2nd Grading GRADE 9

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
ENGLISH 9
SECOND QUARTER-Lesson 1
Activity No.1
Activity Title: Connecting Lives

Learning Competency: Give the appropriate communicative styles for various
situatons (intimate, casual, conversational, consultative,
frozen). (EN9V-IIa-27:)
Learning Target: Identify the communicative style in a given situation
Reference: A Journey Through Anglo-American Literature, pp. 119-120
There are varied styles of communicating to others depending on the

purpose, and the person spoken to.
1. Intimate-marked by warm friendship developing through long association
2. Casual-marked by the lack of high degree of interest or devotion
3. Conversational-marked by informality
4. Consultative-marked by a high regard to the person spoken to
5. Frozen-very set in its ways and does not change. Does not allow for
interaction with others.
ACTIVITY: Consider the situation: A student received academic recognition from

the school. How do you think a supportive parent would speak to the child? Would
others, such as a friend or a teacher speak to the child in the same manner? With
your partner, create possible dialogs in the cartoons below and present one of the
dialogs in the class.
Parent Child
Friend Friend
Teacher Child
EXERCISE: What is the degree of formality in each conversation? Place a check

mark on the column which corresponds with your answer. Indicate the
communicative style in the third column.
Degree of Formality LOW HIGH Communicative Style

Parent to Child
Friend to Friend
Teacher to Child
Division of Bohol
ENGLISH 9
Activity No.2
Activity Title: Finding Similarities and Differences

Learning Competency: Compare and contrast similar information presented in
different texts. (EN9RC-IIa-3.2.7:)
Learning Target: Compare and contrast similar information presented in
different texts
Comparing is looking at two or more things closely in order to see what is

similar about them.
Contrasting is looking at two or more things closely in order to see what is
the difference between or among them.
ACTIVITY 1: Read the lyrics of the song “Auld Lang Syne” and the lines of the
poem “I Think Continually of Those Who Were Truly Great” and think about ways
that you celebrate the greatness of the people around you.
Keywords:
auld lang syne-the good old times
draught-act of drinking
hoard-collect and hide a large amount
fete-to pay high honor to
smother-to stop from happening
vivid-very bright in color
ACTIVITY 2: Answer orally the following questions:

1. What makes the persona’s friends unforgettable?
2. What experiences have they gone through?
3. What is the legacy of those who are great?
EXERCISE 1: Check the statement that refers to both poems. If the statement
refers to the first poem, write 1. Otherwise, write 2.
_______1. Nature pays tribute to persons of valor.
_______2. The persona recounts old memories of friendship.
_______3. The text is marked with vivid imagery.
_______4. Personification is utilized by the author.
(Personification is giving of human qualities and attributes to inanimate objects.)
_______5. The text talks about what endures through time.
EXERCISE 2. Read the poems again and note similarities and differences between
the two in terms of the use of figurative language and its content. Use the Venn
diagram to note your answer.
Division of Bohol
ENGLISH 9
Activity No.3
Activity Title: Greatness Delivered

Learning Competency: Shift from one listening strategy to another based on the
topic, purpose, and the level of difficulty of the
argumentative or persuasive text (EN9LC-IIa-11:)
Learning Target: Identify the listening style in a given situation
Reference: A Journey Through Anglo-American Literature, pp. 124
There are different listening styles depending on the listener’s purpose and
the type of material listened to.
1. Marginal is paying only half-attention to what is said.
2. Attentive is listening closely to what is said in order not to miss anything.
3. Critical is weighing things heard against experience and knowledge on the topic.
4. Analytical is listening closely to find relationship of facts.
5. Comprehensive is understanding the messages that are being communicated.
6. Empathic is attempting to understand the feelings and emotions of the speaker
7. Appreciative is listening for enjoyment as a way to relax.
ACTIVITY: Listen as your teacher read the poem “I Think Continually of Those
Who Were Truly Great” by Stephen Spender. Observe how facial
expression and gestures are used to deliver the lines with impact.
EXERCISE: Identify the type of listening by checking the appropriate box based
on the given situation.
LISTENING STYLE
SITUATION
CRITICA
MARGINAL ATTENTIVE PROJECTIVE ANALYTICAL APPRECIATIVE
L
1. Listening to the doctor

give advice
2. Listening to a vocal
solo.
3. Listening to candidates
in
a political campaign
4. Listening to a sermon
during a church service
5. Listening to a friend
share his heartaches
6. Listening to an
advertisement
7. Listening during breaks
in radio and TV
programs
8. Listening to class
problems brought out
in
homeroom meeting

Division of Bohol
ENGLISH 9
Activity No.4
Activity Title: Greatness Revisited

Learning Competency: Employ varied verbal and non-verbal strategies to create
impact on the audience while delivering lines in the poem.
(EN9OL-IIa-3.7:)
Learning Target: Use verbal and non-verbal strategies to create impact on the
audience while delivering lines in the poem
Verbal language refers to the mere use of words in communication.

