FIRST QUARTER, ENGLISH 9 LORD’S JEWELS CHRISTIAN SCHOOL, INC.

CURRICULUM MAP
ENGLISH 9

Content Standard:
The students demonstrate understanding of how Anglo-American literature and other text types serve as means of enhancing the self; processing,
assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks, and interjections to enable
them to participate actively in a speech choir.

Performance Standard:
The students transfer learning by actively participating in a speech choir through using effective verbal and nonverbal strategies based on the following
criteria: focus, voice, delivery, facial expressions, body movements/ gestures, and audience impact.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary
Development), E – Lit (Literature), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Term UNIT TOPIC Content Standard Performance Institutional Core

Competencies/Skills Assessment Activities Resources
(Month) Content (CS) Standard (PS) Value
                 
FIRST Lesson 1 • Love of God
A1 Identify sensory details • Seatwork •Work
50days Greek Epics The students A1 Answer questions about ENCAS Through • Courtesy
The students ECAS9RC-I-l.1 text exercises
(19days) demonstrate utilizing one’s senses Anglo-American • Obedience
transfer learning by •Pair work and
understanding of and Philippine • Heroism
actively B1 Evaluate a song Group work
how Anglo-American B1 Listen to a recording of Literature • Courage
participating in a adaptation of an epic •Assignment
literature and other the song adaptation of
speech choir – show appreciation for •Recitation (pp.2-20)
text types serve as Beowulf and
through using songs, poems, and other •Quiz
means of enhancing compare the mood and
effective verbal and listening texts •Performance
the self; processing, emotions produced when
Task
reading the epic
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assessing, nonverbal – Compare and contrast
summarizing strategies based on information listened to
information, word the following – Process information
derivation and criteria: focus, mentioned in the text
formation strategies, voice, delivery, listened to
appropriate word facial expressions, EN10LC-Ih-14.3 EN9LC-Ih-
order, punctuation body movements/ 8.8 EN9LC-Ia-8
marks, and gestures, and
interjections to audience impact.
enable them to C1 Infer thoughts, feelings, C1 Make a photo collage of
participate actively in and intentions in the material your city and show it to class
a speech choir. viewed
EN9VC-Ia-c-3.8

C2 Recognize words with C2 Cross out the silent

silent letters and letter/s in each word
unpredictable spelling
ECAS9VC-I-l.1

D1 Provide words or D1 Fill in each blank with the  

expressions appropriate for a correct idiomatic expression
given situation
EN8V-Ia-10.2 EN9V-Ia-b1

E1 Express appreciation for E1 Go back to the story and

sensory images highlight sentences that use
EN9LT-Id-2.2.1 sensory images

E2 Analyze literature as a E2 Write a paragraph to

means of discovering the self answer the questions about
EN9LT-Ia-14 the literary piece

E3 Visualize poetic imagery E3 Tell what pictures come

ECAS9LT-I-l.1 to mind when you read the
given phrases

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 G1 Produce the correct
sounds of English:
– produce the sound \a\
correctly
– produce the sound \ā\
correctly
EN9F-IIc-d3.11.1
H1 Use appropriate
punctuation marks and
capitalization to convey
meaning
– Use phrases, clauses, and
sentences appropriately and
meaningfully
EN9G-Ia-1.6/1.7 EN7G/II-a-1
G1 Pick the words that have
the given sounds, and use
them in sentence
H1 a. Divide the
given text into sentences by  
capitalizing the first word of
each sentence and putting
the proper end punctuation
H1 b. Add the com-
plete predicate to complete
the sentence

      H2 Distinguish be- tween   H2 Write CS on the line if

sentences and fragments the group of words is a com-
ECAS9G-I-l.1a plete sentence and F if it is a
fragment

H3 Convert fragments H3 Convert the given

into sentences sentence frag- ments into ENCAS Through
ECAS9G-I-l.1b sen- tences Afro-Asian
Lesson 2 Literature (p
The Middle ENCAS Through • Critically evaluat-
A1 Examine sample texts A1/E4 Anglo-American
English ing ancient and
representative of each Go over the discussion and Philippine
Period modern beliefs
type texts and selections Literature (pp .
(16 days) about predicting
– Skim to deter- mine key covered in this book so 21-43)  fate
ideas and author’s far and identify the
• Reflect on the
purpose purposes for each

ENGLISH
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 EN9WC-Id-8.1 EN9SS-Ie-
value of truth 
1.5.1
       

A2 Give another title for A2 Suggest another

the story appropriate title for the
– Identify ad- vance story
organ- izers, titles,
subtitles, illus- trations,
etc. in a given text
EN9RC-Ii-18

B1 Appreciate a ballad set B1 Listen to a song

to music version of the ballad Lord
– Infer thoughts, feelings, Randal and answer the
and intentions of the questions that follow
speaker

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4
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        – Draw generalizations  
and conclusions from the
material listened to
ECAS9-LT-I-l.2 EN9LC-Ib-
6.2 EN9LC-Ig-8.7
B2 Paraphrase the text
listened to
EN9LC-IIc-3.12/3.14
D1 Distinguish between
similar words and phrases
– Use various strategies
to decode the meaning of
words
EN8V-IVa-15
E1 Recognize charac-
teristics of ballads
– Identify types and
features of poetry
– Identify the distinguish-
ing features of notable
Anglo-
American lyric poetry,
songs, poems, sermons,
and allegories
EN9LT-Ia-14.1 EN9WC-If-
9.1
E2 Explain how the
     
