Grade 9 Lesson Plan

Lesson Plan in English 9
I. Objectives:
A. Content Standards
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.
B. Performance Standards
The learner actively participates in a speech choir through using effective verbal and
non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audience Contact.
C. Learning Competency & Code:
At the end of the period, the teacher should be able to conduct a classroom
orientation of classroom rules, policies and guidelines, computation of grades, election
of classroom officers as well as introduce expected major outputs per quarter,
Quarter: 1 Week: 1 Day: 1 Date Conducted: _______________
II. Content:
Subject Matter : Classroom Orientation and Levelling of Expectations

Integration : (What specific skill in particular learning area?)
Strategies : Socratic Method (Q&A)
Materials : Powerpoint presentation
References :
School Policies and Guidelines
Student Handbook
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III. First Day/Class Opening Tasks:
The teacher may just choose to do any of these activities.
Task 1.01.1. Classroom Orientation & Levelling of Expectations

The teacher can prepare a Powerpoint Presentation or can utilize any visual aid for
the Classroom Orientation (Please see attached Powerpoint Presentation in slides for your
reference).
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Task 1.01.2. Short Diagnostic Tests
Task 1.01.2a Diagnostic Reading Test

The teacher should ask for a Diagnostic Reading Test Tool from the School’s
Reading Coordinator. It would be to the advantage of the English subject teacher to
conduct a Diagnostic Reading Test since the DRT data is required annually by the
Department of Education as part of its School-based Management
initiatives/directives.
Task 1.01.2b Pre-Test for the First Quarter

In the absence of a pretest provided by the Department of Education, it is
highly suggested for the teacher to utilize the previous year’s quarter exam given by
the School or the Division (with items revised and refined by the teacher
himself/herself)
Task 1.01.2c What Kind of a Student Are You?

Print Attachment (in PDF) for Questionnaire.
Source: http://www.educationplanner.org/students/self-assessments/kind-of-student.shtml
4|Page
Task 1.01.2d Learning Style Questionnaire (Visual, Kinesthetic
or Auditory?)
Print Attachment (in PDF) for Learning Style Questionnaire.
Source: http://www.educationplanner.org/students/self-assessments/kind-of-student.shtml
5|Page
IV. Remarks:
[ ] Lesson is successfully conducted within the time frame allotted for the lesson.
[ ] Objectives are not met; I need to reteach the topic.
[ ] Insufficient time for the lesson due to the following factors:

________________________________________________________________________
________________________________________________________________________
______________________________________________________
[ ] Transfer of lessons to the following day as a result of class suspension.

Reason for class suspension:
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
[ ] Other remarks, please specify
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: _____
C. Did the remedial lessons work? _____
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did these work? _____
G. What difficulties did I encounter which my principal or supervisor help me solve?

_____
H. What innovation or localized materials did I use/discover which I wish to share with
other teachers? _____
V. Reflection:
A. Parts of the lesson that went well:

________________________________________________________________________
____________________________________________________________
B. Parts of the lesson that were weak:

________________________________________________________________________
____________________________________________________________
C. Thoughts and feelings about the lesson (including things that were successfully
implemented, needs improvement, or could be adjusted in the future):
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to provide words or
expressions appropriate for a given situation (EN9V-Iab-1).
II. Content:
Subject Matter : Words or Expressions Appropriate for a Given Situation
EsP (Values): Using appropriate expressions for various situations
Strategies : group activity, dyads
Materials : worksheets
References :
https://eslgold.com/practice-speaking/conversation-phrases/english-speaking-
phrases-for-conversation/?
fbclid=IwAR3imhWXUCuKZtV3EpeaCeQ3_4EOv7V0yTdIUTI4-
jiZ6DfxbtPAKfNNE7E
https://www.bookwidgets.com/blog/2017/08/15-creative-lesson-ideas-for-the-first-
day-of-school
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=CABXWB&
7|Page
III. Learning Tasks/Procedure: (Depends on the strategy used)
A. Before the Lesson
1. Preliminaries
a. Classroom Management (Greetings, Prayer, Checking of Attendance)
2. Motivation
Task 1.02.1. Nice M&M'ing you

Everyone loves M&Ms. Besides eating them, these could also be used for a
fun back-to-school lesson.
General Directions:
1. Divide the M&M’s over a few cups and share them with your students.
2. Students have to pick out an M&M candy blindfolded and tell a story or
answer the question. Every color represents its own story.
 Red: something about yesterday

 Orange: something you do well
 Yellow: something about your childhood
 Blue: something you learned last week
 Brown: something you can’t live without
 Green: something you watch or listen to
Of course, the students may eat the candies after answering their assigned
questions. 😉
NOTE: If M&M’s are not available, teacher may use any other available colored
candies like Nips, Skittles, different colored jelly beans and gummy candies.
B. During the Lesson
1. Introduction of the Lesson
One of the policies here in our school is the Speaking in English Language
Policy wherein students are required to use English as medium of communication in
offices and/or inside the classrooms as much as possible.
Oftentimes, too, you get a serious attack of nervousness to the point that
you would push someone else to do the talking. What could be the reason for this
awkwardness you feel?
(Expected response: I don’t know what to do or what to say. Answers may

also vary, the teacher is tasked to filter these responses and lead them to the right
realization)
Would you believe that there are actually some “scripted” words and
expressions you can use for various situations? And all you have to do is to simply
familiarize with them, and master them.
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And before you know it, you’d have built that certain degree of confidence
to face any kind of situation head-on.
2. Lesson Proper
Here are some of our great phrases for appropriate for situations which you
may meet during your first days in school.
Task 1.02.2. Greetings

Below are some common phrases you can use in greeting people.
What is the appropriate response for every greeting?
At which situations will you use such greeting?
LEVEL OF
GREETING APPROPRIATE RESPONSE
FORMALITY
Hi! Hello! Informal

1
Hello! Hi!
Good morning. Good morning. Formal/Informal

2 Good afternoon. Good afternoon.
Good evening. Good evening.
How are you? I’m fine. Thank you. Formal

3 How are you doing? Formal
How ya doing? Informal
Fine. How about you? I’m fine, too. Formal

4
Okay. Thanks for asking. Informal
Conversation Practice:
Now, practice greeting your teacher and classmates in English.
Remember to smile!
Task 1.02.3. Introducing Yourself

When introducing yourself, you could combine it with a greeting (see Task
1.02.2 for common phrases for greetings). Below are some phrases you could use in
introducing yourself:
What do you think is the appropriate response you can give?
At which situations can these expressions be used?
LEVEL OF
INTRODUCTION APPROPRIATE RESPONSE
FORMALITY
1 I’m Daniel. (It’s) nice to meet you. Informal. First

I’m Katherine. (It’s) nice meeting you. names are used
in informal
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situations
Nice to meet you, too
My name is Daniel Cruz. Formal/Informal
2
I’m Katherine Camino.
Task 1.02.4. Introducing Others

Study the following generic conversation when introducing others.
Remember, establish eye contact with the persons you are conversing with.
SITUATION 1 SITUATION 2
Anna: This is my friend, Jacqui.

Angel: Hi, Jacqui. I’m Angel May.
1
Jacqui: Nice to meet you.
Angel: Nice to meet you, too.
Have you (two) met each other? Have you (two) met each other.
No, we haven’t. Yes, we have.
2
Ana, this is Maria.
Maria, this is Ana.
Ruth: This is my friend, Samuel.

Peter: Hi, Samuel. I’m Peter.
3
Samuel: Nice to meet you, Peter.
Peter: Nice to meet you, too.
Conversation Practice:
Practice introducing your new friends to the class or to your other

classmates. Remember to smile and use handshakes, hand waves where
appropriate
Task 1.02.5. Classroom Questions

Here are some helpful expressions you could use in classroom situations:
WORDS/EXPRESSIONS EXPECTED RESPONSE
` My name is Roberto.
What is it? You can call me Rob.
What is that? It’s a sample scrapbook portfolio.
How do you say it in English? Portfolio.
How do you spell it? P-O-R-T-F-O-L-I-O
Please say it again. All right.
Please speak more slowly. Okay. Listen carefully.
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I don’t understand. Let me explain.
I’m sorry. That’s okay.
Can you think of more expressions you use in the classroom setting?
What do you think are appropriate responses for these expressions?
Task 1.02.6. Telephone

Here are some sample phrases and expressions for talking on the telephone.
In the sample conversations, R is the “Receiver” and C is the “Caller.”
Situation 1:
RRRRRRRING…
R : Hello?
C : Hello. Is Moses there?
R : I’m sorry. He’s not here right now.
C : What time will he be back.
R : Around five-thirty.
C : This afternoon?
R : Yes. May I ask who’s calling?
C : This is his friend, Greg.
R : Okay. I’ll tell him you called.
C : Thanks.
Situation 2:
RRRRRRRING…
R : Cristiano Residence.
C : Is this Naomi?
R : No, this is her sister, Magdalena.
C : You sure sound like Naomi,
R : Oh, yes. We do sound alike. Can I take a message?
C : Sure. Please tell her that Matthew called.
R : Okay. I’ll give her the message.
C : Thanks.
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R : Is there anything else you’d like me to tell her.
C : No, that’s about it. Thanks again. Bye.
R : Bye
How do you handle your telephone conversations?
Task 1.02.7. Commenting

During conversations, especially during classroom elections, you find
yourself overflowing with ideas. However, you would not really want to offend
anyone if you would like to make a comment or insert a remark in an ongoing
conversation. It is considered polite to acknowledge what someone has just said
before inserting your own ideas.
Here are some phrases which you might find helpful:
CATEGORY WORDS/EXPRESSION
How’s it going? (This means “How are you?” not

General greetings and “Where are you going?”
inquiries How’s everything?
How’s life?
Asking about present What’s up? (What are you doing now?)
activities What’s happening?
What’s new? (What interesting things has happened
Asking and telling about since I last saw you?)
recent events Guess what? (I want to tell you something. Ask me
about it)
Can I talk to you for a minute?
Bringing up a serious
Do you have a minute?
topic
Got a minute?
Which of these expressions do you use in formal situations?
NOTE: Teachers have the option to choose their tasks by checking out all great
phrases for conversation, categorized by skill level through this link:
https://eslgold.com/practice-speaking/conversation-phrases/english-speaking-
phrases-for-conversation/?
fbclid=IwAR3imhWXUCuKZtV3EpeaCeQ3_4EOv7V0yTdIUTI4-jiZ6DfxbtPAKfNNE7E
C. After the Lesson
1. Evaluation (Depends on the teacher on what to use)
NOTE: The teacher may choose from any of these activities:
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a. Culminating activity of introducing themselves and their friends or whatever
“get to know you” activities
b. Oral participation/Conversation Practices. The teacher shall provide Rubrics for