Non-verbal language refers to the utilization of the voice changes, facial
expressions and gestures or body movements to convey meaning.
ACTIVITY: Group yourselves into five. Using the poem, “I Think Continually
of Those Who Were Truly Great”, each group will be assigned a stanza to recite
employing appropriate verbal and non-verbal signals .(Speech Choir) After the
presentation, complete the table below.
Stanza Facial Expression Gestures
3
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ENGLISH 9
Activity No.5
Activity Title: Greatness Revisited

Learning Competency: Analyze literature as a means of valuing other people and
their various circumstances in life (EN9OLT-IIa-15:)
Learning Target: Analyze literature as a means of valuing other people and
their various circumstances in life
http://www.karmatube.org/videos.php?id=2959
http://www.hollywoodreporter.com/live-feed/oprah-winfrey-reflects- martin-
luther-616824
Literature is a term to describe a written or spoken material. It is most

commonly used to refer to works of the creative imagination including works
of poetry, drama, fiction and nonfiction.
Literature represents a language or a people: culture and tradition. It
introduces us to new world of experience through poems, stories, and plays and we
may even grow and evolve through our literary journey with them.
ACTIVITY: Learn more about greatness through the life of Martin Luther King
Jr. While listening, watch out for signposts that signal the main idea of the
speaker in any of the links below. Fill out the table below.
Speaker Signposts and Key Words Main Idea

Topic
Purpose
Audience
EXERCISE:
1. Who was Martin Luther King Jr?
2. According to him, who has the potential to be great?
3. Why did Oprah Winfrey call him great?
4. How does she persuade her audience to take the path towards greatness?
Division of Bohol
ENGLISH 9
Activity No.6
Activity Title: Adverbs of time and place

Learning Competency: Use adverbs in narration (EN9OG-IIa-19:)
Learning Target: Note the use and placement of adverbs in sentences
Adverbs are words used to modify verbs. They tell us when, where, how, in
what manner or to what extent.
Language in Focus
Adverbs of time signify when. Adverbs of place indicate location.
For example: For example:
Later that year, MLK JR. is awarded But the life of Martin Luther King Jr.
the Nobel Peace Prize… inspired unprecedented equality in
education, the economy and in the
Later is an adverb of time. It signifies White House.
when the event took place.
in the White House signifies where the
situation occurred.
after abroad
already anywhere
during downstairs
finally here
just home
last in
later nowhere
next out
recently outside
soon somewhere
then there
yesterday underground
ACTIVITY 1: Determine whether or not the sentences use the adverbs correctly.
Place a ( / ) check or mark an ( x ) before each sentence.
1. Martin Luther King Jr. received in 1948 from Morehouse College his B>A> degree.
2. He enrolled in graduate studies at Boston College.
3. In 1954 at Montgomery, Alabama, he became the pastor of the Dexter Avenue
Baptist Church.
4. He was chosen by Time Magazine as the Man of the Year in 1963.
ACTIVITY 2: Read the paragraph “Good Deed” on page 127. Answer orally the
following questions.
1. What does the writer articulate in the first sentence?
2. How does the writer develop this idea in the sentences that follow?
3. How does the paragraph end? What is signified in the last sentence?
4. What are the parts of the paragraph?

Division of Bohol
ENGLISH 9
Activity No.7
Activity Title: Adverbs of time and place

Learning Competency: Use adverbs in narration (EN9OG-IIa-19:)
Learning Target: Use adverbs of time and place in writing a narrative
Reference: A Journey Through Anglo-American Literature, p. 128
A narrative paragraph tells a story. It shows readers what happened at a

particular place and time.
ACTIVITY: Recount your experience. Was there an instance that you or a person
you know responded to the call of greatness? Brainstorm by jotting down ideas
following the question prompts below.
Who are involved?
What happened?
When did it happen?
Why did it happen?
How did it happen?
Drafting
Use your ideas above to craft your narrative paragraph. Be sure to use adverbs
of time and place.
Division of Bohol
ENGLISH 9
Activity No.8
Activity Title: Social Lens

Learning Competency: Get information from print media (EN9RC-IIb-19:)
Learning Target: Get information from print media
Reference: A Journey Through Anglo-American Literature, p. 134
Print media are lightweight, portable, disposable publication printed on paper

and circulated as copies in forms of newspapers; magazines and newsletters. They
hold informative and entertaining content that is of general or special interest.
ACTIVITY 1.
Take a look at the pictures and write a 1-minute essay based on your
observation. SHARE it in the class.
ACTIVITY 2: Read the text “The Man with the Hoe” by Edwin Markham on p.135
and answer the motive question ‘What circumstance is the persona faced with?’
Division of Bohol
ENGLISH 9
Activity No.9
Activity Title: Spot the Difference

