VICTORIA CATHOLIC SCHOOL OF TARLAC, INC.

Sta. Lucia , Victoria , Tarlac

S.Y. 2022 – 2021

LEARNING PLAN IN
GRADE 9 - ENGLISH
FIRST QUARTER

August 02, 04 and 06, 2021

I. Learning Standards

A. CONTENT STANDARD. The VCSians will be able to demonstrate understanding

on 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.

B. PERFORMANCE STANDARD. The learner proficiently transfers learning by:

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.

C. FORMATION STANDARD. The VCSians will be able to express their thoughts and
ideas in a respectful way and be able to assess and be minded of what words they
utter.

D. TRANSFER GOAL. The students on their own and in the long run will be able to
transfer learning by enhancing the self-participating actively in the society.
LEARNING COMPETENCIES
Topic: Epic Poetry, Excerpts from Beowulf and Eponyms
LEARNING COMPETENCIES
Acquisition Meaning Making Transfer
1. Analyze literature 2. Share prior knowledge about a text topic 4. Compose and infer
as a means of EN9RC-Ia-16 thoughts, feelings, and
discovering the 3. Determine the qualities of a man or a intentions in the
self woman that one considers material viewed
EN9LT-Ia-14 heroic Unpacked Competency
Unpacked Competency

- August 2
II. EXPLORE
Activity 1: PRE-ASSESSMENT (Before and After)
The VCSians will answer the “Before” column based on the question below.

Essential question: What is a Hero? What makes a person Hero to you?

Before After

END OF EXPLORE
III. FIRM UP
Introduction of the lesson: Beowulf is the first epic poem in the English language. Written more
than a thousand years ago, it narrates the story of a legendary hero who wins fame by fighting
three supernatural monsters.
The story begins with King Hrothgar and his people, the Danes, who are nightly attacked
by a demon-like creature named Grendel. This monster is envious of the celebrations in King
Hrothgar’s wealthy mead-hall, Heorot. Grendel is bent on killing Danish warriors and because
King Hrothgar is now old, he cannot protect his people. Beowulf, a young warrior from
Geatland, travels to Heorot Hall from his own lands to help King Hrothgar whose family had
helped Beowulf’s people before

Activity 2: Let’s Study #1 (Synchronous)

Instruction: Read and Understand.

Activity 3: What is in Your Mind? (Asynchronous)

The VCSaians will answer the question in their personal LMS.

Values integration
Guided Questions:
1. How do Anglo-Saxon epics reveal their culture and the mixture of Christian and pagan
beliefs?
 2. How will you relate the culture and the Christian beliefs before at present and to
yourself?
- August 4
Activity 4: Let’s Study#2 (Synchronous)
The VCSians will share in class what are their prior knowledge about Beowulf and what are his
characteristics as a hero.

VCSians Answer/s
VCSian 1
VCSian 2
VCSian 3
VCSian 4
VCSian 5

Activity 5: Share Your Thoughts (Asynchronous)

The VCsians will answer the questions provided thru their LMS email.

Following Question:
1. State/Share a situation/experience in life that you become a hero to others.
2. Do you have similar qualities that Beowulf possessed?
END OF FIRM UP

- August 6
IV. DEEPEN
Activity 6: Let’s Find Out #3 (Synchronous)

As the students read the excerpts from the epic poem Beowulf on pages 4 to 11 part by part,
VCSians will take note of Beowulf’s heroic qualities and of details that they found vague.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____

Activity 7: Answer Me! (Asynchronous)

The VCSians will answer the “Ponder Reflections” on their Anglo-American Literature 9 book
on page 16.

END OF DEEPEN

V. TRANSFER
The class will be grouped into 4. With the use of Graphic organizer from the book, the VCSians
will answer “Point Out Connection” on page 15.

Exemplary Proficient Unsatisfactory

CATEGORY
7-10 points 4-6 points 0-3 points
Arrangement of Main concept easily Main concept easily Main concept not
Concepts identified; subconcepts identified; most clearly identified;
branch appropriately subconcepts branch subconcepts don’t
from main idea from main idea. consistently branch
 from main idea.
Graphics used Graphics used Graphics used
appropriately; greatly appropriately most of inappropriately and
enhance the topic and the time; most excessively; graphics
aid in comprehension; graphics selected poorly selected and
Graphics
are clear, crisp and well enhance the topic, are don’t enhance the
situated on the page. of good quality, and topic; some graphics
are situated in logical are blurry and ill-
places on the page. placed.
Reflects essential Reflects most of the Contains extraneous
information; is essential information; information; is not
logically arranged; is generally logically logically arranged;
concepts succinctly arranged; concepts contains numerous
Content presented; no presented without too spelling and
misspellings or many excess words; grammatical errors.
grammatical errors fewer than three
misspellings or
grammatical errors.

