CURRICULUM MAP

Grade Level: Grade 9

Subject: English
Teacher: Mr. Nelson P. Tolentino

First Quarter

Grade Level Standard The learner demonstrates communicative competence through his/her understanding of literary articles.
Content Standard The learner demonstrates understanding of Modals Expressing Prohibition, Obligation, and Permission, Conditional Statements in Expressing
Arguments and Communicative Styles (Intimate, Casual, Frozen, and Consultative)
Performance Standard The learner actively communicates logically and critically.

WEEK UNIT/TOPIC LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL

CONTENT COMPETENCIES CORE VALUES
1 Orientation Classroom Demonstrates Socialized Briefing Student Handbook Integrity
Policies, Course understanding of the Recitation K to 12 Curriculum
Contents, Requirements classroom policies, course Curriculum Guide Love of self, family
and Grading System in contents, requirements and Curriculum Map and Country
English 9 grading system in English
9 Excellence and
Equality

Achievement and
Advancement

Discipline,
Dedication and
Determination
2 Modals (Permission and Expresses permission, Socialized 1. a.) Making of a list of house rules MELCs Love of Self,
Obligation) obligation and prohibition Recitation (on watching television, using Schoology Family and Country
using modals his/her smart gadget, playing etc.) Power Point
 Discussion of how the learner feels Presentation Achievement and
Diary Entries about those rules. Self-Learning Advancement
Module
Sentence b.) Reading the list and telling the Discipline,
Construction learner to study the words that Pen and paper Dedication and
were used in each sentence. Determination
Practice/Exercises
2. a.) Explaining to the learner that Newspapers
Quiz some of the words that he/she used Magazines Manuals
are called modals, and these words Textbook/Reference
are used to express permission, Book
prohibition, and obligation.

b.) Explaining to the learner that

certain house rules listed or
implemented at home contain
modals of obligation.

c.) Recalling some of the learner’s

obligations at home and requiring
him/her to write them down.

d.) Discussion on the modals

MUST, SHOULD, HAVE TO, and
OUGHT TO which are used when
expressing obligation.

e.) Showing the learner examples

of sentences with modals
(obligation) from a newspaper,
magazine or textbook.

f.) Using of modals for obligation

in meaningful sentences.
 e.) Answering an exercise on
modals that express obligation.

3. a.) Writing of at least three (3) Pen

instances when the learner wanted Pencil
to do something but could not Bond Paper
unless he/she asks for permission. Coloring Materials
b.) Introducing to the learner the
modals COULD, MAY and MIGHT
that express permission.

c.) Creating a wish list addressed

to the teacher.

d.) Checking of the learner’s work

and paste in on a colored paper.

4. a.) Creation of a list of obligations Pen and paper

at home Explaining to the learner
that every obligation fulfilled
consistently within the timeframe
would be equivalent to a wish
being granted.

b.) Answering an exercise on

modals of obligation and
permission.

5. a.) Making of a diary entry of the Pen and paper

things the learner can do to help
his/her family during the
quarantine period using proper
modals.
3 Modals (Expressing Expresses permission, Socialized 1. a.) Recall of the time when the News articles about Love of self, family
Prohibition) obligation, and prohibition Recitation Covid-19 pandemic started and Covid-19. and Country
using modals. making a list of the things that the
Seatwork Inter-Agency Task Force (IATF) Excellence and
ordered us to avoid from the start Achievement
Practice Exercises of the pandemic up to the present
time of transitioning to the “new Discipline,
Quiz normal.” dedication and
2. a.) Reviewing of the learners’ Pen and paper Determination
highlighting the statements with
MODAL + NOT.

b.) Discussion on the function of a

modal following the word NOT
that expresses prohibition (must
not, may not, should not, cannot).

c.) Sentence construction with

modals (prohibition) that are being
practiced at home, in schools, in
churches, and in parks.