Learning Competency: Explain how the elements specific to a selection build its
theme (EN9LT-IIb-14.2:)
Learning Targets: 1. Illustrate one’s interpretation of the poem
2. Identify the rhyme scheme in the poem
Reference: A Journey Through Anglo-American Literature, p. 135-139
ACTIVITY: Each group is tasked to read a text and afterwards brainstorm for
possible answers to the questions assigned in your group. Share your output in the
class.
Group 1: The Man with the Hoe

1. What is the image of the man with the hoe?
2. How does the poet describe him?
3. What is meant by the line, “What to him are Plato and the swing of
Pleaiades?”
1. What does the bent body of the man with hoe signify?
2. According to the poet, who is responsible for the condition or state of the
man with the hoe?
3. As a child of the “future”, how would you respond to the question, “How
will the Future reckon with this Man?” posed by the persona?
1. Who are the modern “man with the hoe”?
2. How does the society treat them?
3. What circumstance is the persona faced with?
Group 4: Sonnet 29
1. What does the opening line of the poem mean?
2. Who is being addressed by the poet?
3. Why does the poet consider the faiths of old his daily bread?
Group 5: Sonnet 29
1. What makes the persona happy?
2. How do you view the persona’s circumstance?
3. How does the personal deal with the circumstance he is in?
DAY 2
EXERCISES:
I. Illustrate the man with the hoe based on two perspectives. You may also use
magazine cutouts to illustrate the subject. Illustration A should be an
interpretation of how the persona of the poem perceives him. Illustration B should
show how God intends him to be. Use the second column to cite lines from the text
to support your illustration. Write on the third column your interpretation of the
cited lines.
Illustration Citation Explanation

A
II. Use the 1st column to write the last word of each line in Sonnet 29. Write on
the 2nd column the rhyme scheme used by the poet. The first one is done for you.
Lastly, answer the questions on the last column.
Rhyme Scheme What is the main message of the octet or the 1st 8 lines?
Rhyme Scheme What is the main message of the sestet or the last 6 lines?
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ENGLISH 9
Activity No.10
Activity Title: Adverb of Manner

Learning Competencies:1.Get information from various print media(EN9RC-IIb19:)
2. Use adverbs in narration (EN9G-IIb-19:)
Learning Targets: 1. Get information from print media
2. Use adverb of manner in sentences
ACTIVITY 1. Read the informational text below. Focus your attention on the
highlighted words and determine their use in the sentence.
Addressing this jobs challenge requires meeting a dual challenge: expanding formal
sector employment even faster while rapidly raising the incomes of those
informally employed.
Questions to answer:
1. What does the informational material say about the economic situation of
our country?
2. How can the generation of more jobs influence the Filipino workers?
3. How do the words rapidly and informally function in the sentence above?
4. What kind of adverbs are these?
EXERCISES: Choose the best word to complete each sentence.

1. The worker walked ( careful, carefully ) on the platform.
2. The man painted the room ( skillful, skilfully ).
3. Tomas does not really work ( hard, hardly ).
4. Sometimes, he arrives ( late, lately ) for work.
5.He is walking too ( fast, fastly ).
6. Maria works ( hardly , the hardest ) in the cannery.
7. The farmers have to finish their work ( quick, quickly ).
8. They have to speak ( quiet, quietly ) or else the other crew members would be
disturbed.
9. It was raining too ( hard, hardly ) that work was cancelled.
10. It is important to work ( seriously , serious ) on tasks assigned to you.
Division of Bohol
ENGLISH 9
Activity No.11
Activity Title: “The Lottery” by Shirley Jackson

Learning Competency: Express appreciation for sensory images used
(EN9LT-IId-2.2.1)
Learning Target: Identify sensory images in the story
TASK 1. Read the story, “The Lottery” on pp. 149-157.
TASK 2. In your group, identify the sensory images in the story. Explain how
these images help make the story realistic.
SENSORY IMAGES
Touch Sight
What images do I see,

Five Senses
hear, feel, taste, and smell? Sound
Taste Smell
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ENGLISH 9
Activity No.12
Activity Title: “The Lottery” by Shirley Jackson

Learning Competency: Explain how the elements specific to a genre contribute to
the theme of a particular literary selection
(EN9LT-IIc-2.2:)
Learning Target: Identify the elements in the story
The Elements of Prose:

