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Prepared by: Anna Marie P. Buenaventura __________________

Checked by: Ma. Theresa D. Sta. Isabel __________________
Approved by: Corazon C. Vergara, LPT __________________

COURSE OUTLINE

Grade Level: Grade 9

Subject: English
Modality: Face-to-Face Learning
Book/Reference: DIWA English for Innovative Minds 9
Grade Level Standards: The learner demonstrates understanding of how Anglo-American literature and other
text types serve as means of enhancing the self; and of how to use processing,
summarizing information, word derivation and formation strategies, appropriate word
order, and punctuation marks and interjections to enable him/her to participate
actively in discussions.

I. Grading Period: Quarter 1

Essential Knowledge Essential Skills Activity/Assessment Duration

Topic: SELF-DISCOVERY
1. Identify sequence 1. Use sequence signals.
signals in a text. 2. Write informative texts.
2. Identify features of 3. Use the correct pitch,
informative writing. juncture, and stress in
3. Recall the meaning of speaking.
stress, pitch, and 4. Use normal and inverted
juncture. word order in informative
4. Identify normal and writing.
inverted word orders. 5. Summarize texts.
6. Paraphrase texts.
7. Use words or expressions
appropriate for a given
situation.
8. Determine the technique
and purpose of the author.
Topic: SELF-LOVE
1. Identify types of 1. Give the meaning of
context clues. words using contexts clues.
2. Identify features of 2. Write journalistic texts.
3. Use appropriate
journalistic writing.
intonation, rate volume, and
3. Recall the meaning of projection in a public
intonation, rate of speaking context.
speech, volume and 4. Use correctly end marks,
projection. commas, and semicolons.
4. Identify uses of end 5. Skim and scan texts.
marks, commas and 6. Critically listen to and
view materials.
semicolons.
1. Students would be Week 1
asked to read a selection
using chunking or cutting
techniques.
2. Students would be able
to make a pitch for an
app or software that can
help people avoid online
fake news.
1. Students would be Week 2
asked to look for the
definition of unfamiliar
words in a selection;
analyze how each
concept is further
explained or clarified so
that the definition will
make more sense.
2. Students would be
asked to use different
reading strategies like
skimming and scanning.
3. Students would be
asked to look for sample
news articles and analyze

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them by using an inverted

pyramid graphic
organizer.

Topic: SELF-DEVELOPMENT
1. Recognize the theme
of a selection.
2. Explain the Reader-
Response Theory.
3. Identify features of
creative writing.
4. Identify the uses of
colon, apostrophe,
dashes, hyphens, and
quotation marks.
1. Identify the themes of a
selection.
2. Apply Reader-Response
criticism in reading.
3. Use correct punctuation
marks in writing creative
reflection of a text read.
4. Give the meaning of
words by their etymology.
5. Apply active listening in
following directions.
6. Perform in a speech choir.
1. Students would be Week 3
tasked to make a comic
strip showing good and
bad listening strategies.
2. Students would be able
to fill out a table with
information regarding the
etymology of each given
word.
3. Students would be
tasked to perform a
speech choir.
4. Students would be able
to compose a reflection
on a given texts or an
event they have
experienced.

Topic: SELF-EXPRESSION
1. Define formalism.
2. Identify and enumerate
different word
formations.
3. Identify features of
sonnets.
4. Identify features of jazz
chants and raps.
5. Identify interjections.
1. Apply formalism in texts
read.
2. Perform jazz chants
and/or raps.
3. Compose a poem using
different literary devices.
4. Use interjections in
writing poetry.
5. Infer the thoughts and
feelings of speakers.
1. Students would be able Week 4
to represent different
scenario that shows
different emotions.
2. Students would be
tasked to compose a
sonnet that includes
literary devices and
interjections.

II. Grading Period: Quarter 2

Essential Knowledge Essential Skills Activity/Task Duration

TOPIC: MY SURROUNDINGS
1. Enumerate different 1. Interpret information found
linear and nonlinear in a nonlinear texts.
texts. 2. Transcode information from
2. Define and identify linear to nonlinear texts and
tone in poetry. vice-versa.
3. Distinguish between 3. Identify elements of poetry.
prose and poetry. 4. Use adverbs in essay.
4. Identify adverbs. 5. Write short essays.
6. Get information from
listening material.
7. Use words in the intimate
style.
TOPIC: MY HOME
1. Distinguished between 1. Get information from
1. Students would be Week 1
tasked to watch the video
“City Life vs. Country Life”
and make a paragraph
comparing the amenities
and drawbacks of urban
and rural living.
2. Students would be able
to identify the different
functions of an adverb.
1. Students would be Week 2