B2 Listen as the teacher
reads lines from the
Knight’s Tale and work
with a partner to
paraphrase the lines
D1 Use the dictionary to
differentiate between the
given words
E1 a. Work with a
group and identify the
sections of the given
poem that reflects the
common characteristics
of ballads
E1 b. Use the chart
to answer the given ques-
tions
E2 Choose
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 elements specific to a characteristics from the
selection build its theme chart and explain how
– Explain how the they help build the theme
elements specific to a of the given ballad
genre con- tribute to the
theme of a particular
liter- ary selection
EN9LT-Ib-14.2 EN9LT-Ic-
2.2

E3 Draw similarities and E3 Compare and contrast

differences of the the two poems’ themes
featured selec- tions in using the Venn diagram
relation to the theme
EN9LT-Ih-2.3

E4 Determine tone,
mood, technique, and
purpose of the author
EN9LT-If-2.2.3
        E5 Explain how a   E5 Answer the questions    
selection may be about the selection
influenced by culture,
history,
environment, and other
factors
EN9LT-Ii-3

        F1/G1  
Write a simple ballad
– Compose forms of
literary writing
– Use literary devices and
techniques to craft poetic
terms
F1/G1    
In groups, write own
ballads using what has
been learned about
popular ballads and
present it to class

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 – Produce the correct
beat and rhythm in
deliver- ing jazz chants
and raps
– Use the appro- priate
sounds of English when
delivering lines in a
speech choir
– Produce the correct
beat and rhythm in
deliver- ing jazz chants
and raps
EN9WC-Ie-9 EN9WC-Ih-
i3.6 EN9OL-Ia-c1.15 EN9F-
Ib-c3.1

G2 Produce the cor- rect G2

sounds of English: a. Practice pro- nouncing
– Produce the sound \th\ the sound \th\ in the
cor- rectly words
– Read words with conso- b. Read these sentences
nant clusters for testing and practice
EN9F-IIc-d3.11.1 on the articulation of the
consonant clusters \sts\
and \sks\.
  Lesson 3     B1 Summarize infor-   B1 Work with a partner ENCAS Through  
The mation from the text and listen to any song Anglo-American
Renaissance listened to from Shakespeare’s plays. and Philippine
in EN9LC-Ii-3.14 Then, sum- marize it in Literature
England your words. (pp44-76)
(1450–1650)
(15days)
        C1 Assess the relevance   C1 Work with a group    
and worth of ideas and watch a music video,
presented in the material movie, or clip that shows

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 viewed
– Draw generalizations
and conclusions from the
material viewed
EN9VC-If-g19 EN9VC-Ih-
i1.5/2.5
E1 Explain the literary
devices used
EN9LT-Ie-2.2.2
E2 Determine tone,
mood, technique, and
purpose of the author
EN9LT-If-2.2.3
G1 Deliver a
memorized oral speech
before an audience with
ease and fluency
EN8OL-IVg-1.5/IVi- 1.5
G2 Use the appropriate
and effective speech
conventions expected
in speech choir
presentations
– Use the appro- priate
gestures (hand, face, and
body)
a rendition of the play
Romeo and Juliet and
answer the questions
given. Present your
insights about the video
using Power- Point
presentation or another
multi- media platform
E1 Work with a partner to
answer questions about
the use of literacy devices
in one
of Shakespear’s sonnets
E2 Answer the ques-
tions about the selection
read
G1 Work with a partner
to memorize any song
from Shakespeare’s plays.
Then, recite it in class
G2 Do a speech choir of
the play Romeo and Juliet
ENGLISH
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 – Use the correct pitch,
juncture, stress, intona-
tion, rate of speech, vol-
ume, and pro- jection
when delivering
lines of poetry and prose
in a dramatic and
conventional speech choir
EN9F-Ih-i3.14 EN9OL-If-
g2.6.2
EN9F-Id-e1.14

G3 Produce the cor- rect G3 Read the sentences

sounds of English: carefully differentiating
– Distinguish between the between the two sounds
sounds \ä\ and \ә\
– Articulate the vowel
sound
\ō\
EN9F-IIc-d3.11.1

H1 Use interjections to H1 Draw a comics strip of

convey meaning a scene from the
EN9G-Ia-18-Ii-18 Merchant of Venice or
Hamlet. Use interjections
in the dialogue
        H5 Use word and   H5 a. Insert the    
phrase modifiers indicated word modifier
– Place modifiers where it belongs in the
correctly sentence
– Form modifiers H5 b. Combine
– Use clause modifiers each pair of sentences by
– Combine sen- tences using a
using clause modi- V-ing form of modifier
fiers H5 c. Combine

ENGLISH
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 EN8G-IVa-15 each pair of sentences
ECAS9G.I.l.3c into one good sentence
ECAS9G.I.l.3d using a clause modifier

Lesson 4 A1 Take note of se- A1 Go online and look ENCAS Through Honor
Other Works quencing signals or for an article that shows Anglo-American Contentment
from the connectors to determine tips on studying. Scan for and Philippine Valuing studies
Renaissance patterns of idea sequence signals in the Literature
Period development given in a text and note them (pp.77-108)
text down. Identify the
EN9RC-Ic-13.2 purpose
of the transitional devices
used
A2 Scan sequence signals
or connectors to A2 Evaluate an online
determine patterns of article with se- quence
idea development signals
EN9RC-Id-13.2

