(Surigao Diocesan School System

Junior High School Department

COURSE OUTLINE IN ENGLISH 9

Subject Title English School Year 2018-2019

Grade Level 9 Name of Teacher Neils Jay Galido Lomotos

Class Schedule Monday, Tuesday, Thursday, Friday{7:25-8:25} Contact Hours/Week 4 Hours/week

FOURTH QUARTER

Content Standard(s)

Demonstrate understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a changing world; also how to use
the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length
play.

Performance Standard(s)

The learner competently performs in full-length play through applying effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery,
and Dramatic Conventions.

TIME LEARNING CONTENT LEARNING OUTCOME CORE VALUES CLASSROOM REFERENCES

 (Competency)
FRAME
At the end of the lesson, the
learners can
WEEK 1
Day 1 1. Social Issues and Life 1. Relate text content to
Disposition in Business particular social issues,
and Science concerns, or dispositions in real
life.
Day 2-3
2. The Merchant of 2. Judge the relevance and
Venice worth of ideas, soundness of
author’s reasoning, and the
effectiveness of the
presentation.
(Success Indicator)
by
1.1 Expressing ideas to the
following question orally.
1.2
2.1 Using a non-linear text, judge
the relevance and worth of ideas,
and soundness of Portia’s
reasoning. Then, orally explain the
content of your work in class.
ACTIVITIES
EXCELLENCE Learning Activity Reference: Carolina T.
(checking for Gonzales. Essential English
understanding) 9 (Work text in Literature
EXCELLENCE Formative Assessment and Language) Pages:
Reference: Carolina T.
Learning Activity
Gonzales. Essential English
(checking for
9 (Work text in Literature
understanding)
and Language) Pages:
Formative Assessment

Day 4 4. Explain how the elements

4. Dramatic Elements
specificy to full-length plays 4.1 justify the importance of each EXCELLENCE
Selected Response
build its theme. element to full-length plays.
WEEK 2

Day 5 5. Active and Passive 5. Recognize active or passive in 5.1 Identifying which are active or EXCELLENCE Quiz (checking for Reference: Carolina T.
Voice a sentence. passive in a sentence. understanding) Gonzales. Essential English
Summative Assessment 9 (Work text in Literature
and Language) Pages:

Reference: Carolina T.
Day 6 6. Use active and passive 6.1 Choosing active or passive to EXCELLENCE
6. Active and Passive Individual Activity Gonzales. Essential English
constructions. identify the voice in each of the
Voice 9 (Work text in Literature
following sentences.
and Language) Pages:

Day 7 7. Active and Passive EXCELLENCE Quiz (checking for

 Voice 7. Use active and passive 7.1 Changing each of the following understanding) Reference: Carolina T.
constructions. passive sentences into active Summative Assessment Gonzales. Essential English
sentence. 9 (Work text in Literature
and Language) Pages:
Day 8 8. Active and Passive 8. Use active and passive EXCELLENCE Quiz (checking for
Voice constructions. 8.1. Changing each of the understanding)
following active sentences into Summative Assessment
passive sentence.
WEEK 3

Day 9 9. Romeo and Juliet (play 9. Compose a play review. 9. 1 Writing a Play Review COMPASSION Individual Write shop Reference: Carolina T.
review) Cite the basic information: Gonzales. Essential English
Name and location of the 9 (Work text in Literature
theatre and Language) Pages:
Date and time of the
production
Title of the play and the
playwright

7.2 Identify the important Group Activity

EXCELLENCE
elements of the script:
* the major conflict, dramatic
question, or unifying theme
* the dominant tone of the play

Day 10 7.3 Comments on the following

10. Romeo and Juliet 10. Compose a play review. Group Activity
aspects of directing:
(play review) * Were all of the elements Reference: Carolina T.
of the production compatible and Gonzales. Essential English
coordinated? Explain. 9 (Work text in Literature
* Are there some parts and Language) Pages:
that seemed out of place or
 inadequately integrated with the
rest?