3. a.) Recall of the first week of the Pen and paper

quarantine period

b.) Listing down of five (5) things

which the learner suddenly cannot
do during the first week of the
quarantine period even while
staying inside their house. Use
modals of prohibition.
 c.) Discussion on what the learner
felt about the situation during the
first week of the quarantine period.

d.) Relating the things that the

learner was allowed and not
allowed to do during the first week
of the quarantine to the house rules
the learner jotted down last week
letting him/her identify the modals
that show prohibition.

e.) Transformation of the

prohibitions to more positive and
productive activities.

4. a.) Sharing of a news article about News articles about

the March 2020 lockdown. the lockdown last
March 2020 due to
b.) Identification of the modals that Covid-19
show prohibition present in the
article. Pen and paper

5. a.) Recall of the time when the

learner’s parents were not allowed
to work because of the quarantine
protocol

b.) Discussion on how the

employees who were not allowed
to go to work and the business
establishments that were not
allowed to operate affect the
economy.
4 Conditional Statement Uses conditionals (type 1) Socialized 1. Sharing of opinions on any of the Love of Self,
(Type 1) in expressing arguments. Recitation following topics: Family and Country

Seatwork  All people should have the right to Excellence and

own guns. Achievement
Practice Exercises  Children should have shorter
school time/days. Discipline,
Quiz  Education must be free in all dedication and
schools Determination

2. a.) Listening to learner’s opinion Power Point

spotting the “if” statements. Presentation

b.) Writing down the “if” Schoology

statements mentioned by the
learner, Asking follow up Self-Learning
questions if the learner failed to Module
give any “if” statement.
Pen and paper
c.) Focusing on the “if” statements
and giving observations about
them.

d.) Introduction to conditional

clauses

3. a.) Discussion on conditional Activity Sheet

clause (type 1)

b.) Presentation by the learner of

statements about things, situations
 and conditions around the home in
the if-clause, then asking them to
finish the statement.

c.) Review of Activity 1.

d.) Informing that conditionals can

be seen through arguments.

e.) Selection of one topic from

Activity 1 and making an argument
on the selected topic.

f.) Answering of exercises on

conditional clause (type 1).

4. a.) Recall of the topic of the Pen and paper

discussion in Week 2.

b.) Engaging the learner into a

conversation to help him/her
develop his/her ideas,

5 Conditional Statement Uses conditionals (type 2) Socialized 1. a.) Asking the learner if there is Pen and paper Love of Self,
(Type 2) in expressing arguments Recitation something he/she wants to receive Family and Country
(e.g. new smart phone, new shoes
Seatwork etc.). Achievement and
Advancement
Practice Exercises b.) Listing down of five (5) reasons
why he/she is asking this. Discipline,
Quiz Dedication and
2. a.) Reviewing the list created by Determination
the learner.
 b. Giving conditions if the learner
wants to receive his/her wish.

c.) Giving observations on the

condition statements.

d.) Discussion on the learner’s

answers and introduction of the
appropriate use of conditional
statements (type 2) in expressing
arguments.

e.) Answering exercises on

conditional clause (type 2).

3. a.) Listing down the things the Pen and paper

learner would do to address the
present pandemic if he/she is the
leader of the country using
conditional clauses (type 1 and
type 2).

4. a.) Review of the conditions the

learner gave in Activity 2 asking
him/her which of the conditions
he/she would be able to do for if
he/she wants his/her wish to be
granted.

b.) Recap of the lesson for the

week
6 Conditional Statement Uses conditionals (type 3) Socialized 1. a.) Listing down of the learner’s Pen and paper Love of Self,
(Type 3) in expressing arguments. Recitation regrets, guising him/her to make a Family and Country
 diary entry and asking him/her
Seatwork how he/she feels about those Excellence and
regrets. Equality
Practice Exercises
2. a.) Rereading of diary entry Achievement and
Quiz pointing out the if-clauses the Advancement
learner used in writing his/her
sentences. Discipline,
Dedication and
b.) Discussion of type 3 Determination
conditional statements.

