Subject: English

Grade Level: 9
Unit Topic:
Quarter: 1

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Students on their own will be

TRANSFER
able to show the appropriate
segmental and effective
speech conventions and
demonstrate the
Speech choir
appropriate gestures (hand,
face, and body) of speech
choir presentation

PERFORMANCE PERFORMANCaE TASK

TRANSFER GOAL STANDARD

The learners will be able to:

1. Describe the distinguishing features of EQ: Why do paraphrasing is
notable Anglo-American lyric poetry, songs, important in critiquing selection
poems, sermons, and allegories The learner actively
as well as in communicating?
2. Classify between and among informative, participates in a speech choir
journalistic, and literary writing through using effective verbal EU: In terms of critique writing,
3. Select appropriate punctuation marks and and non-verbal strategies paraphrasing is a good tool to use
capitalization to convey meaning based on the following to support your claims without
4. Identify the meaning of words through word criteria: Focus, Voice, plagiarizing someone’s claims. In
formation (clipping, blending, acronym, Delivery, Facial Expressions, communicating, it is a one
compounding, folk, etymology) strategy if you can’t fully express
Body Movements/ Gestures
5. Select interjections to convey meaning what you want to say,
6. Identify the types of context clue and Audience Contact.
. paraphrasing with a good gesture
(restatement, definitions, synonyms, antonyms) can help you.

ACQUISITION
MAKE MEANING

The learner demonstrates understanding

of how Anglo-American literature and
other text types serve as means of
enhancing the self; also how to use
processing, assessing, summarizing
information, word derivation and
formation strategies, appropriate word
order, punctuation marks and
interjections to enable him/her to
participate actively in a speech choir.

CONTENT STANDARD

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 EXPLORE

This unit is to help you understand the importance of Anglo-American

literature that can help students to understand better the situations or
the problems they face in real life.

Map of Conceptual Change: KWHL Chart

Instruction: Below is a KWHL Chart. In a sheet of paper, fill in the

shaded columns with the things you know, what you want to know,
and how you can find out the things that you want to learn about our
lesson. Be ready to share your answers to the class.

K W H L

What do we What do we How can we What did we

know? want to find find out what learn?
out? we want to
learn?

LEARNING
COMPETENCY FIRM-UP
LC1 Activity 1:
The learners can Instructions: Encircle the letter of the correct answer.
describe the
distinguishing 1. It is a Late Latin prefix used to denote English.
features of notable a. Angles b. Anglo c. Anglia d. Angein
Anglo-American
lyric poetry, songs, 2. Which of the following literature was written or produced in the
poems, sermons, area of the United States and its preceding colonies?
and allegories a. African Literature c. American Literature
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 b. Philippine Literature d. English Literature

3. All the statements below describe Romanticism, except:

Learning Targets: a. It values feeling and intuition over reasoning
I can distinguish b. It reinforces the authority of the Bible and the Church
the features of c. It helps instill proper gender behavior for men and women
notable Anglo- d. It includes character sketches; slave narratives; poetry and short
American stories
Literature.
4. A period in an American Literature known for superficial
stereotypes revealed to be complex characters.
a. Harlem Renaissance c. Revolutionary/Age of Reason
b. Puritan/colonial d. Romanticism

Note: (insert link for online activity)

https://forms.gle/Z4AHyi4LwCXh22D48

Screenshot of Online Resource:

LC2
Activity 2:
The learners can
Instructions: Determine which type of text is each of the following by
classify between
writing INFORMATIVE, JOURNALISTIC, or LITERARY beside the item
and among
number.
informative,
journalistic, and
___________________1. Government urged to add more work sectors
literary writing
to COVID-19 vaccination list (from Inquirer)
___________________2. The legend of Mt. Makiling.
Learning Targets:
___________________3. How to cook adobo in five easy steps.
I can identify what
___________________4. Under pressure, Biden works for a ceasefire in
is informative,
Israel-Gaza violence (from Inquirer)
journalistic and
___________________5. How vaccines work
literary.
Note: (insert link for online activity)
https://forms.gle/b2Bznku3czP5h41G7
Screenshot of Online Resource:

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LC3 Activity 3:
The learners can Instructions: Select the correct punctuation mark to be use in the
select appropriate sentence in column A.
punctuation marks COLUMN A COLUMN B
and capitalization 1. I am so beautiful a. Question mark
to convey 2. What Is your address b. Comma
meaning 3. Hey you forget your c. Period
wallet.
Learning Targets: 4. She is kind smart and D. Exclamation point
I can identify the pretty.
punctuation mark 5. Yuhoo! is anybody home
to be used in a
sentence,
Note: (insert link for online activity)
https://classroom.google.com/c/NTgxODgwODAxNDYz/a/NTExODM
4MDY0Nzk5/details
Screenshot of Online Resource:

LC4 Activity 4:
The learners can Instructions: Determine which word formation process/processes are
identify the observed in each item.
meaning of words
through word SENTENCE WORD FORMATION EXPLANATION
formation PROCESS
(clipping, blending, It’s been two
acronym, decades since that
compounding, folk, volcano is inactive.
etymology) Do it, Vincent,
telephone the man.
Learning Targets:
I can explain the Note: (insert link for online activity)
meaning of the
https://classroom.google.com/c/NTgxODgwODAxNDYz/a/NTExODM4MzM0
words with the help
MDAy/details
of word formation.
Screenshot of Online Resource:

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LC5 Activity 5: Fill in the Blanks
The learners can Instructions: Read the incomplete sentences below and for each
select interjections one, write the most appropriate interjection to complete the
to convey sentence in the blank provided.
meaning
Learning Targets aah eew phew yoo-hoo yahoo
I can select the jeez
appropriate 1. ________, why did I do that? I shouldn’t have done it.
interjection words 2. ________I got 100% in the Oral exam.
to use in a 3. ________this food truly doesn’t taste delicious.
sentence 4. ________who is inside the room? I have baggage and I need
help.
5. _______I thought I wasn’t going to pass the test.

Note: (insert link for online activity)

https://forms.gle/nTyLTTkJNBzGQDKq5
Screenshot of Online Resource:

LC 6: The learners Activity 6:

can identify the Instructions: Read the parable entitled “The Whistle” by Benjamin
types of context Franklin. Identify the type of context used in the following lines.
clue (restatement,
definitions, a. Restatement
synonyms, b. Definitions
antonyms) c. Synonyms
d. Antonyms
Learning Targets:
I can locate the _____1. “But indolent as I am, and, averse to writing, the fear of
context clues used having no more of your pleasing epistles.”
in the selection _____2. “I am charmed with your descriptions of Paradise, and with
and identify what your plan pf living there.”
type of clues is _____3. “I laughed at me so much for my folly, that cried with
that. vexation.”
_____4. “When I saw too ambitious of court favor, sacrificing his time
in attendance on levees, ….. this man gives too much for the
whistle.”
_____5. “When I see a beautiful sweet-tempered girl married to an ill-
natured brute of a husband, …..”

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 Note: (insert link for online activity)
https://forms.gle/ozAvfiVGy38VgC8g8
Screenshot of Online Resource:

LC 7: The learners Activity 7:

can formulate via Instructions: Watch the Grimm’s Fairy Tale’s “The Golden Bird”.
paraphrase the Paraphrase the following excerpt taken from the text.
text listened to
This too, happened as the fox sad; they carried off the bird, the
Learning Targets: princess mounted again, and they rode on the great wood. Then the
I can paraphrase a fox came, and said, “Pray kill me, and cut off my head and my feet.”
selection correctly. But the young man refused to do it: so the fox said. “I will, at nay rate,
give you a good counsel: beware of two things: ransom no one from
the gallows, and sit down by the side of no river.” Then away he went
well. “Well,” thought the young man. “It is no hard matter to keep
that advice.”

