Final Version of Grade 9 (Q1-Q4) - Literature Curriculum Conference

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Santa Rosa Campus

City of Santa Rosa, Laguna
LITERATURE CURRICULUM CONFERENCE

Plan for a literature lesson. Choose at least four (4) Literature competencies and topics to be discussed for the grade level assigned to the
group. You must choose at least one poem, one short story, one essay, and one drama to teach.
GROUP # 6 ASSIGNED GRADE LEVEL: Nine (9) Date of Submission: June 2, 2022
MEMBERS (Surname, First Name M.I) Instructor: Prof. Chio Tejido
(1) ABALOS, Melchor C (Presentation, PPT)
(2) BARTOLOME, Zarinna (Quarter 4) (4) COSTUYA, Albert (Quarter 2)
(3) CAVANEYRO, Leny (Quarter 1) (5) HERMOSA, Kian Joseph (Quarter 3, PPT)
Source Note to Prof. Chio

https://drive.google.com/file/d/1Htg54tbrj Greetings, Ms. Tejido!
English MELCS KbiDPPBr6RBk4JuyBNaKPIo/view
Here is the output from the blood, sweat and tears of the group
https://bit.ly/3ukN6lo members. This is to inform you that the content standard, and
K-12 Curriculum
performance standard are extracted from the K-12 curriculum per
quarter. The students made no motivation.
Afterwards, the students choose appropriate week in each quarter that

https://files.eric.ed.gov/fulltext/ED277280. will satisfy the MELCS. In summary, we searched for the materials that
Teaching Strategy
pdf are appropriate in the given MELCS and we do not search for the
materials each week of per quarter.
Thank you and more power!
Prepared by: Miss Rocio Marie M. Tejido, LPT – Teaching and Assessment of Literature Studies – PUPSRC – 2nd Semester - S.Y. 2021-202
Chosen Week: 6
CONTENT (MAIN
TOPIC/S TO BE MOST
DISCUSSED)- See ESSENTIAL LITERARY TEXT/S TO BE
CONTENT PERFORMANCE LITERATURE
Literature LEARNING UTILIZED
STANDARD STANDARD COMPETENCIES
competencies for COMPENTENCIE (Check the type of text to be used)
clues on what to S (MELCS)
discuss
The learner After the The learner EN9LT-Ig-14: Express The Story of Helen Keller, the
demonstrates discussion, the actively Analyze literature permission, girl Who Could Not See, Hear
understanding students are participates in a as a means of obligation, and or Speak
of how Anglo- expected to: speech choir discovering the self prohibition using From “Short Stories of Famous
American through using modals Women”
literature and 1. Determine effective verbal EN9LT-Ig- 2.2.3: (Short Story)
other text types the tone, and non-verbal Determine the tone, K to 12
serve as means mood, strategies based mood, technique, CG Code: https://en.islcollective.com/englis
of enhancing technique, on the following and purpose of the EN9G-lie-20 h-esl-
the self; also and purpose criteria: author worksheets/grammar/modals/stor
how to use of the Focus, Voice, y-helen-kellar/110165
processing, author in Delivery, Facial
assessing, writing the Expressions, Explanation for using the
summarizing story. Body selected text:
information, Movements/
word 2. Analyze Gestures and The story of Helen Keller contains
derivation and literature as Audience all the modal verbs. Using this
formation a means of Contact. literary piece and exploring these
strategies, discovering examples of the use of modal
appropriate the self. verbs will help learners build their
word order, confidence in using them. This
punctuation will also help the students in
marks and 3. Reflect the discovering the self.
interjections to values
enable him/her highlighted
to participate in the story Teaching Approaches in
actively in a that uses Language Learning:
speech choir. modals Suggestopedia
through
active Scenario: The teacher will give
participatio the students the copy of selection
n. entitled, “The story of Helen
Keller, the girl who could not see,
hear or speak” and the students
will read it then the class will be
divided into groups. Each group
will determine the author’s tone,
mood, technique, and purpose of
the author by answering the
following questions:
1. What feelings do you have

