LEARNING PLAN

ENGLISH 9 – FIRST QUARTER

GRADE 9 UNIT TOPIC: ENHANCING THE SELF
LESSON 3: Leaving A Legacy

UNIT STANDARDS

CONTENT STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a
speech choir.

PERFORMANCE STANDARD
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audience Contact.
LEARNING COMPETENCIES:

EN9LC-Id-8.4: Agree or disagree with the ideas of the speaker

EN9VC-Id-21: Summarize the contents of the material viewed
EN9V-Id-15: Explain how words are derived from names of persons and places
EN9WC-Id-8.1: Examine sample texts representative of each type.
EN9LT-Id-2.2.1: Express appreciation for sensory images used
EN9LT-Ic-14: Analyze literature as a means of enhancing the self
EN9OL-Id-1.14: Use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection when delivering lines of poetry and prose
EN9RC-Id-13.2: Scan sequence signals or connectors to determine patterns of idea development
EN9LC-Ih-8.8: Compare and contrast information listened to
EN9G-Ic-1.6/1.7: Use appropriate punctuation marks and capitalization to convey meaning
LEARNING TARGETS
 agree or disagree with the ideas of the author
 summarize the contents of the materials viewed
 explain word meanings and origins
 examine sample texts representative of each type
 express appreciation for sensory images used
  analyze literature in enhancing one’s self
 use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection in delivering lines of prose and poetry
 scan sequence signals or connectors used in a text
 compare and contrast text types
 use hyphens and dashes correctly
EXPLORE
Literature:
Activity 1. The H.O.M.E. (Harmony of Man and Environment) The students will watch as the teacher shows a video which tracks the lives of the youths like them and answer
the question that follows: How would you rise to the challenges presented? What do you think motivated them to do this video?
Activity 2. Stop and Look! The students will look at the picture the teacher will present and identify the causes of that particular phenomenon.
Activity 3. Lend Me an Ear. The students will listen as the video runs for the second time, take note of the ideas presented and indicate whether they Agree or Disagree with it.
Activity 4. In A Capsule. As the students have viewed the video twice, they have to summarize its contents using appropriate sequence signals.
FIRM UP
Activity 5. What’s in a Word? The students will draw an arrow to connect the words and their meanings.
Activity 6. The Mirage. The students will look for the images that they have located in the text. They will copy the chart from the module on their notebooks and write down the
details in the appropriate column.
Activity 7. Mull Over in Groups! The students will be grouped into 6 and answer the questions given by the teacher.
Activity 8. Weigh Up! The groups will examine the texts given in the module and indicate what type of reading text they are.
Activity 9. Bite the dash—The students will study sentences in the module punctuated with a dash.
Activity 9.1. The students will punctuate the sentences on the module with a dash.
Activity 10 Type the hype. The students will study the words punctuated with a hyphen.
Activity 10.1 The students will punctuate the sentences on the module with a hyphen.
DEEPEN
Activity 11. One with Others. The students will answer the questions on the module.
Activity 12. My Legacies. The students will accomplish the chart in the module about their own legacies.
TRANSFER
Activity 13. Viva Voce! The students will choose your favorite part of the text, The Day of Destiny. With a partner, read the part aloud using the correct pitch, juncture, stress,
intonation, rate of speech, volume and projection.
Activity 14. SHaring Other People’s Perspectives (SHOPP) Have the students read and answer the following: The local government is planning to convert your town’s rice
fields into an industrial park. One of the bridges with historical value will be demolished. Most of the residents disagree with this plan, some agree and a few remain undecided.
If you were in the shoes of each of the people enumerated below, what would you say about the plan?
Municipal Engineer ____________________________________________________________
Business Man ________________________________________________________________
Teacher _____________________________________________________________________
Vendor ______________________________________________________________________
Street Sweeper _______________________________________________________________
Student _____________________________________________________________________
Mother ______________________________________________________________________
Historian ____________________________________________________________________

G-Present agreements or disagreements based on the roles given

R- Municipal Engineer/ Business Man/ Teacher/ Vendor/ Street Sweeper/ Student/ Mother/ Historian
 A-Teacher and students
S- The local government is planning to convert your town’s rice fields into an industrial park and one of the bridges with historical value will be demolished.
P- Agreements or disagreements based on the roles given using proper capitalization, punctuations and interjections.
S-Completeness, Stand Point, Form

Rubrics for SHOPP

Criteria 5 points 3 points 1 point

Completeness All blanks were filled in Only 5-7 blanks were filled in Only 1-4 blanks were filled in
Stand point All responses strongly expressed agreement Only 5-7 responses strongly expressed Only 1-4 responses strongly expressed
or disagreement agreement or disagreement agreement or disagreement
Form All responses used capitalization, Only 5-7 responses used capitalization, Only 1-4 responses used capitalization,
punctuations and interjections correctly. punctuations and interjections correctly. punctuations and interjections correctly.

Rubrics for Viva Voce

Features 3 2 1
Pitch Student’s pitch does not change the meaning Student’s pitch changes the meaning of at Student’s pitch changes the meaning of all the
of the word/phrase least two (2) words/phrases words/phrases
Juncture Student pauses in all periods and commas. Student pauses in at least two (2) periods or Student pauses in one (1) period or comma.
commas
Stress Student emphasizes all words and syllables Student emphasizes at least two (2) words or Student emphasizes one word or syllable
correctly. syllables correctly correctly.
Intonation Student observes all possible intonation Student observes at least two (2) possible Student observes one (1) possible intonation
patterns correctly. intonation patterns correctly. pattern correctly.
Rate of Speech Student reads at an average speed. Student reads at a speed just enough to be Students read very fast and incomprehensible
understood
Volume Student applies the correct volume in reading. Student applies only two (2) correct volume in Student applies only one (1) correct volume in
reading. reading.
Projection Student reads the text loudly and clearly. Student reads some text loudly and clearly. Student’s reading is not loud and clear.

Prepared by: Checked by:

MAYBELL C. GONZALES MS. NERISSA S. DELOS REYES

English 9 Teacher Junior High School Principal