Grading the Activity.
c. A teacher-made written assessment of about 10 items.
2. Enrichment Activities
Have the students make an “Appropriate Expressions in Everyday Situations”

compilation of expressions. Somewhat like a “How-to-act/What to Say” kind of
booklet.
Rubrics for Appropriate Expressions Booklet
Needs Improvement Fair Good Work Excellent Work
4 pts 6 pts 8 pts 10 pts
Focus on Topic The book is lacking in Does not have all Book includes all The book includes
Content elements required. of the relevant relevant all information
Knowledge There are many gaps information. There information; relevant to the
35 % in information is not enough however, it is not topic. The book is
presented. Confusing. information well-organized or creative, clear and
presented. easily understood. concise. Examples
Information is Examples are are included. The
presented in an included. student had all the
unorganized information that
fashion and may was gained
be hard to through diligent
understand. research required
for the
assignment.
Work Work is done with little Work is done with The work was done The work done
quality/effort effort, quality is not fair effort, but the with good effort exceeds all
35 % what the learner is quality is still not that shows what expectations and
capable of. It is evident what the learner is the learner is shows that the
that the work was capable of. It is capable of. It is learner is proud of
rushed and little time evident that the evident that time his/her work. The
was spent on the final work was rushed. was put into this effort that was put
product. Work is Includes a few poster. Includes into this task is the
incomplete. Includes 0 NEAT illustrations NEAT illustrations best it can be by
- 3 NEAT illustrations or pictures. Text is or color pictures. the learner.
or pictures. All images to small, messy or Text is clear, neat Includes NEAT
are black and white. crooked. yet too tiny for illustrations or color
Text is illegible and presentation. pictures. Text is
crooked/messy and clear and neatly
tiny. presented.
Creativity Lacks original Not very appealing. Contains students Eye catching.
10 % creativity. Not good use Limited use of own ideas. Lots of Great use of
of space on poster. creative materials. colors, shapes, and colors, texture,
Messy. Lacks color, Not alot of appealing design. shapes, and
texture. color/shapes/desig Shows the student spacing on poster.
n. Most of the spent time creating Creativity is shown
drawings/writing is an artistic piece. to in every area on
the student's the poster. Writing
own ideas. is easy to read.
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Needs Improvement Fair Good Work Excellent Work
4 pts 6 pts 8 pts 10 pts
Shows the student

can express ideas
through art.
Format/present Not on required paper The book is The book is clean The book is of
ation and/or submitted 2 damaged, poorly and neatly exceptional quality
20 % days late. presented. The displayed. and presentation.
book was possibly Submitted on due Submitted on time.
submitted 1 day date.
later than original
due date.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to perform a task by
following directions (EN9LC-Ia-3.6).
II. Content:
Subject Matter : Performing A Different Task by Following Directions
Integration : EsP: (Values) Trust and being sport in the different games
Strategies : lecture, simulation game, group activity, pair up, team building
Materials : activity sheets
References:
https://www.pinterest.ph/pin/445363850620033554/
https://bizfluent.com/info-12050168-team-building-activities-following-
directions.html
https://bizfluent.com/info-12050168-team-building-activities-following-
directions.html
https://study.com/academy/popular/following-directions-activities-games.html
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III. Learning Tasks/Procedure:
1. Preliminaries
a. Classroom Management (Prayer, greeting of the students,

checking of attendance and other routine classroom activities)
b. Review of the previous lesson
2. Motivation
Task 1.03.1 Silent Line Up

General Directions/Guidelines of the Game:
1. The class will be divided into four (4) groups.

2. Each group will choose a leader/organizer.
3. Teacher will also assign student assistants to ensure order and fairness.
4. The teacher will set rules such as:
a) Keep the noise to a minimum. Points will be deducted from groups who
are unnecessarily loud.
5. The teacher will call out instructions such as: (The teacher may customize
the instructions given)
“Form a line…”
a) …according to age (from youngest to oldest or from oldest to youngest)
b) …according to height (from tallest to shortest or from shortest to tallest)
c) …according to GPA (in any subject from last year)
d) …according to the number of siblings
e) …according to distance of home from school
6. The group who finish the instruction first will be given corresponding points:
4 for the first one to finish, 3 for the second, 2 for the 3 rd and 1 for the last
one to finish.
7. The group with the highest points will be declared winners.
1. Lesson Proper
a. Presentation/Introduction of the Topic
Directions are steps given to complete a job. Sometimes directions are

written and sometimes they are spoken. It is important to follow directions
exactly as they are given in order to do work properly.
Following directions can be very difficult, or even impossible, if the person

receiving directions doesn't listen or isn't focused.
b. Activities/Tasks:
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NOTE: The teacher may just choose from any of the following activities depending
on the time available and preference. Whichever activity is chosen, the teacher
need to provide feedback.
Task 1.03.2a Back-to-Back Drawing

Back-to-back drawing stresses both creativity and following directions. Split
the group into pairs and instruct the pairs to sit back to back. Give one person a pad
of paper and a pencil, and give their partner a picture of a simple shape. That person
then instructs his partner on how to draw the shape without saying the shape’s
name. After the drawing is complete, have the partners trade roles and give them a
new shape. Afterward, analyze how well instructions were given and received in
each group and how well the instructions translated to clear drawings.
Source: https://bizfluent.com/info-12050168-team-building-activities-following-directions.html
Task 1.03.2b Following Directions

IMPORTANT: See Attachment 1.03.2b (in pdf)
FOLLOWING DIRECTIONS
1. Read through all the instructions first.
2. Write your name at the top of this paper.
3. Underline all capital letters found on this sheet.
4. Stand up and clap your hands 3 times.
5. On the bottom of this page list your top 2 favorite movies.
6. Raise your hands in the air and wave them like you just don’t care.
7. Are you a female?
8. Will the answer to that question be the same as the answer to this
question?
9. Turn to your neighbor and ask them if they prefer McDonalds or Jollibee
10. If they prefer Jollibee, then draw a heart somewhere on this sheet.
11. Do problem number 1 ONLY When you’re done turn it in.
Source: https://www.pinterest.ph/pin/445363850620033554/
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Task 1.03.2c Following Directions
IMPORTANT: See Attachment 1.03.2c (in pdf) for reproducible copies
NAME ____________________________ SCORE ______
FOLLOW DIRECTIONS
1. Read everything carefully before doing anything.

2. Put your name in the upper right-hand corner of this page.
3. Circle the word NAME in sentence two.
4. Draw five small squares in the upper left-hand corner.
5. Put an “X” in each square.
6. Put a circle around each square.
7. Sign your name under the title of this paper.
8. After the title write, “yes, yes, yes.”
9. Put a circle completely around sentence number seven.
10. Put an “X” in the lower left corner of this paper.
11. Draw a triangle around the “X” you just put down.
12. On the back of this paper, multiply 703 by 66.
13. Draw a rectangle around the word “corner” in sentence four.
14. Loudly call out your first name when you get this far along.
15. If you have followed directions carefully to this point, call out, “I have.”
16. On the reverse side of this paper, add 8950 and 9305.
17. Put a circle around your answer and put a square around the circle.
18. Punch three small holes in the top of this paper with your pencil point.
19. If you are the first person to reach this point, LOUDLY, call out, I AM THE
FIRST PERSON TO REACH THIS POINT, AND I AM THE LEADER IN
FOLLOWING DIRECTIONS.”
20. Underline all even numbers on the left side of this paper.
21. Loudly call out, “I AM NEARLY FINISHED. I HAVE FOLLOWED DIRECTIONS.”
22. Now that you have finished reading everything, do sentences 1 and 2!
Keep busy so that others will continue to read without disturbance from
you. Do not make any sign to give a clue to your having completed the
assigned task.
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Task 1.03.2d Mine Field
Mine field is a direction-following game that is best played outside on a wide
open soft surface such as a field.
Set up a field of “mines” consisting of items such as chairs, construction cones or

boxes.
Be sure to leave a pathway among the “mine field” items for people to walk
through.
Divide the team into partners and blindfold one person in each partnership.
The partner who can see is responsible for guiding her partner safely
through the mine field using only verbal directions; she may not touch him in
any way.
Source: https://bizfluent.com/info-12050168-team-building-activities-following-directions.html
Task 1.03.2e Hunting for Treasure

Students love a treasure hunt!
Split students into teams or small groups
Give each team a set of clues. Students follow one clue to the next until the
treasure is found at the end of the game.
The treasure will only be found by those who are following directions
properly and can be anything you desire, such as a special pencils, stickers or books.
Source: https://study.com/academy/popular/following-directions-activities-games.html
C. After the Lesson
Task 1.03.3 Can You Follow Directions

IMPORTANT: Refer to Attachment 1.03.3 (in pdf) for reproducible copies.
This is a time-pressured test! Do this for three (3) minutes ONLY!
1. Read everything carefully before doing anything.
2. Put your name in the upper right-hand corner of this paper.
3. Loudly call out your first name.
4. Circle the word NAME in sentence two.
5. If you have followed directions carefully to this point, call out "I have.”
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6. Draw five small squares in the upper left-hand corner.
7. Put an "X" in each square.
8. In your normal speaking voice, count from ten to one backwards.
9. Put a circle around each square.
10. Sign your name under the title of this paper.
11. After the title write, "Yes, yes, yes.”
12. Put a circle completely around the sentence number seven.
13. When you reach this point, LOUDLY call out, “I AM THE LEADER IN FOLLOWING
DIRECTIONS."
14. Put an "X" in the lower left-hand corner of this paper.
15. Draw a triangle around the "X" you just put down.
16. On the back of this paper, multiply 703 by 66.
17. Loudly call out, "I AM NEARLY FINISHED. I HAVE FOLLOWED DIRECTIONS.”
18. Draw a rectangle around the word “corner” in sentence six.
19. On the reverse side of this paper, add 8950 and 9805.
20. Put a circle around your answer, and put a square around the circle.
21. Punch three small holes in the top of this paper with your pencil point.
22. Underline all even numbers on the left side of this paper.
23. Now that you have finished reading everything carefully, do only sentences one
and two!
IV. Remarks:

________________________________________________________________________
____________________________________________________________

________________________________________________________________________
____________________________________________________________
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_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to infer thoughts,
feelings, and intentions in the material viewed (EN9VC-Iab-3.8).
II. Content:
Subject Matter : Infer thoughts, feelings and intentions in material viewed
EsP (Values Education)
Strategies : Dyads, lecture
Materials : video clip
References :
https://www.youtube.com/watch?v=e7szJbRv9Hc
https://www.youtube.com/watch?v=nqy3iBsfFwI
1. Classroom Management (Greetings, Prayer, Checking of Attendance)
2. Review of the Previous Lesson
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3. Motivation
Task 1.04.1. Paint Me A Picture

 The class will be divided into four (4) groups.
 Each group will be given the same list of professions.
 Each group will select a member who will act out the profession in front of their
groupmates.
 For every item on the list, a different member should be asked to act out.
 The group who guesses the profession acted out first will earn 1 point.
 The group who guessed the most professions will be declared winner
1. Presentation/Introduction of the Lesson
Though it is never stated, the readers/viewers can infer thoughts, feelings

and intention based on the details of information presented in photos/pictures
and/or drawing.
To do this, readers may focus on the lines, angles, colors, and even shapes of
the objects/images presented. Then these can be related to real life experiences for
them to understand its message/meaning.
(The teacher supplements the discussion with a video clip about inference. The video
clip may be downloaded from this link https://www.youtube.com/watch?
v=e7szJbRv9Hc)
2. Lesson Proper
Task 1.04.2. A Mother’s Story

 Follow this link
to watch a
value-laden
video clip:
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Source: https://www.youtube.com/watch?v=nqy3iBsfFwI .
 After watching the video, the teacher post the question:
What are your thoughts or feelings about the video?

(student responses may vary)
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Task 1.04.3. Ten-Minute Image Talk
 Pair up and look closely at the drawing below:
What can you tell about the picture?