1. Characters are the people or animals in the story.
2. Setting is when and where the story takes place.
3. Plot is what happens in the story or the series of events and actions in a story.
The action of the plot progresses because of a conflict or the struggle between
two opposing forces. Conflict is a struggle between opposing forces that is the
basis of plot in the story.
4. Point of View of the story relates to the person telling the story.
5. Theme is the expression of universal truth or philosophy, the moral of a story.
6. Mood is the feeling the author creates using story details, the setting, and
images.
ACTIVITY: Identify the elements of the short story that you have read by filling
in the graphic organizer below.
Elements of Prose
Setting:
Plot:
Conflict:
Characters:
Point of View:
Theme:
Mood:
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ENGLISH 9
Activity No.13
Activity Title: Conversing in Verse

Learning Competency: Distinguish the features present in poetry and in prose
( EN9WC-IIc-10)
Learning Target: Compare and contrast the elements of poetry and prose
The Elements of Poetry:

1. Voice is a word people use to talk about the way poems “talk” to the reader. Lyric
poems express the feelings of the writer. A narrative poem tells a story. Mask
puts on the identity of someone or something else, and speaks for it. Apostrophe
talks to something that can’t answer and is good for wondering, asking, or offering
advice. Conversation is a dialogue between two voices and often asks us to guess
who the voices are.
2. Stanza is a group within a poem which may have two or more lines. Some poems
are made of short stanzas, called couplets—two lines that rhyme, one after the
other, usually equal in length.
3. Sound (includes rhyme, but also many other patterns) Rhyme means sounds that
agree.
4. Rhythm (the kind of ”beat” or meter the poem has) Poetry in English is often
made up of poetic units or feet. The most common feet are the iamb, the trochee,
the anapest, and the dactyl.
5. Figures of speech are also called figurative language. The most well-known are
smile, metaphor, and personification.
6. Poetic Forms – There are a number of common poetic forms: Ballad, Haiku,
Cinquain, Villanelle, Limerick, Sonnet, Free Verse, and Concrete.
ACTIVITY: Read the poem Death, Be Not Proud and answer the following
questions orally:
1. What is the rhyme scheme of the poem?

2. Describe the other elements that appear in the poem.
3. What is the message of the poem?
EXERCISE: Compare and contrast the elements of poetry and prose.
Poetry Prose Poetry and Prose

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ENGLISH 9
Activity No.14
Activity Title: Producing Gliding Vowels

Learning Competency: Use the correct production of English sounds: vowel
sounds, consonant sounds, diphthongs, etc.
( EN9F-IIc-3.11.1)
Learning Target: Produce the correct sounds of diphthongs
A diphthong is a vowel-sound containing two elements, during the articulation

of which the tongue, jaws and lips change their position. In all English diphthongs
the first element is considerably strong than the second.
ACTIVITY: Listen, observe, and imitate the teacher as he/she models the
correct production of the ff. diphthongs:
EXERCISE: Deliver the dialogue below with a partner. Make sure to produce
the correct sounds.
Division of Bohol
ENGLISH 9
Activity No.15
Activity Title: Worth Contemplating

Learning Competency: Share personal opinion about the ideas presented in the
material viewed ( EN9VC-IIf-23)
Learning Target: Share personal opinion about the ideas presented in the
material viewed
There are two ways of reacting to ideas:
1. Agree and give additional information

2. Disagree and give counterarguments
ACTIVITY : 1. Watch the video clip about justice.

(Source: http://www.youtube.com/watch?v=JDaja8LansM)
2. Share with the class your personal opinion about the ideas
presented in the video clip.
3. Work on the concept of justice (to be written vertically down).

In small groups, generate a short phrase or sentence that begins
with each letter of the word and offers important or key
characteristics about the topic. ( Look at the Sample First Word
on p. 170.)
J
U
S
T
I
C
E

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ENGLISH 9
Activity No.16
Activity Title: Various texts

Learning Competencies: 1. Compose forms of literary writing (EN9WC-IIg-9)
2. Identify types and features of short prose
(EN9WC-IIg-9.2)
Learning Target: Identify types and features of short prose
The different types of prose fall into the following broad categories:
NARRATIVE – is the most common type of prose found in novels and stories.
Basically it relates to any sort of writing that tells a story, or develops a plot.
DESCRIPTIVE – the main function is to describe, to give accurately, or
intriguingly, or powerfully as possible a deep impression of a character, place, or
situation.
DISCURSIVE – offers the writer’s thoughts on a particular topic such as ‘the
delights of living in the country’, or ‘the tribulations of urban life’ providing
general observations from his own and perhaps humorous or unusual, perspective.
DIDACTIVE/DIRECTIVE – Such writing attempts to influence the reader’s
thinking or behaviour in a specific manner, as the writer seeks to persuade, or
cajole, or coerce the reader into thinking in a certain way. Generally, such writing
deals with moral or political issues and is most commonly found in the sermon,
treatise, journalism, or at its lowest form, propaganda.
SATIRIC – The elements of satire tend to be exaggeration, disproportion, ridicule
and sarcasm. The reader must catch the right tone to avoid a reading that is too
literal and taken at face value.
ACTIVITY: Read the selection, Ida B. Wells-Barnett and Her Passion for
Justice on pp. 173-175. After reading answer the following questions orally.
1. Examine and evaluate Miss Wells’ response to discrimination.