Prepared by:

EIRIKA JOY L. GUIAM

Subject Teacher

Checked by:

ROBERT A. GAMIDO, JR.

Junior High School Coordinator
Noted by:

SR. IMELDA M. ENRIQUEZ, OP

School Principal
 VICTORIA CATHOLIC SCHOOL OF TARLAC, INC.
Sta. Lucia , Victoria , Tarlac
S.Y. 2021 – 2022

LEARNING PLAN IN
GRADE 9 - ENGLISH
FIRST QUARTER

August 09, 11 and 13, 2021

I. Learning Standards

A. CONTENT STANDARD. The VCSians will be able to demonstrate understanding

contemporary Philippine literature as a means of responding to the demands of the
global village; various extended text types; lexical and contextual cues; appropriate
and polite oral language, stance, and behavior; and use of Imperatives, prepositions,
verbs, and wh-questions.

B. PERFORMANCE STANDARD. The learner proficiently transfers learning by:

explaining the need to be cooperative and responsible as a news reporter in today’s
global village; using appropriate Strategies and appropriate and polite oral language,
and behavior in various information-sharing formats.

C. FORMATION STANDARD. The VCSians will be able to accept and appreciate

one’s capabilities and appreciate what God has given to them through orally and
written form.

D. TRANSFER GOAL. The students on their own and in the long run will be able to
transfer: contemporary Philippine literature as a means of responding to the demands/
issue of the global Village through portraying a news reporter to expresses various
LEARNING COMPETENCIES
Topic: Penmanship by Jose V. Dalisay
LEARNING COMPETENCIES
Acquisition Meaning Making Transfer
1. Employ a variety of 2. Determine the worth 4. Make a survey on a certain
strategies for effective of ideas mentioned in issue and interpret it with
interpersonal the text listened to the use of graph
communication EN7LC-IV-g-8.2 Unpacked Competency
EN7OL-I-b1.14 3. Determine the
truthfulness and
accuracy of the
material viewed
EN7VC-I-h-10

II. EXPLORE

Sharing thoughts: How do you feel when you see blind person walking along a street or sitting
in the same room with you?
Activity 1: PRE-ASSESSMENT (Before and After)
The VCSians will answer the “Before” column based on the question below.

Essential question: Does graph can relay a message? Why?

BEFORE AND AFTER CHART

BEFORE AFTER
Answer: Answer:

END OF EXPLORE

III. FIRM UP

Introduction of the lesson: The main character, a bachelor in his fifties, has precious possessions
– his pen and his penmanship. The pen, he considers ab heirloom, for it was used by his father
and his grandfather before him, his penmanship, he considers his art. He was a senior clerk at a
government institute for blind and handicapped people. The institute had just taken into its
employment a bind girl and the girl’s job was to help her to know where everything was by sheer
position and feels.

Activity 2: Read and Learn (Asynchronous)

Instruction: Read the story entitled “Penmanship by Jose V. Dalisay” and answer the following
answer the guided questions. Write your answers in your English notebook.

Guided questions:

1. How does the main character feel about the blind girl at the start of the story? Support
your answer with details from the story.
2. Why does the character probably that way? How does the girl to to soothe his feeling of
insecurity?
3. Which part of the story tells the reader that the main character has developed concern for
the girl?

Activity 3: Let’s Get Started (Synchronous)

Instruction: Watch very carefully and take notes of the important details.
 https://youtu.be/6Y8mNJcfQ-E

Follow up questions:
1. What is a communication?
2. What of you mean by interpersonal?
3. Two different words and yet when you combine the two words what does interpersonal
communication means?
4. How will you know if the communication id effective?
5. What your own ways are for people of understand you?
6. What will you do if some people cannot fully undemand what you are trying to express?
What do you do in this kind of circumstance?

END OF FIRM UP

IV. DEEPEN
Activity 4: Passages Analysis (Synchronous)
The class will have Passages Analysis via google form.

Activity 5: Pair and Share (Asynchronous)

Make use of the diagram to differentiate and contrast the two characters in the story.

Nora Nora and Mark Mark

1.
2.
3.
4.
5.

