MOTHER PERPETUA PAROCHIAL SCHOOL

LUAL POBLACION, MAUBAN, QUEZON

CURRICULUM MAP

SUBJECT: ENGLISH
GRADE LEVEL: 9

TERM UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
(NO): CONTENT STANDARD STANDARD (PS) SKILLS CORE VALUES
MONTH (CS)
ONLINE OFFLINE
nd
2 Quarter Dramatic Poetry The learner The learner EN9LT-IIa-15: Analyze Poem Composition Using the Venn Students will Read The Inventible Prayerful: Students
demonstrates proficiently plays an literature as a means Diagram, and Take note of Day will learn the
understanding active part in a of valuing other people Compare and the Teacher Given https://www.the lesson of life, that
of how Anglo- Chamber Theatre and their various Contrast the offline Literature, guardian.com/bo each will realize
American presentation circumstances in life Sonnet XVII of Sonnet XVII of W. oks/booksblog/2 that human should
literature and through employing William Shakespeare & 015/may/11/poe be anchored to
other text effective verbal and Shakespeare & The Inevitable Day m-of-the-week- God especially in
types serve as non- verbal The Inevitable by C. Marlowe doctor-faustus- Prayer looking into
means of Strategies based on Day of christopher- reality that human
valuing other the following Christopher marlowe being’s time leaps
people; criteria: Focus, Marlowe to fast.
also how to Voice, Delivery, Sonnet XVII
use processing Facial Expressions, https://www.poe
information Style and Body tryfoundation.org
strategies, Movements or /poems/45087/s
different Gestures. onnet-18-shall-i-
forms of compare-thee-to-
adverbs and a-summers-day
conditionals
Sensory Images for him/her to EN9LT-IId-2.2.1: Song Interpretation Discussion about Listening to a Song The Lamb Passionate:
play an active Express appreciation “The Tyger” Lyrical Poetry: Interpretation https://www.yout Students will
part in a for sensory images https://www.youtu Types and “The Lamb” ube.com/watch? develop their
Chamber used. be.com/watch? Subtypes v=izZWdqvEoKA passion on
 Theatre v=8tkPDCK5e4s listening to
presentation. Interpret the song something and
using sensory evaluate them with
images, what sensory images to
sensors are show more
activated or used adherences to a
and tell how was it given piece.
used.
Prose and Poetry EN9WC-IIc-10: Using Venn Oral Discussion Using Kami, Rex English Text Passionate:
Distinguish the Diagram, Compare of the Students will Read Book pg. 147-160 Students in the
features present in and Contrast Prose Characteristic of and Answer La long run will be
poetry and in prose. and Poetry Prose and Belle Dame Sans able to lean
Poetry. Merci and the passion to sense
Monologue “My what’s the
Last Dutches” difference between
Then answer the two different
Process Questions things and
right after reading consolidate them
in each literary into one idea
text.
Elements of EN9VC-IIf-23: Share 10 item Quiz on Discussion and Literature https://www.orw Solidarity: The
Narrative: personal opinion about Elements of a Orientation of integration: Read ellfoundation.co Students in the
Theme and the ideas presented in Narrative Essay Elements of the Essay m/the-orwell- long run will be
Conflict the material viewed. Narrative thru “Shooting an foundation/orwel able to lean the
Zoom Elephant” with l/essays-and- value of oneness,
process questions other- to be one what
works/shooting- should be the
https://www.orwe an-elephant/ common good,
llfoundation.com/t how will him value
he-orwell- Rex Text Book life, in order to
foundation/orwell Pg. 266-275 follow what is and
/essays-and-other- what is not against
works/shooting- his/her will.
an-elephant/
Adverbs, EN9G-IIa-19: Use Fill in the Blanks: Discussion Thru Making an Online Rex Text Book pg. Modernistic: The
Adverbial adverbs in narration. Students will Zoom how to published Journal: 280-291 Students in the
Phrases & complete the 20 use adverbs by Students will long run, will be
Clause, item fill in the blank acting it out. select one able to become
sentences with an moment in their modernistic
appropriate life which could because they will
adverbs. have caused a big learn the value of
difference that using the social
he/she has taken a media to influence
different action. others in a positive
Students will way.
publish a journal
entry to share
his/her thoughts.
Short Prose EN9WC-IIf-9.2: Identify 15 item Using Facebook Short Prose Video Rex Text Book pg. Passionate:
types and features of Identification on Rooms, Group Learning Material 358-379 Students in the
short prose. Types and Features Activity on Types to be Watched and long run will be
of a Short Prose of Short Prose, Study. & able to lean
Brainstorming passion in valuing
Activity and https://www.yout https://www.you other people by
Discussion ube.com/watch? tube.com/watch? writing good
v=B-w0Mm3z6tg v=B-w0Mm3z6tg stories and
accounts that will
prove deeds of
others.
Theatre & Stage EN9OL-IIf-5: Use the Individually Discussion Thru Tips and Tactics in English in Solidarity: The
Directions appropriate prosodic Perform Expression Zoom on Stage Performance Perspective 9 Students will be
features of speech Via Zoom assessed Theatre and and Delivering Page. 365-366 able to lean the
when delivering lines using the given stage Directions Lines in a Theatre value of oneness,
in a Readers Theatre or Rubric https://www.yout that should be
in a Chamber Theatre. ube.com/watch? models for us a
v=NdfpL41YC0w kind of public
discourse that lies
at the heart of life,
and build skills for
listening to
different sides of a
conversation.
 Technicalities of EN9OL-IIi-5: Use the 20 item Using Facebook Types of Stage English in Solidarity: The
the used words appropriate prosodic identification for Rooms, Group Miniature making Perspective 9 Students will be
in Drama and features of speech vocabulary term in Activity and out of recycled Page. 367-370 able to lean the
Theatre when delivering lines theatre. Discussion on materials & value of oneness,
in a Readers Theatre or Technical words Rex Text Book in that should be
in a Chamber Theatre. in Theatre English pg. 430- models for us a
435 kind of public
discourse that lies
at the heart of life,
and build skills for
listening to
different sides of a
conversation.