while listening to the
previous story?
2. What made you feel this
way?
3. What words did you hear that
helped to create this feeling?
4. What is the author’s purpose
in writing the story?
Chosen Week: 6
CONTENT (MAIN
TOPIC/S TO BE MOST
discuss
The learner After the The learner EN9LT-Ig-14: Use conditionals in “If”
demonstrates discussion, the actively Analyze literature expressing Rudyard Kipling
understanding students are participates in a as a means of arguments (Poem)
of how Anglo- expected to: speech choir discovering the self
https://www.poetryfoundation.org/poem
American through using s/46473/if---
literature and 1. Determine effective verbal EN9LT-Ig- 2.2.3: K to 12
other text types the tone, and non-verbal Determine the tone, CG Code: Explanation for using the
serve as means mood, strategies based mood, technique, selected text:
of enhancing technique, on the following and purpose of the EN9G-lle-20
the self; also, and purpose criteria: author If—” is a poem by English Nobel
how to use of the laureate Rudyard Kipling, written
processing, author in Focus, Voice, circa 1895.
assessing, writing the Delivery, Facial
summarizing poem. Expressions, It is inspirational, motivational,
information, Body and a set of rules for ‘grown-up’
word 2. Explain Movements/ living. It contains mottos and
derivation and how the Gestures and maxims for life, and the poem is
formation conditionals Audience also a blueprint for personal
strategies, helps to Contact. integrity, behavior and self-
appropriate determine development. Rudyard Kipling’s
word order, the tone, poem ‘If’ is full of conditional
punctuation mood, fulfilment. The word “IF” is
marks and technique, repeated to emphasize the real
interjections to and purpose purpose of the author to the
enable him/her of the readers. It also used a number of
to participate author. conditionals, saying that “if” the
actively in a listener does these things, they
speech choir. will live a fulfilling existence.
Embedded in these conditionals is
a variety of values, indirectly
telling the listener to maintain a
balanced set of virtues.
Teaching Approaches in
Language Learning:
The Communicative Approach
Scenario: The teacher will divide

the class into groups and invite the
students to read the poem aloud.
Each group will brainstorm and
watch out for words that suggest
sounds of movements, actions,
and meanings. Then, look out for
words or lines that sound like they
are examples of literary devices
(alliteration, consonance, and
assonance). The students will
share their findings with other
groups.
Chosen Week: 3
CONTENT (MAIN
TOPIC/S TO BE MOST
discuss
The learner The students are The learner EN9LT-Ic-14: Employ the Sorry, wrong number
demonstrates expected to : actively Analyze literature appropriate By Lucille Fletcher
understanding participates in a as a means of communicative (drama/radio play)
of how Anglo- 1. Identify the speech choir enhancing the self styles for various
American elements of through using situations https://www.youtube.com/watch?
literature and a effective verbal EN9LT-Ic-2.2: v=QKCpCr4QBT8
other text types drama/play and non-verbal Explain how the (Intimate, casual,
serve as means in a given strategies based elements specific to conversational, Explanation for using the
of enhancing literary on the following a genre contribute consultative, selected text:
the self; also piece. criteria: to the theme of a frozen)
how to use Focus, Voice, particular literary Lucille Fletcher’s drama “Sorry,
processing, 2. Define the Delivery, Facial selection Wrong Number” performed as a
assessing, elements of Expressions, radio play in 1943. We chose this
summarizing a Body text for the reason that it shows
information, drama/play Movements/ different communicative styles
word Gestures and and it shows how badly errors in
derivation and 3. Express Audience communication can turn out. Its
formation appreciation Contact. main literary device is dramatic
strategies, for a irony. The prevalent themes
appropriate drama/play include isolation and the
word order, through importance of
punctuation creative politeness/appropriate
marks and presentation communication.
interjections to .
enable him/her
to participate Teaching Approaches in
actively in a Language Learning:
speech choir. Suggestopedia, Direct Approach
Scenario: The learners are asked

to read the dialogue of the
radioplay ,”Sorry, wrong number
“. After reading the dialogue the
students will divided into groups
and are task to answer the
following questions provided by
the teacher. From the radioplay,
“Sorry, wrong number”, the
students will present each element
in a creative manner.
Group 1- Setting
Group 2- Plot
Group 3- Characters
Group 4- Theme
Group 5- Scenery
Group 6- Dialogue
Questions:
1. 1. Where and when did the
story happen?
2. Who were the people who
participated in the action
of the play?
3. What was the first event,
the second event…?
4. What difficulties did the
characters meet?
5. What is the most thrilling
part of the drama/play?
(Note: Through the Q and A, the

