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CURRICULUM GUIDE IN ENGLISH 9


S.Y 2014-2015
Program Standard: The learner demonstrates communicative competence through his/her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade Level Standard: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
QUARTER II

Topics

Content Standard

Performance Standard

Listening Comprehension
1. English- American Literature
as Means of Valuing Other
People
2. Types of Anglo-American
Literature
Literature and Viewing
Comprehension
3. Sonnet XXIX, Sonnet 14 Romeo

The
learner
demonstrates understanding
of how Anglo-American
literature serves as a means
of valuing other people
through using various types
of
print
media
and
linear/non-linear
texts;
strategies
in processing
information connections in
listening
and
viewing
materials;
communicative
styles; and adverbs and
conditionals in narration and
argumentation.

The learner transfers


learning by composing short
prose forms with appropriate
and creative use of adverbs and
conditionals and delivering the
same through a Chamber
Theater format with effective
use of verbal and non-verbal
strategies.

and Juliet, Annabel Lee, The Gift


of Magi, Rainy Days, Richard
Cory, and Crossing the Bar

Vocabulary Development
4. Synonyms and Antonyms
Grammar Awareness
5. Adverbs
6. Conditionals

Competencies

Share prior knowledge about a text topic.(K)


Process information mentioned in the text listened to.(P)
Analyze literature as a means of valuing other people
(P)
Identify the distinguishing features of notable AngloAmerican sonnets, dramatic poetry, vignettes and short
stories. (K)
Use appropriate adverbs and conditionals in narration
and argumentation.(P)
Compare and contrast similar information presented in
different texts. (P)
Making inferences from what was said. (K)
Employ varied verbal and non-verbal strategies to create
impact on the audience while delivering lines in
Chamber Theater (T)
Paraphrase and summarize information from texts. (K)
Use the correct production of English sounds(vowel
sounds, consonant sounds, and diphthongs) (K)

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Big Ideas
Valuing other people
Anglo-American
Literature
Adverbs, conditionals

Big Ideas
creative
Composing short prose
Delivering Chamber
Theater

Enduring
Understanding
Students will understand
that:
1.Learning Anglo-American
literature makes a person
value others by relating
to their culture and ideals
as reflected in their
literature.

Essential Question(s)
1. What makes a creative Chamber Theater?
2. How does learning Anglo-American literature help a
person value other people?

2.The
effectiveness
of
Chamber
Theater
depends on appropriate
use of verbal and nonverbal strategies.
Performance/Product
Students will on their own:

1.compose an original
prose and deliver it
through
Chamber
Theater.
2.Write a sonnet reflecting
appreciation other.
Other Evidences:
Brainstorming
Reflection Journal
Question-and-Answer

Transfer Goal
Your professional acting group is invited to perform a
Chamber Theater as part of the program People which
advocates to teach high school students to value others.
The organizers instruct you to reflect the programs
theme and perform with effective verbal and non-verbal
strategies that leaves impact to the audience

Seat Work
Impromptu speaking
Drills

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Beginning

Satisfactory

Proficient

Excellent

Occasionally
demonstrates variety in
one or two of the
criteria.
Expression is mostly
understandable.
Audience follows
performance politely.

Demonstrates variety in
volume, tone, pitch and
voice quality.
Expression is interesting
and understandable.

Performance mostly
consistent and relatively
smooth.
Some words are clearly
enunciated.
Some of the
presentation is
comprehensible.
Volume is too low.

Flashes of spontaneity
and style enliven solid
performance.
Most words are clearly
enunciated.
Most of the presentation
is comprehensible.
Volume is adequate

Demonstrates variety in
volume, tone, pitch and
voice quality appropriate
to character.
Expression enhances
character/ situation.
Audience is deeply
engaged, eager to follow
performance and
responds
enthusiastically.
Performance is alive and
explores the bounds of
form.
All words are clearly
enunciated.
Presentation is easily
understood.
Volume projects well.
All audience members
can easily hear the
presentation.

Students have practiced


and a general outline
with some details are in
place.
Attend every rehearsal
and performances late at

Students have practiced


and the outline is clear
and ordered.
Most details are planned
ahead.
Attend nearly every

Vocal/Verb
al
Expression

Little verbal or vocal use.


Expression monotone or
difficult to hear.

Effect on
Audience

Audience is confused.

Focus

Performance
inconsistent.

Enunciatio
n

Words are not clearly


enunciated.
Presentation is
incomprehensible.
Voice is inaudible.

And
Volume

Preparedne
ss
And
Profession

Students have not


practiced and/or planned
presentation thoroughly.
Attendance for
rehearsals and
performances

Audience clearly enjoys


performance.

Students are well


prepared.
It is obvious from the
polish and ease of the
performance that much
practice and planning

Mark

alism

consistently late or not


at all.

times.

rehearsals and every


has taken place.
performance.
On time for all
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rehearsals and
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performances.

Total
COMMENTS:
Each category is worth up to 3 points for a maximum of 15 points total (Beginning: 2.00, Satisfactory 2.25, Proficient: 2.50, Excellent: 3.00)

Sonnet Rubric: Original Sonnet (Writing)


CATEGORY

10

Length

Poem consists of 14 lines.

Rhyme

Poem
clearly
follows Poem
closely
follows Poem
somewhat
follows Poem
does
not
follow
Petrarchan, Shakespearean Petrarchan, Shakespearean Petrarchan, Shakespearean Petrarchan, Shakespearean
or Spenserian structure.
or Spenserian structure.
or Spenserian structure.
or Spenserian structure.

Iambic Pentameter
(at least 10 syllables)

Figurative Language
Content

Poem consists of 10-13 lines. Poem consists of 7-9 lines.

Poem has fewer than 7 lines.

The student flawlessly develops The student partially develops The student somewhat develops
The student did not develop and
and
implements
iambic and
implements
iambic and
implements
iambic
implement iambic pentameter.
pentameter.
pentameter.
pentameter.
The student correctly implements
and fully establishes several
examples of figurative language
within the sonnet.

The student correctly implements


and fully establishes a few
examples of figurative language
within the sonnet.

The student partially develops a


The student correctly develops a
clear subject and message and
clear subject, speaker, tone, and
demonstrates use of speaker
message of the sonnet.
and tone.

The student correctly implements


and fully establishes at least one
example of figurative language
within the sonnet.

The student did not implement


and/or develop examples of
figurative language within the
sonnet.

The student does not include a


The student somewhat develops subject or message, and/or does
a subject, and message, but the not demonstrate use of a
speaker and tone may be speaker.
unclear.
Tone lacks control.

San Isidro, Nueva Ecija 3106


Telefax (044) 940-6181 / e-mail: gendejesus@gmail.com