A3 Determine how A3 Read the selection

paragraphs are related carefully and point out
ECAS9RC-I-l.4 how each para- graph is
related to the preceding
one

A4 Identify and formu- A4 a. Point out the

late topic sentences topic sentence in each of
EN8RC-IVa-2.21.1 the paragraphs
A4 b. Identify the
topic sentences if they
are expressed, and
formulate them if they
are implied

B1 Judge the relevance B1 Listen as the teacher

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10
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and worth of ideas reads the last part of “Of
presented Studies” by Francis
– Make decisions Bacon. Then, form groups
on what is listened to and identify the main
EN9LC-If-8.2 EN9LC-Ie-8.6 points in the essay

D1 a. Identify wheth-
D1 Arrive at the meanings er the follow- ing words
of words through word were formed from
for- mation (clipping, compounding, clipping,
blending, acrony- my, or blending. Then, write
compounding, folk their meanings
etymology) D1 b. Give more
EN9V-Ie-11 examples of compound
words, clipped words,
and portmanteaus with
their meanings

D2 Name eponyms in the

D2 Explain how words are category given to the
derived from names of group
persons and places
EN9V-Ic-15
D3 Complete the
D3 Construct definitions definitions
EN10V-IIa-13.9
E1 a. Pretend that as
E1 Identify with a the main char- acter
character Analyze (Rosalind or a man in a
literature as a means of similar situa- tion) and
dis- covering the self write a letter to a beloved
EN9LT-Ia-14 ex- pressing your feelings
E1 b. Memorize a
stanza from any of the

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 poems and de- liver it in
class

F1 Study the subjects and

suggest more specific
titles that may be derived
F1 Choose a subject for a from each subject
composition
ECAS9WC-I-l.4a F2 a. Rearrange the
garbled outline into main
headings and
subdivisions
F2 Organize an outline F2 b. Rearrange
ECAS9WC-I-l.4b the items under the main
heads. Determine the
subheads

F2 c. Rearrange the
items in an outline, fitting
them into logical main
heads and subheads

F3 Write two differ- ent

beginnings for each of
the sub- jects given
F3 Choose an interest- ing
introduction to a F4 Write good end- ings
composition for each of the
Write begin- nings beginnings previ- ously
ECAS9WC-I-l.4c written

F4 Write a conclusion to a
composition
Use a variety of
techniques to formulate a

ENGLISH
12
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 conclusion
EN8WC-IId-2.8.9
F5 Distinguish among
informative, jour- nalistic,
and literary writing
EN9WC-Ia-8
F6 Writing an informa-
tive, journalistic, or
literary writing
EN8WC-IIId-2.2.16
EN8WC-IVe-3.4 EN9WC-
IIf-9
F5/F6
Choose one topic to write
about and decide
whether to write an
informative, journalistic,
or literary text. Then,
have the class label it
accordingly
G1 Stress the verbs in
sentences

G1 Read with emphasis

ECAS9OL-I.l.4a G2 Read sentences,
putting the stress on the
G2 Read with correct right words
stress
ECAS9OL-I.l.4b H1 Write five
sentences showing
parallelism
H1 Use parallelism
– Use parallel
structures
EN8G-Ia-7

SECOND QUARTER, ENGLISH 9

Content Standard:
ENGLISH
13
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 The students demonstrate understanding of Anglo-American literature and other text types serve as means of valuing other people; understanding of strategies in
processing information, different forms of adverbs, and conditionals for them to play an active part in a Chamber Theatre presentation.

Performance Standard:
The students transfer learning by proficiently playing an active part in a Chamber Theatre presentation through employing effective verbal and nonverbal
strategies based on the following criteria: focus, voice, delivery, facial expressions, style and body movements or gestures.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development),
E – Lit (Literature), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Content Standard Performance Institutional Core

TERM UNIT TOPIC Competencies/Skills Assessment Activities Resources
(CS) Standard (PS) Value
Content
               
SECON Lesson 1 The students The students transfer A1 Get information from • Recitation A1 Get information from ENCAS • Integrity
D English Stream: demonstrate learning by various print media • Group Work various print media resources, Through • Honesty
(49 The Neoclassical understanding of proficiently playing an EN9RC-IIb-19 • Assignment like brochures, pamphlets, Anglo- • Self-control
days) Period Anglo-American active part in a • Work text periodicals, or audio-video American and • Spending youth
(10 days) literature and other Chamber Theatre exercises recordings and write down the Philippine productively
text types serve as presentation through • Performance difficult words in it Literature • Belief in and dedi-
means of valuing other employing effective Task (pp110-142) cation to God
people; understanding A2 Recognize and identify • Unit Test A2 Identify what is wrong with
of strategies in faulty reasoning the given reasoning
processing ECAS9RC-II-l.1b

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information, different verbal and nonverbal B1 Evaluate the use of B1 Choose an advocacy  
forms of adverbs, and strategies based on reasoning advertisement on a social,
conditionals for them the following criteria: in advocacy advertisements moral, or economic
to play an active part focus, voice, delivery, – Listen to paraphrase; national issue that the student
in a Chamber Theatre facial expressions, summarize information from feels strongly about
presentation. style and body persuasive text or want to learn more about and
movements or – Use condition- als to summarize it for its message
gestures. express arguments
EN9LC-IIc-3.12/3.14
– Reflect on the ideas of the
speaker
EN9LC-IIIb-6.3
– Interpret the information
listened to
EN9LC-IIIc-6.4
– Recognize faulty logic,
unsupported facts, and emo-
tional appeal
EN9LC-IIId-6.5

