9

English
Quarter 2 – Module 2
Analyzing Literature as a Means
of Understanding Unchanging Values

Compiled and Repackaged by:

LOVELY JANE L. DURANTE
Teacher III

ESMERALDA F. PITPIT
Teacher III
Schools Division of the City of Batac
English – Grade 9
Compiled and Repackaged Module
Quarter 2 – Module 2: Analyzing Literature as a Means of Understanding
Unchanging Values
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Compiler and Layout Artist: Lovely Jane L. Durante Esmeralda F. Pitpit

Editors: Carmencita P. Lorenzo Edaline T. Reyes
Reviewers: Jenelyn B. Asuncion Jonarex L. Morella EdD, Joycelyn P. Perdido
Aubrhey Marie R. Oasay, PhD
Cover Art Artist: Iris Gale T. Castro
Illustrator: Angelito C. Tapaoan
Management Team: Joel B. Lopez, EdD, CESO V Marilou B. Sales, EdD
Annie D. Pagdilao, EdD Aubrhey Marie R. Oasay, PhD
Jhon Rey D. Ortal, EdD
Joycelyn P. Perdido

Printed by the Schools Division of the City of Batac

Department of Education – Region I

Office Address: 16S Quiling Sur, City of Batac, 2906 Ilocos Norte, Philippines
Telephone No: (077) 677-1993
Website: www.csdbatac.com
E-mail: batac.city@deped.gov.ph
Introductory Message
This module was collaboratively compiled, repackaged and reviewed by
educators of the Department of Education Schools Division of the City of Batac to
assist learners and teachers or facilitators meet the standards of the K to 12
Curriculum amidst this difficult situation.

Particularly, this module hopes to engage the learners into guided and
independent fun-filled learning activities at their own pace and time. Furthermore, this
aims to help learners acquire the needed 21 st century skills and the four livelihood
skills for survival – the 4As (agtagibalay, agtaraken, agmula, agliwliwa), which are
considered very vital in surviving any crisis.

To achieve the above objectives, the facilitators and learners need to be guided
by the following reminders:

For the facilitator:

As a facilitator, you are expected to:
1. orient the learners on how to use this module;
2. keep track of the learners’ progress while allowing them to manage their own
learning; and
3. encourage and assist the learners as they do the tasks included in this
module.
For the learner:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in this module.
3. Read the direction/s carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher or facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will become an active learner and you
will experience meaningful learning and gain deeper understanding of the relevant
competencies. You can do it!
 What I Need To Know

This module was compiled and repackaged for you to interpret literary pieces
and make connections in real life.
This module is divided into two lessons, namely:

Lesson 1: Romeo and Juliet

Lesson 2: Figurative Language
After going through this module, you are expected to analyze literature as a
means of understanding unchanging values in the VUCA (volatile, uncertain, complex,
ambiguous) world.

Particularly, you will be able to:

1. give meanings to the vocabulary words used in the text;

2. get familiar with the work of William Shakespeare;
3. explain the figurative language used; and
4. analyze literature as a means of understanding unchanging values in a
changing world.

Have fun and get involved with the activities. Enjoy your journey. Good luck!

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 What I Know

As a headstart, let us see what you already know about the lesson through this
pretest.
Activity 1
Directions: Write TRUE if the statement is correct and FALSE if it is not.
1. William Shakespeare wrote 37 plays of a wonderful variety.
2. Romeo and Juliet was set in Boston.
3. Capulet and Montague are feuding families.
4. Juliet fell in love with Paris and was willing to marry him.
5. Friar Laurence helped Romeo and Juliet.
6. The story of Romeo and Juliet is considered tragic.
7. Juliet offered Romeo to deny his family for them to love freely.
8. The two feuding families reconciled after the death of Romeo and Juliet.
9. A comedy is a drama in which the characters are placed in a desperate
situation.
10. Figurative language implies a deeper meaning to context.

Activity 2
Directions: Given the choices below, identify what is asked in the following
statements.

Hyperbole Metaphor Personification Simile Understatement

11. It gives human characteristics to inanimate objects.

12. It compares two things using “like” and “as”.
13. It is a figurative language that exaggerates to give emphasis.
14. It makes something a little important.
15. It is a comparison of two unlike objects.

