STAGE 1: DESIRED RESULTS

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates understanding of how Anglo- The learner actively participates in a speech choir
American literature and other text types serve as means of through using effective verbal and non-verbal
enhancing the self; also how to use processing, assessing, strategies based on the following criteria: Focus,
summarizing information, word derivation and formation Voice, Delivery, Facial Expressions, Body
strategies, appropriate word order, punctuation marks and Movements/ Gestures and Audience Contact.
interjections to enable him/her to participate actively in a
speech choir.
ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS
The students will be able to understand that …
 processing, assessing, summarizing information,
word derivation and formation strategies,  What is the importance of utilizing writing
appropriate word order, punctuation marks and strategies in creating or composing piece to
interjections propel the intended audience be communicated?
effectively towards the message the writer
intends to convey.
 the verbal and non-verbal strategies which  How can communicative strategies affect the
include Focus, Voice, Delivery, Facial conversational and formal communicative
Expressions, Body Movements/ Gestures and activities?
Audience Contact will foster common 1. Formatted: No Spacing, Left, No bullets or
understanding between the sender and receiver numbering, Tab stops: Not at 0.5", Position: Horizontal:
of the message in both conversational and formal Left, Relative to: Margin, Vertical: 2.34", Relative to:
communicative activities. Page, Horizontal: 0.13", Wrap Around
 STAGE II: ASSESSMENT EVIDENCE
PERFORMANCE TASK
GOAL To perform an original piece about reflecting on oneself through a speech choir
ROLE Performers
AUDIENCE Peers and teacher
SITUATION Students will perform their original piece (poem) through a speech choir on the stage. They
should use the writing conventions in writing their poems. While on the speech choir, they
will be graded through the following criteria: Focus, Voice, Delivery, Facial Expressions,
Body Movements/ Gestures and Audience Contact.
PERFORMANCE A speech choir that reflects oneself in complacent with the different speaking and writing
conventions discussed.
STANDARD AND The students will be graded through the following criteria:
CRITERIA CRITERIA POINTS
Originality 25
Creativity 25
Relevance 25
Content 25
TOTAL 100