– Provide appropriate and

critical feed- back/reaction to
a specific context or situ-
ation
EN9LC-IIIe-3.13

C1 Recognize propaganda in
commercials
ECAS9VC-II-l.1

D1 Note types of context

clues used for a given word
or expression
EN9V-Ig-12.3

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15
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 D2 Master roots, pre- fixes,
and suffixes
– Explain the meaning of a
word through structural anal-
ysis (prefixes, roots, suffixes)
EN8V-IIIa-c-15.3
D3 Determine the vocabulary
or jargons expected of a
particular communicative
style
EN9V-IIf-28
E1 Draw similarities and
differences of the featured
selec- tions in relation to the
theme
EN9LT-IIh-2.3
F1 Develop lines in a poem
Write a paragraph on a given
topic
ECAS9WC-II-l.1a
      ECAS9WC-II-l.1b  
F2 Summarize the selection
ECAS9WC-II-l.1c
D2 a. Identify the
root word of the given words
and
use each in a sentence
D2 b. Add a prefix
before each word to give the
idea of “opposite”
D3 List the vocabulary words,
expressions, and jargon used in
the different communicative
styles
E1 Compare and contrast the
two poems “The Lamb” and
“The Tiger” by writing a para-
graph explaining how these
similarities and differences
relate to the theme of creation
and
the dichotomy of between good
and evil
F1 Write a paragraph
developing either of the given
lines
   
F2 In one or two sen- tences,
summarize the thought given in
the stanzas
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     F2 Summarize the   F2 In one or two sen- tences,
selection summarize the thought  
ECAS9WC-II-l.1c given in the stanzas
 
Lesson 2 A1 Distinguish the A1/E1/E2/E4 ENCAS Appreciation of
English Stream: features present in poetry Work with a partner and Through nature
The Romantic and prose ECAS9SS-II-l.2 compare and contrast some Anglo- Love
Period of the features used in both American and
(10days) works by filling out the table Philippine
Literature
A2 Match diagrams with A2 Study the sketches and (pp.143-169)
their corre - sponding answer the questions on
write- ups defin - ing the italicized
EN9RC-IIh-11.1.1 terms by referring to the
sketch

A3 Sense the difference A3/A5

between linear and Choose your favorite science
nonlin - ear texts topic that can be presented
EN9RC-IIf-11.1 through infographics

    A4 Interpret informa -   A4 Study the diagram of how  

tion found in non - linear radar works and answer the
texts such as diagrams, questions that follow
maps, charts, etc.
EN9RC-IIg-5

A5 Organize informa- tion A5 Study a diagram of how

in various ways (outlining, radar works and answer
graphic representations, comprehension questions
etc.)
EN9RC-IIi-2.15

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 C1 Compare three clips to
C1 Evaluate video see which one is the best
presentations of a poem interpretation of the poem
– Judge the relevance and
worth of ideas presented
in the material viewed
EN9VC-IIh-19

D1 Use the devices of D1 Study the sketches of

scientific exposi- tion different kinds of feet and
– Defining scien- tific match each with its name
terms
ECAS9V-II-l.2

E1 Explain how the E1

elements specific to a
genre contribute to the
theme of a particular
literary selection
EN9LT-IIc-2.2

      E2 Explain how a   E2    
selection may be
influenced by
culture, history, en-
vironment, or other
factors
EN9LT-IIi-3

E3 Analyzing literature as E3 In small groups discuss

a means of valu- ing other the answers to questions
people and their various about Percy Bysshe Shelley’s

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 circumstances in life “To a Skylark”.
EN9LT-IIa-15

E4 Explain how the E4

elements specific to a
selection build its theme
EN9LT-II-0-14.2

G1 Produce the cor- rect G1 Go over “The Indian

sounds of English
Identifying the sound \ ē\
EN9F-IIc-3.11.1
G2 Describe pictures
projected upon one’s
imagination through the
given lines in a poem
ECAS9OL-II-l.2
Serenade” and pick all the
\ē\ sounds as in eat
G2 Describe the pictures
projected upon one’s
imagination through the
given lines and phrases

G3 Produce the correct G3 Practice

sounds of English articulating the
Contrasting the sounds contrasting sounds
\p\ and \f\ \p\ and \f\
EN9F-IIc-3.11.1

Lesson 3     A1 Compare and con-   A1 Write a paragraph  ENCAS  

English Stream: trast similar infor- mation explaining which attitude Through
The Victorian presented in different about death is close to one’s Anglo-
Period texts own attitude and compare American and
(7 days) EN9RC-IIa-3.2.7 and contrast with the Philippine
attitude on death in the Literature (pp
artists’ works 170-188)

A2 Recognize symbolism A2 Explain the symbolism of

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19
9
ECAS9RC-II-1.3 the given words

B1 Compare moods B1 Listen to the

evoked by a poem and a performance of the “The
musical piece Forsaken Merman” set in
ECAS9LC-II-l.3 song