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 Lesson
Romeo and Juliet
1 by William Shakespeare

What’s In

You have learned in the previous lesson the literary and technical elements of
a play. You also met different characters who fought for their dreams.
In this lesson you will meet new characters and explore more on how a writer
plays with words to give meanings to them. Before you proceed, recall your previous
lesson and try to provide a brief description for each of the following terms.
1. Play

2. Dialogue

3. Stage Directions

4. Plot

5. Script

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 What’s New

Activity 1
Directions: In the middle of each word chart are words found in the selection. Give
the definition of the word in focus. Then, give examples of words with similar meanings
(SYNONYMS) and words that have opposite meanings (ANTONYMS). Finally, use
the word in a sentence. Copy and complete the chart on your answer sheet.

SYNONYMS Definition ANTONYMS

yonder

___________________________________________________________________

SYNONYMS Definition ANTONYMS

envious

___________________________________________________________________

SYNONYMS Definition ANTONYMS

grief

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 SYNONYMS Definition ANTONYMS

vestal

___________________________________________________________________

SYNONYMS Definition ANTONYMS

deny

___________________________________________________________________

What Is It

Have you always made the best decisions? What would your life be if you had
decided differently? What if you were consistently able to make wise decisions,
wouldn’t the quality of your life improve? Whether you are now in the process of
making an important decision or just want to hone your skills, it is your responsibility
to discern what to follow and what to believe in. While you enjoy the changes the world
has to offer, you should still be grounded on the values that shape your being. This
will guide you through life and your quest for a better society.

In this lesson, you will meet individuals who were caught in the middle of two
feuding families. You will learn how these characters made decisions that affected not
only their family but the community they live in. This is a literary text written by William
Shakespeare.

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 William Shakespeare (1564-1616) was both a poet and a
playwright, but his greatest work was in the field of drama and his finest
lyrics are those that adorn his plays.
One who reads a few of Shakespeare’s great plays and then the
brief story of his life is generally filled with wonder. He is a poor, unknown
country boy who arrives at the great city of London and goes to work at
whatever job is available in the theater. In a year or two, he is associating
with scholars, master dramatists, and even members of the nobility. He
writes of kings and clowns, of gentlemen and heroes and of noble women,
all of whose lives he seems to know by close association. In a few more
years, he is the leader of that brilliant group of poets and dramatists who
gave undying glory to that age.
It is generally said that if Shakespeare had written no plays, his
poems alone would give him a commanding place in English literature. He
wrote two narrative poems and about 154 sonnets. He wrote 37 plays of a
wonderful variety – comedies, tragedies, and historical plays. A comedy is
a drama in which the characters are placed in humorous, comic situations.
A tragedy, on the other hand, is a drama in which the principal characters
are involved in desperate circumstances or are led by some overwhelming
passion which destroys them. A historical play seeks to present a
historical situation or character and maybe a comedy or tragedy.

Romeo and Juliet: A Summary

The play is set in Verona, Italy where a feud has broken out between the
families of the Montagues and the Capulets. Romeo, a Montague, has fallen in love
with Juliet Capulet. Juliet finds out who Romeo is, and laments the fact that she is in
love with her enemy. She wishes Romeo could shed his name and marry her, Juliet
is obligated to marry another man named Paris. Juliet then goes to Friar Laurence,
her confidant, who gives her a potion that will make her seem dead for at least two
days. She takes the potion and drinks it that night. The next morning, the day Juliet is
supposed to marry Paris, her nurse finds her “dead” in bed. Romeo’s servant arrives
and tells his master that Juliet is dead and buried. Romeo hurries back to Verona.
Seeing Juliet dead within the tomb, Romeo drinks some potion he has purchased and
dies kissing her. Friar Laurence arrives just as Juliet wakes up. He tries to get her to
come out, but when she sees Romeo dead beside her, Juliet takes his dagger and
kills herself with it. The rest of the town starts to arrive, including the Capulets and
Montagues. Friar Laurence tells them the story. The two family patriarchs agree to
become friends. Each family erects a golden statue of the others’ child.

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 ROMEO AND JULIET
ACT 2, SCENE 2
SCENE II. Capulet’s orchard

Enter ROMEO

ROMEO
He jests at scars that never felt a wound.
(JULIET appears above at a window)
But, soft! What light through yonder window breaks?
It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou her maid art far more than she:
Be not her maid, since she is envious;
Her vestal livery is but sick and green
And none but fools di wear it; cast it off.
It is my lady, O, it is my love!
O, that she knew she were!
She speaks yet she says nothing: what of that?
Her eye discourses; I will answer it.
I am too bold, ‘tis not to me she speaks:
Two of the fairest stars in all the heaven,
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her cheek would shame those stars,
As daylight doth a lamp: her eyes in heaven
Would through the airy region stream so bright
That birds would sing and think it were not night.
See, how she leans her cheek upon her hand!
O, that I were a glove upon that hand,
That I might touch that cheek!