c.) Exercises on conditional

clauses (type 3)

3. a.) Composition Writing using Pen and paper

conditionals types 1-3 on how the
Philippine government should have Coloring Materials
responded before the Covid-19
threat blew up based on a news
article.

b.) Slogan-making on a piece of

bond paper based on the
composition written
7 Communicative Style Employs the appropriate Socialized 1. Discussion on the difference of Excellence and
(Intimate and Casual) communicative styles Recitation talking with friends and classmates Equality
(intimate and casual) for from talking with parents.
various situations. Seatwork Achievement and
2. Identification of the difference of Advancement
Practice Exercises intimate from casual
conversations.
Quiz
3. Noting down of the casual and
 intimate conversations of the
characters in the learner’s favorite
TV show.

4. Intimate or casual conversation by

pair about a painting from books
and other materials that depicts
Western classical art.
8 Communicative Style Employs the appropriate Socialized 1. Sharing of listening experiences on Love of Self,
(Conversational, communicative styles Recitation speeches during formal occasion Family and Country
Consultative, and Frozen) (conversational, like graduation ceremony.
consultative, and frozen) Seatwork Excellence and
for various situations. 2. Identification of the Equality
Practice Exercises language/words used in a formal
ceremony Achievement and
Quiz Advancement
3. Citing of instances when the
Summative Test learner was called to the Discipline,
guidance/principal’s office. Dedication and
Determination
4. Recalling of the learner’s most
recent conversation with a friend.

5. Submission of plans on how to

conduct a reach out for people in
need who are most affected by the
pandemic.
Second Quarter

Grade Level Standard The learner demonstrates communicative competence through his/her understanding of literary articles.

Content Standard The learner demonstrates understanding of literature as an instrument to understand a world that is volatile, uncertain, complex, and ambiguous by
exchanging thoughts and opinions with others on the stories and poems to be read and analyzed.
Performance Standard The learner actively voices out opinions and listens to others.

WEEK UNIT/TOPIC LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL

CONTENT COMPETENCIES
1 Literature and Social Makes connections
Issues between texts in literature
to particular social issues,
concerns, or dispositions
in life.
CORE VALUES
Socialized 1. Recalling of at least two historic MELCs Integrity
Recitation events that greatly affected the Schoology
Philippine society asking the Bataan Death Love of Self, Family
Seatwork learner what happened to the March and Country
Filipinos during those historic Documentary
Practice Exercises events and that our literature Discipline,
mirror them just like in other Pen and paper Dedication and
Quiz countries. Determination
2. Reading of a short biography of
Rizal focusing on Rizal’s life
when he was a teenager to the
time he was executed, listing
down on a long bond paper a
timeline of the major events that
happened in Jose Rizal’s life.
3. Reading of a summary of Noli Me
Tangere drawing timeline of the
events that happened in the story.
4. Comparison of the two timelines
made by the learners circling the
events that share a similar
thought.
5. Discussion on how literature
 becomes a mirror of society and
history by establishing
connections between texts and
particular social issues, concerns,
or dispositions in real life.
6. Recalling of the major historical
events the learner shared at the
start of the lesson choosing from
other major events in history that
the learner would like to write a
story about.
7. Pre-Writing Activity:
Creating a timeline of the
learner’s chosen major event in
history and writing the learner’s
first draft of the story based on
the timeline.
8. Performance Tasks:
Writing a simple short story using
the first draft that the learner
made

Writing of dialogues for

characters which the learner will
use for writing the second
revision.

