LEARNING ACTIVITY SHEET IN ENGLISH 9

Quarter 2, LAS 7

Learner’s Name: ___________________________________________________

Grade Level/Section: _____________________ Date: _____________________

L I. LEARNING SKILLS

A. Most Essential Learning Competency

 Analyze literature as means of understanding unchanging values in the
VUCA (volatile, uncertain, complex, ambiguous) world.
B. Objectives
At the end of this learning activity, I would be able to:
 Determine the tone, mood, technique, and purpose of the author;
 Infer meanings from the selection and relate it to real life situations;
and,
 Explain how literary text are influenced by one’s culture, status, and/or
environment.

II. INTRODUCTORY CONCEPT

The lesson prepared for you this week highlights human

relationships which focus on building trust, open
communication, and unity. The human relationship that has
difficulty surviving when people focus into “me, myself, and I”
mode and lead to becoming indifferent toward each other. It
teaches you lessons about life that otherwise would be difficult
to learn, lessons about communication, listening, compromise,
and giving selflessly of ourselves, and expecting nothing in
return-the fruit of overcoming indifference.
In this lesson, you will learn how your indifference can adversely affect life of others
and how caring for someone can be means of peace.

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 Read the poem and take note of the words, phrases and lines that convey
sound, feeling and meaning.

A Psalm of Life
Henry Wadsworth Longfellow
:
Tell me not, in mournful numbers,
Life is but an empty dream!
For the soul is dead that slumbers,
And things are not what they seem.
Henry Wadsworth Life is real! Life is earnest! Trust no Future, howe’er
And the grave is not its goal;
Longfellow Dust thou art, to dust returnest,
pleasant!
Let the dead past bury its dead!
1807-1882 • Ranked #16 Was not spoken of the soul. Act,--act in the living Present!
in the top 500 poets Heart within, and God o’erhead!
Not enjoyment, and not sorrow,
Is our destined end or way;
Henry Wadsworth Lives of great men all remind us
But to act, that each to-morrow
Longfellow [1807-1882] Finds us farther than to-day. We can make our lives sublime,
was probably the most And departing, leave behind us
influential American poet Footprints on the sands of time;
Art is long, and Time is fleeting,
of the 19th Century. And though stout and brave,
Still, like muffled drums, are beating Footprints, that perhaps
Possibly his 2 most famous another,
poems are 'Paul Revere's Funeral marches to the grave.
Sailing o’er life’s solemn main,
Ride' and 'The Song of A forlorn and shipwrecked
Hiawatha'. Most In the world’s broad field of battle,
brother,
In the bivouac of Life,
interesting works are Seeing, shall take heart again.
Be not like dumb, driven cattle!
Evangeline (1847), a Be a hero in the strife!
narrative poem of the Let us, then, be up and doing,
With a heart for any fate;
former French colony of
Still achieving, still pursuing,
Acadia, echoing such epics Learn to labor and to wait.
as Homer's Odyssey, and
the song of Hiawatha

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About the Text
You are a great! You have read a wonderful work of art of Henry
Wadsworth Longfellow. It is meaningful right? Now, let’s try to answer
questions about the poem you have just read. Just write the letter of your
answer in your notebook!
1. In the poem “Psalm of Life”, complete the line, “Life is real! Life is
_____________!”
a. earnest b. hard c. happy d. complex

2. In the poem, life is compared to a/an ______

b. book b. battlefield c. garden d. sky

3. Who reminds us that we can make our lives sublime? _______

a. great men b. biblical teachers c. we do d. our fathers

4. The young man does not want to hear that life is _______
a. hard b. an empty dream c. complicated d. short

5. The author suggests that we should live in ______

a. the present b. the afterlife c. the past d. the future

6. The young man says, we should be “still achieving, still ____”

a. thinking b. asking c. questioning d. pursuing

7. We must “learn to learn and to _____”

a. win b. ask c. die d. wait

1. What do great men leave behind (metaphorically)? _______

a. ideas b. shipwrecks c. words d. footprints
2. Which line is an allusion to a bible verse?
a. “Dust thou art, to dust returnest” c. “For the soul is dead that
slumbers”
b. “Art is long, and time is fleeting” d. “Be a hero in the strife”
3. The main thing the young man advises is to _______
a. think b. question c. act d. pray

POINTS TO REMEMBER:

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 Have you ever read a newspaper or an online article and could not figure
out whether the writer is serious, sarcastic, or joking? How about an essay in which
the writer grieves for a dead person, but you could sense an underlying feeling of
bitterness and anger between the lines? In both these scenarios, you as a reader,
need to be able to comprehend the tone and mood of a written work to completely
understand its meaning.

Tone is the author’s attitude toward the topic.