2. What kind of prose is it? Explain your answer.
EXERCISE:
Compose a prose using any of the types.

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ENGLISH 9
Activity No.17
Activity Title: Texts or Figures?

Learning Competency: Sense the difference between linear and non-linear texts
( EN9RC-IIf-1.1.1)
Learning Target: Compare and contrast how information is presented in
linear and non-linear texts
A linear presentation is composed of lines or statements of text that

provide information according to an order or structure followed by the text as a
whole.
Non-linear text is done by organizing the information you got into a
structure. The new structure you have made uses symbols in a diagram
representing the interrelation of information. Types of non-linear include graphs,
charts, tables.
TASK: Study how the information about natural disasters in the Philippines is
presented in the texts below. Accomplish the activity that follows.
Number of Natural Disasters in the Philippines

2000-2012
Year Drought Earthquake Epidemic Flood Mass Mass Storm Volcano Total
(seismic movement movement
activity) dry wet
2000 0 0 1 3 1 1 6 1 13
2001 0 0 0 3 0 0 6 2 11
2002 1 1 0 4 0 0 6 0 12
2003 0 0 1 1 0 1 8 0 11
2004 0 0 1 3 0 1 8 0 13
2005 0 0 0 2 0 0 2 0 4
2006 0 0 0 6 0 3 10 1 20
2007 1 0 0 5 0 0 9 1 16
2008 0 0 0 8 0 0 11 0 19
2009 0 1 0 8 0 0 14 1 24
2010 0 0 1 9 0 0 3 1 14
2011 0 1 3 15 0 0 0 12 33
2012 0 3 1 5 0 1 7 0 17
Total 2 6 8 72 1 7 102 9 207
Source: Emergency Events Database (EM-DAT): The Office of U.S. Foreign

Disaster Assistance (OFDA)/CRED International DisasterDatabase.
The Center for Research on the Epidemiology of Disasters (CRED) recorded 207
significant damaging natural disasters in the Philippines from 2000-2012. Tropical storms
and floods were the principal disasters with 102 and 72 occurrences, respectively. The
most disastrous year was observed in 2011 with 33 disaster events mostly attributed to
tropical storms and floods.
SS
Source: http://www.senate.gov.ph/publications/AAG%202013-04%20Natural%20Disasters_fnal.pdf
ACTIVITY: Use the Venn Diagram to compare and contrast how information
is presented in linear and non-linear texts.

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ENGLISH 9
Activity No.18
Activity Title: Imagine

Learning Competency: Share personal opinion about the ideas presented in the
material viewed
( EN9VC-IIg-23)
Learning Target: Share personal opinion about the ideas presented in the
material viewed
Reference: A Journey Through Anglo-American Literature, p.185
ACTIVITY:
1. View and listen to the song, ”Imagine” by John Lennon twice.
2. List three (3) lines from the song and three (3) photos from the video that struck
you most.
3. Share this to the class.
PROCESSING:
1. What do the common answers tell you about human beings?
2. What are your personal dreams for your self, your family and friends, our
country and the world?
3. What is the role of social justice in fulfilling these dreams?

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ENGLISH 9
Activity No.19
Activity Title: I Have a Dream by Martin Luther King Jr.

Learning Competencies: 1. Explain the literary devices used
( EN9LT-IIe-2.2.2)
2. Determine tone, mood, technique, and purpose of the
author (EN9LT-IIg-2.2.3)
Learning Targets: 1. Identify the literary devices used in the text

2. Determine tone, mood, technique, and purpose of the
author
Reference: A Journey Through Anglo-American Literature, pp.186-191
Literary devices are narrative techniques that add texture, energy, and
excitement to the narrative, grip the reader’s imagination, and convey information.
ACTIVITY 1:
Read “I Have A Dream” by Martin Luther King Jr. on pages 186-190. As you
go along the selection, reflect on the boxed questions found in the text.
ACTIVITY 2:
Notice how he used geographical orientations as vehicles of idea by matching
column a with Column B to complete King’s characterization of social justice in his
time. (Refer to page 191, Task 5.1)
DAY 2:
EXERCISE 1:
Scan the text “I Have a Dream” once again. Locate the following literary
devices used in the text.
Literary Devices Examples stated in the text
Repetition
Parallelism
Metaphor
Analogy
EXRCISE 2:
Read the speech once again. Determine the tone, mood, technique and purpose
Tone of
of the author. Mood of
speech……
speech……
Technique Purpose of
of the writing…….
speech ……