9. Presentation of the final draft of

the story that the learner had
written and revised earlier giving
constructive feedback on them.
10. Clipping and sharing of news
articles on human rights and
responsibilities and connecting it

2 Literature and Social Makes connections
Concerns between texts in literature
to particular social issues,
concerns, or dispositions
in life.
with the lesson discussed.
Socialized 1. Writing of at least three house Short Biography of Integrity
Recitation rules that the learner do not Rizal
understand ending up Love of Self, Family
Seatwork complaining on them in which the Summary of Noli and Country
writers see an opportunity to air Me Tangere
Practice Exercises out a social concern through their Excellence and
literary works. Pen and paper Equality
Quiz 2. Sharing the representations of the
characters Crisostomo Ibarra, Discipline,
Maria Clara, Padre Damaso, Sisa dedication and
and Elias in Noli Me Tangere Determination
during the time of Rizal.
3. Showing a photo of the learner’s
favorite character from television
show that he/she thinks is an
instrument to discuss the social
concerns of our present time.
4. Showing of a photo of front liner
doctor and asking the learner
what social concern the doctor
stands for during the time of
Covid-19 pandemic.
5. Performance Task:
Write an essay about the learner’s
opinion about a social concern in
the news and how he/she thinks to
improve the situation.
6. Performance Task:
Surveying and checking a
recurring problem in the learner’s
neighborhood.
Writing a letter to the

3 Literature and
Dispositions in Real Life
Makes connections
between texts to particular
social issues, concerns, or
dispositions in real life.
Homeowners” Association
official or Barangay Chairman
informing the him/her on the
problem and suggesting a possible
solution to it.
Socialized 1. Giving the names of the learner’s Pen and Paper Integrity
Recitation three closest friends and writing
down their three top qualities Short bond paper Love of Self, Family
Seatwork connecting it on how writers use and Country
characters with real-world
Practice Exercises dispositions (representations or Excellence and
symbolisms) Equality
Quiz 2. Researching on the following
characters from Noli Me Tangere: Discipline,
Elias, Padre Damaso and Sisa and Dedication and
identifying their symbolisms in Determination
the Philippine society of their
time and in our present-day
society.
3. Showing a picture of the learner
and asking his/her
friends/classmates what his/her
best qualities are.
4. Cutting out a photo of a Filipino
celebrity that the learner thinks
can be the modern Crisostomo
Ibarra or Maria Clara pasting the
picture on a short bond paper
writing at the back of it what
he/she thinks a modern
Crisostomo Ibarra or Maria Clara
stands for at this present time.
4 Analyzing a Volatile and Analyzes literature as a Socialized 1. Listing down of five things that Pen and paper Integrity
Uncertain World Through means of understanding Recitation the people around the learner do
Literature unchanging values in a that he/she cannot predict the Love of Self, Family
volatile, uncertain, Seatwork outcome of stressing that our and Country
complex, and ambiguous world, along with people, has
(VUCA) world. Practice Exercises always had this volatile and Excellence and
uncertain nature ever since, that Equality
Quiz we cannot predict many things in
life but we can understand in Discipline
some ways. Dedication and
2. Showing of two pictures – one Determination
before and the other after, sharing
to the class how unpredictable our
world is.
3. Reading a news or an article
about the “new normal” world
that we now have since the
pandemic started, asking the
following questions after reading
the news or article:

 What is the ‘new

normal’? How was it
described?
 How did the new world
adjust to the new
situation?
 What are your sentiments
about it?
 Would you like things to
go back to the way they
were or would like to
continue having the ‘new
normal’ world?
  What
complications/problems
surfaced in society in the
‘new normal’ world?
What could be done to
solve such problems?

4. Reading of a dystopian story

providing the following questions
ahead of time to better help
him/her relate the literary piece to
VUCA:

 What was disturbing

about the story?
 Why were the events
disturbing?
 What questions did you
have in mind about the
events in the story?
 What examples of
uncertainties were
manifested in the story?

5. Jotting down how the learner

really feels living in a world with
a VUCA design.
5 Analyzing a Complex and Analyzes literature as a Socialized Love of Self, Family
Ambiguous World means of understanding Recitation and Country
Through Literature unchanging values in
volatile, uncertain, Seatwork Excellence and
complex, and ambiguous Equality
(VUCA) world. Practice Exercises
 Discipline,
Quiz Dedication and
Determination
Summative Test

Third Quarter

Grade Level Standard The learner demonstrates communicative competence through his/her understanding of literary articles.