students will define the elements
of a drama/play).
Quarter 2
Chosen Week: Week 1
CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See
CONTENT PERFORMANCE LITERATURE LEARNING
Literature LITERARY TEXT/S TO BE UTILIZED
STANDARD STANDARD COMPETENCIES COMPENTENCIES
competencies for (Check the type of text to be used)
(MELCS)
clues on what to
discuss
The learner The learner THE CANTERBURY TALES
demonstrates At the end of the proficiently EN9LT-IIa-15: Make connections Geoffrey Chaucer
understanding lesson, the students plays an active Analyze between text to (Short Stories)
of how Anglo- are expected to: part in a literature as a particular societal
American Chamber means of issues, concerns or Sample copy:
literature and Literary Theatre valuing other disposition in real https://tinyurl.com/7khs7ynj
other text types developments in presentation people and their life.
serve as means Anglo-American through various The tale is simply a connection of
of valuing other literature from the employing circumstances in moral and humorous stories told by a
people; also, ancient effective verbal life. diverse group of people. The diverse
how to use contemporary and non-verbal contents of this book create
processing period. strategies based EN9LT-IIa- introduction to the features of Anglo-
information on the following 15.1: American literature, focusing on the
strategies, Key feature, criteria: Focus, Identify the composition, moral values, cultural
different forms genres, and literary Voice, Delivery, distinguishing aspects and ancient writing styles.
of adverb and writers Facial features of
conditionals an Expressions, notable Anglo- The tales included in the canterbury
active for Anglo-American Style and Body American tales can be used to determine
him/her to play literature authors Movement or sonnets, features of different aspects of Anglo-
an active part in and writers. gestures. dramatic, American literature, their strategies in
Chamber poetry, writing and styles in portraying life.
Theatre vignettes, and
presentation short stories Teaching Approaches in Language
. Learning:
Grammar- Translation Method
Scenario:
The teacher will assign stories from
the student containing strategies and
styles how Anglo-Saxon literature
was made by the writer. After reading
the assigned passages, students will
answer guide questions given by the
teachers.
Chosen Week: Week 2

CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See
CONTENT PERFORMANCE LITERATURE LEARNING LITERARY TEXT/S TO BE UTILIZED
Literature
STANDARD STANDARD COMPETENCIES COMPENTENCIES (Check the type of text to be used)
competencies for
(MELCS)
clues on what to
discuss
The learner The learner EN9LT-IIb-15: Make connections Canto III: Dante Alighieri’s
demonstrates At the end of the proficiently Analyze between text to Inferno
understanding lesson, the students plays an active literature as a particular societal Dante Alighieri
of how Anglo- are expected to: part in a means of issues, concerns or (Poem)
American Chamber valuing other disposition in real
literature and 1. Short Theatre people and their life. Sample copy: http://bitly.ws/sB8S
other text types stories and presentation various
serve as means Elements of through circumstances in With the vast references used in the
of valuing other Short employing life. story, the elements included in the
people; also, stories effective verbal text of Inferno sought to provide
how to use and non-verbal understanding within the themes it
processing 2. Play and strategies based EN9LT-II-0- portrays. Metaphors used in the story
information Elements of on the following 14.2: creates meaningful presentation of
strategies, Play criteria: Focus, Explain how the the piece itself.
different forms Voice, Delivery, element
of adverb and Facial specifics to a The theme specifically the mood that
conditionals an Expressions, it sets which is hell can be a great
active for Style and Body selection build element that can affect the literature
him/her to play Movement or its theme. itself and best suit the objectives of
an active part in gestures. the literature competencies.
Chamber
Theatre Poem line:
presentation
.
Possible guide question:

What is the speaker trying to
convey?
What will transform and turn their
dread to wish?
Teaching Approaches in Language