E1 Determine tone, E1 Work with a group to

mood, technique, and answer the given questions
purpose of the author about the mood and attitude
EN9LT-IIf-2.2.3 of the poems
G1 Produce the cor- rect G1 Practice pronounc- ing
sounds of English the \th\ sound in these
Mastering the sound \th\ words
EN9F-IIc-3.11.1

G2 Read words with G2 Practice reading

correct stress frequently misac- cented
– Using the appropriate words
suprasegmen- tals: pitch,
stress, juncture,
intonation, etc
EN9OL-IVf-1.14
G3 Work with a group,
G3 Interpret a poem choose any of the poems
creatively covered in this unit, and
ECAS9OL-II-l.3 interpret it

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Lesson 4     B1 Evaluate a song   B1 Listen to a song  ENCAS • Contentment
American retelling of a narra- tive performance Through • Respect for
Stream: Ra- ECAS9LC-II-l.4 of “The Cask of Amontillado” Anglo- elders
tionalism and and evaluate the lyrics and American and • The cost of
Romanti- cism melody of the song Philippine revenge
(7) days Literature
C1 Write a summary of the (pp.189-226)
C1 Summarize a narra- story based on the material
tive from a video watched
– Judge the relevance and
worth of ideas presented
in the material viewed
– Judge the relevance and
worth of ideas presented
– Establish con- nections
of events and how these
lead to the ending of a
material
– Summarize information
contained in the material
viewed
EN9VC-IIh-19 EN9LC-IIi-
8.2 EN9VC-IIb-c-21

E1 Identify sight and smell E1 Answer the questions

– Express appreciation for about the selection and
sensory images used name some soft sounds and
EN9LT-IId-2.2.1 loud sounds

E2 Identify the distin-

guishing features of
notable Anglo- American
sonnets, dramatic poetry,
vignettes, and short
stories
E2 Discuss as a group the
poem “To a Waterfowl” and
identify the lines showing
sensitivity and sensibility

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9
 EN9LT-IIa-15.1
F1 Write a narrative
– Compose forms of liter-
ary writing
EN9WC-IIf-9
F2 Choose the point of
view in a narrative
– Use literary devices and
techniques to craft short
prose forms
EN9WC-IIh-9.3
F3 Develop a simple
incident narrative
– Using literary devices
and techniques to craft
short prose forms
EN9WC-IIh-9.3
F4 Narrate a personal
experience
ECAS9WC-II-l.4
G1 Produce the cor- rect
sounds of English
EN9F-IIc-3.11.1
G2 Distinguish be- tween
the sounds
\a\ and \ә\ Mastering the
schwa sound
F1/H1 Write a one-
paragraph news report
about a traf- fic accident
from a third person POV
F2 Go back to selections
previously read and identify
the point of view from which
each selection is told
F3 Study the simple
incidents and determine the
single incident that serves to
focus of the story
F4 Write about an inci- dent
that involves an older person
G1 a. Point out the
silent letter in each word
G1 b. Practice
often mispronounced
sounds
G2 Carefully differentiate
between the
\a\ and \ә\ sounds
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 EN9F-IId-3.11.1
H1 Use adverbs in nar-
ration
– Using literary devices
and techniques to craft
short prose forms
EN9G-IIa-19
       
H1
Describe a grandfa-
ther, grandmother,
or any other old
person, with
significant details
about the person’s
actions or appearance    
ENGLISH
23
9
Lesson 5 D1 Give the various ENCAS
American meanings of identi- fied D1 Through Self-determination
Stream: Tran- homonymous or Give a homonym Anglo- Courage
scendentalism polysemous words or for the given words American and The wonder of
and the New expres- sions from Markham’s poem Philippine nature
Poetry EN7V-IV-e-9 Literature
(6 days) (pp.227-257)
D2 Give rhyming words D2
ECAS9V-II-l.5 Give as words that
rhyme with each
F1 Write a diary entry word given
F1 Write diary entries
covering a week

F2 Use literary devices F2 a. Write a para-

and techniques to craft
short prose forms
– Write a para- graph
describ- ing the setting of
a poem
– Write a para- graph
using the setting to
describe a character in a
poem
EN9WC-IIh-9.3
graph describ- ing the setting
depicted in the poem
F2 b. Write a para-
graph using the setting to
help viv-
idly portray the character of
Columbus
F2 c. Write an anec-
dote illustrat- ing a character
trait of a family member

F4 Express apprecia- tion
for entertain- ing texts
(anec- dotes, jokes,
fables, myths, tales) by
recognizing the punch
line
F4 Go online and look for
an amus- ing news story
which, with a little
elaboration, can be made
into a good anecdote. Then
write the anecdote

ENGLISH
24
9
EN7LC-IV-h-8.3
F5 Write anecdotes based
on news story
EN9WC-IIh-9.3
F6 Use vivid descrip- tions
– Supply specific details
ECAS9WC-II-l.5
G1 Produce the cor- rect
sounds of English
Reading diph- thongs in
the selection
EN9F-IIc-3.11.1
G2 Participate in a
Readers Theater
– Employ varied verbal
and nonverbal strategies
to create impact on the
audi- ence while
delivering lines in a
Readers Theater
– Use the appro- priate
prosodic features of
speech when delivering
lines in a Readers Theater
F5 Look for an amus- ing
news story that can be made
into a good anecdote
F6 Make the descrip- tions
vivid by sub- stituting fresh
and specific words for the
italicized word
G1 Practice saying the
diphthong vowel sounds by
reading “The Rainy Day”
G2 Use Longfellow’s “The
Rainy Day” as an exercise
in speech and present as
Readers Theater
ENGLISH
25
9