Content Standard The learner demonstrates understanding of the differences of biases from prejudices, of the significance of determining the relevance and
truthfulness of the ideas presented in the material viewed, and of judging the validity of the evidence listened to.
Performance Standard The learner demonstrates understanding that his/her voice matters and demonstrates improvement on his/her critical thinking skills making him/her
a more understanding and discerning individual.

WEEK UNIT/TOPIC LERANING ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL

CONTENT COMPETENCIES CORE VALUES
1 Defining Prejudices and Defines biases and Socialized 1. Writing Activity. Comparing  MELCs Love of Self,
Biases prejudices. Recitation two smartphones in terms of  Schoology Family and Country
Seatwork features, designs, functions,  Pen
quality, durability,  Paper Excellence and
Practice Exercises functionality etc. requiring the  Photo pf two Equality
learner to choose which he/she different brands of
Quiz prepares and explaining the smartphone
reason for his/her choice.  News article about
2. Discussion on how we show the situation of our
biases. health workers and
3. Discussion on the distinctions other front liners
of Facts from Bias. during the Covid-
4. Explanation when bias is good 19 pandemic
and bad.
5. Discussion on any news
 article about the situation of
our health workers and front
liners during the Covid 19
Pandemic in the country.
2 Differentiating Biases Differentiates biases Socialized 1. Browsing through print or  Advertisements Integrity
from Prejudices from prejudices. Recitation online advertisements, writing  Label of products
down the words used in the  Notebook Excellence and
Seatwork advertisements to catch the  pen Equality
buyer’s attention including the
Practice Exercises images of the models. Achievement and
2. Analysis of the words, lines Advancement
Quiz and images used in the
advertisement Discipline,
3. Discussion on Propaganda Dedication and
techniques. Determination
4. Analysis of two articles of the
same topic/news from two
different broadsheets,
comparing the facts presented.
5. Discussion on how prejudices
and biases are formed.
3 Relevance in What We Determines the Socialized 1. Selection of ten shows from  Pen Integrity
Watch relevance of the ideas Recitation the list of twenty taken from  paper
presented in the material the internet and the tv. Excellence and
viewed. Seatwork 2. Explanation that choices have Equality
relevance to preferences
Practice Exercises derived from interests. Achievement and
3. Analysis of television Advancement
Quiz channels in terms of program
contents. Discipline,
4. Discussion how Dedication and
trustworthiness affects Determination
preferences.
5. Creating a checklist of the
 things to look out when
watching a show on tv or
online.
4 Truthfulness of What Determines the Socialized 1. Showing of two pieces of Integrity
We Watch truthfulness of the ideas Recitation jewelry – one is genuine and
presented in the material the other is fake – but almost Excellence and
viewed. Seatwork the same in appearance, Equality
requiring the learner to
Practice Exercises identify which is real and Achievement and
which is fake; the justification Advancement
Quiz for his/her choice and relating
such on the news/information Discipline,
that we see on the internet. Dedication,
2. Web-surfing getting five links Determination
and identifying which of them
are reliable and credible.
3. Discussion about fake news.
4. Discussion on the tips on
determining reliability of the
sites.
5. Conducting an informal
research of myths and facts
about Covid-19 using the
information from different
websites.
5 Judging the Validity of Judges the validity of the Socialized 1. Pass the Message game  Pen Excellence and
the Evidence We Listen evidence listened to. Recitation 2. Discussion on what the  Paper Equality
To learners know what a lawyer  Any broadsheet
Seatwork does to prove that his/her  Cartolina Integrity
client is innocent of a crime  Drawing and
Practice Exercises charged against him/her. coloring materials Discipline,
3. Reading and analysis of any Dedication and
Quiz informative article from Determination
credible and reliable online
 sources Achievement and
4. Creating a flowchart on how Advancement
to check the validity of any
material listened to.
6 Validating the Evidence Validates the evidence Socialized 1. Explanation on how to Integrity
We Listen To listened to. Recitation validate the evidence of any
listening material using the Excellence and
Seatwork flow chart created before. Equality
2. Judging the validity of the
Practice Exercises evidence presented in two Achievement and
selected articles based on: Advancement
Quiz Recency, Reliability,
Authority and Accuracy Discipline,
Summative Test 3. Validating evidence about Dedication and
Covid-19 information. Determination