11. Compose a play review. 11.1 Describing the
Day 11 11. Romeo and Juliet actors/actresses:
(play review)
Choose at least two actors (male
or female) to assess. Please spell
actors’ and characters’ names
correctly.
Group Activity
EXCELLENCE Reference: Carolina T.
Gonzales. Essential English
9 (Work text in Literature
and Language) Pages:

* Were the roles appropriately Learning Activity

cast? Support your claim. (checking for
* Were some actors especially understanding)
effective? How and with what Formative Assessment
effect?
*Were the voice of the actors
clear and audible?
* Were there any special skills
(such as dancing, singing, fencing,
playing a musical instrument)
showcased by any of the actors? If
so, how effectively were they able
to deliver or perform?
Individual Response
12.1. Comment on the set design: COMPASSION
Day 12 12. Romeo and Juliet * What did the scenery contribute
(play review) about the play?
*Did the scenery contribute (or fail
to contribute) to the total
production? Individual Response
 9.1 Answer the following COMPASSION
questions about costume design
and make up:
* Overall, how did costumes and
make –up contribute (or fail to
contribute) to the total
production? Individual Response
9.2 Assess the lighting design and
COMPASSION
sound:
* How did lighting and sound
contribute (or fail to contribute) to
the production concept and the
total production? Individual Response

9.3. Share your final thoughts: COMPASSION

WEEK 4
Day 13 13. A Facet in the Life of 13. Analyze literature as a
an Indian Princess means of understanding
unchanging values in a changing
world.
Day 14 14. The Indian Princess 14. Analyze literature as a
means of understanding
unchanging values in a changing
world.
* Overall impression of the
performance
* Overall impression of the
experience
13.1 identifying the elements of
the story
14.1 Relating the life of an Indian
Princess to your daily life.
Reference: Carolina T.
EXCELLENCE Learning Activity Gonzales. Essential English
(checking for 9 (Work text in Literature
understanding) and Language) Pages
Formative Assessment
Reference: Carolina T.
Gonzales. Essential English
COMPASSION Journal Writing
9 (Work text in Literature
and Language) Pages:
Reference: Carolina T.
Day 15 15. Technical Vocabulary 15. Get familiar with the Gonzales. Essential English
Day 16 used for drama and technical vocabulary for drama EXCELLENCE 9 (Work text in Literature
15. 1 Listing down the words
theatre. and theatre. and Language) Pages:
which you had encountered
Individual activity
before.

15.2 Defining its word based on COMPASSION

your understanding.

WEEK 5
Reference: Carolina T.
Day 17 17. Gestures and Body 17. Explain the literary devices. 17.1 Identifying whether each Gonzales. Essential English
Day 18 Language gestures gives positive or negative EXCELLENCE Oral Response 9 (Work text in Literature
impact. Orally explain your and Language) Pages:
answer.

Reference: Carolina T.
Day 19 19. Basic Hand Gestures Pair Work. Send a message Gonzales. Essential English
19. Get familiar with the
Day 20 19. identifying the technical EXCELLENCE to your partner through hand
technical vocabulary for drama 9 (Work text in Literature
vocabulary for drama and theatre. gestures and your partner will
and theatre. guess your intended message.
and Language) Pages:
You may use the hand gestures
you learned in this lesson.

21. Changing the following into EXCELLENCE Quiz (checking for

Day 21 – 21. Direct and Indirect 21. Change direct to indirect Reference: Carolina T.
22 indirect speech. understanding) Summative
Speech speech and vice versa. Gonzales. Essential English
Assessment
9 (Work text in Literature
and Language) Pages:
23. Relate text content to particular 23.1 Read “Stage Fright: A Bad Case Reflection Journal
Day 23 – 23. Dealing with our
social issues, concerns, or of the Nerves” (an excerpt) , by Randi COMPASSION
24 emotions Hacker. Orally, answer the following
dispositions in real life.
questions.
WEEK 6
WEEK 7 Performance Task and Periodical Examination
WEEK 8

CULMINATING PERFORMANCE TASK

GOAL : Perform a full- length play

ROLE : actors/actresses
AUDIENCE : teacher, classmates, friends
SITUATION : perform a full-length play in not more than 10 minutes applying effective verbal and non-verbal strategies
PRODUCT : play
STANDARD : rubric

Rubrics for Grading

CATEGORY 5 4 3
There is an appropriate amount of dialogue There is an amount of dialogue for all members There is no appropriate amount of dialogue
for all members to have a balanced role and to have a balanced role and to bring characters/ for all members to have a balanced role and
DIALOGUE
to bring characters/ situation to life and it is situation to life and it is realistic most of the to bring characters/ situation to life and it is
realistic. time. realistic.
Voice was loud and clear; words were easily Voice was not really loud and clear; words were Voice was not loud and clear; words were not
VOICE
understood. easily understood most of the time. understood.
Most of the time, there are specific actions or
There are specific actions or techniques that There are no specific actions or techniques
DRAMATIC techniques that an actor or director has
an actor or director has employed to create that an actor or director has employed to
CONVENTIONS employed to create a desired dramatic effect and
a desired dramatic effect and style. create a desired dramatic effect and style.
style.
The one-act play will run in exact time The one-act play was run for less than 10 The one-act play was run for over 10 minutes
TIME-LIMIT
allocated. minutes. or more.