In English, graphic organizers are very useful to understand a text especially in sequencing
event. Other way to transfer message to your reader is by using graphs. It also conveys a very
clear and accurate message wherein you only have to look further with the graph used. All text
that is in written form or a text expressed through linear and nonlinear, will always have
something to convey does has a relevant and essential information.

Activity 7: Reading Graphs

Line graphs simply use a line to connect the data points that you plot. They are most
useful for showing trends and for identifying whether two variables relate to (or "correlate with")
one another.

In a bar graph, the height of the bar represents the measured value: the higher or longer
the bar, the greater the value.

Each set is represented by a circle. The degree of overlap between the sets is depicted by
the amount of overlap between the circles.
 A Venn diagram is a good choice when you want to convey either the common factors or
the differences between distinct groups.

Activity 6: Let’s Learn

Essential question: Does graph can relay a message? Why?

BEFORE AND AFTER CHART

BEFORE AFTER
Answer: Answer:

Activity 4: Zip and See (Synchronous)

The class will watch and listen very carefully and try to understand the message of the video and
share it to the class with full of honesty.

Values integration: Learn to love and appreciate what God has offered to them

` https://youtu.be/QYcXTlG
LUgE

Activity 4: Paper and a Pen (Asynchronous)

The class will write a reflection paper on what have they learned from the lesson to express their
feelings and emotions.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

END OF DEEPEN

V. TRANSFER
The VCSians will be grouped into 5 groups. Think of a topic that you are interested in and make
a survey in your community. Choose a graph to interpret your summary. Your work will be
judge by the following criteria in the rubric provided.

  Needs Improvement Satisfactory Outstanding Ove

5 pts 10 pts 15 pts all
30 p
Chosen - Topic is unclear - Topic is accurate and - Topic is relevant and clear.
Topic - Responses are persuasive. - Responses are excellent, timely
inadequate or do not - Responses are adequate and address topic.
address topic. and address topic.
-No Specific target - Topic is clear.
audience

Organization - Structure of the paper - Structure is mostly clear -Structure of the paper is clear
& Structure is not easy to follow. and easy to follow. and easy to follow.
- Transitions need - Transitions are present. - Transitions are logical and
improvement. - Conclusion is logical. maintain the flow of thought
- Conclusion is missing, throughout the paper.
or if provided, does not - Conclusion is logical and flows
flow from the body of from the body of the paper.
the paper.
Graph
Making - Graph is inaccurate - Graph shows details but - Graph is accurate and clear
not quite understandable

Total

Prepared by:

EIRIKA JOY L. GUIAM

Subject Teacher

Checked by:

MICHAEL C. GARCIA
Academic Coordinator
Noted by:

SR. MERIAM V. BAYOTAS, OP

School Principal
 VICTORIA CATHOLIC SCHOOL OF TARLAC, INC.
Sta. Lucia , Victoria , Tarlac
Contact No. 0917-323-6268
S.Y. 2020 – 2021

LEARNING PLAN IN
GRADE 7 - ENGLISH
FOURTH QUARTER
March 03 - 05, 2020
March 08, 10- 12, 2021
I. Learning Standards

A. CONTENT STANDARD. The VCSians will be able to demonstrate understanding

contemporary Philippine literature as a means of responding to the demands of the
global village; various extended text types; lexical and contextual cues; appropriate
and polite oral language, stance, and behavior; and use of Imperatives, prepositions,
verbs, and wh-questions.

B. PERFORMANCE STANDARD. The learner proficiently transfers learning by:

explaining the need to be cooperative and responsible as a news reporter in today’s
global village; using appropriate Strategies and appropriate and polite oral language,
and behavior in various information-sharing formats.

C. FORMATION STANDARD. The VCSians will be able to accept and appreciate

one’s capabilities and appreciate what God has given to them through orally and
written form.

D. TRANSFER GOAL. The students on their own and in the long run will be able to
transfer: contemporary Philippine literature as a means of responding to the demands/
issue of the global Village through portraying a news reporter to expresses various
LEARNING COMPETENCIES
Topic: The Folk Devotion to the Black Nazareth by Ophella A. Dimalanta
LEARNING COMPETENCIES
Acquisition Meaning Making Transfer
 1. Discover the conflicts 2. Discover literature as a 3. Orally narrate events in
presented in literary tool to assert one’s factual and personal
selections and the need unique identity and to recounts using appropriate
to resolve those better understand other verbal and non-verbal cues
conflicts in non-violent people EN7LT-III-g-5 EN7OL-IV-c-1.7:
ways EN7LT-II-a-4

II. EXPLORE
One of the most spectacular rituals in our country is the celebration in honor of the black
Nazareth. “The Folk Devotion of the Black Nazareth”

Activity 1: Map of Conceptual Change: IRF CHART

Essential Question: In everything you know, what do you believe in?