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pamphlets and
brochures.
2. Identify adverb clauses
and their functions.
TOPIC: MY CONTEXT
1. Define and identify
mood in poetry.
2. Identify adverb clauses
of reason and adverbs of
concession or contrast.
Topic: MY TOOLS
1. Define and identify the
parts of an argument.
2. Identify the features of
argumentative texts.
3. Identify techniques in
public speaking.
4. Identify jargons in
texts.
5. Identify adverb clauses
of conditions.
6. Identify types of
conditionals.
7. Identify irony,
symbolism, and allegory
in a text.
III. Grading Period:
Essential Knowledge
TOPIC: MY ATTENTION
1. Identify literary
devices.
2. Identify gerunds.
pamphlets and brochures.
2. Use adverb clauses of
manner, time, and place in
narrative texts.
1. Identify the mood of a
selection.
2. Use adverb clauses of
reason and adverbs of
concession or contrast in
writing critiques.
3. Get information from audio-
video recordings.
4. Make inferences from
materials listened and viewed.
5. Use words in consultative
style.
1. Compose arguments.
2. Compose an argumentative
text.
3. Speak in a public speaking
situation.
4. Use adverb clauses of
condition in argumentative
texts.
5. Get information from
periodicals.
6. Use words in the frozen
speech style.
Quarter 3
Essential Skills
1. Use gerunds in poetry.
2. Write poetry.
3. Recite poetry with
effective characterization.
4. Demonstrate
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asked to make brochures;
remind them about the
features and purpose of
brochures.
2. Students would be able
to accomplish a table by
identifying the adverb
clause in a given
selection.
1. Students would be able Week 3
to examine the imagery in
a given excerpt and
discuss its meaning.
2. Students would be
tasked to watch the video
“Song to Myself” and
answer the sets of
questions in their
textbook.
3. The students will work
in pairs and create a role-
play using consultative
speech style in a
meaningful conversation.
1. Students would be able Week 4
to compose
argumentative essays
based on a given topic.
2. Students would be able
to define different literary
devices and give
examples of each.
3. Students would be
asked to prepare a five-
minute speech sharing
what they think about the
given topic.
Activity/Assessment Duration
1. Students would act as Week 1
detectives and find out
the hidden meaning of a
given poem.
2. Students would be able
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confidence and ease of to present any of the

TOPIC: MY WISDOM
1. Identify participles.
2. Define faulty logic.
3. Define and differentiate
cohesion and coherence.
TOPIC: MY COMPASSION
1. Define theater terms.
2. Identify features of
soliloquies.
3. Identify infinitives.
delivery in reciting poetry.
5. Employ appropriate
strategies in listening to
poetry.
1. Use participles in
writing reports.
2. Critically listen to
material to point out
faulty logic.
3. Create presentations
using multimedia
resources.
4. Identify the technique
and purpose of the
author.
5. Extract important
information from material
listened/viewed.
1. Write and present a
soliloquy.
2. Use infinitives in
writing soliloquies.
3. Identify tone and
mood.
poems in “Pit Stop” in
front of the class.
1. Students would form a Week 2
group with five members
and be able to identify
which statements are
fallacy and which are
valid.
2. Students would be able
to search for three
fallacious statements on
social media posts or
online articles and
identify which type of
fallacy is presented in the
statements.
1. Ask the students to Week 3
write two scenes for their
one-act play.
2. With a partner, ask the
students to rewrite the
soliloquy of Shylock with
as many infinitives as they
can.

Topic: MY FORGIVENESS
1. Identify features of
one-act plays.
2. Identify theatre terms
used in stage direction.
3. Identify verbals.
1. Perform in a one-act
play.
2. Use verbals in writing a
play synopsis.
3. Interpret a play poster.
4. Listen to a material
with the purpose of
sharing opinions.
1. Students would Week 4
perform a one-act play
with impromptu dialogue.
2. Students would be able
to design a play poster
and critique each other’s
work.

IV. Grading Period: Quarter 4

Essential Knowledge Essential Skills
TOPIC: MY REFLECTIONS
1. Enumerate the “Five 1. Apply critical reading to a
Core Concepts” of media text.
literacy. 2. Use active and passive
2. Define critical reading. voice in creating media
3. Identify active and content.
passive voice. 3. Give expanded definitions
of words.
4. Acknowledge sources
correctly.
Activity/Assessment Duration
1. Students would be Week 1
able to identify the
similarity or difference
between one's own
experience and that of
someone else.
2. Students would be
able to reflect on their
own practices in posting

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TOPIC: MY STORY
1. Identify direct and
indirect speech.
2. Identify features of
persuasive texts.
3. Define rhetoric.
TOPIC: MY VOICE
1. Identify theatre terms
in scriptwriting
2. Identify analogies in
the text.
3. Define bias.
4. Identify modals of
permission, obligation,
doubt, certainty, and
probability.
Topic: MY COURAGE
1. Identify the features of
Shakespearean plays.
2. Identify parts of a play
review.
3. Identify the features of
full-length plays.
4. Identify tenses of
verbs.
5. Make predictions.
1. Change direct to indirect
speech and vice versa.
2. Write a persuasive text.
3. Use rhetoric in public
speaking context.
4. Analyze a text using a
historical perspective.
5. Give the expanded
definition of words.
1. Detect bias from material
listened/viewed.
2. Use modals in informative,
persuasive, or argumentative
writing.
3. Compose informative,
persuasive, or argumentative
writing.
4. Use correct enunciation in
speaking.
1. Write a play review.
2. Perform in a full-length
play.
3. Write a composition with
consistent tense.
4. Listen to analyze shades of
meaning in an utterance.
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and uploading content in
social media.
3. Students would be
tasked to make
predictions on the
selected video or short
story presented in class.
1. Students would watch Week 2
a video recording of the
speech “I Have a dream”
by American civil rights
activist Martin Luther
King, Jr. and discuss the
rhetorical techniques
they have observed.
2. Change the direct
speech to indirect speech
and vice versa on page
296 of English 9 textbook.
1. Ask the students to Week 3
present a short skit using
appropriate modals in
their dialogues and make
sure all the modals are
covered.
2. Students would be able
to recite a poem with
clear and proper
enunciation.
1. Students would be able Week 4
to render the monologue
of King Henry V using
words and vocabulary
given before the lesson.
Students may use
imageries, metaphors, or
references to
contemporary
personalities.
2. Create three comic
strips featuring jokes that
use denotation and
connotation in the
dialogues.
3. Watch a short play
available online and write
a play review.
4. Review when to use
particular verb tenses and
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aspects to keep the

consistency throughout a
sentence or a paragraph.

Prepared by: Anna Marie P. Buenaventura, LPT __________________

Checked by: Ma. Theresa D. Sta. Isabel __________________

Approved by: Corazon C. Vergara, LPT __________________

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