JULIET: Ay me!

ROMEO: She speaks:

O, speak again, bright angel! For thou art
As glorious to this night, being o’er my head
As is a winged messenger of heaven
Unto the white-upturned wondering eyes
Of mortals that fall back to gaze on him
When he bestrides the lazy-pacing clouds
And sails upon the bosom of the air.

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 JULIET: O Romeo, Romeo! Wherefore art tho?
Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.

ROMEO: (Aside) Shall I hear more, or shall I speak at this?

JULIET: ‘Tis but thy name that is my enemy;

Thou art thyself, though not a Montague.
What’s Montague? It is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name!
What’s in a name? that which we call a rose
By any other name would smell as sweet;
So Romeo would, were he not Romeo call’d,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name,
And for that name which is no part of thee
Take all myself.

ROMEO: I take thee at thy word:

Call me but love, and I’ll be new baptized;
Henceforth I never will be Romeo.

Text Source: Lapid M.G. & Serrano J.B. English Communication Arts and Skills through Anglo-American and
Filipino Literature. Phoenix Publishing House. 2014

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 What’s More

Activity 1
Directions: Answer the following questions to show understanding of the text.
1. What metaphor did Romeo use to compare Juliet to in the first stanza?
2. What metaphor did he use to compare himself to in the first stanza to be near
Juliet?
3. What two families are Romeo and Juliet from?
4. Why did Juliet offer to deny her family name and why did she ask Romeo to
do the same?
5. Do you consider your family when choosing a partner- whether your family will
approve of your partner or not? Or do you just pick someone without
considering your family?
6. Romeo and Juliet come from two feuding families and cannot be together,
even though they are in love. Would you risk dishonoring your family and not
ever seeing them again for the love of your life?
7. If you were Romeo/Juliet and you were caught in a similar situation, how
would you have handled/solved the conflict so as not to have a tragic ending?

Activity 2
Directions: Photos convey stories. Through them, we can connect to what they are
trying to impart to us. Let us analyze the content of the pictures and make a vivid
presentation through story telling. Your story will be graded using the rubric that
follows.

Image Source: Almonte, Liza R. et al. A Journey through Anglo-American Literature Learner’s Manual 9. First Edition. Department of Education.2014

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 Scoring Rubric for the Story Writing
Criteria 4 pts. 3 pts. 2 pts. 1 pt.
Focus and There is one There is one There is one The topic
Details clear, well- clear, well- topic. However, and
focused topic. focused topic. some elements elements are
All the All the elements of a story are not clear.
elements of a are presented. not clear.
story are
presented
clearly.
Organization The story is The story has The story has The story
logically organization but organization has no
organized and there are but there are apparent
relevant to the irrelevances. too many organization.
presented irrelevances.
images.
Sentence All sentences Most sentences Most Sentences
Structure, are well are well sentences are sound
Grammar, constructed constructed and well awkward, are
Mechanics, and have have varied constructed, distractingly
and Spelling varied structure and but they have a repetitive, or
structure and length. The similar are difficult to
length. The author makes a structure understand.
author makes few errors in and/or length. The author
no errors in grammar, The author makes
grammar, mechanics, makes several numerous
mechanics, and/or spelling, errors in errors in
and/or but they do not grammar, grammar,
spelling. interfere with mechanics, mechanics,
understanding. and/or spelling and/or
that interfere spelling that
with interfere with
understanding. understandin
g.

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 Lesson
Figurative Language
2
What’s In

In the previous lesson, you have met the characters of Juliet and Romeo in the
balcony scene which is very famous. Romeo secretly enters the Capulet orchard.
Juliet comes out on her balcony alone and both speak of their love for each other.
In the character map below, choose either the character of Romeo or Juliet and
identify the salient points about them. Copy and complete the character map.

Romeo/
Juliet

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 What’s New

Activity 1
Directions: Here is a copy of the lyrics of the song titled “Skycraper” of Demi Lovato.
Using your prior knowlegde on figurative language, copy the line/s that use/s figurative
language and complete the table that follows.

