2021 JHS INSET Template for Modular/Online Learning

Subject: ENGLISH Grade Level: 9

Unit Topic: Anglo- American Literature Quarter: 1

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE
This unit is about understanding of how Anglo-American literature and other text types serve as
means of enhancing the self and learn the strategies in doing speech choir.

Consider this question: How?

Map of Conceptual Change:

LEARNIN
G FIRM-UP (ACQUISITION)
COMPETE
NCY
LC1 Share Activity 1 (Knowledge Sharing)

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prior Instructions: In your group, share what things/information do you know about “Anglo-Saxon”.
knowledg Write the consolidated information of the group in a paper.
e about a
text topic Clickable Links: https://www.bl.uk/anglo-saxons/articles/who-were-the-anglo-saxons
Screenshot of Online Resource:

Activity 2 (Anglo-Saxon Presentation)

Instructions: Create a PowerPoint presentation with your group that would discuss the history of
then Anglo-Saxons.

Clickable Links: https://www.youtube.com/watch?v=V9jS_kxZZUg

Screenshot of Online Resource:

LC2 Activity 3 (Beowulf)

Identify Instructions: Discuss with a partner your answer to each question for two minutes. Be ready to
the write the key points in your graphic organizer after each discussion with your partner.
distinguis
hing
features
of
notable
Anglo-
American
lyric
poetry,
songs,
poems,

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sermons,
and Scaffold for TRANSFER 1
allegories Activity 4 (Video Watching)
Instructions: Watch a speech choir video and note some important points about how they do
their performance. In a graphic organizer, name the different things that made their performance
effective.

Clickable Links : https://www.youtube.com/watch?v=sh9wbGGmtSQ

Screenshot of Online Resource:

Activity 5 (Literary Analysis)

Instructions: Create a literary analysis about the poem “The Road Not Taken” by Robert frost.

Clickable Links: https://www.youtube.com/watch?v=vrBHd41YqTc&t=72s

Screenshot of Online Resource:

Scaffold for TRANSFER 2

Activity 6 (Brainstorming)
Instructions: In your group, discuss with your members on how you would present the poem “The
road not taken” by Robert Frost in a speech choir.

Self-assessment:
Instructions: Kindly go over the table given below and put/write a check mark in the column that
best describes your status of self-assessment from the given elements in the first column.

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 Interactive Quiz1
Instructions: Using the application Quizzz. Answer the following questions about Anglo-saxon.
Read and analyze the questions carefully. Click on the link provided to access the quiz.
Link : https://quizizz.com/admin/quiz/57f7d0ec848bdf303316377a/anglo-saxon-quiz
Screenshot:

Interactive Quiz2
Instructions: Click on the link to see and to start the quiz. Please read each item carefully and
choose your correct answer from the choices given.
Link : https:/https://quizizz.com/admin/quiz/5f890224b69b39001d5e23ae/speech-choir
Screenshot:

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LEARNIN DEEPEN (MAKE MEANING)
G
COMPETE
NCY
LC 3: Instructions:
Analyze GUIDED GENERALIZATION TABLE
literature as Essen Text 1 Text 2 Text 3
a means of tial Title: Life is a Rollercoaster Title: The Road not Taken The Phenomenal Women
discovering Ride https://www.youtube.com/ https://www.poetryfoundation.org/
Ques https:// watch?v=eGAFcWWYZDI poems/48985/phenomenal-woman
the self
tion www.poemhunter.com/
poem/roller-coaster-3/
How Answer: Answer: Answer:
can The poem uses real- life The poem reflects on our The poem portrays strong emotions
LC 4: Anglo- scenarios to explain the choices in life and powerful lines in empowering its
Assess Americ meaning of life. women
the an
relevance literat Supporting Texts: Supporting Texts: Supporting Texts:
ure My life, Two roads diverged in a yellow Pretty women wonder where my secret
and
enhan It goes up and down just wood, lies.
worth of ce like a roller coaster And sorry I could not travel I’m not cute or built to suit a fashion
ideas onesel Once I’m up, I crash down both model’s size
presented f and I’m standing on the ground And be one traveler, long I But when I start to tell them,
in the learn stood They think I’m telling lies.
how to And looked down one as far as I I say,
material
imply could It’s in the reach of my arms,
viewed necess To where it bent in the The span of my hips,
ary undergrowth. The stride of my step,
strateg
ies in Reason: Reason: Reason:
deliver Reading poems about life The poem uses literary devices The poem has an easy rhythm and a
ing a makes one reflect on one’s that helps students clear rhyming pattern that would help
speech life too, thus, improve learners in delivering a speech choir
choir? one’s outlook in life
Common Ideas in Reasons:
The use of literary pieces that talk about the real world makes one reflect on his own life and choices, thus, helping
learners as well better understand literature and imply these emotions in academic performances like speech choir
Enduring Understanding/Generalization:
Students will understand that Anglo- American literature helps in improving oneself and use these learnings and
strategies in delivering a speech choir
C-E-R Questions:
1. Wha
2. What strategies can be used in delivering a speech choir?
3.
4. EQ: How does literature improve oneself?
Prompt for Generalization:
1.
2.
3.

ASYCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)

Text 1: Beowulf
Link: https://www.poetryfoundation.org/poems/50114/beowulf-modern-english-translation
Text 2: Anglo- American Literature
Link: https://www.slideshare.net/josephestroga/angloamerican-literature
Text 3: Elements of Speech Choir
Link: https://philnews.ph/2019/09/10/what-are-the-elements-of-a-speech-choir-answer/

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 Instructions:

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

(Practice)

Map of Conceptual Change (same in Explore but with specific instruction)

Learning TRANSFER
Compete
ncy
Transfer Goal: Students on their own and in the long run will enhance themselves and have
deeper understanding of Anglo-American literature to appreciate different cultures, history, and
PERFORM storylines in the world
ANCE
STANDAR Performance Task
D: The 1. One Product
learner G - To deliver a speech choir that uses the different strategies to deliver the output effectively.
actively R – Speech choir performers.
participate A – Designated Teacher evaluators and classmates
s in a S – Groups must have their chosen poem to do a speech choir, which they would incorporate the
speech
verbal and non-verbal strategies to make the performance. They may use props and other
choir
through materials to make their performance as creative as possible.
using P - 5-10 Minutes
effective S – Performance will be judged according the attached rubric(s)
verbal and
non-verbal
strategies
based on Use of Web 2.0 App for Output (Ex. InShot, etc)
the
following
criteria: Analytic Rubric:
Criteria 5 4 3 2
Focus,
Diction and Vocal Excellent diction Satisfactory diction Fair diction and Poor diction and
Voice, and good use of satisfactory use of limited use of vocal
Expression and impressive use
Delivery, of vocal expression vocal vocal expression expression
Facial expression
Expression Creativity of Effective, fresh and Satisfactory Fair interpretation Poor interpretation
s, Body Interpretation candid original lines interpretation and and sustainable and lacking of fresh
Movement that blend well good presentation of presentation of fresh and candid original
s/ with the given text effective, fresh and and candid original lines
Gestures and adhere to the candid original lines lines that blend well
theme that blend well with with the given text
and
the given text and and adhere to the
Audience adhere to the theme theme
Contact. Facial Expression, Impressive variety Good variety use of Fair variety use of Limited variety use
Gestures and use of facial facial expression, facial expression, of

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 Movements expression, gestures, gestures, facial expression,
gestures, movements, and movements, and gestures,
movements, and unity in competent unity in acceptable movements, and
unity in exemplary way way unity in developing
way way
Props and Costumes Use and choice of Use and choice of Use and choice of Use and choice of
props and props and costumes props and costumes props and costumes
costumes is is good that is sustainable and is limited and does
effective that enhances satisfies the not satisfy the
enhances overall overall performance audience. audience.
performance and and attracts the
attracts the audience.
audience.

Self-Assessment:
Post-Performance Self-Assessment
1. What was your favorite part in the whole performance?
2. Which do you think is the most important strategy that should be highlighted in the speech
choir?
3. Which part was the most difficult to accomplish in the performance?
4. How satisfied are you with your performance? Explain.

Value Integration:
Students will be asked this question, “How does teamwork and discipline play an important role in
the performance?”

CALENDAR OF ACTIVITIES

WEEK 1
MON TUE WED THU FRI
FIRM-UP
PRE-ASSESSMENT Activity 2 (Online
Activity 1(KWL Activity 3 (Beowulf)
__________ Quiz)
Chart)

WEEK 2
MON TUE WED THU FRI

Activity 4 (Video Activity 5 (Poem Activity 6 (Gestures

Watching) Reading) and Movement) __________ __________

WEEK 3
MON TUE WED THU FRI
MAKE Activity: Guided Activity: Guided TRANSFER
MEANING Activity: Guided Generalization Table Generalization Table
Activity: Guided Generalization Table Activity:  Speech
Generalization Table Choir

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 WEEK 4
MON TUE WED THU FRI

TRANSFER TRANSFER TRANSFER TRANSFER TRANSFER

Activity:  Speech Activity:  Speech Activity:  Speech Activity:  Speech Activity:  Speech
Choir Choir Choir Choir Choir

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY: Identify types and features of poetry

