SAN PABLO DIOCESAN CATHOLIC SCHOOLS SYSTEM

Liceo de San Pedro

(formerly San Pedro Academy)
S.Y. 2019-2020
CURRICULUM MAP

QUARTER 1st Quarter GRADE LEVEL Grade 9

TEACHER-
Mr. Bryan T. Torrecampo SUBJECT AREA English
DESIGNER
GRADE LEVEL The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a
STANDARD deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of how Anglo-American literature and other text types serves as means of enhancing the self, also how to use processing,
CONTENT
assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him to participate
STANDARD
actively in a speech choir.
PERFORMANCE 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
STANDARD expressions, Body Movements/ gestures and audience contact.
LESSON NUMBER/ ASSESSMENT ACTIVITIES INSTITUTIONAL CORE
UNIT TOPIC/ CONTENT COMPETENCIES/SKILLS RESOURCES
MONTH (indicate if F/S) (indicate is A, M, T) VALUES
Lesson 1 Epic and Legends:  Share prior knowledge 1. Probe word 1. Map of  English in  Compassion
I. Epic Poetry about the text type meaning (F) conceptual Perspective 9-  Sympathy
 Analyze literature as
II. Beowulf means of discovering 2. Synthesis of change Anglo-american  Consideration
III. Epic Heroes the self Ideas (S) 2. Narrating an epic literature book
 Identify the  Respect
IV. Hymns distinguishing features 3. Essay (S) 3. Reciting lines in  Youtube online
V. Arthurian Legend of notable Anglo- 4. Recitation (F) chorus video
American poetry,
VI. Literary point of view songs, poems, 4. Ponder Reflection  Grapic
VII. Sermon sermons, and 5. Video organizers from
allegories
VIII. Tone and mood  Explain how elements Presentation the internet
specific to a selection 6. Fryer Model  Deped
build its theme
 Explain how the 7. Role playing Curriculum
elements specific to a 8. Making a guide
 genre contribute to the character profile
theme of a particular
literary selection
 Express appreciation
for sensory images
used
 Explain literary device
used
 Determine tone,
mood, technique, and
purpose of the author
 Explain how a
selection may be
influenced by culture,
history, environment
or other factors
Lesson 2 Poem and journalistic Writing:  Distinguish between 1. Writing task (S) 1.Using information 1. English in
and among
I. Comparing traditional 2. Comprehension maps Perspective 9-  Compassion
informative,
poem journalistic, and questions (F) 2.Tree Diagram Anglo-American  Sympathy
II. Writing a Journal literary writing 3. Recitation (F) 3.Writing a topic literature book
 Examine sample  Consideration
III. Uses of inverted word texts representative 4. Quizzes (F) outline 2. Youtube online Respect
order of each type. 5. Grammar practice 4.Writing a literary video
 Compose forms of
IV. Questions and command literary writing. journal entry 3. Grapic
V. Genres of literature  Identify types and 5.Writing a character organizers from
features of poetry
VI. Capitalization  Use literary devices profile the internet
VII. Interjection and techniques to 6.Probe words 4. Deped
craft poetic forms
 Use interjections to meaning Curriculum guide
convey meaning 5. English Across
 Use normal and
Continents 9
inverted word order
in creative writing book
Lesson 3 I. Verbal and other non-  Use the correct pitch, 1. Recitation (F) 1. Concept maps 1. English in
juncture, stress,
verbal communication: 2. Quizzes (F) 2. Speech choir Perspective 9-  Compassion
intonation, rate of
II. Gestures and body speech, volume and 3. Debate (S) 3. Viewing non-print Anglo-American  Sympathy
movements projection when 4. Extemporaneous materials literature book.
delivering lines of  Consideration
III. Argumentative poetry and prose in speech (S) 4. Giving Directions 2. English Across  Respect
dramatic and 5. Reading a script (F) 5. Transitional Continents 9
conventional speech
choirs device book
 Produce the correct 3. Youtube online
beat and rhythm in
delivering jazz video
chants and raps 4. Grapic
 Use the appropriate
segmental (sounds organizers from
of English) and the the internet
suprasegmentals or
prosodic features of 5. Deped
speech when Curriculum
delivering lines of
poetry and prose in guide
speech choir, jazz
chants and raps
 Use interjections to
convey meaning