Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

9 Zest for Progress

Z Peal of artnership

English
Quarter 4 - Module 4:
Evaluating Views

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.

NO to MATERIALISM NO to PORK BARREL

NO to MATERIALISM NO to PORK BARREL

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

2. What helped you to arrive at your stand?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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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?

___________________________________________________________________
___________________________________________________________________
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?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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)
Provides related Provides limited Provides Ideas presented
Content knowledge of the knowledge of the knowledge are not connected
topic discussed. topic discussed. discussed but to the topic
unclear. discussed.
The information is Attempts can be There are The ideas are
Coherence presented in a seen and attempts to illogically
logical manner. somehow logical. make it logical. presented.
All sentences are Most sentences Some of the Sentences are not
well constructed. are well sentences well thought of.
Constructio No errors in constructed. No makes at least Makes more than
n grammar, errors in 1-3 errors in 10 errors in
mechanics and grammar, grammar, grammar,
spelling. mechanics, mechanics mechanics and/or
and/or spelling. and/or spelling. spelling.

____
____
____
____
____
_
____
____
____
____

What I Can Do
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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.

My Views

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

PROFICIENT AVERAGE FAIR POOR

(10) (7) (5) (3)
Provides related Provides limited Provides Ideas presented
knowledge of the knowledge of the knowledge are not connected
Content
topic discussed. topic discussed. discussed but to the topic
unclear. discussed.
The information is Attempts can be There are The ideas are
presented in a seen and somehow attempts to make illogically
Coherence
logical manner. logical. it logical. presented.
All sentences are Most sentences are Some of the Sentences are not
well constructed. well constructed. sentences makes well thought of.
No errors in No errors in at least 1-3 errors Makes more than
Construction grammar, grammar, in grammar, 10 errors in
mechanics and mechanics, and/or mechanics and/or grammar,
spelling. spelling. spelling. mechanics and/or
spelling.

Assessment

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 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.

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

A Time To Talk
Robert Frost
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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
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.

Answer Key

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 What’s More What I Know
Activity 5. JUSTIFY IDEAS Activity 1: FAIR AND SQUARE
1. The issue presented in the text is that 1. Unfair
many doctors do not want to over treat 2. Unfair
themselves. Likewise for some
3. Unfair
patients. (Any related answer)
2. Answers will vary. 4. Fair
3. Answers will vary. 5. Unfair

What I Have Learned Activity 2: GETTING INVOLVED

Activity 6. REFLECTIONS Possible Answers:
Answers will vary. Covid 19 Pandemic, Vaccination,
Drug Menace, Unemployment etc.
What I Can Do
Activity 7: MY VIEWS What’s In
Activity 3: TAKING A STAND
Answers will vary.
Answers will vary.
Assessment What’s New
1. A Activity 4. STANDING UP FOR A REASON
2. C 1. What does each picture suggest?
3. D Possible Answers: sadness, fear, loneliness,
4. C others
5. D 2. Answers will vary.
6. D
7. A
8. D
9. C
10. A

References:

BOOKS:
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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

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Editor:

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

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

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

I die just when I see the dawn break, And wh en the dark ni gh t wrap s the grav eyard around
Through the gloom of night, to herald the day; W ith o nl y the dead in th ei r vigil to see
And if color is lacking my blood thou shalt take, Bre ak not my rep ose o r the mystery prof ound
Pour'd out at need for thy dear sake And perch an ce tho u mayst he ar a s ad hymn reso un d
To dye with its crimson the waking ray. 'T is I, O my co un try, rai si ng a son g unto th ee.

My dreams, when life first opened to me, And even my grav e is re membered no mo re
My dreams, when the hopes of youth beat high, Unmark' d by neve r a c ross nor a s tone
Were to see thy lov'd face, O gem of the Orient sea Le t th e pl ow s weep th ro ugh it, the spad e turn it o'er
From gloom and grief, from care and sorrow free; Th at my ashes may carpe t earthl y flo or,
No blush on thy brow, no tear in thine eye. Before i nto n othi ngness at l as t th ey are blo wn .

Dream of my life, my living and burning desire, The n wil l obl ivi on b ri ng to me no care
All hail ! cries the soul that is now to take flight; As ove r th y vales and plain s I s weep;
All hail ! And sweet it is for thee to expire ; Th robb in g and cle anse d in thy sp ace and ai r
To die for thy sake, that thou mayst aspire; W ith co lo r and li gh t, wi th song and lame nt I fare,
And sleep in thy bosom eternity's long night. Eve r repeati ng the f ai th th at I keep.

If over my grave some day thou seest grow, M y Fathe rl an d ad or'd, that s adness to my sorro w lends
In the grassy sod, a humble flower, Belov ed Fil ip inas, hear now my last good -by!
Draw it to thy lips and kiss my soul so, I give thee al l: p are nts and kind red and friends
While I may feel on my brow in the cold tomb below For I go wh ere no slave before the opp ress or bends,
The touch of thy tenderness, thy breath's warm power. Wh ere faith can neve r k il l, and God rei gns e'er on high !

Let the moon beam over me soft and serene, Farewel l to you all , from my so ul torn away,
Let the dawn shed over me its radiant flashes, Fri ends of my chi ldho od i n the home dis possessed !
Let the wind with sad lament over me keen ; G ive th an ks that I re st from th e weari so me day!
And if on my cross a bird should be seen, Farewel l to thee, too, s wee t friend that l ightened my way;
Let it trill there its hymn of peace to my ashes. Belov ed creature s al l, fare we ll ! In de ath the re is rest!

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain years ago, it shall grow and flower and bear fruit again. It is the
future. As such I must prove equal to a two-fold task–the task of insignia of my race, and my generation is but a stage in the unending
meeting my responsibility to the past, and the task of performing my search of my people for freedom and happiness.I am a Filipino, child
obligation to the future. 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
I sprung from a hardy race, child many generations removed of sire was the West that came thundering across the seas with the
ancient Malayan pioneers. Across the centuries the memory comes Cross and Sword and the Machine. I am of the East, an eager
rushing back to me: of brown-skinned men putting out to sea in participant in its spirit, and in its struggles for liberation from the
ships that were as frail as their hearts were stout. Over the sea I see imperialist yoke. But I also know that the East must awake from its
them come, borne upon the billowing wave and the whistling wind, centuried sleep, shake off the lethargy that has bound his limbs, and
carried upon the mighty swell of hope–hope in the free abundance of start moving where destiny awaits.
new land that was to be their home and their children’s forever.
I am a Filipino, and this is my inheritance. What pledge shall I give
I am a Filipino. In my blood runs the immortal seed of heroes–seed that I may prove worthy of my inheritance? I shall give the pledge that
that flowered down the centuries in deeds of courage and defiance. has come ringing down the corridors of the centuries, and it shall be
In my veins yet pulses the same hot blood that sent Lapulapu to compounded of the joyous cries of my Malayan forebears when first
battle against the first invader of this land, that nerved Lakandula in they saw the contours of this land loom before their eyes, of the battle
the combat against the alien foe, that drove Diego Silang and cries that have resounded in every field of combat from Mactan to
Dagohoy into rebellion against the foreign oppressor. Tirad Pass, of the voices of my people when they sing:

The seed I bear within me is an immortal seed. It is the mark of my “I am a Filipino born to freedom, and I shall not rest until freedom
manhood, the symbol of dignity as a human being. Like the seeds shall have been added unto my inheritance—for myself and my
that were once buried in the tomb of Tutankhamen many thousand children and my children’s children—forever.”

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