Learning:
Suggestopedia, The Direct Method
Scenario:
The teacher will ask question to the
students based on the different
elements included in the poem, how
can it affect the overall mood,
tension and the theme of the poem
and present it in front of the class.
Chosen Week: Week 3
CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See
Literature
STANDARD STANDARD COMPETENCIES COMPENTENCIES LITERARY TEXT/S TO BE UTILIZED
competencies for
(MELCS) (Check the type of text to be used)
clues on what to
discuss
The learner The learner EN9LT-IIc-15: Make connections The Seven Ages of Man
demonstrates At the end of the proficiently Analyze between text to William Shakespeare
understanding lesson, the students
plays an active literature as a particular societal (Poem)
of how Anglo- are expected to: part in a means of issues, concerns or
American Chamber valuing other disposition in real Sample copy: http://bitly.ws/sB9Q
literature and 1. Demonstrat Theatre people and their life.
other text types e Narrative presentation various In annotating texts especially poems,
serve as means Annotations through circumstances in the examples were based from the
of valuing other : employing life. curriculum which is meant for grade
people; also, Constructin effective verbal 9 learners. It consists of words that
how to use g meaning and non-verbal can be dissect to identify the
processing through strategies based EN9LT-IIc-2.2: meaning, mood, and techniques used
information connections on the following Explain how the by the author to effectively
strategies, criteria: Focus, element specific understand the flow of the events.
different forms Voice, Delivery, to a genre Viewing the background as well
of adverb and Facial contribute to the as the authors life can also be a
conditionals an Expressions, theme of a factor of understanding the poem.
active for Style and Body particular
him/her to play Movement or literary Teaching Approaches in Language
an active part in gestures. selection. Learning:
Chamber The Communicative Approach
Theatre
presentation
.
Scenario:
After reading the whole passage of

the text, students will be divided into
five groups to annotate the different
parts of the poem including the
different imageries and thought
between the text.
Chosen Week: Week 4

CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See
Literature LITERARY TEXT/S TO BE UTILIZED
STANDARD STANDARD COMPETENCIES COMPENTENCIES
competencies for (Check the type of text to be used)
(MELCS)
clues on what to
discuss
The learner At the end of the The learner EN9LT-IId-15: Make connections The Last Leaf
demonstrates lesson, the students proficiently Analyze between text to William Sydney Porter (O. Henry)
understanding are expected to: plays an active literature as a particular societal (Short Story)
of how Anglo- part in a means of issues, concerns or
American Chamber valuing other
literature and Determine the three Theatre people and their disposition in real Sample copy: http://bitly.ws/sBay
other text types types of presentation various life.
serve as means Connections through circumstances in The authors expertise on creating
of valuing other employing life. stories relating to the normal life
people; also, 1. Text-to-self effective verbal makes him suitable for connecting
how to use connection and non-verbal societal issues to literary pieces
processing 2. Text-to-text strategies based EN9LT-IId- through this, students can be able to
information connections on the following 2.2.1: relate the literature to their human life
strategies, 3. Text-to-world criteria: Focus, Express experiences.
different forms connections Voice, Delivery, appreciation for
of adverb and Facial sensory images As it is a great literature in relating the
conditionals an Expressions, used current situation with the pandemic.
active for Style and Body The author described the situation
him/her to play Movement or using different sensory images to
an active part in gestures. develop the flow of the story that the
Chamber story sets.
Theatre
presentation Teaching Approaches in Language
. Learning:
Total-Physical Response,
Communicative Approach
Scenario:
On the different parts of the story, the
teacher will divide the class in five
groups providing different scenes
from the story. They will have a short
role-playing activity where in based
on the text they will present the
different sensory speeches on the text
as how it was narrated and described.
Chosen Week: Week 5
CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See
Literature
competencies for
(MELCS)
clues on what to
discuss
The learner The learner Analyze literature The Yellow Wallpaper
demonstrates proficiently EN9LT-IIe-15: to as a means of Charlotte Perkins Gilman
understanding At the end of the plays an active Analyze understanding (Short Story)
of how Anglo- lesson, the students part in a literature as a unchanging values
American are expected to: Chamber means of in the VUCA world Sample copy: http://bitly.ws/9PKC
literature and Theatre valuing other (volatility,
other text types Identify literary presentation people and their uncertainty, The stories use literary techniques
serve as means devices used in the through various complexity and that allow writer to convey a deeper
of valuing other texts. employing circumstances in ambiguity) meaning that goes beyond the page. It
people; also, effective verbal life. elevates the story and prompt
how to use a. Resemblance and non-verbal reflection on life, society, and human
processing b. Contrast strategies based values. In these literatures, students
information c. Association on the following EN9LT-IIe- can be able to differentiate the
strategies, d. Construction of criteria: Focus, 2.2.2: uniqueness and reflection in human
different forms Sentence Voice, Delivery, Explain the society.
of adverb and Facial literary devices
conditionals an Expressions, used
active for Style and Body Teaching Approaches in Language
him/her to play Movement or Learning:
an active part in gestures. The Communicative Approach
Chamber
Theatre Scenario:
presentation The story was assigned to be read by
. the students at home. They are tasked
to list down different passages,
phrase in their notebook. After
discussing about the different literary
devices used in the text, students will
be grouped to identify their chosen
passages according to different
literary devices use. Each group will
present their answers in front of the
class.
Chosen Week: Week 6
CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See
Literature
competencies for
(MELCS)
clues on what to
discuss
The learner At the end of the The learner Analyze literature I Have a Dream
demonstrates lesson, the students proficiently EN9LT-IIf-15: to as a means of Martin Luther King
understanding are expected to: plays an active Analyze understanding (Essay/ Speech)
of how Anglo- part in a literature as a unchanging values
American a. Understand the Chamber means of in the VUCA world Sample copy: http://bitly.ws/sBbd
literature and Five Basic Types Theatre valuing other (volatility,
other text types of Speech presentation people and their uncertainty, Martin Luther King Jr. had a speech
serve as means 1. Casual through various complexity and to a huge crowd of civil rights
of valuing other 2. Consultative employing circumstances in ambiguity) demonstrators gathering in the
people; also, 3. Formal effective verbal life. Lincoln memorial at Washington,
how to use 4. Frozen and non-verbal DC, on 1963 of August 28. The
processing 5. Intimate strategies based EN9LT-IIf- speech that Dr. King gave as the
information on the following 2.2.2: event's climax was both significant
strategies, criteria: Focus, Determine tone and memorable. The great Martin
different forms Voice, Delivery, mood, technique Luther King Jr.'s "I Have a Dream"
of adverb and Facial and purpose of speech, which is well-known,
conditionals an Expressions, the author inspired to take more decisive steps
active for Style and Body by the federal government to fully
him/her to play Movement or realize racial equality.
an active part in gestures.
Chamber
Theatre This is a formal speech that can be
presentation given to students where learners can
easily determine the mood, technique
and purpose of the author. It speaks of
the constant, unpredictable change
that has become the norm in some
corporate sectors and industries.