Fourth Quarter

Grade Level Standard The learner demonstrates communicative competence through his/her understanding of literary articles.

Content Standard The learner demonstrates confidence in expressing his/her personality through formal and non-formal writing.

Performance Standard The learner demonstrates eloquence in voicing out his/her opinion through relaxed but informative conversations on social issues, personal issues
and everyday life events.

WEEK UNIT/TOPIC LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL

CONTENT COMPETENCIES CORE VALUES
1 Judging the Relevance Judges the relevance and Socialized 1. Sharing on interests in life.  MELCs Love of Self,
and Worth of Ideas worth of ideas. Recitation 2. Introduction on Relevance.  Schoology Family and Country
3. Writing a short reflection  Pen and paper Achievement and
Seatwork paragraph about the connection  Any Advancement
of a reading material and the wholesome
Practice Exercises learner’s choice. Discipline,
 4. Reading random articles and reading Dedication and
Quiz answering questions about it. material Determination
5. Sharing on the how the learner’s
feel on social media posts about
quarantine.
6. Writing a short essay with the
topic “My Mission After the
Quarantine”.
2 Judging the Soundness Judges the soundness of Socialized 1. Discussion about Analogy. Love of Self,
of the Author’s the author’s reasoning. Recitation 2. Explanation on Sound Judgment Family and Country
Reasoning 3. Discussion on Argumentative or
Seatwork Persuasive Essay. Achievement and
4. Writing a short reflection essay Advancement
Practice Exercises with the topic, “What Is My
Role in the Progress of My
Quiz Country?”
3 Judging the Judges the effectiveness Socialized 1. Sharing on favorite Excellence and
Effectiveness of the of the presentation. Recitation stories/novels Equality
Presentation 2. Reading and rating a story
Seatwork 3. Reading an argumentative or Achievement and
persuasive essay Advancement
Practice Exercises 4. Analyzing a feature story from a
newspaper or magazine Discipline,
Quiz Dedication and
Determination
4 Getting the different Reacts to set value Socialized 1. Reacting on selected social  Pen and paper Excellence and
Sides of the Issue judgment on critical Recitation issues Equality
issues that demand sound 2. Expressing opinions on given
analysis and call for Seatwork statements Love of Self, family
prompt actions. Practice Exercises 3. Interviewing three family and Country
members on the topic: Would
Quiz you choose to continue online Achievement and
classes even if majority of the Advancement
population are fully vaccinated
 already? Discipline,
4. Recalling three ways of getting Dedication and
the different sides of an issue. Determination
5 Taking a Stand on Reacts to set value Socialized 1. Reading a social issue from a  Broadsheet Excellence and
Critical Issues judgment on critical Recitation broadsheet and reacting on it Equality
issues that demand sound 2. Reading and reacting on critical
analysis and call for Seatwork issues Love of Self, family
prompt actions. 3. Listening/Watching radio/tv and Country
Practice Exercises programs that tackle social
issues and writing a reaction Achievement and
Quiz about it. Advancement

Summative Test Discipline,

Dedication and
Determination

PREPARED BY: REVIEWED BY: RECOMMENDING APPROVAL: APPROVED BY:

MR. NELSON P. TOLENTINO

MR. NELSON P. TOLENTINO MRS. ERALLA MANALILI MR. FERNANDO P. MANALILI
Teacher Academic Supervisor - JHS Principal University Administrator