"Skyscraper"
Source: https://www.azlyrics.com/lyrics/demilovato/skyscraper.html

Skies are crying, I am watching Go on and try to tear me down

Catching tear drops in my hands I will be rising from the ground
Only silence as it's ending Like a skyscraper
Like we never had a chance Like a skyscraper
Do you have to make me feel like
There's nothing left of me? Go run, run, run
I'm gonna stay right here,
You can take everything I have Watch you disappear
You can break everything I am Yeah, oh
Like I'm made of glass Go run, run, run
Like I'm made of paper Yeah, it's a long way down
Go on and try to tear me down But I am closer to the clouds up here
I will be rising from the ground
Like a skyscraper You can take everything I have
Like a skyscraper You can break everything I am
Like I'm made of glass
As the smoke clears, I awaken Like I'm made of paper
And untangle you from me Oh Oh
Would it make you feel better Go on and try to tear me down
To watch me while I bleed? I will be rising from the ground
All my windows still are broken Like a skyscraper
But I'm standing on my feet Like a skyscraper

You can take everything I have (Like a skyscraper)

You can break everything I am
Like I'm made of glass Like a skyscraper
Like I'm made of paper Like a skyscraper

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 Figurative Language Line/s from the song Interpretation
Metaphor
Simile
Hyperbole
Personification
Others

What Is It

Shakespeare’s characters often use figurative language to elaborate ideas and

amplify imagery. Figurative language refers to the color we use to amplify our writing.
It takes an ordinary statement and dresses it up in an evocative frock. It gently alludes
to something without directly stating it. Figurative language is a way to engage your
readers, guiding them through your writing with a more creative tone.
In this lesson, you will learn some of the figurative languages which were used
in the drama Romeo and Juliet.
1. Metaphor. It is a comparison of two things that are basically dissimilar in
which one is described in terms of the other.
Examples:
He has a heart of stone.
You are my sunshine.
2. Simile. It compares two things. However, similes use the words "like" or "as."
Examples:
I will be rising from the ground like a skyscraper.
She is like the sun.
3. Personification. It is a figure of speech in which an object, abstract idea, or
animal is given human characteristics.
Examples:
Skies are crying, I am watching.
The pictures that you sent me they're still living in my phone.
4. Hyperbole. It is an exaggeration for emphasis; overstatement.
Example:
Yeah, it's a long way down but I am closer to the clouds up here.
I can smell your scent from miles.
5. Understatement. It is the opposite of hyperbole, to make little of something
important.
Examples:
It’s the end of the world as we know it, and I feel fine.
I have to have this operation. It isn’t very serious.

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 What’s More

Activity 1
Directions: Below are famous lines from the drama Romeo and Juliet. Copy each of
the quoted lines with the corresponding literary device from the table shown.

“Come, night; come, Romeo; come, thou day in night.”

“I am no pilot; yet, wert thou as far. As that vast shore wash’d with the farthest
sea. I would adventure for such merchandise.”
“Every cat and dog and little mouse, every unworthy thing. Live here in
heaven and may look upon her.”
“So tedious is this day. As is the night before some festival to an impatient
child…”

“But, soft! What light through yonder window breaks? It is the east, and Juliet
is the sun.”
“Mercutio tells Romeo that his wound is “as scratch, a scratch.”

Quoted Lines

Metaphor

Simile

Personification

Hyperbole

Understatement

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 What I Have Learned

Every day you meet different challenges which you either learn from or fail to
overcome. The hardest journey is often the one that requires looking inside yourself
and being honest about what you find. In this lesson you have learned to relate to the
characters and understand the importance of valuing your family in every decision you
have to make.
Based on the lesson you have learned in this module, describe an experience,
event, or change in your practice or practices significant to you.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do

Activity 1
Directions: The real challenge is the tough part of determining values which comes
in the choices we have to make in setting our priorities, in deciding which values we
will give up or trade off when we face inevitable contradictions just like what happened
to Romeo and Juliet. Moreover, it is important to know what personal values we want
to achieve in life. In this part, copy and complete the chart below on determining your
true life values.
MY TRUE LIFE VALUES

The most important is/are because…

value/s I will prioritize

The least important is/are because…

value/s

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Activity 2
Directions: Using the summary of Romeo and Juliet, identify the important elements
of the drama by completing the story map below.

MY STORY MAP

MAIN CHARACTERS Setting

Supporting Characters Conflict

Title and
Author

Solution

Image Source: https://www.readingrockets.org/strategies/story_maps

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 Assessment

Activity 1
Directions: Read each item carefully. Choose the letter of the correct answer.