(Possible literal answer: The boy is looking intently at the incoming giant
ship full of people wearing different costumes; smiling people are waving to
the teenager)
What do you think the boy is thinking?
(Answers vary)
What do you think the people are thinking?
(Answers vary)
Source: English 9 Learner’s Material, p. 7
NOTE: The teacher may also use any other appropriate image for inferring
C. After the Lesson
Task 1.04.4. What It Has to Say

(NOTE TO THE TEACHER: For this activity any material may be chosen. It is preferable to
choose those dealing with localized topics/issues)
 The class will be divided into 4-5 groups.
 Each group will be given an image/video clip to analyze:
What do you think the image is trying to tell you? Why do you say so?
 Representative groups are called to present their output to the class.
 Feedback and discussion follows.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________


_____
V. Reflection:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
________________________________________________________________________
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____________________________________________________________
__________________________________________________________________
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I. Objectives:
The learner actively participates in a speech choir through using effective verbal
and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial

At the end of the lesson, 75% of the learners are expected to:
1. Analyze literature as a means of discovering the self (EN9LT-Ia-14)

2. Identify the distinguishing features of notable Anglo-American lyric poetry, songs,
poems, sermons, and allegories (EN9LT-Ia-14.1)
II. Content:
Subject Matter : Features of Anglo-American Lyric Poetry, Songs, Poems, Sermons &
Allegories
EsP (Living life to the fullest and maximizing one’s potential)
Strategies : Discussion, Collaborative Learning
Materials : Activity Sheets
References : (print and non-print)
Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O.,
Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano,
G. A. B. (2014). “Module 1, Lesson 4: Coping with Challenges.” A Journey
Through Anglo-American Literature Learner’s Material, English 9 (First
Edition). Philippines: Vibal Group, Inc.
Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified
Learning Module for English Grade 9 BEC K-12/Open High School Program
(OHSP). A learning material submitted to the Division of Valencia City, pp. 4-
16.
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https://www.enotes.com/homework-help/describe-features-anglo-saxon-poetry-
detail-272314
https://www.slideshare.net/jmpalero/english-9-angloamerican-allegories?
from_action=sav

Yesterday, you have learned about inferring thoughts, feelings, and
intentions in the material viewed.
Can you tell me what it means when we “infer thoughts, feelings, and
intentions”?
(Expected answer: We can infer thoughts, feelings and intentions from a
material viewed if we can understand the message it conveys. Not all messages are
written but can be understood through universal symbols used by the material)
3. Motivation
Task 1.05.1. Literary Legacy

(NOTE: This activity can be done individually or by group. This activity can also
reinforce “following directions” and enhance listening skills)
The following are some trivia questions about Anglo-American literature.
How much do you know of Anglo-American literature?
(Answers vary)
If done as individually: In a one-fourth sheet of writing paper, listen carefully to the
following items and choose the correct answer. Write both the letter and the
choice.
1. What is the oldest surviving epic poem in the English language?
A. Iliad and Odyssey B. Beowulf C. Paradise Lost
2. He is known as the “once and future king.”
A. King Alfred B. King Arthur C. King Edward
3. The heroic narratives told in the Anglo-Saxons communal halls were recited by
skilled storytellers called _____.
A. warriors B. bards C. monks
4. He is an English poet, playwright and actor, widely regarded as the greatest
writer in the English language and the world’s greatest dramatist.
A. William Shakespeare B. Edgar Allan Poe C. Geoffrey Chaucer
5. It is one of the most well-known poems of William Shakespeare, describing the
circle of human life.
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A. A Psalm of Life B. Seven Ages of Man C. The Road Not Taken
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A. During the Lesson
Today, we are going to tackle about the distinguishing features of notable

Anglo-American lyric poetry, songs, poems, sermons, and allegories.
One of the features that can be found in Beowulf, our literary selection, is a
type of words called kennings.
Task 1.05.2. Tic-Tac-Toe

(NOTE: This activity can be done individually or by group. This activity can also
reinforce “following directions” and enhance listening skills)
The words inside the board below are examples of kennings.
TIC-TAC-TOE BOARD
horrible hermit
battle-sweat evil-doer
devil from hell
slaughter-dew life-evil
sin-stained demon
battle-dress dragon-slayer
ring-giver
mail-shirt war trooper's leader
gold giver
fighting-gear chief of the strangers
whale road
wave floater
light of battle whale's way
swirling surf
swan road
Let’s play a game. Each box is worth 5 points. To earn points, you must give
a more familiar and common word for the kenning without looking at any dictionary.
To double the score, you must choose three kennings in a row to explain. Keep in
mind that these kennings are from Beowulf.
The game can also be played by group.
RULES FOR TIC-TAC-TOE (Group Game). The game begins only at the teacher’s
signal.
1. The class will be divided into groups with 3 members.

2. Each group will be given a Tic-Tac-Toe Handout. (Please see
attached file in PDF for reproducible copies)
3. Each group shall be given 5 minutes to form three kennings in a
row to double the points.
4. No dictionaries are allowed, either online or offline.
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2. Lesson Proper
Task 1.05.3. Features of Anglo-American Lit
Terms You Ought to Remember

A song is a lyric poem with a number of repeating stanzas
(called refrains), written to be set to music in either vocal performance
or with accompaniment of musical instruments.
A sermon, also known as homily, is a short, exhortatory work
meant to give spiritual or moral instruction. Examples include Saint
Augustine’s sermons.
An allegory is a story which represents an idea or belief. It can
be religious or political. Examples of allegorical works in English
literature are John Bunyan’s Pilgrim’s Progress and H. G. Orwell’s Animal
Farm.
An epic poem is a long, narrative poem concerning weighty
moral or historical themes.
Source: https://web.cn.edu/kwheeler/lit_terms_H.html#homily_anchor
Some Distinguishing Features of Anglo-Saxon Poetry

1. Anglo-Saxon poetry is written in blank verse. The term blank verse means
that there is no end rhyme occurring from line or more specifically poetry
with unrhymed iambic pentameter lines.
2. Anglo-Saxon poetry typically depicts the problems which arise as the
theology of the Church (Christianity) and the theology of the Pagan world
are played off of, and against, each other.
3. The use of caesura (a pause in the middle of a line of poetry—like taking a
breath) is very common. The caesura allowed for the scop, a bard/singer, to
breathe while reciting long and detailed poems and epics.
4. A common used poetic device was alliteration, which is the repetition of a
consonant sound within the line of poetry. This added to the sing-song
effect of the time.
5. Kennings were another poetic device commonly used in Anglo poetry. The
kenning is a metaphorical phrase used to compare a figurative description
to something less elegant in regards to verbiage. A kenning is typically
combine two words to create an evocative and imaginative alternative
word.
6. Like many epics during this time, the poetry of the Anglos was meant to be a
moral lesson. The poems also taught lessons on life and righteousness.
Source: https://www.enotes.com/homework-help/describe-features-anglo-saxon-poetry-detail-272314
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Task 1.05.4. Your Text: Beowulf
The epic poem Beowulf is an Old English poem consisting of 3,182 long lines
and is considered to be one of the most important in Anglo-Saxon literature.
Recognized as the national epic of the Anglo-saxon, the poem, which deals with war
and adventure, also shows an interplay of Christian and pagan beliefs. Like many
epic poems, the original writer remains unknown.
It has been said that Burton Raffel’s translation from the original Old English
is the most celebrated and most read by students and general readers alike.
The following text is an excerpt from Beowulf which is one of the most
famous battles in English literature.
The Battle With Grendel

from Beowulf (translated by Burton Raffel)
Epic 4
Out from the marsh, from the foot of misty
Hills and bogs, bearing God’s hatred,
Grendel came, hoping to kill
395 Anyone he could trap on this trip to high Herot.
He moved quickly through the cloudy night,
Up from his swampland, sliding silently
Toward that gold-shining hall. He had visited Hrothgar’s
Home before, knew the way—
400 But never, before nor after that night,
Found Herot defended so firmly, his reception
So harsh. He journeyed, forever joyless,
Straight to the door, then snapped it open,
Tore its iron fasteners with a touch
405 And rushed angrily over the threshold.
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He strode quickly across the inlaid
Floor, snarling and fierce: His eyes
Gleamed in the darkness, burned with a gruesome
Light. Then he stopped, seeing the hall
410 Crowded with sleeping warriors, stuffed
With rows of young soldiers resting together.
And his heart laughed, he relished the sight,
Intended to tear the life from those bodies
By morning; the monster’s mind was hot
415 With the thought of food and the feasting his belly
Would soon know. But fate, that night, intended
Grendel to gnaw the broken bones
Of his last human supper. Human
Eyes were watching his evil steps,
420 Waiting to see his swift hard claws.
Grendel snatched at the first Geat
He came to, ripped him apart, cut
His body to bits with powerful jaws,
Drank the blood from his veins, and bolted
425 Him down, hands and feet; death
And G6rendel’s great teeth came together,
Snapping life shut. Then he stepped to another
Still body, clutched at Beowulf with his claws,
Grasped at a strong-hearted wakeful sleeper
430 —And was instantly seized himself, claws
Bent back as Beowulf leaned up on one arm.
That shepherd of evil, guardian of crime,

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Knew at once that nowhere on earth
Had he met a man whose hands were harder;
435 His mind was flooded with fear—but nothing
Could take his talons and himself from that tight
Hard grip. Grendel’s one thought was to run
From Beowulf, flee back to his marsh and hide there:
This was a different Herot than the hall he had emptied.
440 But Higlac’s follower remembered his final
Boast and, standing erect, stopped
The monster’s flight, fastened those claws
In his fists till they cracked, clutched Grendel
Closer. The infamous killer fought
445 For his freedom, wanting no flesh but retreat,
Desiring nothing but escape; his claws
Had been caught, he was trapped. That trip to Herot
Was a miserable journey for the writhing monster!
The high hall rang, its roof boards swayed,
450 And Danes shook with terror. Down
The aisles the battle swept, angry
And wild. Herot trembled, wonderfully
Built to withstand the blows, the struggling
Great bodies beating at its beautiful walls;
455 Shaped and fastened with iron, inside

And out, artfully worked, the building
Stood firm. Its benches rattled, fell
To the floor, gold-covered boards grating
As Grendel and Beowulf battled across them.
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460 Hrothgar’s wise men had fashioned Herot
To stand forever; only fire,
They had planned, could shatter what such skill had put
Together, swallow in hot flames such splendor
Of ivory and iron and wood. Suddenly
465 The sounds changed, the Danes started

In new terror, cowering in their beds as the terrible
Screams of the Almighty’s enemy sang
In the darkness, the horrible shrieks of pain
And defeat, the tears torn out of Grendel’s
470 Taut throat, hell’s captive caught in the arms

Of him who of all the men on earth
Was the strongest.
That mighty protector of men
Meant to hold the monster till its life
Leaped out, knowing the fiend was no use
475 To anyone in Denmark. All of Beowulf’s

Band had jumped from their beds, ancestral
Swords raised and ready, determined
To protect their prince if they could. Their courage
Was great but all wasted: They could hack at Grendel
480 From every side, trying to open

A path for his evil soul, but their points
Could not hurt him, the sharpest and hardest iron
Could not scratch at his skin, for that sin-stained demon
Had bewitched all men’s weapons, laid spells
485 That blunted every mortal man’s blade.