STAGE III: LEARNING PLAN

LESSON 1 Interests: Books vs. Cigarettes by George Orwell
ESTABLISHED GOAL: 1. Recognize the author’s purpose in writing a text.
2. Appreciate the importance of reading books.
3. Create bar graphs to present information taken from a survey
4. Retell a story as a tool in appreciating Anglo-American work
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning about the author’s purpose in writing a 1. Use the literary text as a springboard to
text identify author’s purpose in writing a text.
AFFECTIVE SKILLS
1. Learning to show appreciation on the importance 1. Retell a story as a tool in appreciating Anglo-
of reading books American work.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will ask the students
about their vacation leading to the idea which has something to do with the millennial escapade. Thus, the
teacher will ask who among the students belong to the #TeamBahay or #TeamLabas.
2. The overview of the essay and its author will be introduced.
3. An activity titled ‘Pictionary’ will be accomplished by the class.
 Reckon - to establish by calculation
 Defaced - to spoil an object’s appearance
 Oddments - items that are usually leftovers
 Inflated - excessively high
 Complementary - given or supplied for free usually out of courtesy
 Recreation - activity done for enjoyment during one’s spare time
 Peasant - a person from low social class
FIRM – UP
 4. The teacher will introduce the literary text. Then, the class will be grouped into six. Each group will be
assigned to read a specific paragraph from the essay. After reading, they will have to provide inferences
about the author’s purpose through writing it on a concept map.
5. After completing the concept map, the answers of the students will be processed.
6. The teacher will use the data found on the book as a springboard in discussing a bar graph.
DEEPEN
7. The teacher will ask the following questions:
 According to the author, what idea is widespread?
 To what other kinds of expenditure was the expense of books compared?
 How did the author identify the prices of his books?
 Why did the author say that it is difficult to establish any relationship between the price of books
and its value?
 After the essay, would you consider reading as one of your to-do activities? Why or why not?
8. The class will be grouped into four. They will have to conduct a survey about the most and least enjoyed
books of each grade level. The survey sheet is provided by the teacher. After gathering the data, they will
have to present in the class their results through a bar graph.
TRANSFER
9. The teacher will let the students bring their favorite book to the class. Each student will have to
share to the class the synopsis of the book and the reason why it is their favorite book. They will
be graded through the following criteria:
LESSON 2 Fortitude: A Day’s Wait by Ernest Hemingway
ESTABLISHED GOAL: 1. Interpret the meaning of a dialog
2. Identify the theme of a story
3. Recognize and revise unnecessary shifts in sentences
4. Create a poster that illustrates cause and effect relationships
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning how to interpret the meaning of a dialog 1. Use the literary text as a springboard in
through identifying the theme of the text. interpreting the theme of the dialog.
2. Learning how to diagnose shifts in sentences. 2. Determine shifts in sentences and provide
logical revisions in the sentences given.
3. Learning how to distinguish cause and effect 3. Through the theme of the text, the students
relationships. shall create a poster that illustrates cause
and effect relationships.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will show some
illustrations that show arguments. The teacher will ask them to study each picture.
2. After showing and giving inputs about the illustrations, the teacher will ask the students the following
questions:
 Have you ever had an unforgettable experience of waiting for something or somebody?
 What do you think is the worst kind of waiting?
 Have you ever been worried by what somebody said only to realize that you had misunderstood
and there is nothing to worry about?
3. The overview of the text and its author will be introduced.
FIRM – UP
4. The teacher will introduce the literary text.
5. After reading, the class will be asked to do: One Word to Sum it All Up. After students have completed their
own work, they will be paired with a partner to discuss their choices. Their answers will be processed as
soon as they have finished the task. Also, this activity will be the springboard in the presentation of the
theme of the text.
 6. The teacher will solicit ideas from the class that will lead to the discussion of cause-and-effect development
based on the text they have read.
7. After which, the grammar lesson will be introduced. The teacher will discuss shifts in sentences.
DEEPEN
8. The teacher will ask the students to answer the activity in their worktext. She will also provide a worksheet
about if…then scenarios.
TRANSFER
9. Based on the theme of the text, the class will create a poster that illustrates cause-and-effect relationship.
The students will be grouped into 5 and will have to do the task inside the classroom.

LESSON 3 Achievements: Luck by Mark Twain

ESTABLISHED GOAL: 1. Deliberate on the importance of luck and skills
2. Identify and analyze the point of view of a text
3. Recognize and revise incorrect subject-verb agreement in sentences
4. Organize a cause-and-effect essay
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning about the point of view of a text 1. Use the literary text as a springboard in
distinguishing its point of view.
2. Learning about the proper use of subject-verb 2. Use the rules on subject-verb agreement in
agreement sentences.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will ask them:
 What is really the best ingredient for success – luck or skills?
 Have you ever considered yourself lucky? Or do you ever wish you were luckier?
 Which would you rely on: luck or skills?
2. In the unlocking of vocabularies, the teacher will let the students tell which of the two words is synonymous
to the underlined word. Then, they have to use the word in another sentence.
 conspicuous
 countenance
 guileless
 stupefying
 consternation
 ovation
 preposterous
 blunder
3. The overview of the text and its author will be introduced.
FIRM – UP
4. The class will be given fifteen minutes to read the text. After reading, the teacher will ask:
 Is the narrator of the story objective? Why or why not?
  Do you think your response would be different if the story was told using a different point of view?
 If you were to choose the point of view used in the story, which would it be? Why?
5. As part of the lesson in literary analysis, a story’s point of view will be discussed.
6. In the grammar lesson, the rules on subject-verb agreement (part one) will be revisited.
7. As for the writing lesson, the class will be taught on how to organize a cause-and-effect essay.
DEEPEN
8. In a pair activity, the class will accomplish a task on subject-verb agreement.
9. The class will complete the task in the grammar worktext. The students’ scores in this activity will be
recorded.
TRANSFER
10. Each student will compose an essay about a specific argument. Their essay must use either of the three
point of views. They must also show grammatical awareness through using subject-verb agreement
cohesively.