Initial Revised Final

END OF EXPLORE

III. FIRM UP

Activity 2: Unlock the Meaning of Words (Synchronous)

Instruction: Arrange the jumbled letters of each word which you will encounter in the discussion
of this unit. Write the arranged words in a CAPITAL LETTERS.

https://forms.gle/NohyEXfmDikX8d7M6

Activity 3: Gather All Together (Asynchronous)

The VCSians will ask to answer the given question after reading the text entitled “The Folk
Devotion of the Black Nazareth”

Remembering:
1. What is the story all about?
2. On what different occasions do Filipino Catholic display their fervent devotion to the
Black Nazareth?
Understanding:
 1. Cite instances which show the following traits of the Filipino as shown in the selection.
a. Religious fervor
b. Tendency to depend on luck
c. Love for fiestas
d. Faith in God
e. Superstitious
Evaluating
1. To the believers, what do you want the nonbelievers to know and understand about the
practice? To the nonbelievers, how do you feel about the practice? How does that affect
your relationship with them?

END OF FIRM UP

IV. DEEPEN

Activity 4: Practice Your Essay (Synchronous)

The VCSians answer the exercises

Activity 5: Reflection Time (Asynchronous)

Instruction: Answer the following question.

1. What kind of Essay is the "The Devotion of the Black Nazareth? What devotion do have
in your life?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________

2. Essential Question: In everything you know, what do you believe in?

Initial Revised Final

END OF DEEPEN

V. TRANSFER
 Activity 6: Map of Conceptual Change: IRF CHART (Final)
After the discussion, the VCSians will answer the Final column in IRF Chart.

Essential Question: In everything you know, what do you believe in?

Initial Revised Final

Activity 7: Mini Transfer

You are about to look back and think of your past experiences back then. Your activity is
to narrate your experience/ circumstance that has something to do with your faith or belief. What
did you do and how did you overcome the situation? Your output will be judged by the
following criteria.

  Excellent Good Fair

5 pts 3 pts 2 pts
Topic Sentence The topic sentence is The topic sentence gives The topic sentence
the first sentence in the some clarity of the overall gives little evidence of a
paragraph. It is a clear connectivity of the sentences relevant topic
statement of the present. connecting to the other
paragraph content. sentences.
Support/Details Topic is supported by Topic is supported by a few Topic is supported by
many specific details. specific details. general statements.

Proof of A story line is evident A partial story line is evident An attempt of a story
Narration and connected to the and is somewhat connected line is evident and is
topic. to the topic. somewhat connected to
the topic.
Concluding The concluding The concluding statement is The concluding
Statement statement is the last the last sentence of the statement is the last
sentence of the paragraph. It is a somewhat sentence of the
paragraph. It is a clear clear statement that repeats paragraph. It is not a
statement that repeats some key words from the clear statement and does
key words from the topic sentence. not repeat key words
topic sentence. from the topic sentence.

Prepared by:

EIRIKA JOY L. GUIAM

Subject Teacher

Checked by:

MICHAEL C. GARCIA
Academic Coordinator
Noted by:

SR. MERIAM V. BAYOTAS, OP

School Principal
 VICTORIA CATHOLIC SCHOOL OF TARLAC, INC.
Sta. Lucia , Victoria , Tarlac
Contact No. 0917-323-6268
S.Y. 2020 – 2021

LEARNING PLAN IN
GRADE 7 - ENGLISH
FOURTH QUARTER
March 15, 17-19, 2021
April 05, 7-9, 2021
I. Learning Standards

A. CONTENT STANDARD. The VCSians will be able to demonstrate understanding

contemporary Philippine literature as a means of responding to the demands of the
global village; various extended text types; lexical and contextual cues; appropriate
and polite oral language, stance, and behavior; and use of Imperatives, prepositions,
verbs, and wh-questions.

B. PERFORMANCE STANDARD. The learner proficiently transfers learning by:

explaining the need to be cooperative and responsible as a news reporter in today’s
global village; using appropriate Strategies and appropriate and polite oral language,
and behavior in various information-sharing formats.

C. FORMATION STANDARD. The VCSians will be able to appreciate one’s

work/job by respecting what they are doing and be able to utter words to motivate
their elves to do good for others that the community will benefit.