Note: (insert link for online activity)

https://youtu.be/oMiayRL7Bec
https://classroom.google.com/c/NTgxODgwODAxNDYz/a/NTExODM4NjkxM
DE2/details
Screenshot of Online Resource:

LEARNING DEEPEN
COMPETENCY
LC8 Scaffold for TRANSFER 1
The learners can Activity 8:
discuss the Instructions: Based on the material viewed in Activity 7, answer the
relevance and questions that follow.
worth of ideas
presented in the 1. Describe the three brothers.
material viewed 2. Describe the setting of the story.
Learning Targets: 3. Why was the fox helpful to the youngest son?
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I can understand 4. What do you think is the purpose of the writer?
conflicts and 5. In the story, is there a situation that is related to you. Explain
formulate solution further.
to resolve them.

Note: (insert link for online activity)

https://archive.org/details/grimm_fairy_tales_1202_librivox

GUIDED GENERALIZATION TABLE

Essential Text 1 Text 2 Text 3
Question
Why do Answer: It is a Answer: It can Answer: It can
paraphrasing is good tool to use help you to prevent you from
important in to support your minimize words. plagiarizing the
critiquing statement original writer.
selection as well especially in
as in communicating
communicating?
Supporting Texts: Supporting Texts: Supporting Texts:
Paraphrasing can To shorten the You will use your
help us in long paragraphs. own words.
communicating.
Reason: It can Reason: You can Reason: To
minimize our express in another maintain the
thoughts to say. way what you good record.
want to say in
exact words.
Common Ideas in Reasons:
Analyzing and understanding
Enduring Understanding/Generalization:
To understand and appreciate the use of paraphrasing in writing selection and
communication
C-E-R Questions:
1. Why do we need to learn paraphrasing?
2. What are the benefits that we can get in learning paraphrasing?
3. Are paraphrasing important?
4. EQ: Why do paraphrasing is important in critiquing selection as well
as in communicating?

Prompt for Generalization:

1. Why do we need to understand paraphrase?
2. How will we appreciate learning paraphrasing?
3. Does paraphrasing can help us in any ways?

Holistic Rubric for Guided Generalization:

SCORING RUBRIC

0- There is no relevance to the topic.

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 1- Good ideas but some are lacking in information.
2- Ideas presented well but with minimal information of the topic.
3- Ideas presented well but the information are not organized.
4- Well-developed ideas and information of the topic.

Map of Conceptual Change: KWHL Chart

Instruction: Now that you have a full understanding about African

Literature, logical connectors, and idiomatic expressions, complete
the KWHL Chart by filling in the last column about the things that you
have learned about the lesson.

K W H L

What do we What do we How can we What did we

know? want to find find out what learn?
out? we want to
learn?

Knowledge, Understand Well-skilled in

Basic and skills to and analyze showing the
knowledge in better the lesson. importance of
using understand the having a
punctuation use of knowledge in
punctation paraphrasing
marks.
marks as well and the use of
as how to punctuation
paraphrase marks.
one selection.
Learning TRANSFER
Competency

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LC 8: The learner Transfer Goal: Students on their own will demonstrate the appropriate
will demonstrate gestures in speech choir.
the appropriate
gestures (hand, Performance Task: Speech Choir. “The Road Not Taken” by Robert
face, and body) Frost.
and show the
appropriate Self-Assessment:
segmental and Select the object based on your understanding on the topic.
effective speech
conventions of
speech choir
presentation

Learning Targets:
I don’t I do
I can understand I
underst understand
what to do in front understan
and the the lesson,
of the class when d the
lesson. I but I still
performing speech lesson well.
need need some
choir. help. help.

Process question:
How many smileys would you compare your understanding in the
lesson and why?

Value Integration:
The students will understand how literature is important not only in the
school to learn but also it can help in our real-life situations. It can also
deepen their understanding and analyzation to determine
appropriate gestures in speech choir.

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
Discussion Discussion Short quiz Discussion
Activity Activity Assignment Checking of

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 assignment

WEEK 2
MON TUE WED THU FRI
Discussion Discussion Discussion Long quiz
Activity Activity

WEEK 3
MON TUE WED THU FRI
Discussion Discussion Discussion Long quiz
Activity Activity Activity Assignment

WEEK 4
MON TUE WED THU FRI
Discussion Discussion Discussion Long quiz
Checking of Short quiz Activity
assignment assignment

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