And yet his time had come, his days
Were over, his death near; down
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To hell he would go, swept groaning and helpless
To the waiting hands of still worse fiends.
490 Now he discovered—once the afflictor

Of men, tormentor of their days—what it meant
To feud with Almighty God: Grendel
Saw that his strength was deserting him, his claws
Bound fast, Higlac’s brave follower tearing at
495 His hands. The monster’s hatred rose higher,

But his power had gone. He twisted in pain,
And the bleeding sinews deep in his shoulder
Snapped, muscle and bone split
And broke. The battle was over, Beowulf
500 Had been granted new glory: Grendel escaped,

But wounded as he was could flee to his den,
His miserable hole at the bottom of the marsh,
Only to die, to wait for the end
Of all his days. And after that bloody
505 Combat the Danes laughed with delight.
He who had come to them from across the sea,
Bold and strong-minded, had driven affliction
Off, purged Herot clean. He was happy,
Now, with that night’s fierce work; the Danes
510 Had been served as he’d boasted he’d serve them; Beowulf,
A prince of the Geats, had killed Grendel,
Ended the grief, the sorrow, the suffering
Forced on Hrothgar’s helpless people
By a bloodthirsty fiend. No Dane doubted
515 The victory, for the proof, hanging high

From the rafters where Beowulf had hung it, was the monster’s
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Arm, claw and shoulder and all.
And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
520 From faraway lands, princes and leaders

Of men hurrying to behold the monster’s
Great staggering tracks. They gaped with no sense
Of sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
525 And lonely flight, to the edge of the lake

Where he’d dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
530 Sucked from his magic veins; but the swirling

Surf had covered his death, hidden
Deep in murky darkness his miserable
End, as hell opened to receive him.
Then old and young rejoiced, turned back
535 From that happy pilgrimage, mounted their hard-hooved

Horses, high-spirited stallions, and rode them
Slowly toward Herot again, retelling
Beowulf’s bravery as they jogged along.
And over and over they swore that nowhere
540 On earth or under the spreading sky

Or between the seas, neither south nor north,
Was there a warrior worthier to rule over men.
(But no one meant Beowulf’s praise to belittle
Hrothgar, their kind and gracious king!) . . .
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Task 1.05.5. Literary Analysis: Unearthing the Salient Features
After reading the story, fill the table with the best/correct answer.
QUESTION YOUR ANSWER PROOF/EVIDENCE

1. What is the rhyme scheme of the Blank verse (Any lines in Beowulf)
poem?
2. What is the conflict in Beowulf?
3. Which lines employ caesura?

Can you read these lines for the
class?
4. Which lines employ alliteration?
5. What moral lesson(s) have you

learned from Beowulf?
(It is highly suggested that the teacher make a worksheet for the students)
C. After the Lesson
Task 1.05.6. My Kenning Collection

Read the full text of Beowulf and look for at least 10 unique kennings. Write
the kenning on the first column and its common or everyday meaning on the second
column. Finally, on the third column, write the sentence/line(s) where you found
the kenning.
KENNING COMMON MEANING SENTENCE

1.
2.
3.
4.
5.
6.
7.
8.
9.
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10.
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________


_____
H. What innovation or localized materials did I use/discover which I wish to share

with other teachers? _____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:
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.
At the end of the lesson, 75% of the learners are expected to distinguish between and
among informative, journalistic, and literary writing (EN9WC-Ia-8)
II. Content:
Subject Matter : Informative, Journalistic, and Literary Writing
AP: Solutions About Social Issues in the Philippines
Strategies : Discussion, Pair & Share
Materials : Powerpoint Presentation, manila paper/cartolina

(OHSP). A learning material submitted to the Division of Valencia City, pp.
48-50.
Lapid, M.G.; Serrano, J.B.(2018). English Communication Arts and Skills through
Anglo-American and Philippine Literatures, English 9 (Eight Edition). Quezon
City: Phoenix Publishing House, Inc., pp. 106-108.
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Natividad, V. R. (2017). English in Perspective Anglo-American Literature, English 9
(Second Edition). Quezon City: Abiva Publishing House, Inc., pp. 116-117.
https://www.youtube.com/watch?v=oCmzoYxl9LA
https://www.youtube.com/watch?v=CKKDH2whXzw
http://www.wams.org/characteristics-of-a-literary-text/
 Classroom Management
 Review of the Previous Lesson
1. Motivation
Task 1.06.1. Type the Text

Show to the class sample texts through a power point presentation or texts
written on a Manila paper/cartolina. Have them read the texts aloud.
Text A
They walked downtown in the light of mother-of-pearl, to the

Majestic, and their way to seats by the light of the screen, in the exhilarating
smell of stale tobacco, rank sweat, and dirty drawers, while the piano played
fast music and galloping horses raised a grandiose lag of dust.
A Death in the Family by James Agee
Text B
A fire of undetermined origin razed to the ground a three-story

apartment of Juana de la Cruz 456 Lapulapu St., Valencia City last night. Five
fire companies subdued it within an hour. The damage, estimated at P5
million, was covered by insurance.
Which of the following texts can be classified as news? Text A or Text B?

(Text B)
What makes a news story? (It is factual, truthful, etc.)
Where you do you usually find this type of writing? (In the newspapers,
journals)
What do you call this type of writing? (journalistic writing)
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2. Lesson Proper

Before doing the exercise shown in this page, first review some tidbit facts
that would hopefully jog your memories about the following types of text:
informative, journalistic, and literary.
A text is a piece of writing that you read or create.
The informative text serves to inform or discloses information. It is

instructive and/or instructional.
The journalistic text also presents information but are those that are found
in radio, print, television and online journalism.
The literary text is defined as a wide variety of imaginative and creative

writing that leads to the appreciation of the cultural heritages of students. Literary
is defined as something related or associated with literature or scholarly learning
and writing.
Look at the sample texts below. Identify which are examples of an

informative text, a journalistic text, or a literary text.
TEXT TYPE OF TEXT
So the thing to do when working on a motorcycle, as in any other Informative

task, is to cultivate the peace of mind which does not separate one’s
self from one’s surroundings. When that is done successfully then
everything else follows naturally. Peace of mind produces right
values, right values produce right thoughts. Right thoughts produce
right actions and right actions produce work which will be a material
reflection for others to see of the serenity at the center of it all.
—Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance
With an artistic drama, we empathize with one or more of its Literary/Informative

characters, but there’s also a distance between us and their situation
—a safety valve that allows us to express a range of emotions, but
also to say, “It’s only a movie,” “It’s only a play,” “It’s only a novel.”
Work is based upon problem solving, how to eliminate conflict and get
the job done. Episodic is fine for work. We want day-by-day not
confrontational trauma—even if it would lead to life-changing
revelation. But drama exaggerates conflict, pushes situations to their
extreme, and leads us to a big turning point.
In a poem entitled Four Great Poets, Robert Francis puts his finger on Literary
the heart of Frost’s greatness: “His head carved out of granite O / His
hair wayward drifts of snow / He worshipped the great God of Flow /
By holding on and letting go.” Here’s an example from part of one of
Frost’s lesser known pieces, For Once, Then, Something. In the first
half he says friends rebuke him for looking into a well and seeing only
himself, reflected in the water godlike in a wreath of ferns and cloud
puffs. It’s a criticism that could be aimed at any writer, but what is as
interesting as the meaning of Frost’s reply is this sense of movement
that carries the reader forward to the climatic end.
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TEXT TYPE OF TEXT
http://lehmaninfo.wordpress.com/sample-business-literary-articles/
DHAKA: Hosts Bangladesh will meet Pakistan in the opening match Journalistic
of the four-nation Asia Cup cricket tournament starting in Dhaka in
March, an official said on Monday. Old rivals Pakistan and India will
meet in a mouth-watering clash on March 18. The Sher-e-Bangla
National stadium will host all the matches, including the inaugural tie
on March 12 and the final on March 22, Asian Cricket Council chief
executive Syed Ashraful Huq said. “All teams including India and
Pakistan have confirmed their participation,” he said. India won the
last edition of the tournament in Dambulla in Sri Lanka in June 2010.
http://www.paper-articles.com/
Literary
From Beowulf
535 From that happy pilgrimage, mounted their hardhooved
Slowly toward Heorot again, retelling
Task 1.06.2. Round Robin: Sharing What I Know

Divide the class into three (3) large groups.
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Each group will select a Discussion Group Leader, who will expound on the
topics (Informative Writing, Journalistic Writing and Literary Writing) to their
respective groups for five (5) minutes.
After five (5) minutes the Discussion Group Leader, or the group will choose
another Discussion Group Leader, who will go to the next group to discuss
what he/she has learned. The previous DGL will now sit with the group.
The process repeats until all topics have been discussed with all groups.
(NOTE: Teacher will give respective DGLs a copy of Task 1.06.2a, Task 1.06.2b and
Task 1.06.2c)
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Task 1.06.2a Informative Writing
Informative writing gives readers straightforward information about a topic.

It is usually non-fiction.
Purpose:
 to inform or present information

 to raise awareness and to do so objectively
 to educate (use resources that are reliable and scholarly)
Structure:
 Introduction paragraph with thesis statement

 Body paragraphs with support
 Conclusion with a unique and engaging restatement of thesis
Organization:
 Logically – by date or time; by order of importance

 Categorically – by definition; by theme
 Contextually – by comparison and contrast; by historical or contemporary
Types of Informative Writing
a Factual recount – a type of informative text that has an objective of retelling

a true event that happened in the past
a Procedural – a type of informative text that has procedures to do one thing
a Diary – a type of informative text that records the daily experiences of a

person
Sample Informative Text
The most popular tourist attraction is the capital city Rome itself, with its
rich cultural heritage. The Colosseum, Castle Sant'Angelo, Fontana di Trevi, the
Pantheon, and the Vatican are some of the most visited sites in Rome. Venice is
another city in Italy that is famous for its beautiful canals and gondolas. And if you
are a lover of Italian art, the Uffizi Gallery in Florence is a place you cannot afford to
miss. The city of Naples is known around the world for its architectural beauty and
surely it is a photographer's delight. The Leaning Tower of Pisa, being on of the
Seven Wonders of the World, attracts the highest number of visitors, not only in
Italy, but in the whole of Europe.
Source: https://penlighten.com/informative-essay-sample
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Task 1.06.2b Journalistic Writing
Journalistic writing is different from the other forms of literary texts. Unlike
a short story, poem, or novel, a journalistic text is more closely related to essay.
News reports, features, editorial, sports, and other columns in a newspaper or
magazine are considered journalistic texts.
Purpose:
 To quickly inform (news articles)
 To entertain (comics section, lifestyle column, feature)
 To persuade (editorial, opinion, column)
Structure:
 Inverted pyramid
https://i2.wp.com/d1fcpxzix8mbyc.cloudfront.net/wp-content/uploads/2016/03/inverted-pyramid.png?
resize=1080%2C1250
Organization:
 The essential and most interesting elements of a story are put at the
beginning, with supporting information following in order of diminishing
importance.
Types of Journalistic Text
a Print journalism – type of journalism that focuses on print media, such as
newspapers and magazines
a Broadcast journalism – type of journalism that is being broadcast, i.e. radio
and television
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a Yellow journalism – type of journalism that uses exaggerating words or
sensationalism; uses eye-catching headlines
Task 1.06.2c Literary Writing
Literary writing may not be entirely factual or timely. It may also cover
imaginary events or ideas. It also tends to be subjective where the most important
point may be found anywhere in the text.
Purpose:
 To express
 To entertain
 To communicate or appeal to the emotions
Structure:
 Depends on the form
Organization:
 Logically – by date or time; by order of importance

 Categorically – by definition; by theme
 Contextually – by comparison and contrast; by historical or contemporary
Types of Literary Text
a Prose
a Poetry
C. After the Lesson
1. Evaluation
Task 1.06.3. Informative vs. Journalistic vs. Literary Writing

A. Fill the table with the needed information
ELEMENT/FEATURE INFORMATIVE JOURNALISTIC LITERARY
Purpose
Manner of reading
(formal, informal,
entertaining/dramatic)
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Format (where do you
find the text?)
Other Features
B. Identify whether the item is journalistic, informative or literary.
1. Novel
2. Factual recount
3. Sports news
4. Editorial column
5. A recipe for quesadillas
6. Movie review
7. A social etiquettes article
8. A brochure on the detecting signs of drug abuse
9. Poem
10. Local news article
Task 1.06.4. Types of Writing Sampler

In a 9x12in paper, mount 1 example each of journalistic writing, informative
writing, and literary writing.
Be sure to write below each sample, the purpose why the article/text is
written.
Submit a presentable and creative output.
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________
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__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

speech choir.
At the end of the lesson, 75% of the learners are expected to distinguish between
and among informative, journalistic, and literary writing (EN9WC-Ibc-8).
II. Content:
Subject Matter : Types of Texts (Informative, Journalistic, Literary)
AP: Solutions About Social Issues in the Philippines
Strategies : Discussion, Collaborative Learning
Materials : Powerpoint presentation, manila paper/cartolina, worksheets

Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A
learning material submitted to the Division of Valencia City, pp. 48-50.
Lapid, M.G.; Serrano, J.B.(2018). English Communication Arts and Skills through Anglo-
American and Philippine Literatures, English 9 (Eight Edition). Quezon City: Phoenix
Publishing House, Inc., pp. 106-108.
Jordan, N. (2016). Voyage Through Anglo-American Literature, English 9.Sta. Ana,

Manila: Aklat at Dunong Publishing, Inc., pp. 19-29.
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Natividad, V. R. (2017). English in Perspective Anglo-American Literature, English 9
(Second Edition). Quezon City: Abiva Publishing House, Inc., pp. 116-117.
https://www.google.com/search?
q=editorial+cartoon+on+reproductive+health+bill&source=lnms&tbm=isch&sa=X&ved=
0ahUKEwif7czVtIXiAhUQgUsFHWWBBzMQ_AUIDigB&biw=1350&bih=640#imgrc=xwv5y
U7AypS7lM:
3. Motivation
Task 1.07.1. Name Game

(NOTE: Teacher may print the attached PDF file to produce flashcards for this
activity)
editorial
feature article
lyric poetry
60 | P a g e
Task 1.07.2. What Say You?