– Employ ef- fective and
appropriate nonverbal
communica- tion to
convey meaning in
a Readers Theater
EN9OL-IIg-2.6 EN9OL-IIa-
3.7
G3 a. Test yourself
and practice the vowel
sound \a\ by reading the
sentences
G3 b. Test yourself
and practice articulating the
vowel \i\

G3 Review the vowel

sound \a\ Pronounce the
vowel \i\
EN9F-IIc-3.11
           

ENGLISH
26
9
THIRD QUARTER, ENGLISH 9

Content Standard:
The students demonstrate understanding of how Anglo-American literature and other text types serve as means of connecting to the world; and
understanding of the ways to analyze a one-act play and the different forms of verbals for them to skillfully perform in a one-act play.

Performance Standard:
The students transfer learning by skillfully performing in a one-act play through utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: focus, voice, delivery, and dramatic conventions.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary
Development), E – Lit (Literature), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Term UNIT TOPIC Content Standard Performance Institutional

Competencies/Skills Assessment Activities Resources
(Month) Content (CS) Standard (PS) Core Value
                 
THIRD Lesson 1 The students The students transfer B1 Employ appropriate • Seatwork B1 Work with a partner and  ENCAS • Faithfulness
51days Early 20th demonstrate learning by proficiently listening strategies suited • Work text observe the rhythm of the Through • Generosity
Century Eng- understanding of playing an active part to type of text exercises poem. Select the lines that Anglo- • Happiness
lish Literature Anglo-American in a Chamber Theatre EN9LC-IIIa-6 • Recitation suggest the gallop of a horse American and • Equality
(11 days) literature and other presentation through • Group Work Philippine • Sacrifice
text types serve as employing effective D1 Recognize synonyms • Quiz D1 a. Give the mean- Literature • Appreciation of
means of valuing verbal and nonverbal and antonyms • Assignment ing of each italicized word (pp.202-244) youth
other people; strategies based on – Note types of context • Performance D1 b. Refer to the
understanding of the following criteria: clue (restatement, Task poem “God’s Gift” and an-

ENGLISH
27
9
 strategies in focus, voice, delivery, definition, synonyms, • Unit Test swer the given questions
processing facial expressions, antonyms) used for a given
information, different style and body word or expression
forms of adverbs, movements or EN9V-Ig-12.3
and conditionals for gestures
them to play an
active part in a
Chamber Theatre
presentation.
      . E1 Analyze literature as a   E1/E2/E3    
means of connecting to the Evaluate how the reader
world used tone color to bring out
EN9LT-IIIa-16 the mes- sage of either of the
two poems “When I Was
One-and-Twenty” and
“Loveliest of Trees”

E2 Explain the literary

devices used
– Determine the tone,
mood, technique, and
purpose of the author
EN9LT-IIIe-20.2 EN9LT-
IIIg-2.11

E3 Explain how a selection

may be influenced by
culture, history, en-
vironment, or other factors
EN9LT-IIIg-3

F1 Composing forms of F1 a. Make up a

literary writing story sug- gested by each
EN9WC-IIIa-9 given number
F1 b. Plan and write
a suitable plot based on the
given items

ENGLISH
28
9
    
G1 Produce the final G1 a. Pronounce the
sounds of -d and sound of the final -d or -ed to
-ed show the distinction in the
    EN9F-IIc-3.11.1   final sound.    
G1 b. Read the
sentences, pronouncing the
finaled sounds correctly

G2 Use the appropri - ate G2 Read the poem “Loveliest

suprasegmentals: pitch, of Trees ” bringing out the
stress, juncture, intona - poet’s message by using a
tion, etc. variety of tone colors
EN9OL-IVf-1.14

H1 Use verbals H1 a. Give examples

– infinitives and infinitive
phrases
– participles and gerunds
– subordinate clauses and
participial phrases
– gerunds
        EN9G-IIIa-21  
of infinitive phrases and use
them in sentences
H1 b. Add an infini-
tive without to and complete
each item to a sentence
H1 c. Change the
subordinate clauses into    
participial phrases
H1 d. Combine
the correct participial form
(present or perfect active or
passive voice), with when or
while if needed

H1 e. Complete
each sentence by adding a
gerund
H1 f. Make sen-
tences using each of the
verbs above followed by
ENGLISH
29
9
 either a V-ing form or an
infinitive
         

H2 Using appropriate H2 Punctuate and make a

punctuation marks and paragraph from the given  
capitalization to convey set of sentences
meaning
EN9G-Ia-1.6/1.7
 
  Lesson 2     G1 Use the   G1 a. Read the •  ENCAS Reminiscing the
Other Works appropriate poems aloud making Through past
from Early suprasegmentals: pitch, sure • to blend the words Anglo- Communion with
20th Century stress, juncture, together • and pause at American and nature
English intonation, etc. the right places • Philippine The splendor of
Literature EN9OL-IVf-1.14 G1 b. Read the Literature being alive
(10 days) questions and answers (pp.245-294) Nationalism
with the correct
intonation as indicated

        G2 Produce the sound   G2 a. Read the    

\f\ Distinguish between phrases, pronouncing the
the sounds \th\ \f\ sound right G2 b.
EN9F-IIc-3.11.1 Pronounce soft
\th\ and hard
\th\ correctly in the
expressions