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ENGLISH 9
Activity No.20
Activity Title: Conditionals

Learning Competency: Use conditionals in expressing arguments
( EN9G-IIg-20)
Learning Target: Use conditionals in expressing arguments
Present real conditional is used to talk about what you normally do in real-
life situations. Both if and when are used in the present real conditional. Using if
suggests that something happens less frequently. Using when suggests that
something happens regularly.
Example: If I go to a friend’s house for dinner, I usually take a bottle of
wine or some flowers.
Present unreal conditional is used to talk about what you would generally do
in imaginary situations. In the present unreal conditional, the form “was” is
grammatically incorrect. You should always use “were.” Only the word “if” is used
because you are discussing imaginary situations.
Examples:
If I owned a car, I would drive to work. (But I don’t own a car.)
I would play basketball if I were taller.
I would buy that computer when it were cheaper. (Not Correct)
I would buy that computer if it were cheaper.(Correct)
ACTIVITY 1: Below are two important social and environmental issues today. We
all know that in one way or another, these issues do not only benefit people, but
also bring harm to others. What is your stand in each of the illustrated issues
below? Use PRESENT REAL CONDITIONALS in presenting your arguments.
Mining_________________________________________________________
Quarrying
_______________________________________________________
EXERCISE:
Below is an optimistic expression of the status of social justice today. Do you
agree or disagree with the expression below? Present your arguments using
PRESENT UNREAL CONDITIONALS.
We live in a fair and just society. I agree/disagree because

______________________________________________________________
______________________________________________________________
_____________________________________________________________.

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ENGLISH 9
Activity No.21
Activity Title: Parts and Parcel

Learning Competency: Identify types and features of short prose
( EN9WC-IIg-9.2)
Learning Target: Identify types and features of short prose
Commentary is a kind of prose. It is an exercise in the close reading of a

text, involving detailed analysis and appreciation of its significance and form, and a
reader or listener. A good commentary will always explain, rather than merely
summarize, paraphrase, or list effects.
ACTIVITY: Read Krystie Yandoli’s commentary entitled 13 Lessons about Social

Justice from Harry Potter. (Refer to TG, pp. 118-121)
EXERCISE: Identify the features of the short prose. Accomplish the table below.
Features Description
Type of Passage
(Narrative, Descriptive, Dramatic,etc.)
Main Idea
Structure
(Delineated, Subordinated, etc.)
Stylistic Features
(enumeration, interrogation, apostrophe,
exclamation, or other)
Tone
(playful, melancholic, languid, ironic,
tragic, etc.)
Devices
(simile, metaphor, periphrasis,
understatement, hyperbole, symbolism,
etc.

Division of Bohol
ENGLISH 9
Activity No.22
Activity Title: “By the Railway Side” by Alice Meynell

Learning Competency: Draw similarities and differences of the featured
selections ( EN9LT-IIh-2.3)
Learning Target: Draw similarities and differences of the featured
selections
Reference: A Journey Through Anglo-American Literature,
pp. 202-205, 209
A vignette is a short impressionistic scene that focuses on one moment or

character and gives a trenchant impression about that character, an idea, setting,
and/or object. It’s a short, descriptive passage that’s more about evoking meaning
through imagery than it is about plot.
ACTIVITY: “By the Railway Side” is a kind of prose called vignette. Read the
text and answer orally the following questions.
1. How is the setting described?

2. Why was the man speaking at the top of his voice in the station? What
was his purpose?
3. Based on the dialogue, actions and attitudes of the man, what can you say
about his character?
4. How does the author describe her journey in the essay? What emotions
are evident?
5. What specific literary devices were used by the author to make the story
more interesting?
EXERCISE: Compare the vignette “By the Railway Side” to any one from the
following texts you have studied. Draw a Venn Diagram to illustrate your
comparison of the two text types in terms of length, topic, writing style, and
tone.
1. The Man with the Hoe by Edwin Markham

2. The Lottery by Shirley Jackson
3. Ida B. Wells-Barnett and Her Passion for Justice by Lee D. Baker

Division of Bohol
ENGLISH 9
Activity No.23
Activity Title: Conditional Sentence

Learning Competency: Use conditionals in expressing arguments (EN9G-IIh-20)
Learning Target: Use conditionals in sentences
The past conditional describes a past situation that never happened, or it

did happen and the person speaking is describing the possibility of something not
happening in the past.
Examples: If I had gone to that party, I would have had a good time.
If I had heard the weather report, I would have taken an
umbrella.
ACTIVITY:
A. Complete the sentences with the correct form of past conditional verbs in
parentheses:
1. If Rodrigo (exert) more effort, he (pass) the test.
2. If Girlie (follow) the doctor’s advice, she still (be) alive today.
3. If Nelson (campaign) more vigorously, he (win).
4. If freedom of speech not (be) curtailed, incidence of graft (report) by
the press.
B. Complete the phrases below.