Look closely and study the editorial cartoon below.
 What is the issue being discussed?
 What is your stand about it?
 In what way are you affected by it?
 What traits/characters/beliefs/values do you have that helped you

in forming your convictions and/or stand about the issue?
 How important are your values and other character traits in

developing your personal stand on various social issues?
61 | P a g e
2. Lesson Proper
Task 1.07.3. Lyrics Galore

Lyric poetry is also a type of literary text. To familiarize yourself with this
type of writing, practice your hand at creating literary texts by doing this task:
Form groups with 4-5 members.
Think of the melody of your favorite English song.
Change the lyrics of the song and create something that talks about a certain
fascination with or devotion to something or someone.
Present your lyric poem to the class.
C. After the Lesson
1. Evaluation
Task 1.07.4. How Well Do You Know?

Directions: Identify whether the statement described is informative, journalistic
or literary writing.
____________________ 1. It uses a wide variety of imaginative and creative

writing that leads to the appreciation of a variety of
subjects. (literary)
____________________ 2. It is the style of writing used to report news stories

in newspapers, television broadcasts, on radio and
on the Internet. (journalistic)
____________________ 3. These are texts which intend to inform the reader or

viewer. They use facts to describe and explain
people, animals, objects, events, or phenomena.
(informative)
____________________ 4. It is a piece of written material, such as a book or

poem, that has the purpose of telling a story or
entertaining, as in a fictional novel. Its primary
function as a text is usually aesthetic, but it may also
contain political messages or beliefs. (literary)
____________________ 5. The purpose of this text is to educate and enlighten

the reader. It is a very straightforward piece of
writing. (informative)
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Task 1.07.4. Community Services Brochure

The Community Services Brochure is your major output for this lesson. This
brochure specifically informs the public of the services available in your community.
As a form of informative writing, the brochure should present factual information
and details about any club, organization, center or key persons offering services in
your barangay/community which you would like to feature. Other forms of
informative writing include letters, reports, speeches, review and instruction
pamphlet.
The criteria for assessment will be: Focus, Content, Organization, Supports,
Visuals, Clarity and Language Mechanics. Here are some ideas which might help you
in the preparation and presentation of a Community Services Brochure. Keep these
points in mind as you go through the process.
Planning Stage
Meet with your group and plan for the preparation of the brochure where
the following points should be covered:
 Assign a specific role to each member, e.g. leader, researcher,
illustrator, compiler, layout artist, writer, interviewer, editor, concept
artist, presenter.
 Clarify the functions of each member.
 Clarify the main requirements of the brochure which are the topic,
purpose, and audience.
 Identify the topic of the brochure.
 Clarify the purpose of the brochure. Answer these questions: Who will
be interested in reading the brochure? Who needs it?
 Identify the key persons, clubs, organizations, centers, and the services
that will be highlighted in the brochure.
Gathering Information
Before you gather information, be sure that you have secured a letter of
permission to conduct an interview with the key persons, organization or club you
planned to feature.
 Look for the key persons, clubs, centers, and organizations in the
barangay that offer services that make a difference.
 Prepare questions (interview schedule) and put them in a logical order.
 Call or visit and interview at least three (3) people to learn more about
their services.
 Make a list of their accomplishments/achievements and specialization.
 Find out what they consider important to their success.
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 Collect photos, drawings, illustrations, or videos (if possible) showing
ordinary people making a difference by performing their roles in life
willingly and graciously.
Drafting
 Consolidate the information you have gathered, and choose what will be
used in your brochure.
 Use few, simple, short, catchy but meaningful sentences and captions
 Think of the order you will use to organize the factual information.
 Point out the help, support, and benefits the organization, club, or key
persons receive as well as the specialization or services they offer.
 Explain the significance of the services to the target readers.
 Through speaking and writing, report the services and needs of the
organization.
 Use photos and charts in the presentation.
Writing and Presenting
 Ask other schoolmates to read and evaluate your brochure

 Ask for comments and suggestions
 Look over the first draft and rewrite it.
 Polish your draft incorporating the suggestions made by your evaluators
 Do the finishing touches and present your Community Services

Brochure.
Rating Your Community Services Brochure
Your grade for the Community Services Brochure shall be taken from the
following:
A) Teacher’s Rating
You will be graded by the teacher using the rubrics for Community
Services Brochure. (Please print attached PDF of rubrics for reproducible
copies)
B) Organization’s Rating
Part of the grade for your Community Services Brochure is a

satisfaction rating from the chosen organization/club.
Cut out the form (Rating Sheet for Organizations, please see
attached PDF file for reproducible copies), and have it filled out by at least
three (3) representatives of the organization.
Furthermore, you are to have the Receipt of Brochures signed by

the organization as proof that they have received the brochures.
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Deadline for Submission of Community Services Brochure
The teacher and the class shall agree on a deadline date for submission.
A. Teacher’s Rating (Rubrics)
B. Organization’s Rating (Rating Sheet for Organization)
65 | P a g e
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
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V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
67 | P a g e
I. Objectives:

At the end of the lesson, 75% of the learners are expected to examine sample texts
represented of each type (EN9WC-Id-8.1)
II. Content:
Subject Matter : Types of Texts (Informative, Journalistic, Literary)
AP (Current Events)
Strategies : Group Discussion, Brainstorming, Collaborative Learning
Materials : Visual Aid, Powerpoint Presentation

G. A. B. (2014). A Journey Through Anglo-American Literature Learner’s
Material, English 9 (First Edition). Philippines: Vibal Group, Inc.

48-50.
68 | P a g e
What are the different types of text? What are some of its features?
(Expected Answer: The informative text serves to inform or discloses
information. It is instructive and/or instructional. The journalistic text also presents
information but are those that are found in radio, print, television and online
journalism. The literary text is defined as a wide variety of imaginative and creative
writing that leads to the appreciation of the cultural heritages of students. Literary
is defined as something related or associated with literature or scholarly learning
and writing.)
1. Learning Tasks

Have them look at the sample texts below. Identify which are examples of
an informative text, a journalistic text, or a literary text.
TEXT TYPE OF TEXT
1 So the thing to do when working on a motorcycle, as in any other
task, is to cultivate the peace of mind which does not separate one’s
self from one’s surroundings. When that is done successfully then
everything else follows naturally. Peace of mind produces right
values, right values produce right thoughts. Right thoughts produce
right actions and right actions produce work which will be a material
reflection for others to see of the serenity at the center of it all.
—Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance
2 With an artistic drama, we empathize with one or more of its
characters, but there’s also a distance between us and their
situation—a safety valve that allows us to express a range of
emotions, but also to say, “It’s only a movie,” “It’s only a play,” “It’s
only a novel.” Work is based upon problem solving, how to eliminate
conflict and get the job done. Episodic is fine for work. We want
day-by-day not confrontational trauma—even if it would lead to life-
changing revelation. But drama exaggerates conflict, pushes
situations to their extreme, and leads us to a big turning point.
3 In a poem entitled Four Great Poets, Robert Francis puts his finger
on the heart of Frost’s greatness: “His head carved out of granite
O / His hair wayward drifts of snow / He worshipped the great God
of Flow / By holding on and letting go.” Here’s an example from part
of one of Frost’s lesser known pieces, For Once, Then, Something.
In the first half he says friends rebuke him for looking into a well and
seeing only himself, reflected in the water godlike in a wreath of
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TEXT TYPE OF TEXT
ferns and cloud puffs. It’s a criticism that could be aimed at any
writer, but what is as interesting as the meaning of Frost’s reply is
this sense of movement that carries the reader forward to the
climatic end.
http://lehmaninfo.wordpress.com/sample-business-literary-articles/
4 DHAKA: Hosts Bangladesh will meet Pakistan in the opening match

of the four-nation Asia Cup cricket tournament starting in Dhaka in
March, an official said on Monday. Old rivals Pakistan and India will
meet in a mouth-watering clash on March 18. The Sher-e-Bangla
National stadium will host all the matches, including the inaugural tie
on March 12 and the final on March 22, Asian Cricket Council chief
executive Syed Ashraful Huq said. “All teams including India and
Pakistan have confirmed their participation,” he said. India won the
last edition of the tournament in Dambulla in Sri Lanka in June
2010.
http://www.paper-articles.com/
5 From Beowulf
535 From that happy pilgrimage, mounted their hardhooved
Slowly toward Heorot again, retelling
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C. After the Lesson
Task 1.08.2. Radio Broadcasting Beowulf

Divide the class into groups with 5-7 members
Write a 5-7 minute script for Beowulf covering the following sections:
o 2 News Article
o 1 Entertainment Article
o 1 Informercial
o 1 Sports Article
Present your output to the whole class.
You will be graded using the following rubrics:
RUBRICS FOR RADIOBROADCASTING BEOWULF
CRITERIA 5 4 3 2
Focus & Extremely well Presented in a Somewhat Choppy and
Organizatio organized; logical thoughtful manner; organized; ideas confusing; format
n format that was easy there were signs of were not presented was difficult to follow;
to follow; organization and coherently and transitions of ideas
organization most transitions were transitions were not were abrupt and
enhanced the easy to follow, but at always smooth, seriously distracting
effectiveness of the times ideas were which are sometimes
project unclear distracting
Delivery & All DJs correctly uses DJs correctly uses DJs uses three voice DJS make too many
Voice each of the following voice items, except 1 items correctly errors using voice
in the radio items
production: stress,
intonation, pitch,
volume, rate of
speaking,
pronunciation
Content – Completely accurate; Mostly accurate; a Somewhat accurate; Completely
Accuracy all facts were precise few inconsistencies more than a few inaccurate; the
and explicit or errors in inconsistencies or information were
information errors in information; misleading
Content – All content required Content required are Content required are Project is lacking 3 or
Inclusion are present present except 1 present except 2 more content
required
Sound Sound effects were Some of the sound Sound effects were
effects relevant and effects were either irrelevant or
enhanced the irrelevant lacking
presentation
Editing There are no There are one or two There are several
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noticeable editing noticeable editing noticeable editing
errors errors errors
Time 5-7 min requirement Time requirement is Time requirement is Time requirement is
is met. not met by 15 not met by 30 not met by 45
seconds seconds seconds or more
Teacher’s Comments/Remarks/Suggestions for Improvement:
IV. Remarks:

________________________________________________________________________
____________________________________________________________

__________________________________________________________________
__________________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
73 | P a g e
I. Objectives:

1. Compose forms of literary writing (EN9WC-Ie-9).
II. Content:
Subject Matter : Forms of Literary Writing
Strategies : Lecture/Discussion, Writeshop, Collaboration, Peer Evaluation
Materials : Powerpoint Presentation
https://www.academia.edu/27992041/INTRODUCTION_TO_LITERATURE_FORMS_DI
VISIONS_AND_SUBDIVISIONS?auto=download
https://study.com/academy/lesson/literary-forms-genres-how-they-affect-
meaning.html
74 | P a g e

2. Motivation
How many of these are you familiar with? Can you give me their titles? How
about their authors?
(NOTE: Teacher may use any other image for this activity)
TITLE AUTHOR
Twilight Saga: Stephenie Meyer
Twilight
New Moon
Eclipse
Breaking Dawn
https://images.gr-
assets.com/books/1388184702l/8726744.jpg
Harry Potter J. K. Rowling
https://is2-ssl.mzstatic.com/image/thumb/Video128/v4/59/f0/84/59f08490-
73bb-218c-c7a6-1c8c02065a5f/pr_source.lsr/268x0w.png
The Hunger Games Suzanne Collins
https://static1.srcdn.com/wordpress/wp-
content/uploads/2018/09/Hunger-Games-tributes.jpg
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Movie: Game of George R. R. Martin
Thrones
Book: Song of Ice and

Fire Saga
https://encrypted-tbn0.gstatic.com/images?
q=tbn:ANd9GcS19-
PSfQK9pcnffeTQUW0tPd0Ng4TnhB2mLcJ0Z6BfUEBpx4xt
In the previous grades, you probably learned that there are two broad types
of literature: oral literature and written literature.
Today, we will find out another way of classifying literature.
2. Lesson Proper
Task 1.09.1. Literature: Its Forms and Divisions
LITERATURE
ORAL WRITTEN VISUAL

LITERATURE LITERATURE LITERATURE
PROSE POETRY
Fiction Nonfiction
Narrative Lyric Drama
Form vs. Genre
The form of a piece of writing is simply its structure—how it is constructed

and organized.
A genre is a specific style or category of writing.
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The Major Literary Forms
1. Fiction is the form of any narrative or informative work that deals with
information or events that are not factual, are imaginary and are invented
by the author.
a. Fairytale – story about kings, queens, princes and princesses with a

touch of magic
b. Mythology – story about gods and goddesses
c. Legend – story about the origin of a place or a thing
d. Novel – a long narrative with an organized plot usually with a maximum

of 500 pages
e. Novelette – a narrative with an organized plot usually with a maximum

of 300 pages
f. Short Story – a narrative with an organized plot usually with a maximum

of 100 pages
g. Fable – story that uses animals as characters and with moral lesson
h. Parable – story used by Jesus in teaching the Good News
i. Allegory – story that uses symbolism to represent an idea
2. Nonfiction is the form of any narrative or account, which deals exclusively

with factual (or assumed factual) events, descriptions and observations.
Nonfiction can also be written about fiction, giving information about these
other works.
a. Autobiography – life story of a person written by himself

b. Biography – life story of a person written by another person
c. Newspaper – collection of news articles about various current events
d. Magazine – collection of articles regarding the lifestyle of man
e. Journal – daily record of personal events
f. Planner – daily record of business commitments
g. Anecdote – a brief, revealing account of an individual person or an
incident.
3. Poetry is a form of literary art which uses metrical language with lots of
rhythm and rhyme to create word pictures. Poetry employs all kinds of
word play, figurative language, and imagery to send its messages.
a. Narrative poetry is a form of poetry which tells a story.
77 | P a g e
 Epic – a narrative poem about supernatural powers possessed
by heroes and heroines
 Ballad – a narrative poem with harmony and rhythm
b. Lyric poetry is a form of poetry which expresses personal and emotional

feelings. Originally, lyric poems were sung accompanied by a lyre..
 Song – a lyric poem intended to be sung, with melodious

harmony and rhythm
 Sonnet – a lyric poem consisting of 14 iambic pentameter lines
 Ode – a lyrical poem praising or glorifying an event or individual,
describing nature intellectually as well as emotionally
 Elegy – a lament for the dead
4. Drama combines elements of prose and poetry into plays that are usually
intended to be performed on stage.
 Historical – a theatrical play with historical plot
 Comedy – a theatrical play with a happy ending
 Tragedy – a theatrical play with the death of some major
characters
5. Media is the newest type of literature that has been defined as a distinct
genre. This categorization was created to encompass the many new and
important kinds of texts in our society today, such as movies and films,
websites, commercials, billboards, and radio programs. Any work that
particularly relies on recently developed technologies can be considered as
media.
Source: https://www.academia.edu/27992041/INTRODUCTION_TO_
LITERATURE_FORMS_DIVISIONS_AND_SUBDIVISIONS?auto=download,,
https://study.com/academy/lesson/literary-forms-genres-how-they-affect-meaning.html,
https://www.brighthubeducation.com/homework-help-literature/100292-the-five-main-genres-of-literature/
Task 1.09.2. Accordion Tale

Materials Needed: A3 sized paper, permanent markers
The class will be divided into groups with 8-10 members per group.
The members of the group should sit in columns.
Each group will be given one A3-sized paper, pre-folded into an accordion.
78 | P a g e
Guidelines for Accordion Tale:
1. Group members are not allowed to talk with each other or brainstorm a
topic.
2. Each member is given 1-2 minutes (depends on time left and number of
members per group) to write as many sentences as time allows, then
he/she should pass the accordion to the next group member.
3. The next group member should read and add to the accordion story by
writing on the next folded strip.
The teacher gives the form of literary writing expected:

o Song: The teacher gives the melody to which they would have to write
their own lyrics
o Fairytale: All fairytales begin with “Once upon a time..” Teacher may
give out this clue to help move the activity.
o Any other writing: The teacher may give out the first few sentences for
the accordion tale.
The group/team presents their Accordion Tale to class.
C. After the Lesson
(Teacher can also revise the activities to fit the kind of students they have)
Task 1.09.3. A World of My Imagination: Creative Writing

(This learning task can be done by individually, in pairs, or in groups. To maximize the
student’s creativity, it is suggested that he/she chose the form of literary writing to work
on.)
GENERAL DIRECTIONS:
 The class will be divided into groups with 4-6 members for the purpose of peer
evaluation.
 If time is constrained, teacher shall suggest literary forms which can be done
within time limit such as: poetry, anecdote, autobiography, journal entry, song,
fairytale, fable, allegory
Your Task:
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The student shall choose from any form of literary writing, which he/she is
comfortable working with.
The student is not expected to finish the whole composition, rather he/she
should be able to show the first few paragraphs, or whatever he/she is able to
finish within the time allotted
As soon as the time is up, he/she will exchange his/her work with any of the
group members for peer evaluation.
Only the “best work” will be presented to the class.
Task 1.09.4. The Seven Ages of Man (from As You Like It)
Reading a poem paves the way to making meaning in life. It allows you to share
certain experiences. Oftentimes, you find you share something more in common with
the poem’s content than you originally thought; this makes the poem meaningful.
Now, find out how the poem The Seven Ages of Man from the comedy As You
Like It by William Shakespeare provides cherished pieces of information about the
human condition
Have students research/secure a copy of The Seven Ages of Man (Teacher may
use the PDF file attached and have students photocopy it)
Extra points may be given to students who have a copy of the poem. Encourage
them to mount the poem in their Portfolio.
RUBRICS FOR CREATIVE WRITING
APPROACHING
COMPONENT TARGET TARGET EMERGING BASELINE
(4) (3) (2) (1)
Conveys a theme  Skillfully combines all  Combines story  Several topics &  No main idea, purpose,
or a message story elements around elements around a messages emerge; any or central theme exists;
a controlling idea to controlling idea to might become central reader must infer this
reveal a thought reveal a thought theme or main idea based on sketchy or
provoking theme provoking theme missing details
 Story elements may or
 Skillfully reveals the  Theme is fairly broad, may not reveal a  No clear controlling
significance of the yet author’s purpose is controlling idea/theme idea and/or theme
writer’s attitude about clear
the subject  Overly simplistic
Plot, Setting,  Skillfully develops plot  Develops a standard  Provides a minimally  Lacks a developed plot
Characters & line with complex major plot line with complex developed plot line line
Development and minor characters major and minor
and a definite setting characters and a less-  Attempts to use details  Fails to use details,
developed setting and/or anecdotes, anecdotes, dialogue,
 A range of devices suspense, dialogue, suspense, and/or
such as suspense,  A range of devices and action, but with action
dialogue and action such as suspense, minimal effectiveness
(gestures, expressions) dialogue and action
skillfully advances the (gestures and
plot, gives insight into expressions) advances
characters, and keeps the plot, gives insight
the reader continually into characters, and
informed/entertained keeps the reader
informed/entertained
Organization Skillful structure Effective structure Weak structure Little to no structure

 Strong, engaging  Engaging exposition  Exposition, sequencing  Exposition, conflict
exposition (beginning) of ideas in body and/or and/or
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 Logical and effective (beginning) resolution/denouement resolution/denouement
sequencing of ideas need some revision may not exist
based on purpose and  Logical sequencing of
skillfully linked to ideas based on  May be isolated events
theme purpose and linked to with weak sequencing
theme
 Resolution and
denouement (the  Resolution and
ending) reinforce denouement reinforce
theme and give closure theme and give closure
Language and  Consistently uses  Uses some precise  Uses words that are  Uses words that are
Style precise vocabulary and vocabulary and strong dull or uninspired, or dull and/or uninspired,
strong word choice to word choice but not tries too hard to or uses the same
convey their ideas consistently impress (possibly using words repeatedly
vocabulary incorrectly
 Sentence structures  Sentence structures or out of context)  Sentence structures
enhance understanding enhance understanding hinder understanding
and engage the reader and engage the reader  Sentence structures and/or result in
but with occasional sometimes hinder awkwardness
 Consistently uses an awkwardness understanding and/or
appropriate tone for the result in awkwardness  Tone is inappropriate
task  Uses and appropriate for the task
tone but may lack  Demonstrates difficulty
 Writer’s voice is consistency in establishing and
authentic, clever and maintaining an
entertaining effective tone
Conventions  Few or no errors in  Some errors in  Abundant errors in  Glaring number of

grammar, punctuation, grammar, punctuation, grammar, punctuation, errors in grammar,
and/or spelling and/or spelling, but not and/or spelling, which punctuation, and/or
enough to hinder are enough to confuse spelling, which distract
reading of essay or distract reader the reader and impede
understanding
Source: https://tfadeltaela.files.wordpress.com/2012/07/creativewritingrubric.png
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
81 | P a g e

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
82 | P a g e
I. Objectives:

At the end of the lesson, 75% of the learners are expected to use the appropriate
segmentals (sounds of English) and the suprasegmentals or prosodic features of speech
when delivering lines of poetry and prose in a speech choir, jazz chants and raps (EN9OL-Ia-
1.15).
II. Content:
Subject Matter : Segmentals (Critical Sounds of English)
Strategies : Lecture/Discussion, Role Playing, Dramatic Reading
Materials : Flashcards


(OHSP). A learning material submitted to the Division of Valencia City, p. 5-6.
83 | P a g e
3. Motivation
Task 1.10.1. Say It Right