ENGLISH
30
9
 Lesson 3 E1 Expressing appre-
Early 20th ciation for sensory
Century images used
American EN9LT-IIId-2.1.5
Literature
(8 days) H1 Use the present
perfect and the present
perfect progressive
tenses
ECAS9G-III-l.3a
       
H2 Use the past perfect
tense and the past
perfect progressive
tense
ECAS9G-III-l.3b
        H3 Use the future  
perfect tense and the
future perfect
progressive tense
ECAS9G-III-l.3c
E1 In small groups, discuss
answers to the following
questions about Joyce
Kilmer.
  • Judging others
H1 Give a sentence that • Love and
may come before the sacrifice
given sentence. Use the • Success
present perfect ordinary
form
H2 Tell what Nimfa did in
the given situation by
using the past perfect
tense
H3 a. Fill in the    
blanks with the present
perfect progressive form
of the verb
H3 b. Use the
present perfect
progressive in the
sequence sentence
H3 c. Construct five
sentences related to your
hobbies using the future
perfect progressive tense
ENGLISH
31
9
 H3 d. Construct five
sentences related to your
hobbies using the future
perfect progressive tense

G1 Use the appropri- G1 a. Read the ques-

ate suprasegmentals: tions with the correct
pitch, stress, juncture, intonation
intonation, etc. G1 b. Read the sen-
EN9OL-IVf-1.14 tences without stressing
the contracted form of
shall have or will have
             
  Lesson 4     A1/E1   A1/E1   • Effects of music
Other Works Analyze a one-act play Look up any of the • Social
from Early – Understand the one- following ten-minute awareness
20th Century act play plays in the box above • Appreciation of
American – Explain how the and evaluate how your creation
Literature elements specific to a chosen play demon-
(22 days) one-act play contribute strates the characteris-
to the development of tics of one-act plays
its theme
EN9RC-IIIa-20 ECAS9LT-
III-1.4

B1 Listen to a sym- B1 Go online and look for

phony a recording of
ECAS9LC-III-l.4 Beethoven’s 6th
Symphony, the “Pastoral.”
Listen to the recording
and jot down words that
describe the feelings
evoked recording

C1 Interpret the mes- C1 five members to make

ENGLISH
32
9
sage conveyed in a a poster showing the
material viewed similarities and
– Interpret the message differences of living in the
conveyed in a poster city vs. living in the
– Analyze the countryside. Exchange
information contained work with a different
in the material viewed group and evaluate the
– Provide critical poster
feedback to the idea
pre- sented in the
material
EN9VC-IIIa-1.2/2.2
EN9VC-IIId-4.3/5.3
EN9VC-IIIg-24

D1 Get familiar with the D1 Learn more play-

technical vo- cabulary related vocabulary by
for drama and theater matching the terms in the
EN9V-IIIa-29 first column with their
definitions in the second
column

E2 Identify the distin- E2 Identify the literary

guishing features of elements in the one-act
Anglo- American one- play “The Beggar and the
act plays King”
EN9LT-IIIa-16.1

F1 Identify types and F1 a. Read “The

features of a play Beggar and the King” and
synopsis write a play synopsis for it
– Use literary devices to using
craft a play synopsis the guidelines provided
EN9WC-IIIa-9.4 EN9WC- F1 b. Write a plot
IIIe-9.5 synopsis for the ten-

ENGLISH
33
9
 minute play you evalu-
ated

G1 Use appropriate G1 Recite the poem “The

multimedia resources to
ac-
company the oral
delivery of lines
EN9OL-IIIh-3.10
Pastoral” in class by using
the recording listened to
as basis for the
performance

G2 Employ varied verbal G2 Work in groups to

and nonverbal present the one- act play
strategies while “The Beg- gar and the
performing in a one-act King
play
– Produce the English
sounds correctly and
effectively when deliver-
ing lines in a one-act
play
        – Use the appropriate        
prosodic features of
speech when delivering
lines in a one-act play
– Use effective and
appropriate nonverbal
communication
strategies
EN9OL-IIIa-3.7 EN9F-IIIa-
3.11 EN9OL-IIIc-5
EN9OL-IIIf-2

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34
9
FOURTH QUARTER, ENGLISH 9

Content Standard:
The students demonstrate understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in
a changing world; and understanding of how to use the features of a full-length play, tense consistency, modals, active and passive constructions,
plus direct and indirect speech to enable them to competently perform in a full-length play.

Performance Standard:

ENGLISH
35
9
 The students transfer learning by performing in a full-length play through applying effective verbal and nonverbal strategies and ICT resources
based on the following criteria: focus, voice, delivery, and dramatic conventions.

Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary
Development), E – Lit (Literature), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Term Content Standard Performance Competencies/Skill Institutiona

UNIT TOPIC Content Assessment Activities Resources
(Month) (CS) Standard (PS) s l Core Value
                 
FOURTH Lesson 1 The students The students transfer A1 Relate text content • Seatwork A1/A2/E2 ENCAS • Faith
45days Period of Self-Discovery and demonstrate learning by to particular social • Worktext Work with a partner and Through • Care for the
Growth understanding of performing in a full- issues, concerns, or exercises exchange views about the Anglo- future
7 days how Anglo- length play through dispositions in real life • Recitation given ques- tions American generation
American literature applying effective EN9RC-IVa-2.18 • Group Work and • Filipino
and other text types verbal and nonverbal • Assignment Philippine values
serve as means of strategies and ICT • Literature
preserving resources Performance
(pp.296-339)
Task
• Unit Test

unchanging values based on the A2 Judge the

in a changing world; following criteria: relevance and worth
and understanding focus, voice, delivery, of ideas, the
of how to use the and dramatic soundness of author’s
features of a full- conventions. reasoning, and the
length play, tense effectiveness of the
    consistency, presentation    
modals, active and EN9RC-IVf-2.22
passive
constructions, plus B1 Compare and B1/B2
direct and indirect contrast ideas listened Listen to the Youth Radio
speech to enable to   Podcast: Immigration and

ENGLISH
36
9
 them to competently EN9LC-IVe-8.8 answer the questions given
perform in a full-
length play. B2 – Differentiate
biases and prejudices
– Judge the relevance
and truthfulness of the
ideas listened to
– Judge the validity of
the evidence listened
to
– Make
generalizations
EN9LC-IVf-13.3
EN9LC-IVg-13.4
EN9LC-IVh-2.15
EN9LC-IVi-8.7

B3 Get the different B3/B4/B5

sides of social, moral, Listen to the radio and
and economic issues choose a national issue and
affecting the nation answer the given questions
EN9LC-IVb-13.1

             
B4 – Employ
analytical listening to
make
prediction/ projections
– Analyze the stand of
the speaker through
explicit statements
made

ENGLISH
37
9
EN9LC-IVc-13.2
EN9LC-IVd-7.2

B5 Listen to lay
value judgment on
critical issues that
demand sound
analysis and call for
prompt action
EN9LC-IVa-13

E1 Explain how the

elements specific to E1/E3/F1
full-length play builds Write a play review of the ten-
its theme minute clip of a staging of
– Use words to Nick
express evaluation Joaquin’s “A Portrait of the
– Observe tense Artist as a Filipino”
consistency
in writing an
evaluation
EN9LT-IVa-17.1
EN9G-IVh-24 EN9G-
IVi-25

E2 Explain how a
selection may be
influenced by culture,
history, environment,
or other factors
EN9LT-IVi-3

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38
9
 E3 Analyze literature
as a means of
understanding
        unchanging values in      
a changing world
EN9LT-IVa-17

F1 Compose a play  
review
EN9WC-IVa-11

G1 Use varied verbal G1 Perform a full- length play

and nonverbal based on Nick Joaquin’s “A
communication Portrait of the Artist as a
strategies when Filipino ”
performing in a full-
length play
             
EN9OL-IVa-3.7
EN9F-IVa-3.11
EN9OL-IVc-2

G2 Use the rising G2 Read the yes-no

intonation pattern with questions with a rising
Yes-No and tag intonation
questions
EN7OL-I-g-1.14.4

H1 Use active and
passive constructions
      EN9G-IVa-22  
H1 a. Change the
sentences to the passive form
H1 b. Make  
affirmative and negative
statements and questions in
the passive form

ENGLISH
39
9
 Lesson 2 D1 Note types of D1 Find the words in the story ENCAS
The Post-War Period context clues used for and guess their meaning from Through •
11 days a given word or the context Anglo- Filipino
expression American hospitality
EN9V-Ig-12.3 and and humor
Philippine • Respect
E1 Explain the literary E1 Find the words in the story Literature toward
devices used and look up the meaning of elders
(pp.340-373)
EN9LT-IVd-2.2.2 the words • Self-
        discovery
E2 Determine tone, E2 Answer the questions
mood, technique, and under Values: Life Connection
purpose of the author
EN9LT-IVf-2.2.3

G1 Read words with G1 Read the expressions with

correct stress. the correct intonation
EN9OL-IVf-1.14

ENGLISH
40
9
 Lesson 3 Other Works from the C1 Formulate C1/C2 Watch a short ENCAS Sense of
Post-War Period predictions based on documentary about an Through fulfillment
17 days the material viewed environmental concern. Anglo- Close family
EN9VC-IVd-1.3/2.3 Report it and tell what American ties Care for
what can be done about it and the
C2 Take a stand on Philippine environment
critical issues brought Literature
up in the material
(pp.374-410)
viewed
EN9VC-IVg-14
       
E1 Express E1/E2
appreciation for Compare and contrast the
sensory images used characteristics of the
EN9LT-IVc-2.2.1 fisherman and the sawali
weaver based on the given
themes

E2 Draw similarities G1 Read any stanza from

and differences of the the two poems with
featured selections in correct phrasing and
relation to the theme pausing
EN9LT-IVh-2.3
H1 a. Change the
        G1 Read words with    
sentences from direct to
correct stress
EN9OL-IVf-1.14 indirect speech
H1 b. Change the
given to indirect form
H1 Change direct to
indirect speech and
vice versa

ENGLISH
41
9
 EN9G-IVf-1 to IVg-1

  H1 c. Complete the
          sentences by adding  
questions in the indirect form

PREPARED BY:
RECOMMENDING APPROVAL:
ABIGAIL T. DIZON
TEACHER HENRY LOUIS A. CABILING,MaED
ACADEMIC TEACHER
CHECKED BY: APPROVED BY:
JOANA C. VALLE EVANGELINE P. DIZON, Ed.D.
SUBJECT COORDINATOR ADMINISTRATOR

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42
9