1. If Luisa had eaten less,…
2. If Joanne had watered the plants,…
3. If Shiela had gone home early,…
4. If conditions had not been different,…
EXERCISE: This is a mastery activity on the conditional sentence – the future,

present, and past conditional. Complete the sentence with the correct form of the
verb in parentheses.
1. If Nelson had asserted himself, he not (feel) so bad.
2. How would you feel if someone (treat) you like trash?
3. If you exercise and not overeat, you (live) longer.
4. It would have been better if she not (give) up.
5. If he had borrowed the magazine, you (lend)it to him.
6. If the worst possible thing had happened to you, how you (feel)?
7. If you knew that smoking causes lung cancer, heart disease, and
emphysema, you still (go) ahead and smoke?
8. You (allow) me to attend the school dance if I (promise) to come home
early?

Division of Bohol
ENGLISH 9
Activity No.24
Activity Title: Case Closed

Learning Competency: Judge the relevance and worth of ideas presented in the
material viewed ( EN9VC-IIH-19)
Learning Target: Judge the relevance and worth of ideas presented in the
material viewed
If you make a value judgement about something, you form an opinion about it
based on your principles and beliefs and not on facts which can be checked or
proved. Judging ideas requires imagination, leadership and trust and the process
needs to be taken seriously.
ACTIVITY: Study the pictures and answer the questions. (These can be found on
pp.212-213.)
Case 1: Analyze the nutritional

facts of the food on the left. It is
to be served by a mother to her
six-month old baby. Would you
recommend this food to her? Why
or why not? Justify your answer.
Case 2: A neighbor has

recommended this bottle of
medicine to your brother. Scan the
information and decide if there is a
need to warn your brother about
the medicine or none.
Case 3: You and your friends have been

waiting for the sequel of your most
favorite movie-series. However, you
found out that the movie is now
restricted to an audience 18 years and
above. Your friends who are all under
18 presented fake IDs just to see the
movie. Would you go with them?
Case 4: You have volunteered in the
relief operations of your school
organization. Since the goods are
limited you have to give one pack
of goods per family. You have
noticed that a mother has asked
her eight children to fall in line so
that each one of them would get
one pack of goods each. What would
you do?
Division of Bohol
ENGLISH 9
Activity No.25
Activity Title: “Thank You, Ma’am” by Langston Hughes

Learning Competency: Explain how a selection may be influenced by culture,
history, environment, or other factors (EN9LTIIi-3)
Learning Target: Explain how a selection may be influenced by culture,
history, environment, or other factors
ACTIVITY 1. Word Climb. Each of the numbered vocabulary appears in Hughes’s

story. Look at the four suggested definitions for each word and circle the correct
one. (Refer to page 219)
ACTIVITY 2. Read the story “Thank You, Ma’am” on pp. 219-223 and be able to
answer the following questions orally.
1. How did Mrs. Jones react when Roger try to steal her purse?
2. When they arrived at the boarding house, what do you think Roger was
planning to do?
3. Do you think Roger’s encounter with Mrs. Jones altered his life? In what
way?
4. In what way did the characters show what they had accomplished at the
end of the story?
5. Why did Hughes title the story, “Thank You, Ma’am”?
Day 2
EXERCISE: Roger and Mrs. Jones have choices as to whether to do what they did
in the story or otherwise. While choosing, they have come up with reasons and
justifications. What factors could have influenced their decisions? Accomplish the
chart below.
Characters Choices made How does How does How does

their economic their culture their
status influence their environment
influence their decision? influence their
decision? decision?
Roger 1.
2.
3.
Mrs. Jones 1.
2.
3.
Division of Bohol
ENGLISH 9
Activity No.26
Activity Title: “Happy Feet” by George Miller

Learning Competency: Organize information in various ways (outlining, graphic,
representations, etc.) (EN9RCII-2.15)
Learning Target: Organize information using non-linear text
ACTIVITY: Read the synopsis of George Miller’s Happy Feet and answer the
questions orally.
1. Describe the characters:

a. Voice
b. Actions
c. Facial Expressions
d. Thoughts and feelings
e. Personality – angry, happy, accepting etc.
2. Where in the text do we see representations of multiculturalism?
EXERCISE: Complete the chart below using George Miller’s Happy Feet.
Elements of a Short Story
Characters Setting Climax Denouement

Conflict
Man vs man
Flat Round
ManvsHimself
Characters Characters
Man vs Nature
Division of Bohol
ENGLISH 9
Activity No.27
Activity Title: A Piece to Read