Learning:
Scenario:
Upon hearing the speech on Martin
Luther King, the students will choose
two to three paragraphs from the
speech which will be the students’
references in creating their own
speech/monologues. Keeping in mind
the different mood, tone, technique
and purpose in creating the
speech/monologues.
Chosen Week: Week 7
CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See
Literature
competencies for
(MELCS)
clues on what to
discuss
The learner At the end of the The learner EN9LT-IIh-15: Analyze literature If We Must Die
demonstrates lesson, the students proficiently Analyze to as a means of Claude Mckay
understanding are expected to: plays an active literature as a understanding (Poem)
of how Anglo- part in a means of unchanging values
American Understand the Chamber valuing other in the VUCA world Sample copy: http://bitly.ws/sBbh
literature and different Figures of Theatre people and their (volatility,
other text types Speech presentation various uncertainty, “If We Must Die” is a poem about
serve as means 1. Simile through circumstances in complexity and confronting oppression. The speaker
of valuing other 2. Metaphor employing life. ambiguity) addresses a group of oppressed
people; also, 3. Personification effective verbal people. Faced with this desperate
how to use 4. Hyperbole and non-verbal situation, the speaker proposes a
processing 5. Irony strategies based EN9LT-IIh-2.3: radical solution for their suffering.
information on the following Draw
strategies, criteria: Focus, similarities and The poem argues that violent, even
different forms Voice, Delivery, differences of suicidal, acts of resistance are the
of adverb and Facial the featured only viable option for this oppressed
conditionals an Expressions, selections in group and the only way they can
active for Style and Body relation to the reclaim their dignity and freedom.
him/her to play Movement or theme.
an active part in gestures. The poem can be use since it is related
Chamber to the life of the author itself,
Theatre experiencing harsh moments in his
presentation life and as a part of movement to give
awareness to the public about what
they have gone through.
Learning:
The Direct Method
Scenario:
Determining the different figures of
speech used in the poem is the
objectives of the lesson, whereas the
teacher will create expressions
presented in front of the class which
came from the poem “If we must
Die”. The students will then identify
whether what types of figures of
speech was used in the poem and
create phrases that demonstrate
figures of speech.
Chosen Week: Week 9

CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See
Literature
competencies for
(MELCS)
clues on what to
discuss
The learner At the end of the The learner EN9LT-IIi-15: Analyze literature The Gift of Magi
demonstrates lesson, the studentsproficiently Analyze as a means of William Sydney Porter (O. Henry)
understanding are expected to: plays an active literature as a understanding (Short Story)
of how Anglo- part in a means of unchanging values
American Determines the five Chamber valuing other in Sample copy: http://bitly.ws/sBbo
literature and essential elements Theatre people and their the VUCA
other text types of Plot presentation various (volatile, uncertain, The characterization, theme, and
serve as means through circumstances in complex, irony in "The Gift of the Magi" make
of valuing other 1. Exposition employing life. ambiguous) world it a memorable and thought-
people; also, 2. Rising Action effective verbal provoking story. The universal
how to use 3. Climax and non-verbal themes of love, poverty, sacrifice,
processing 4. Falling Action strategies based EN9LT-IIi-3: foolishness, and wisdom are dealt
information 5. Resolution on the following Explain how a with handily even though the text
strategies, criteria: Focus, selection may be itself is quite short.
different forms Voice, Delivery, influenced by
of adverb and Facial culture, history, As it portrays an example of social
conditionals an Expressions, environment or realism, we can clearly identify the
active for Style and Body other factors. different aspects that can influence
him/her to play Movement or our forms and strategies in writing as
an active part in gestures. to what influence the author which is
Chamber Victorian Era literature theme in
Theatre connection "The Gift of the Magi"
presentation ends with a moral, or a lesson for the
reader.

Learning:
Grammar Translation Method
Scenario:
After hearing the story and the
lesson about the elements of plot.
Students will be tasked to create
their own story that includes
exposition, rising action, climax,
falling action, and resolution. The
story is anything that motivate them
the most either fictional, non-fiction
as long as contains the plot elements.
Quarter 3
Chosen Week: 1
CONTENT (MAIN
TOPIC/S TO BE MOST
DISCUSSED)- See ESSENTIAL
CONTENT PERFORMANCE LITERATURE LITERARY TEXT/S TO BE UTILIZED
Literature LEARNING
STANDARD STANDARD COMPETENCIES (Check the type of text to be used)
competencies for COMPENTENCI
clues on what to ES (MELCS)
discuss
The learner At the end of the The learner EN9LT-IIIa-16: Differentiate SORRY, WRONG NUMBER
demonstrates lesson, the students skillfully Analyze literature biases from Lucille Fletcher
(Short story/One-Act play)
understanding are expected to: performs in as a means of prejudices
of how Anglo- one-act play connecting to the
Sample copy:
American 1. Differentiate through world. K to 12
https://www.youtube.com/watch?v=QKCpCr4
literature and biases from utilizing CG Code:
QBT8
other text prejudices by effective verbal EN9LT-IIIa-16.1: EN9LC-IVf-
types serve as analyzing the sorry and non-verbal Identify the 13.3
According to our research, sorry wrong number
means of wrong number. strategies and distinguishing
is based true story but whether it is true or not,
connecting to ICT resources features of Anglo-
this kind of literature will bring students to
the world; also 2. Understand the based on the American one-act
connect to the real world. Mrs. Stevenson
how to distinct features of following plays
overheard the plot of the murder, but she could
use ways of Anglo-American criteria: Focus,
not get anyone to do anything about it. Since the
analysing one- One-act play. Voice,
topic are bias and prejudices, students will be
act Delivery, and
able to the highlight the reason why anyone
play and differ Dramatic
would not believe to the statement of Mrs.
ent forms of Conventions.
Stevenson. For example, in lines 28-29, Mrs.
verbals
Stevenson is mentioned as "a querulous, self-
for him/her to
centered neurotic." This kind of statement is
skilfully
beneficial to students as they analyze whether it
perform in a
is a bias of prejudice.
one-act play.
Moreover, the sorry wrong number is a one-act
play where teacher can easily teach the
features of Anglo-American one act play such
as: focus on one event, conflict is clear to
audience and characters is limited to 2-7.
Teaching Approach in Language Learning:

Audio-lingual method
Scenario: At first, teacher will provide

dialogue where students will learn through
imitation. These dialogues are related to biases
and prejudices. After the teaching proper,
teacher will introduce the literature which is the
sorry wrong number.
Chosen Week: 3
CONTENT (MAIN
TOPIC/S TO BE MOST
Literature LEARNING
discuss
The learner At the end of the The learner EN9LT-IIIa-16: Determine the THE TELEPHONE
demonstrates lesson, the students skillfully Analyze literature relevance and Edward Field
(Poem)
understanding are expected to: performs in as a means of the truthfulness
of how Anglo- 1. Interpret the one-act play connecting to the of the ideas Sample copy: https://bit.ly/3QZFIp0
American message conveyed through world. presented in
literature and in the material utilizing the material Racism and xenophobia are the theme of the
other text viewed effective verbal EN9LT-IIIa-16.1: viewed telephone. It seeks to bring attention to the idea
types serve as 2. Analyze the and non-verbal Identify the that in an accepting and enlightened society,
means of information strategies and distinguishing K to 12 skin color should not be a factor. This literature
connecting to contained in the ICT resources features of Anglo- CG Code: will serve as a perfect material to encourage
the world; also material viewed based on the EN9VC-IVa-10 critical thinking among students by interpreting
how to following American one-act its message and analyze the information.
use ways of criteria: Focus, plays Similarly, the teacher can transform this one
analysing one- Voice, into one act play using the features of Anglo-
act Delivery, and American play mentioned in the previous
play and differ Dramatic lesson. If not, the teacher can teach it as a poem
ent forms of Conventions. itself then there would be guide questions per
verbals line of the poem such as the following:
for him/her to
skilfully Poem line:
perform in a My happiness depends on the electric
one-act play appliance, and I do not mind giving it so much
credit.
Possible guide question:

What is the mode of feeling of the speaker?
Why does he feel that way?

The Direct Method
Scenario: students will be taught to associate

meaning in the poem. The target language or
words from the poem can be taught through
realia, pictures, or pantomime. After the
students understand the words, they can now
analyze each line and the teacher can give thew
guide question.
Chosen Week: 7
CONTENT (MAIN
TOPIC/S TO BE MOST
Literature LEARNING
discuss
The learner At the end of the The learner EN9LT-IIIg-16: Judge the ROMEO AND JULIET
demonstrates lesson, the students skillfully Analyze literature validity of the William Shakespeare
Drama/play
understanding are expected to: performs in as a means of evidence
of how Anglo- one-act play connecting to the listened to
Sample copy:
American 1. Recognize faulty through world
https://www.youtube.com/watch?v=4FHpmn-
literature and logic, unsupported utilizing K to 12
KYec
other text facts, and effective verbal EN9LT-IIIg-3: CG Code:
types serve as emotional appeal. and non-verbal Explain how a EN9LC-IVh-
People are part of the natural world and
means of strategies and selection may be 2.15
everything around us is interconnected. From
connecting to ICT resources influenced by
the video give, students can describe one scene
the world; also based on the culture, history,
which can be classified whether a faulty logic,
how to following environment, or
unsupported facts, and emotional appeal.
use ways of criteria: Focus, other factors
analysing one- Voice,
Romeo and Juliet, the two major characters, are
act Delivery, and
intended to be sworn enemies but end up falling
play and differ Dramatic
in love in this sad love story.
ent forms of Conventions.
verbals
The literature given is from the famous writer
for him/her to
who plays a major role in English and American
skilfully
history.
perform in a
one-act play
Sample scene:
From this, students will identify if it is faulty

logic, unsupported facts, or emotional appeal.

Scenario: After watching the video, the

students will have role-playing whereas, the
important scene is provided on the board and
there would be an information gap to be filled.
Speakers will have a choice on what to say and
the teacher will verify if the purpose has been
achieved. Afterwards, students will be asked if
it is a faulty logic, unsupported facts, emotional
appeal.
Quarter 4
Chosen Week:
CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See LITERATURE
CONTENT PERFORMANCE LEARNING LITERARY TEXT/S TO BE UTILIZED
Literature COMPETENCIE
STANDARD STANDARD COMPENTENCIES (Check the type of text to be used)
competencies for S
(MELCS)
clues on what to
discuss
The learner At the end of the The learner EN9LT-IVb-17: Judge the relevance THE PARABLE OF THE SOWER
demonstrates lesson, the students competently Analyze and worth of ideas, (Short story)
understanding are expected to: performs in a literature as a soundness of