1. He was both a poet and a playwright and one of his greatest works is Romeo
and Juliet.
A. John Milton C. Robert Frost
B. Lorraine Hansberry D. William Shakespeare

2. It is a drama in which the principal characters are involved in desperate

circumstances or are led by some overwhelming passion which destroys
them.
A. comedy C. historical
B. farce D. tragedy

3. This drama seeks to present a historical situation or character and maybe a

comedy or tragedy.
A. comedy C. melodrama
B. historical D. tragedy

4. Where did the story of Romeo and Juliet happen?

A. Florence C. Rome
B. Milan D. Verona

5. Who is the confidant of Juliet and who helped her get a potion to fake her
death?
A. Laurence C. Paris
B. Mercutio D. Tybalt

6. This figurative language is used to compare two unlike objects.

A. hyperbole C. metaphor
B. personification D. understatement

7. At the start of Act 2 Scene 2, Romeo gives a long speech about Juliet as he
watches her on the balcony. During this speech, what does he compare Juliet
to?
A. the sun
B. the moon
C. a summer day
D. a blooming flower

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 8. What does Juliet wish about Romeo?
A. That he be reborn again
B. That he forgets about her
C. That he becomes a Capulet
D. That he forgets about his father and family

Activity 2
Directions. Given the choices below, identify what figurative language is used in the
following lines in the drama. Write only the letter of your answer.

A. Hyperbole C. Personification E. Understatement

B. Metaphor D. Simile

9. It is the east, and Juliet is the sun.

10. Arise fair sun, and kill the envious moon.
11. The brightness of her cheek would shame those stars, as daylight doth a
lamp: her eyes in heaven.
12. Her eyes in heaven would through the airy region stream so bright that birds
would sing and think it were not night.
13. Kill the envious moon, who is already sick and pale with grief.
14. O, speak again, bright angel! For thou art.
15. Mercutio tells Romeo that his wound is “as scratch, a scratch.”

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 Additional Activities

Directions: In Act 2, scene 2, line 3, Romeo uses a metaphor, saying, “Juliet is the
sun,” meaning that Juliet is bright and beautiful. What is another metaphor that
Romeo uses for Juliet in this scene? Explain the meaning of the metaphor.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 20
Assessment Assessment
1. A 6. D
2. A 7. D
3. C 8. B
4. B 9. D
5. E 10. A
11. C
12. A Lesson 1, What’s In
13. D Answers may vary
14. B
Lesson 1, What’s New
15. C
Answers may vary
Lesson 1, What’s More
Lesson 2, What’s In Answers may vary
Lesson 2, What’s New Answers may vary Answers may vary
Lesson 2, What’s
More
Quoted Lines
Metaphor “Come, night; come, Romeo; come, thou What I Know
day in night.”
“But, soft! What light through yonder window 1. T
breaks? It is the east, and Juliet is the sun.” 2. F
Simile “But, soft! What light through yonder window 3. T
breaks? It is the east, and Juliet is the sun.” 4. F
Personification 5. T
6. T
Hyperbole “Every cat and dog and little mouse, every 7. T
unworthy thing. Live here in heaven and may
8. T
look upon her.”
I am no pilot; yet, wert thou as far. As that 9. F
vast shore wash’d with the farthest sea. I 10. T
would adventure for such merchandise.” 11. Personification
Understatement “Mercutio tells Romeo that his wound is “as 12. Simile
scratch, a scratch.” 13. Hyperbole
What I Can Do Answers may vary 14. Understatement
Additional Activities Answers may vary 15. Metaphor
Answer Key
References
Books

Almonte, Liza R. et al. A Journey through Anglo-American Literature Learner’s Manual

9. First Edition. Department of Education.2014

Department of Education Curriculum and Instruction Strand. K to 12 Most Essential

Learning Competencies (MELC). 2020. pp. 192.

Lapid M.G. & Serrano J.B. English Communication Arts and Skills through Anglo-
American and Filipino Literature. Phoenix Publishing House. 2014

Websites

https://www.readingrockets.org/strategies/story_maps
https://www.azlyrics.com/lyrics/demilovato/skyscraper.html

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For inquiries or feedback, please write or call:

Department of Education –
Schools Division of the City of Batac

16S Quiling Sur, City of Batac,

2906 Ilocos Norte, Philippines
Telephone No: (077) 677-1993