The author’s attitude is expressed through the words and details he or she selects.
For example, textbooks are usually written with an objective tone which
includes facts and reasonable explanations. The objective tone is matter of fact and
neutral. The details are mostly facts. On the other hand, fiction and personal essays
are usually written with a subjective tone. A subjective tone uses words that
describe feelings, judgments, or opinions. The details are likely to include
experiences, senses, feelings, and thoughts.
Objective tone is impartial. It does not show any feelings for or against a topic;
therefore, it is unbiased or neutral. Often objective tone uses higher level words and
avoids pronouns such as I and you, creating a formal tone. Subjective tone is
personal, biased, emotional, and often informal.
NOTE: Tone is expressed through the words and details the author selects. To
determine the author’s tone, you must notice how these words and details are used
within the writing.
Example: The following statements each express different attitudes about a shabby
apartment. Six different tones are used: optimistic, bitter, tolerant, sentimental,
humorous, and objective.
1. This place may be shabby, but since both of my children were born while we lived
here, it has a special place in my heart.

The tone is sentimental. “It has a special place in my heart,” expresses tender
emotions.

2. This isn’t the greatest apartment in the world, but it’s not really that bad.

The tone is tolerant. The words “not really that bad” show that the writer
accepts the situation while recognizing that it could be better.
3. If only there were some decent jobs out there, I wouldn’t be reduced to living in
this miserable dump.
The tone is bitter. The writer resents a situation that forces him or her to live
in a
“Miserable dump.”

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4. This place does need some repairs, but I’m sure the landlord will be making
improvements sometime soon.
The tone is optimistic. The writer is expecting the apartment to be improved
soon.
5. When we move away, we’re planning to release three hundred cockroaches and
tow mice, so we can leave the place exactly as we found it.
The tone is humorous. The writer claims to be planning a comic revenge on
the landlord by returning the apartment to the terrible condition it was in when the
tenants moved in.
6. This is the apartment we live in. It provides shelter.
The tone is objective. The writer does not express feelings about the
apartment. He simply states facts.

Mood is the general atmosphere created by the author’s words.

Mood is the general feeling or atmosphere that a piece of writing creates
within the reader. Mood is produced most effectively using setting, theme, voice
and tone.
Purpose is the reason an author writes about a topic.
An author writes to share a main idea about a topic. An author’s main idea is
directly related to the author’s purpose. One of the three following purposes will
drive a main idea: to inform, to entertain, and to persuade.
To inform – to give information about a subject. Authors with this purpose
wish to provide facts that will explain or teach something to readers. Example: Pain
is a normal part of a physical process that lets us know something is wrong.
To entertain – to amuse and delight; to appeal to the reader’s senses and
imagination. Authors with this purpose set out to captivate or interest the audience.
Example: “Yes, I have gained weight. I weighed only 8 pounds when I was born.”
To persuade – to convince the reader to agree with the author’s point of view
on a subject. Authors with this purpose may give facts, but their main goal is to
argue or prove a point to readers. Example: The death penalty is deeply flawed
and should be abolished.

NOTE: An author may have a more specific purpose in mind other than to inform,
entertain, or persuade. The following chart shows examples of specific purposes.

General and Specific Purposes

To inform To entertain To persuade

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 To analyze To amuse To argue against
To clarify To delight To argue for
To discuss To frighten To convince
To establish To criticize
To explain To inspire (motivate a
change)

To figure out the author’s purpose, the reader must consider the main idea,
thought pattern, and tone.
For example: Topic Sentence: Spanking must be avoided to discipline due to its
long-term negative effects on the child.
Consider what the author is going to write about spanking.
Is the author going to discuss the disadvantages of spanking?
Is the author going to argue against spanking as a means of discipline? Is
the author going to make fun of those who use spanking as a means of
discipline?
The tone words “must” and “negative” indicate the author’s point of view is
against spanking. The phrase “long-term effects” indicates that the details will be
organized as a list of effects.
We can conclude that the author is going to argue against spanking as a means of
discipline.

III. ACTIVITIES

PRACTICE
TASK
Practice Task 1. Be Guided
Read the short passage and answer the questions below then
write your answer in your notebook.

Tony’s Place is crammed into a tiny building next to the Fine Arts Theater.
The owners offer a menu of Italian food. They’ve got the checkered table clothes,
dim lights, and crusty bread. They also know how to make a hearty red sauce. Too
bad they use it to drown delicate fish. They also seem to lace everything with
truckloads of garlic. The service needs some work, too. Our waiter didn’t know what
the specials were. Nor did he think to refill our water glasses before we asked. With
a combination of fake friendly chatter and outright nagging, he made us order, finish
up, and clear out. He seemed to see us only as automatic tip machines. The food

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and low prices bring the customers in the door. The service should not push them
out.
1. The tone of the passage is _______________.
a. sad c. plain and factual
b. boastful d. critical, or finds fault
2. The writer says, “He seemed to see us only as automatic tip machines.”
The tone of this sentence is _______________.
a. very serious c. sympathetic
b. threatening d. sarcastic
1. The writer’s main purpose is to _____________.
a. inform the reader c. flatter the reader
b. caution and entertain the reader d. sell something to the reader
2. In which sentence does the author use exaggeration to make a point about the
food?
a. The owners offer a menu of Italian food.
b. They also know how to make a hearty red sauce.
c. They also seem to lace everything with truckloads of garlic.
d. The food and low prices bring the customers in the door.