LESSON 4 Decisions: The Lady, or the Tiger by Frank Stockton

ESTABLISHED GOAL: 1. Identify external and internal conflicts in a story
2. Use the correct form of verbs in sentences
3. Construct paragraphs using cohesive devices
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning about the two types of conflict 1. Use the literary text as a springboard in
evaluating the conflict a character faces
especially in decision-making.
2. Learning about the proper use of subject-verb 2. Use the rules on subject-verb agreement in
agreement sentences.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will ask them:
 Have you ever had to make a very tough decision? What did you decide on and how did you come
up with your decision?
2. In the unlocking of vocabularies, the teacher will let the students read each word and its corresponding
meaning. They need to tell whether the words or phrases are used in the sentences properly. Then, they
have to use the word in another sentence.
 florid
 untrammeled
 self-communing
 genial
 valor
 exuberant
 inevitable
 fervent
 moiety
3. The overview of the text and its author will be introduced.
FIRM – UP
4. The teacher will show to the class a video of the text.
 5. As part of the lesson in literary analysis, the two types of conflict will be discussed.
6. In the grammar lesson, the rules on subject-verb agreement (part two) will be revisited.
7. As for the writing lesson, the class will be taught on the different cohesive devices.
DEEPEN
8. The teacher will show different images having the two types of conflict. Through a recitation, the students
will identify whether the conflict is an internal or external then, h/she must provide an explanation to his/her
choice.
9. The class will complete the task in the grammar worktext. The students’ scores in this activity will be
recorded.
TRANSFER
10. Each student will compose an essay about decision-making. They must elaborate the factors that affected
their decisions. The teacher will also be considering the manner of how they have applied cohesive devices
in their essay. The essay must also have grammatical awareness through using subject-verb agreement
properly.

LESSON 5 Selflessness: The Gift of the Magi by O. Henry

ESTABLISHED GOAL: 1. Identify and assess the use of ironies in a story
2. Determine words that need to be capitalized
3. Revise sentences using proper transitional devices
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning about the two types of ironies 1. Use the literary text as a springboard in
distinguishing the different ironies
experienced by the characters in the text.
2. Learning about capitalization 2. Use the rules on capitalization in sentences
correctly.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will ask them:
 What was the best Christmas present you have ever given? To whom did you give it?
 What was the best Christmas present you have ever received? Who gave it to you?
2. In the unlocking of vocabularies, the students will read each word and its meaning. They must use each
word in a sentence based on how it was defined.
 imputation
 parsimony
 shabby
 instigate
 depreciate
 meretricious
 sly
 prudence
 truant
 coveted
3. The overview of the text and its author will be introduced.
FIRM – UP
4. The teacher will show to the class a video of the literary text.
 5. As part of the lesson in literary analysis, the two types of ironies will be discussed.
6. In the grammar lesson, the rules on capitalization will be discussed.
7. As for the writing lesson, the class will be taught on the different words that signal cause-and-effect
relationship.
DEEPEN
8. With regard to the lesson in literary analysis, the teacher will provide a worksheet on ironies. They will have
to identify whether the statements are situational or dramatic irony. They must provide justification on the
choice they have given.
9. For capitalization, the class will complete a task in the grammar worktext
TRANSFER
10. The teacher will show an editorial cartoon about gift giving, then, the class will have to write a paragraph
about it. The structure of the paragraph must observe the rules on capitalization and must use words that
signal cause-and-effect reltionships.