CULMINATING PERFORMANCE TASK FOR 2nd QUARTER

PRODUCING A VIRTUAL ONE-ACT PLAY:

ACTIVITY: GRASPS: To promote social change and development through literature – a means of connecting to the world, students are the newest theatre artist of
Philippine Educational Theatre Association (PETA), all Teacher of Language, via Zoom, are invited to witness the presentation as an observance of
the World Day for Audio-visual Heritage, the newest artist of PETA proudly presents a classic one-act play adapted in the context of 21 st century.
Students are going to create and perform a modern by themselves an adaptation of one-act play “The Game”. The presentation proficiently plays
an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal Strategies based on the following criteria:
Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

RUBRIC ON PRODUCING A VIRTUAL ONE-ACT PLAY:

 CRITERIA 4 3 2 1 TOTAL
WOW! GREAT! GOOD! MORE REHEARSAL!

VOICE Voice was loud and clear; words Student spoke clearly Voice and language was not very Could not understand what
were easily understood clear; could’ve been much was being said due to unclear
louder. and low speech.

AUDIENCE Audience felt like part of the Was aware and well-connected to Needed more audience No audience awareness or
show. the audience. awareness and connection. connection at all.

BLOCKING Good use of stage and Used the entire stage—did not turn Could have used more of the Needed more blocking—
movement—did not turn back away from audience. stage; must concentrate on always face audience and use
to audience facing forward. Turned away the stage!
from audience only once or
twice.
SCRIPT/ Enticing vivid detail used in Script/dialogue was well-written; Some detail used in Script/dialogue contained no
PURPOSE script/dialogue; evident reasons considerable detail with good script/dialogue; needed more of purpose and very little detail.
for the performance. purpose. a purpose.
FACIAL EXPRESSION/ Great use of gestures, facial Contained facial expression, gestures Needed more facial expressions Contained little to no facial
BODY LANGUAGE & expression and body & body movement. gestures & movement. expression, gesture or
STYLE movement! movement.
DELIVERY & FOCUS Much committed, cooperated & committed, concentrated & Almost committed, cooperative No commitment, cooperation
concentrated- cooperative- & concentrated- or concentration

Prepared by: KIRBY M. ANARETA

Teacher – English 9