of how Anglo- full- length play means of author’s Sample copy:
American 1. Understand the through understanding reasoning, and the https://www.biblegateway.com/passage/?searc
literature and steps in making applying unchanging effectiveness of the h=Matthew%2013&version=NIV
other text literary analysis; effective verbal values in a presentation
types serve as and non-verbal changing world The word of God begins to deepen and expand
means of 2. Explain the strategies and K to 12 within a person, just as a seed placed in the
preserving unc literary devices ICT resources CG Code: ground begins to grow. This is the main idea of
hanging used in the story based on the EN9LT-IVd- EN9RC-IVf-2.22 the parable of the sow where the man represents
values in a given and make a following 2.2.2 God and the seed is His message.
changing literary analysis to criteria: Focus, Explain the
world; a specific literary Voice, Delivery literary devices This is an example of allegory, and this could
also how to device. and Dramatic used. be a material in making literary analysis by the
use the Conventions. students. The learners can analyze the parts of
features of a the parable, and effectiveness of the
full-length presentation through its moral lesson.
play, tense
consistency, Teaching Approach in Language Learning:
modals, active The Grammar-Translation method
and passive
constructionsp Scenario: The teacher can use audio-visual
lus direct and presentation and every scene, the teacher will
indirect speech ask questions to know the level of
to enable understanding of the students. If the learners
him/her wont be able to understand the story, the teacher
competently will now apply the grammar-translation method
performs in a where reading of the passages will be from
full-length target language to native language. Afterwards,
play the teacher will discuss the different literary
devices and will do probing questions regarding
the kind of literary devices used in the parable.
Finally, the teacher will explain on how to make
a literary analysis where students will be ased
to do.
Chosen Week: 6
CONTENT (MAIN
TOPIC/S TO BE
MOST ESSENTIAL
DISCUSSED)- See LITERATURE
CONTENT PERFORMANCE LEARNING LITERARY TEXT/S TO BE UTILIZED
Literature COMPETENCIE
STANDARD STANDARD COMPENTENCIES (Check the type of text to be used)
competencies for S
(MELCS)
clues on what to
discuss
TThe learner At the end of the The learner EN9LT-IVf-17: React to lay value Death with Dignity
demonstrates lesson, the students competently Analyze judgment on (Short Story)
understanding are expected to: performs in a literature as a critical issues that

Sample copy: A Journey through Anglo-
of how Anglo- full- length play means of demand sound
American Literature, page 620
American 1. Analyze critical through understanding analysis and call
literature and issues from the applying unchanging for prompt actions
Death with dignity is a perfect example where
other text materials read. effective verbal values in a
emotions will be highlighted. In every
types serve as and non-verbal changing world.
paragraph, the author is trying to tell something,
means of 2. Understand om strategies and
and this is an opportunity to let the students
preserving how to do the ICT resources EN9LT-IVf-
draw their insights from reading the text and
unchangingval critical reading. based on the 2.2.3:
identify their reading strategy that they used to
ues in a following
get their insights. Critical reader understands
changing criteria: Focus, Identify the what the text says, describes that resulted to
world; also Voice, Delivery distinguishing their interpretation.
how to use the and Dramatic features
features of a Conventions. of Anglo-
full-length American one- Teaching Approach in Language Learning:
play, tense act plays Suggestopedia
consistency,
modals, active Scenario: Since this will include an emotional
and passive appeal to the students, the environment of the
constructionsp classroom should be relaxed with low lightning.
lus direct and The teacher will act as the narrator to be
indirect speech accompanied by a music. Afterwards, the
to enable teacher will ask participation from the students
him/her to read the passage again. This is the activation
competently phase where the students practice the language.
performs in a Lastly, teacher will ask probing questions based
full-length from the analyzation of a critical reader.
play.
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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Santa Rosa Campus

LITERATURE CURRICULUM CONFERENCE

Source Note to Prof. Chio

Afterwards, the students choose appropriate week in each quarter that

Thank you and more power!

1. What feelings do you have

Scenario: The teacher will divide

Scenario: The learners are asked

(Note: Through the Q and A, the

Chosen Week: Week 2

Possible guide question:

Teaching Approaches in Language

After reading the whole passage of

Chosen Week: Week 4

Teaching Approaches in Language

Chosen Week: Week 9

Teaching Approaches in Language

Teaching Approach in Language Learning:

Scenario: At first, teacher will provide

Possible guide question:

Teaching Approach in Language Learning:

Scenario: students will be taught to associate

From this, students will identify if it is faulty

Teaching Approach in Language Learning:

Scenario: After watching the video, the

understanding are expected to: performs in a literature as a soundness of

understanding are expected to: performs in a literature as a critical issues that

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