LESSON 6 Deference: The Last Leaf by Oliver Wendell Holmes

ESTABLISHED GOAL: 1. Visualize a poem
2. Identify the metaphors used in a poem
3. Observe correct use of punctuation marks
4. Revise weak points in sentences
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning about imagery 1. Use the literary text as a springboard in
distinguishing the different metaphors not
only in the text but also in reality.
2. Learning about end marks 2. Use the rules on end marks in sentences
correctly.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will ask them:
 What is the first thing to enter in your mind when you see an old person?
 Do you know of anyone who is already old? How do you feel about that person?
 How do you feel about the old people in general?
 What kind of treatment do you give old people?
2. In the unlocking of vocabularies, the students will try to state a synonym for each word based on how it
was used in the sentence.
 totters
 prime
 wan
 feeble
 melancholy
 queer
 forsaken
3. The overview of the text and its author will be introduced.
FIRM – UP
 4. The class will be grouped according to the number of stanzas the poem has. Each group will have to read
their lines then, a representative from the group will provide a brief explanation of the stanza.
5. As part of the lesson in literary analysis, the metaphor will be discussed.
6. In the grammar lesson, the rules on end marks will be revisited.
7. As for the writing lesson, the class will be taught on the different strategies in writing effective sentences.
DEEPEN
8. With regard to the lesson in literary analysis, the teacher will let the students accomplish an activity in the
worktext. And to test their skills in writing poetry, the class will have to write a poem having metaphors in
it.
9. For end marks, the class will also complete a task in the grammar worktext
TRANSFER
10. The students will write a three-paragraph essay about either the causes or the effects of having an old
population in a country. The essay must follow the strategies in writing effective sentences and the correct
punctuation marks.

LESSON 7 Integrity: Thank You, M’am by Langston Hughes

ESTABLISHED GOAL: 1. Recognize dialects as part of literature
2. Record responses to characters using a chart
3. Use correct abbreviations
4. Construct cause and effect sentences based on a given statement
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning about arbitrariness of dialects 1. Use the literary text as a springboard in
distinguishing the diversity of culture and
literature through dialects.
2. Learning about abbreviations 2. Use the rules on abbreviations in sentences
correctly.
3. Learning about key points in writing a cause-and- 3. Compose an essay that embodies the
effect essay various key points in writing a cause-and-
effect essay.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will ask them:
 Do you remember a time when something precious was taken away from you by another person?
What was the thing that was stolen from you?
 How did you react when you realized that it has been stolen? Did you feel angry or sad?
2. In the unlocking of vocabularies, the teacher will show several sentences to the class, they must choose
the correct definition of the word in italics based on how it was used in the sentence.
 rattle
 stoop
 frail
 jerked
 frowned
 presentable
 latching
  barren
3. The overview of the text and its author will be introduced.
FIRM – UP
4. The teacher will show a video presentation of the literary text.
5. As part of the lesson in literary analysis, dialect will be discussed. This discussion will also try to determine
the characters’ intent through their culture and dialect.
6. In the grammar lesson, the rules on abbreviations will be discussed.
7. As for the writing lesson, the class will be taught on the different key points in writing a cause-and-effect
essay.
DEEPEN
8. For the follow-up probes, the following questions will be asked:
 When somebody lies or steals from you, would you give that person a second chance?
 Do you think stealing is a forgivable sin?
 Would you forgive a person who stole from you? Why or why not?
9. For the lesson in abbreviations, the class will complete a task in the grammar worktext
TRANSFER
10. The students will compose a cause-and-effect essay about how dialects and culture affect the literature in
a certain region of the country. The essay must clearly and logically explain the causes and effects of the
scenario in their argument.