TO THE TEACHER: You may model these words by uttering the phrases following the
IPA transcription in the second column. The third column contains the correct
transcription.
Filipinos have a way of uttering words which is different from the native
American speaker. A major factor which makes us pronounce these words
differently is our cultural and linguistic background.
Consider the following words/phrases you might hear being spoken either
mistakenly or aesthetically.
Word/Phrase Incorrect Better
is /Is/ /Iz/
these /dis/ /ðiz/
superintendent /ʃupərɪntɛndənt/ /supərɪntɛndənt/
garage /gɑradʒ/ /gærɑʒ/
measure /mɛʃur/ /mɛʒər/
Historically, our abakada developed by the renowned Lope K. Santos has

only 20 letters representing the sounds of the Tagalog language and do not contain
some of the English sounds. In 1987, the Commission of the Filipino Language
(Komisyon ng Wikang Filipino) reformed the Filipino alphabet to the form we know
today in order to accommodate the nuances in spelling and pronunciation of existing
languages in the Philippines. Thus, critical sounds such as /z/ and /dʒ/ are now
represented.
Today, we will learn how to produce some of English sounds that Filipinos
generally have difficulty with:
/s/-/z/ and /ʃ/- /ʒ/
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2. Lesson Proper
Task 1.10.2. Articulation & Orthography of /s/, /z/, /ʃ/, /z/

(In teaching the students to produce the sounds properly, the teacher should go over
the directions for articulation while modelling)
Task 1.10.2a. The Fricative (Sibilant) Sound /s/

I. ARTICULATION
Lips : Parted
Tongue : Sides of tongue blade on tooth ridge; air passes through

narrow groove over tip of tongue.
Soft palate : Raised
Nasal passage : Closed
Vocal cords : Not vibrating
The obstruction : Incomplete
The release : Gradual
II. ORTHOGRAPHY
s - song z - waltz ce - fence

ss - miss sch - schism se - home
c - cent ps - psychology st - Christmas
sc - scent x - /ks/ six
Pronouncing the letter <s> as /z/ or /iz/
1. When <s> is in between two vowel sounds: music, reason, season, cousin, easy, disease
2. When <se> is after a vowel: use, these, lose, cause, choose, phase, tease
Exceptions: promise, house, hose, mouse, lease
3. Pronunciation of the final <s> in plural words and verbs in the third person depend on the
final consonant sound preceding it. The ending is pronounced /s/ after a voiceless sound, it
is pronounced /z/ after a voiced sound, and is pronounced as /iz/ after a sibilant sound.
Source: http://www.englishpronunciationpod.com/podcast_44.html
Task 1.10.2b. The Fricative (Sibilant) Sound /z/

I. ARTICULATION
Lips : Parted
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Tongue : Sides of tongue blade on tooth ridge; air passes through
narrow groove over tip of tongue. The passage between the
center of the tongue and the gum ridge is larger than for /s/
Vocal cords : Vibrating
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II. ORTHOGRAPHY
z - zigzag se - cause x - xylophone

zz - blizzard ss - dissolve sc - discernment
s - was ze - glaze
Task 1.10.2c. The Fricative Sound /ʃ/
I. ARTICULATION
Lips : Protruding
Tongue : Blade spread near tooth ridge and hard palate.
Vocal cords : Not vibrating
II. ORTHOGRAPHY
sh - shade ch - Chicago sch - Schick

s - sure ci - spacious chsi - fuchsia
ti - action ssi - passion sc - Fascist
ce - ocean ss - tissue se - nauseous
xi - anxious
Task 1.10.2d. The Fricative Sound /ʒ/
I. ARTICULATION
Lips : Protruding
Tongue : Blade spread near tooth ridge and hard palate.
Vocal cords : Vibrating
88 | P a g e
II. ORTHOGRAPHY
ge - rouge si - Asia j - bijou

s - pleasure g - regime z - azure
zi - brazier
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C. After the Lesson
1. Evaluation
Task 1.10.3. Sound Search: /s/, /z/, /ʃ/, /z/

Get your copy of the poem Seven Ages of Man by William Shakespeare.
Search the poem for words containing the discussed critical sounds and
write these under the appropriate columns.
Make sure to underline the letter/letters containing the sound.
CRITICAL SOUNDS IN “The Seven Ages of Man”

/s/ /z/ /$/ /g/
(e.g. sooth) (33 pts) (e.g. zoo) (20 pts) (e.g. shoe) (6 pts) (e.g. measure) (1 pt)
stage, exits, shining, shifts, world’s, players, strange

entrances, parts, reputation, shrunk, exits, entrances, his,
acts, seven, first, shank, plays, ages, nurse’s,
nurse’s, schoolboy, childish/childishness arms, this,
satchel, snail, mistress’s, cannon’s,
school, furnace, eyes, wise, saws,
mistress, soldier, instances,
strange, oaths, spectacles,
jealous, seeking, pantaloons, nose,
justice, severe, hose, whistles, sans
saws, instances, so,
sixth, slippered,
spectacles, side,
saved, voice, pipes,
whistles, sound, last,
scene, history,
second, sans, taste
NOTE: This activity can be done both individually, by pair or by groups.
Task 1.10.4. IPA Chart

Be as creative as you can in finishing this task.
A. Research for the symbols of the rest of the English sounds (IPA Chart). You may
search for an infographic or an IPA Chart and mount this in your English
Portfolio/Scrapbook.
B. Transcribe your full name using IPA.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

speech choir.
2. Use the appropriate segmentals (sounds of English) and the suprasegmentals or
prosodic features of speech when delivering lines of poetry and prose in a speech
choir, jazz chants and raps (EN9OL-Ia-1.15)
II. Content:
Subject Matter : Suprasegmentals or Prosodic Features of Speech

Integration : NDEP
Strategies : Lecture/Discussion, Dramatic Reading/Speech Choir/Reader’s Theater
Materials : Flashcards
Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A
learning material submitted to the Division of Valencia City, p. 5-7.
Dorotheo, P. R. Speech Improvement. Cebu City, Philippines, pp. 120-132.
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3. Motivation
(Teacher models a sentence, word or phrase with incorrect stress. For example:
Sing the following lines from popular songs stressing the syllables in capital letters:
Puff, the magic draGOON/ lived by the sea
Welcome to the hotel CaLIfornia/

Such a lovely place, such a lovely place
or
Write student’s names on the board putting the stress on different syllables:
AnamaRIE AnaMArie anaMArie anamaRIE aNAmarie
or
Can you tell me why these sentences seem different?
MY god is an AWEsome GOD

my GOD is an AWEsome GOD
my GOD is an aweSOME god
To be able to properly express our feelings and to convey what we want to

say, we must be able to both produce sounds correctly and use appropriate stress to
words.
Meanings often change if we stress the wrong syllable.
Stress is the relative emphasis that may be given to certain syllables in a

word, or to certain words in a phrase or sentence. In English, stressed syllables are
louder than non-stressed syllables. Also, they are longer and higher pitched.
Source: http://www.learning-english-online.net/pronunciation/stress-and-intonation/
Malicsi, J. (2005). The ELP Series. Quezon City: The Classics Foundation for the English Linguistic
Project
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2. Lesson Proper
Task 1.11.1. A Short Lecture in Pronunciation: Stress

Pronunciation does not only involve knowing the sounds contained in the
words. It also involve prosodic elements like stress and intonation. How we say
something is as important as what we say because:
1. It can change/affect the meaning of a sentence.
2. It can cause misunderstandings.
3. It is as important as your choice of words.
For this lesson, we will focus on word stress. Word stress means putting a
greater emphasis on one syllable of a multisyllabic word. Here are four general rules
to keep in mind about word stress as you practice pronunciation:
1. Stress the first syllable of:
a Most two-syllable nouns
Example: CLImate KNOWledge PROgress PREsent
a Most two-syllable adjectives
Example: FLIPpant SPAcious HANDsome
2. Stress the last syllable of:
a Most two-syllable verbs
Example: reCORD preSENT inCREASE adMIT
anNOUNCE beGIN arRANGE imPRESS
deCIDE ofFEND
3. Usually stress the second last syllable of
a Words ending in –TION, -SION, -CIAN
Example: eduCAtion intuItion concenTRAtion
demonsTRAtion
perMISsion obSESsion muSIcian techNIcian
Exception: TElevision
a Words ending in –IC
Example: ecoNOmic rea-LIS-tic staTEgic meCHAnic
geoGRA-phic draMAtic pessiMIStic acaDEmic
poEtic eLECtric
4. Usually stress the last syllable of
a Words ending in –EE or -OO
Example: kangarOO employEE guarantEE degrEE
shampOO
tattOO tabOO
Exception: comMIT-tee COF-fee
Caution: When in doubt, don’t stress at all. It is better to not put stress on a syllable than
to put stress on the wrong syllable.
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Task 1.11.1. Reading It the Right Way: Stress for Meaning
Fill each column below with words that receive their primary stress (;) in the
indicated syllables. Literature to be used for this exercise is The Seven Ages of Man
by William Shakespeare.
Be sure to capitalize the syllable with the stress.
USING APPROPRIATE STRESS IN “The Seven Ages of Man”

Stress in 1st syllable Stress in 2nd syllable Stress in the 3rd/last
(e.g. séven) (e.g. oblívion) syllable
(e.g. ceremóny)
(at least 17 pts) (6 pts) (2 pts)
1. 18. 24.
2. 19. 25.
3. 20.
4. 21.
5. 22.
6. 23.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Answer Key
women, merely, exits, unwillingly, severe, well-saved, reputation, pantaloon
entrances, many, infant, again, eventful, oblivion
mewling, puking, nurse’s,
whining, schoolboy, satchel,
shining, morning, creeping,
lover, sighing, furnace, woeful,
ballad, mistress’ eyebrow,
soldier, bearded, jealous,
honor, sudden, quarrel,
seeking, bubble, even,
cannon’s, justice, capon,
formal, modern, instances,
slippered, spectacles, youthful,
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manly, turning, toward,
childish, treble, whistles,
history, second, childishness,
everything
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Task 1.11.3. On Dreams: A Dialogue
Divide the class into two (2) large groups.
Assign the part of the “Persian” to Group 1, and the part of the Filipino to
the other group.
Practice reading the poem employing proper word stress. The teacher
models the dialogue first.
On Dreams
Persian : Tell me, do you believe in mirage and dreams?
Filipino : I wouldn’t know much about mirage…but dreams—yes, to a

reasonable measure!
Persian : We would regard dreams as indirect intrusions into man’s

subconscious!
Filipino : You mean that the division between reality and fantasy is not
too well defined?
Persian : We interpret the symbols in one’s visual illusions and usually

get at casual findings.
Filipino : ---or occasional revelations of personality and character.
The two groups swap roles/parts.
While reading teacher should point out mistakenly stressed words and
incorrectly pronounced words.
C. After the Lesson
1. Evaluation
Task 1.11.4. Dramatic Reading

The class will be divided into three (3) large groups.
The teacher will choose the piece the students will use for their
presentation. Here are some suggested literary pieces
o Seven Ages of Man by William Shakespeare
o The Battle with Grendel from Beowulf (Epic)
o NDEP Integration: Poem or Essay about drug abuse prevention
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The students are tasked to prepare a speech choir/jazz chant script out of
the suggested literary pieces.
RUBRICS FOR PERFORMANCE ASSESSMENT
CRITERIA 4 3 2 1
(Excellent) (Satisfactory) (Fair) (Poor)
Focus Effective Good presentation Sustainable Not sustainable

presentation of the of the theme interpretation of the interpretation of the
theme theme theme
Voice (diction Excellent diction Satisfactory diction Fair interpretation Poor interpretation
and vocal and impressive and good use of and sustainable and not
expression) use of vocal vocal expression presentation of the sustainable
expression theme presentation of the
theme
Delivery Excellent Satisfactory Fair presentation Poor presentation

(Interpretation) presentation presentation
Facial Impressive variety Good variety use of Fair variety use of Limited variety use
Expressions use of emotions in emotions in emotions in of emotions in
exemplary way competent way acceptable way developing way
Body Impressive variety Good variety use of Fair variety use of Limited variety use
Movements/ use of movements movements and movements and of movements and
Gestures and unity in unity in competent unity in acceptable unity in developing
exemplary way way way way
Audience Sustained the Sustained the Sustained the Barely sustained

Contact interest and interest and interest and interest and
attention of the attention of the attention of the attention of
audience 90-100% audience 75-89% audience 50-74% audience
of the time of the time of the time
Props and Use and choice of Use and choice of Use and choice of Use and choice
costumes props and props and props and and pros and
costumes is costumes is good costumes is costumes is limited
effective that that attracts the sustainable and and does not
enhances and audience satisfies the satisfy the
attracts the audience audience
audience
Source: http://chomskys3angels.blogspot.com/2013/02/rubricsfordifferentspeaking.html
IV. Remarks:
100 | P a g e
________________________________________________________________________
____________________________________________________________

________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners in a heterogeneous class are
expected to use normal and inverted word order in creative writing.
II. Content:
Subject Matter : Normal and Inverted Word Order
Integration : AP( Egypt’s Pyramid) Values Integration, NDEP
Strategies : lecture discussion, collaborative (pairing)
Materials : PowerPoint presentation
http://medium.com/english-explanations/inverted -word-order-9a49631b5078
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3. Motivation
Task 1.12.1. Pyramids

The teacher will show pictures of a pyramid, the first photo is a normal
pyramid while the other is an inverted one and allows the students to share their
observations.
(Possible answers: pyramid and inverted pyramid)
Then, a question follows, “Does the structure of the pyramid affects its
function?”
(Expected Answer: Yes)
The teacher leads the students to the connection of the pyramid pictures to
the lesson.
A sentence is in natural order when the subject comes before the verb.
Example:
Natural: You + will + never + get the crown again.

