dispossessed! Give thanks that I rest from the wearisome day! Farewell to thee, too, sweet fr iend that l ightened my way; Beloved creatures all, farewell! In death there is rest!

Region IX: Zamboanga Peninsula Hymn – Our Eden Land Here the trees and flowers bloom Here the breezes gently Blow,

Here the birds sing Merrily, The liberty forever Stays,

Here the Badjaos roam the seas Here the Samals live in peace

Here the Tausogs thrive so free With the Yakans in unity

Gallant men And Ladies fair Linger with love and care

Golden beams of sunrise and sunset Are visions you’ll never forget Oh! That’s Region IX

Hardworking people Abound, Every valleys and Dale

Zamboangueños, Tagalogs, Bicolanos,

Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos, All of them are proud and true

Region IX our Eden Land

Region IX Our..

Eden... Land...

I Am a Filipino, by Carlos P. Romulo I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I must prove equal to a two-fold task–the task of meeting my responsibility to the past, and the task of performing my obligation to the future.

I sprung from a hardy race, child many generations removed of ancient Malayan pioneers. Across the centuries the memory comes rushing back to me: of brown-skinned men putting out to sea in ships that were as frail as their hearts were stout. Over the sea I see them come, borne upon the billowing wave and the whistling wind, carried upon the mighty swell of hope–hope in the free abundance of new land that was to be their home and their children’s forever.

I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down the centuries in deeds of courage and defiance. In my veins yet pulses the same hot blood that sent Lapulapu to battle against the first invader of this land, that nerved Lakandula in the combat against the alien foe, that drove Diego Silang and Dagohoy into rebellion against the foreign oppressor.

The seed I bear within me is an immortal seed. It is the mark of my 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 unending search of my people for freedom and happiness.I am a Filipino, child of the marriage of the East and the West. The East, with its languor and mysticism, its passivity and endurance, was my mother, and my sire was the West that came thundering across the seas with the Cross and Sword and the Machine. I am of the East, an eager participant in its spirit, and in its struggles for liberation from the imperialist yoke. But I also know that the East must awake from its centuried sleep, shake off the lethargy that has bound his limbs, and start moving where destiny awaits.

I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy of my inheritance? I shall give the pledge that has come ringing down the corridors of the centuries, and it shall be compounded of the joyous cries of my Malayan forebears when first they saw the contours of this land loom before their eyes, of the battle cries that have resounded in every field of combat from Mactan to Tirad Pass, of the voices of my people when they sing:

“I am a Filipino born to freedom, and I shall not rest until freedom shall have been added unto my inheritance—for myself and my children and my children’s children—forever.”