For Nos. 5-8. Choose the tone word from the box that best describes each
item.
Write the letter of your answer on the space provided.

a. sympathetic c. sad e. irritated

b. straightforward d. sarcastic f. threatening

___5. “I understand how difficult your situation; but you have to do something to
make things better.”

___6. “Hey, lay off, you don’t have to nag me. I was going to do it anyway!”

___7. “When are you going to take the garbage out? Sometime this year, maybe?”

___8. “I know it’s been hard. And I felt what you are going through right now. If you
will just relax and be positive, I will take care of your children at home.”

For Nos. 9-10. Identify the author’s purpose for the following items.

I = to inform P = to persuade E = to entertain

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___9. Helping people in times of pandemic should be practiced.
___10. The best way to survive in this trying time is to come armed with plenty of
prayer, lots of patience, and a positive mindset.

Practice Task 2 Let’s try

Let’s try if you can determine the tone and the mood
described in each statement. I know you can do it! Choose the
letter of the correct answer.
1. The sun was bright, and the sky was clear. Joan jogged down the
path with Rex at her side and smiled about last night’s victory. The tone
of this passage can be best described as __________.

a. cheerful b. mundane c. wistful d. gloomy

1. What is the mood of the story?

a. Emotions audience feels from a given passage
b. The time and place of the story
c. The summary of events of the story
d. The lesson the reader learns from the story

2. If an author has no emotion regarding the story he is telling, his tone can be
described as
a. playful b. objective c. ironic d. mysterious

3. Read the poem “A Birthday” by Christina Rossetti and identify its tone.
My heart is like a singing bird
Whose nest is a weathered shoot;
My heart is like an apple-tree
Whose boughs are bent with thick-set fruit;
My heart is like a rainbow shell
That paddles in a halcyon (peaceful) sea; My heart is gladder than all these Because
my love is come to me.
a. sorrow b. happiness c. excitement d. nervousness

4. Let us, then, be up and doing,

With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.

During this challenging time, what Filipino values are clearly described?
a. resilient b. flexible c. persistent d. all of
them

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ASSESSMENT

Practice Task 3. Be certain

Awesome! You have reached this far; you are truly
amazing learner. At this point, you must be certain and
definite with your answer. You will just answer two
questions, but you must write your answer in a complete
statement.

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 Pandemic
I enjoy every second of life
Busy with my own career
Seeking for fame and
money
Till I realize life is very
fragile
When Covid-19 attack all of
us
The darkness of this
pandemic
Fear of losing money and
career
Affecting my soul and life
badly
Just like a small boat in the
sea
Moving slowly into the
doomsday
Now I have to be very strong
To find peace and patience
I turn and pray to God
sincerely
I believe we can win this
battle Free from this tragic
pandemic.
--Mohd Nizam Bin Salahudin, Malaysia

Source: COVID-19 Poems, Volume 1. Dr. Silvest Regin and Dr. John Charles Ryan. P. 19

QUESTIONS:
1. What is the purpose of the author in writing this poem?

__________________________________________

2. In the last five lines, what are the unchanging values suggested by the author?

Cite at least three (3) prominent values.

___________________________________________

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 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

V. REFERENCES

https://www.gradesaver.com/a-psalm-of-life/study-guide/quiz1/answer_quiz
https://www.google.com/search?q=tone+mood+and+purpose+of+the+author
https://study.com/academy/practice/quiz-worksheet-determining-tone-mood.html
www.opendemocracy.net/en/democraciaabierta
https://filipinotimes.net/feature/2018/04/24
https://www.researchgate.net/publication/
341700492_Covid19_Pandemic_Poems_Volume-I_Editors

DEVELOPMENT TEAM OF THE MODULE/LAS

Writer: JASPY C. SILANGA
Editors: LOURDES B. MESA, AL BAMBINO M. CAMINO
Reviewer: EMMA V. DASCO and SORSOGON CITY DIVISION (headed
by Cleofe D. Ariola)
Illustrator: LOYD WILLIAM F. ROSALIN
Layout artist: TERESA R. VISITACION

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Page 12 of 13
 ENGLISH LEARNING ACTIVITY SHEETS EXECUTIVES & DEVELOPMENT
TEAM

Schools Division Superintendent Nelson S. Morales, Jr.

Assistant Schools Division Superintendent Maylani L. Galicia
Chief Education Supervisor (CID) Tita V. Agir
Education Program Supervisor Joe-Bren Consuelo

Writers/ Editors Rea Alday

Jessa Camu
Ma. Cristina Consuelo
Pia Escorial
Marilou Molina
Bryan Novio
Brenda Mae Quinto
Jerry Finn Ruivivar
Clinton Tanguin
Layout Artists
Erl Stelson Atienza
Jessa Camu
Marco Xeius Celon
Jessie Allan Cidro
Honey Llarena
Diego Perciana
Jay-Ar Pesino
Raymond Rosales
Elixer Ubalde
Clinton Tanguin
Graphic Illustrator
John Leonard Cuizon

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