Learning Competency: Compose forms of literary writing
( EN9WC-IIf-9)
Learning Target: Craft a short story for Reader’s Theater using appropriate
and creative use of adverbs and conditionals
Reference: A Journey Through Anglo-American Literature, pp.230-
Short story is prose narrative of limited length. It has the basic elements of
characters, setting, plot, conflict, tone, and theme.
Activity: Compose a short story for a Readers Theatre or Chamber Theatre using
appropriate and creative use of adverbs and conditionals. Be guided by the rubrics.
Main Topic Main idea Main idea Main idea Main idea
sentences are sentences sentence are sentences are
clear, correctly are either unclear and unclear and
placed, and are unclear or incorrectly incorrectly
restated in the incorrectly placed, placed, and are
closing placed, and restated in not restated in
sentence. and are the the closing
restated in closing sentence.
the closing sentence.
sentence.
Supporting Paragraphs Paragraphs Paragraphs Paragraphs
Sentences have three or have two have one have no
more supporting supporting supporting
supporting sentences that sentence that sentences that
sentences that relate back to relate back to relate back to
relate back to the main idea. the main idea. the main idea.
the main idea.
Elaborating Each supporting Each supporting Each supporting Each supporting
Details sentence has sentence has at sentence has sentence has no
several least two one elaborating elaborating
elaborating elaborating detail sentence. detail sentence.
detail detail
sentences. sentences.
Coherence Ideas are very Ideas are quite Ideas are fairly Ideas are not
clear. clear. clear. clear.
Mechanics Paragraph has Paragraph has Paragraph has Paragraph has
and no errors in the one or two three to five six or more
Grammar use of adverbs, adverbs, adverbs, adverbs,
conditionals, conditionals, conditionals, conditionals,
punctuation, punctuation, punctuation, punctuation,
capitalization capitalization, capitalization, capitalization,
and spelling. and spelling and spelling and spelling
errors. errors. errors.
Division of Bohol
ENGLISH 9
Activity No.28
Activity Title: Grand Performance

Learning Competency: Use the appropriate prosodic features of speech when
delivering lines in a Reader’s Theater or in a Chamber
Theater ( EN9RC-IIf-1.1.1)
Learning Target: Use the appropriate prosodic features of speech when
delivering lines in a Reader’s Theater or in a Chamber
Theater
Readers Theatre is a style of theatre in which the actors do or do not

memorize their lines. Actors only use vocal expressions to help the audience
understand the story rather than visual storytelling such as sets, costumes,
intricate blocking and movement.
Chamber theatre is a method of adopting literary works to the stage using a

maximal amount of the work’s original text and often minimal and suggestive
settings. In Chamber Theatre narration is included in the performed text and the
narrator might be played by multiple actors.
ACTIVITY: You will deliver your written piece for Readers Theatre or Chamber
Theatre. Listen to your teacher’s further instructions. Let the rubrics
below be your guide in performing the culminating activity.
4 3 2 1 Mark
Beginner Satisfactory Proficient Excellent
Vocal/  Little  Occasionally  Demonstrates  Demonstrates
Verbal verbal or demonstrates variety in variety in
Express- vocal use. variety in one volume, tone, volume, tone,
ion or two of the pitch and voice pitch and voice
 Expression criteria. quality. quality
monotone or appropriate to
difficult to  Expression is  Expression is character.
hear. mostly interesting and
understandabl understandable.  Expression
e. enhances
character/
situation.
Effect  Audience is Audience Audience clearly  Audience is
on confused. follows enjoys deeply
Audience performance performance. engaged, eager
politely. to follow
performance
and responds
enthusiastically.
Focus Performance Performance Flashes of Performance is
inconsistent. mostly spontaneity and alive and
consistent and style enliven explores the
relatively. solid. bounds of
smooth performance. forms.
Enunciat- Words are Some words Most words are All words are
ion and not clearly are clearly clearly clearly
Volume enunciated. enunciated. enunciated. enunciated.
Presentation Some of the Most of the Presentation is

is presentation presentation is easily
incomprehen is comprehensible. understood.
sible. comprehensibl Volume is
e. adequate. Volume projects
Voice is well.
inaudible. Volume is too
low. All audience
members can
easily hear the
presentation.
Prepared  Students  Students  Students have  Students are
-ness have not have practiced and well prepared.
And practiced practiced and the outline is
Profess- and/or a general clear and  It is obvious
ionalism planned outline with ordered. from the polish
presentation some details and ease of the
thoroughly. are in place.  Most details performance
are planned that much
  Attend ahead. practice and
Attendance every planning has
for rehearsal and  Attend nearly taken place.
rehearsals performances every rehearsals
and late at times and every On time in all
performances performance. rehearsals and
performances.

2nd Grading GRADE 9

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