KNOW SHOW
Direction: List down the different types of poetry. Direction: Describe each type of poetry and give
examples each.
Blank verse is poetry written with a precise meter—almost
Blank verse always iambic pentameter—that does not rhyme
Example #1
To die- to sleep
Free verse. Free verse poetry is poetry that lacks a consistent
rhyme scheme, metrical pattern, or musical form
Epics An epic poem is a lengthy, narrative work of poetry. These
long poems typically detail extraordinary feats and
adventures of characters from a distant past
Haiku A haiku is a three-line poetic form originating in Japan. The
first line has five syllables, the second line has seven
syllables, and the third line again has five syllables

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

Identify types and features of poetry 1. A SEGMENT OF A POEM THAT IS DIVIDED INTO GROUPS OF LINES IS
CALLED A:

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 A. PAIR

B. LYMERICK

C.STANZA

D. BALLAD

E. HAIKU

2. A POEM THAT DOES NOT HAVE A RHYME SCHEME OR

TYPICAL MEASURE IS CALLED:

A LYRIC

B. FREE VERSE

C. SONNET

D. HAIKU
E. BALLAD

EXPRESS PERMISSION, OBLIGATION, AND
PROHIBITION USING MODALS
FILL IN THE BLANKS WITH THE CORRECT MODALS IN EACH SENTENCE..
1. BEFORE THIS YEAR, I __________ MOVE OUT OF MY PARENTS' HOUSE
BECAUSE I DID NOT HAVE A JOB.
2.UNFORTUNATELY, IT'S NOT SO EASY TO FIND TO FIND AN APARTMENT
IN THE CITY. WITHOUT AN AGENT, YOU _____ NOT BE ABLE TO FIND ALL
THE AVAILABLE LISTINGS. (POSSIBILITY)

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M) Assess the relevance and worth of ideas presented in the material viewed

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM: Read the poem ‘’ The Phenomenal Woman by Maya Angelou”!

QUESTION: How does the play on words and poetic devices play on the central theme of the poem.

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the student

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 to read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M) Assess the relevance and worth of ideas presented in the material viewed

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third art
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT all
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1: The Wheel of life by Shoshannah Brombacher

ARTICLE 2: The Gift of the Magi (1905) by O. Henry

ARTICLE 3: Eve's Diary (1906) by Mark Twain

DIRECTIONS: After reading the three articles, decide which of the three best reflects life. Discuss your choice and sup
chosen article.
ANSWER:
Article no. ______ about the _________________ is the best because…
 
 
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS 1. The Make Meaning competency is stated.
2. Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
3. Directions ask the student to determine which
selection is the best in line with the Make
Meaning-type of learning competency. Student is
also asked to support answer by citing important
parts of the selection.
4. Directions also contain permission to the student
to use references and the Internet. Directions also
clearly state persons or materials the student is
not allowed to consult.
5. The length and readability of the selections are
developmentally appropriate. As much as
possible, the selections are contextualized in the
Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.

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 7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION: Groups must have their chosen poem to do a speech choir with, which they would incorporate the ver
They may use props and other materials to make their performance as creative as possible.

GOAL: To deliver a speech choir that uses the different strategies that would deliver it effectively.

ROLE: Speech choir performers.

PRODUCT: Speech Choir

AUDIENCE: Designated teacher evaluators and classmates

STANDARDS: Performance will be judged according to the attached rubric(s)

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA1 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
Diction and Vocal Excellent diction Satisfactory diction Fair diction and Poor diction and
Expression and impressive use and good use of satisfactory use of limited use of
of vocal expression vocal vocal expression vocal
expression expression
Creativity of Effective, fresh Satisfactory Fair interpretation Poor
Interpretation and interpretation and and sustainable interpretation
candid original good presentation of presentation of and lacking of
lines effective, fresh and fresh fresh
that blend well candid original lines and candid and candid
with the given text that blend well with original original
and adhere to the the given text and lines that blend lines
theme adhere to the theme well
with the given text
and adhere to the
1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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 theme
Facial Impressive variety Good variety use of Fair variety use of Limited variety
Expression, use of facial facial expression, facial expression, use of
Gestures and expression, gestures, gestures, facial
Movements gestures, movements, and movements, and expression,
movements, and unity in competent unity in acceptable gestures,
unity in exemplary way way movements,
way and
unity in
developing
way
Props and Use and choice of Use and choice of Use and choice of Use and choice
Costumes props and props and costumes props and of
costumes is is good that costumes props and
effective that enhances is sustainable and costumes
enhances overall overall performance satisfies the is limited and
performance and and attracts the audience. does
attracts the audience. not satisfy the
audience. audience.
TOTAL

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