LESSON 8 Greatness: Twelfth Night by William Shakespeare

ESTABLISHED GOAL: 1. Identify and analyze aphorisms
2. Use appropriate affixes to create new words
3. Proofread sentences
4. Present an audio-visual report on perceptions of greatness
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning about aphorisms 1. Show understanding on aphorisms through
connecting the literary text’s theme into
reality.
2. Learning about affixes 2. Use the rules on affixes in sentences
correctly.
3. Learning about proofreading 3. Impose the different proofreading strategies
effectively not only in given examples of texts
but also to their own writing composition.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will ask them:
 Is there any time in your life when you needed to step out of your comfort zone? Why? What did
you learn from your experience?
2. In the unlocking of vocabularies, the teacher will let the students read the words flashed on the board and
their corresponding meanings during Shakespeare’s time. They must state a modern equivalent or
synonym of each word based on how it was defined. Then, they will have to construct a sentence for each.
 simulation
 revolve
 inure
 slough
 opposite
 kinsman
  surly
 tang
3. The overview of the text and its author will be introduced.
FIRM – UP
4. The teacher will show a video presentation about greatness and will relate it to the literary text.
5. As part of the lesson in literary analysis, aphorism will be discussed.
6. In the grammar lesson, the rules on affixes will be discussed.
7. As for the writing lesson, the class will be taught on the different proofreading strategies.
DEEPEN
8. For the follow-up probes, the following questions will be asked:
 How do you think is greatness achieved?
 Can someone go about achieving greatness positively or negatively?
 What is your opinion on people who achieve or manifest greatness?
9. For the lesson in affixes, the class will complete a task in the grammar worktext
10. As for proofreading strategies, the class will accomplish the task in their worktext. To fully test their
understanding on proofreading, they will be proofreading the essays of their classmates.
TRANSFER
11. The students will work in a group and interview at least five different people on their perception of greatness.
They must strive to keep the demographics of their interviewees varied such as people from different
generation or a different socio-economic status, or different genders. They may use the following questions
as a guide:
 What is your definition of the word ‘great’?
 Who is your example of a great person?
 How does one become great?
 What is your opinion on the different positive and negative ways some people use to attain
greatness?
LESSON 9 Maturity: Miniver Cheevy by Edward Arlington Robinson
ESTABLISHED GOAL: 1. Analyze the structure of a poem in terms of rhyme, words, and meter
2. Identify and classify components of a sentence
3. Use proofreading symbols to proofread an essay
LEARNING COMPETENCIES/LESSON OBJECTIVES
KNOWLEDGE SKILLS
1. Learning about repetition 1. Trace the different terms related to the
structure of a poem in the presented text and
provide its characteristics.
2. Learning about the components of a sentence 2. Classify on which component of a sentence
a certain idea falls into and compose logical
sentences.
3. Learning about using the different symbols of 3. Distinguish the different standard
proofreading proofreading symbols and become more
organized in editing and proofreading.
LEARNING ACTIVITIES
EXPLORE
1. The teacher will start the class by presenting the objectives of the lesson. Then, she will ask them:
 Have there been instances when your family and friends called you immature? Why do you think
they did so? Do you agree or disagree with their reason?
2. In the unlocking of vocabularies, the teacher will let the students read the definition of each word below and
make a sentence based on how it is defined.
 scorn
 assail
 steed
 prance
 vagrant
 incessant
  commonplace
 khaki
3. The overview of the text and its author will be introduced.
FIRM – UP
4. The teacher will show a video presentation about maturity and will relate it to the literary text.
5. As part of the lesson in literary analysis, repetition will be discussed.
6. In the grammar lesson, the rules on sentence components will be revisited.
7. As for the writing lesson, the class will be taught on the standard proofreading symbols.
DEEPEN
8. For the lesson in literary analysis, the class will reread the poem. They have to illustrate how the poem
uses the following types of repetition by analyzing the structure of one to two stanzas in terms of rhymes,
words, and meter.
9. For the lesson in sentence meaning, the class will complete a task in the grammar worktext
10. As for proofreading symbols, the class will accomplish the task in their worktext.
TRANSFER
11. The class will work in groups to organize an interview regarding their perspectives on what makes a person
mature. They may try interviewing the perspectives of their parents and grandparents vs the perspective
of their peers or relatives to see if there is a difference in their answers. They must present their findings
through an audiovisual or Powerpoint presentation.

Prepared by:

JOAN D. BADANGO
Grade 9 English Teacher

Noted by:

MRS. MARIFE A. VILLAFLORES

Junior High School Supervisor

Approved by:

MRS. ANNA LOUISA A. BUMAGAT

School Director