D. TRANSFER GOAL. The students on their own and in the long run will be able to
transfer: contemporary Philippine literature as a means of responding to the demands/
issue of the global Village through portraying a news reporter to expresses various
LEARNING COMPETENCIES
Topic: Busman’s Holiday by Jessie Garcia
LEARNING COMPETENCIES
Acquisition Meaning Making Transfer
1. Discover through 2. Express one’s 3. Compose an informative
 Philippine literature the beliefs/convictions essay EN7WC-IV-a-2.2
need to work based on a material
cooperatively and viewed EN7VC-IV-h-
responsibly in today’s 16
global village EN7LT-
IV-a-6

4. EXPLORE
Understand Literary Background

Many young people think that the life of a news reporter is exciting that may be true but
together with the excitement is danger to life faced by many enterprising reporters.

Activity 1: Map of Conceptual Change: Before and After Chart

Essential Question: How does the use of allusions affect sentences sense?

BEFORE AFTER

The class will share their thoughts and ideas what they can tell from the pictures.

END OF EXPLORE

FIRM UP
ACTIVITY 2: Vocabulary Minute (Asynchronous)
Instruction: Using your dictionary, look the definition of the bolded word as you will encounter
them in the story entitled Busman’s Holiday by Jessie Garcia. Write 1 sentence using the word
belligerent and blasé.

1. Some belligerent military personnel and officers

2. Think of ourselves as blase

ACTIVITY 3: Let’s Understand (Synchronous)

Instruction: Cite a situation/statement from the story to support your answer.

ENF OF FIRM UP
 3. DEEPEN
Activity 4: Let’s Study (Asynchronous)
Read the story Busman’s Holiday again, and think critically to answer the questions that
follows.

1. Why do names make news? Support your answer with details in the story.
2. Is the life of news reported exciting or dangerous? Why? Cite details from the story.

Activity 5: Sharing Insights (Synchronous)

Instruction: Answer the following questions.

https://forms.gle/1RJNcTi31YC5tAn99

END OF DEEPEN

TRANSFER

Activity 6: Map of Conceptual Change: Before and After Chart

Essential Question: Essential Question: How does the use of allusions affect sentences sense?

BEFORE AFTER

Activity 6: Let’s Get Real

You are a member in Journalism Club. Your club is about to broadcasting on live and you’re in
charge to look for relevant news and report it. The organization is preparing for your on live
 reporting and all teachers, students and parents can watch the broadcast. Your output will be
judged by the following criteria.

News Report
  Somewhat Consistent Thoroughly

News Content & Story contains some Story contains a lot of Story contains ample details
Format details about a particular details about a particular about a particular event that
30 % event. The viewer is event that took place. The took place. The viewer is left
given enough viewer has a very good with an excellent understanding
Using cue cards and information to simply understanding of the of the event.
story board, creates know about the event, event, but is still left with
a well-organized but is left with a lot of a few questions.
News Report unanswered questions.
Presentation of The student appears to The student appears to The material is presented in
Story have some knowledge of have a pretty good such a way that the student
30 % the event, but seems to be understanding of the appears to really understand and
searching for more information they are know the information they are
information to relay to relating to the viewer. A relating to the viewer. It is
the viewer. More time little more practice and obvious that time was spent
rehearsing would have rehearsal would have rehearsing and editing the video
dramatically improved made the presentation clip.
this presentation. Some completely polished. The
editing of the video is students made a good
obvious. effort at editing the video.
Oral Speaking Student can sometimes Student can identify what Student can identify in detail
Strategies identify what strategies strategies they found most what strategies they found most
20 % they found most helpful helpful before, during, and helpful before, during, and after
before, during, and after after listening and listening and speaking and what
listening and speaking speaking and what steps steps they can take to improve
Student identifies and what steps they can they can take to improve their oral communication skills.
area that they have take to improve their oral their oral communication
to work on to make communication skills. skills.
an effective oral
presentation.
Length of News Between 30 to 45 Between 45 sec and 1 More than one minute.
Story seconds. minute.
10 %
Use of Class Time Some of class time was Most of available class Available class time was used to
10 % used to work on the time was used to work on the fullest. Time given by the
assignment. Too much the assignment. Some teacher was used to research
time was spent off task. time was not spent on material, write news story, plan
task. for the presentation, etc.

Prepared by:

EIRIKA JOY L. GUIAM

Subject Teacher

Checked by:

MICHAEL C. GARCIA
Academic Coordinator
Noted by:

SR. MERIAM V. BAYOTAS, OP

School Principal