(auxiliary (negativ
(subject) + + (predicate)
verb) e word)
In an inverted word order, the verb or part of the verb comes before the
subject. If the sentence begins with negative word, the auxiliary verb comes first
before the subject.
Inverted
Never + will + you + get the crown again.
:
(negative (auxiliary
+ + (subject) (predicate)
word) verb)
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Certain sentence types require inverted word order, in which a verb is
placed before the subject:
 Interrogative sentences (questions)
Example: What is referred to as a complex, and often chronic,

brain disease characterized by excessive drug craving,
seeking, and use?
 Conditional clauses without if
Example: Had I run with the right crowd, I would not have become
addicted to drugs.
 Declarative sentences that begin with negative or restrictive words

such as never, rarely, scarcely, hardly ever, and not only.
Example: Not only is my family very supportive, they are also good
listeners.
2. Lesson Proper
Task 1.12.2. What am I?

Identify whether the following sentences is in the normal or inverted order.
Do it by pair. Use ½ crosswise sheet of paper.
STATEMENT/SENTENCE ANSWER
1. Should inhalants be abused slurred speech, hallucinations and inverted

delusions are experienced by the user.
2. Can drug use lead to abuse? inverted
3. In the Philippines, Marijuana is illegal. natural
4. Drug addicts suffer from frequent mood swings. naturall
5. The drug problem in the Philippines is being addressed by the natural
government.
6. Are drugs legal in Philippines? inverted
7. One of the severe penalties of using illegal drugs is life imprisonment. natural
8. Had I suspected my friend using drugs, I would have talked to him/ her inverted
and let him/her knew I cared.
9. There is that sick feeling abusers feel when the effects of stimulants inverted
wear off
10. Republic Act 9165 or the Dangerous Drugs Act is the blueprint of the natural
Philippine government against illegal drugs.
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Task 1.12.3. Change Me
Write the inverted version of the following sentences in normal word order.
Do it by pair. Use ½ crosswise sheet of paper.
NORMAL ORDER INVERTED ORDER
1. My favorite store is around the corner. Around that corner is my favorite store.
2. I have never seen so many pairs of Never have I seen so many pairs of shoes.
shoes.
3. My backpack is here. Here is my backpack.
4. The student sat in the first row. In the first row sat the student.
5. The floundering ship sank beneath the Beneath the waves sank the floundering
waves. ship
Sank beneath the waves the floundering
ship
C. After the Lesson
Task 1. 12.4 It’s Writing Time!

Students will write at least two paragraphs about the topic assigned to them.
Each paragraph must contain at least five sentences. Underline the sentences which are
written in an inverted order. These are the following topics:
Group 1: How did I Solve My Biggest Problem?
Group 2: My Biggest Achievement as a Student
Group 3: The Most Valuable Gift I have Given
Rubric in evaluating students’ work
CRITERIA 5 4 3 2
Sentences All sentences are 4 sentences are 3 sentences are 1-2 sentences in
in inverted order in inverted order in inverted order inverted order
Organization of Ideas All sentences One sentence Two sentences is Clearly no
have both unity seem unrelated not coherent with organization of
and coherence. the other ideas; unity and
sentences coherence not
observable
Technicality 0-1 error in 2-3 errors in 4-5 errors in Too many errors
grammar, spelling grammar, spelling grammar, spelling in grammar,
and punctuation and punctuation and punctuation spelling and
punctuation
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to use appropriate
punctuation marks and capitalization to convey meaning (EN9G-Iae-1.6/1.7).
II. Content:
Subject Matter : Capitalization and Punctuation
Integration : Values (Self-Expression)
Strategies : Lecture/Discussion, Collaborative Learning, Individual Activity
Materials : PowerPoint Presentation, Video clips, Punctuation marks banner,

Activity Sheets

G. A. B. (2014). “Module 1, Recognizing Roles in Life.” A Journey Through
Anglo-American Literature Learner’s Material, English 9 (First Edition, 2014).
Philippines: Vibal Group, Inc., pp. 18-19
Campomanes, IPJ. (2017). “Module 1, Lesson 1: Recognizing Roles in Life.” A

Simplified Learning Module for English Grade 9 BEC K-12/Open High School
Program (OHSP). A learning material submitted to the Division of Valencia
City, pp. 17-18 (Task 1.8)
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“Punctuation Marks .” Retrieved on February 21, 2019 from
http://grammar.youdictionary.com/punctuation/what/Fourteen-
Punctuation-Marks.html
“Capitalization Rules.” Retrieved on February 21, 2019 from
http://www.youtube.com/watch?v-=24DIKKXy_5Zw

Last time, we tackled about “Normal and Inverted Word Order”. Who would
like to give a generalization about inverted word order?
(Expected Answer: In inverted word order, the verb is placed before the
subject. If the sentence begins with negative word, the auxiliary verb comes first
before the subject.)
Can you give an example?
(Example: Rarely do I watch TV all day.)
Thank you for giving examples. Now, talking about sentences how do you
define a sentence?
(Expected Answer: A sentence is a group of words that expresses a complete
thought and ends with a punctuation mark.)
What are the punctuation marks usually found at the end a sentence?
(Expected Answer: The punctuation marks that end a sentence are period,
exclamatory, and a question mark.)
What else do you notice in a sentence?
(Expected Answer: There is a proper capitalization. The first letter of the
sentence is capitalized.
3. Motivation
(For this activity, teacher should prepare flashcards of different punctuation cards.
Please see PDF attachment. Teacher may add more.)
Task 1.13.1. Who Am I?
. … ! n’ : ‘n’
; – — “n” ? \
What do you think is our topic for today?
(Expected Answer: Our topic today is about punctuation marks and

capitalization)
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Punctuation marks help you find the sensible meaning of what you’re
reading. Clarity of expressions in poetry or prose composition exists if the sentences
are appropriately punctuated and the words are properly capitalized.
2. Lesson Proper
Task 1.13.2. On Using Capitalization and Punctuation Marks

Consider this sample informative article about punctuation.
A SHORT HISTORY OF PUNCTUATION

by Polly M. Robertus
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
WHEREANEWPARAGRAPHBEGANBYUNDERLINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE
THEREADERSSHOULDTAKEBREATH:
THE . ROMANS . MADE . WRITING . MUCH . EASIER .
TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS .
AND . BY . MOVING . THE . FIRST . LETTER . OF. A .
PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY .
ADAPTED . SOME . OF . THE . GREEK . MARKS . SUCH . AS .
THE . COLON . MARK . TO . INDICATE . PHRASE . ENDINGS:
INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD
ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF
ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
EVENTUALLY WORDS WERESEPARATED AGAIN AND
NEW SENTENCES BEGAN WITH A LARGER LETTER
*Hint: Try reading from right to left
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The educational reforms of Charlemagne led to the invention of lowercase
letters which could be written and read much faster. Phrases and sentence endings
were indicated either by ... or by a slash (/).
As time went on writers looked for more ways to clarify meaning/In medieval music
notation they found a way to indicate how a voice should rise or fall at the end of a
sentence or phrase. Can you hear your voice rise at the end of a question? Our
question mark came directly from medieval music notation. When a long sentence
broke in the middle > they put a new mark that became our semi colon and colon.
The hyphen appeared as two lines (=) instead of one.
Around A.D. 1500 the indented paragraph appeared, as did the comma and period
as we know them. Printers of the Renaissance invented new marks like the
exclamation points and quotation marks. By that time, people were commonly
reading silently, and punctuation came to depend more on grammatical groups than
breath groups. (Parentheses and dashes appeared with the advent of printing.)
By the end of the seventeenth century, our punctuation system was in place for the
most part, though sometimes details varied. Just think, though: After only a few
lessons in school—and with lots of practice reading and writing—you can boast that
you’ve mastered a system that took westerners many centuries to develop.
Task 1.13.2a Revealing the Message
 Divide the class into four (4) groups.
 Let the students go through the text again and rewrite the selection in one
whole sheet of manila paper to get the hidden message about the history of
punctuation. (Teacher may also reproduce the worksheet attached)
o Make sure to rewrite line by line
 Key to Corrections: (See Powerpoint Presentation for Instructions)
o There are about 150 words in the text, which means you have also
150 points total.
o One mistake in these areas would mean point deductions:
 Missing or improper punctuation 1 pt each

 Misspelling 1 pt each
 Improper capitalization 1 pt each
 Lines not matching (for carelessness) 5 pts per line
 After 10 minutes of rewriting, read again the entire article.
 The teacher processes the students answer and guide them in knowing the
importance of punctuation marks and proper capitalization by giving
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emphasis on the difference of reading it from the original form and from the
rewritten one.
Guide Questions:
1. What is the article all about?
2. What punctuation marks are described in the article?
3. What problems in writing and reading are caused by improper use of

capitalization and punctuation marks?
4. Are these problems encountered even in today’s word? Cite a

situation/event.
5. How do we solve such problems?
C. After the Lesson
1. Evaluation
Task 1.13.3. Checking Its Veracity

Direction: Write T is the sentence is true and F if otherwise.
1. Greeks changed to a way of writing that favored the left- handed people. F
2. Aristophanes invented marks to show where the readers should take breath. T
3. The Greeks put dots between words to make writing much easier. F
4. The Romans move the first letter of a paragraph into the left margin. T
5. Aristophanes is a Greek playwright. T
6. Colon mark is one of the Roman marks used to indicate phrase ending. F
7. In the educational reforms of Charlemagne, lowercase letters were invented. T
8. Endings of phrase and sentences were indicated by ellipsis or by a slash. T
9. The slash came directly from medieval music notation to indicate a question. F
10. The Greeks showed where a new paragraph began by underlining the first line. T
112 | P a g e
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

punctuation marks and capitalization to convey meaning (EN9G-Iae-1.6/1.7)
II. Content:
Subject Matter : Capitalization
Integration : Science
Materials : Presentation Slides, Worksheets

G. A. B. (2014). “Module 1, Lesson1: Recognizing Roles in Life .” A Journey
Edition, 2014). Philippines: Vibal Group, Inc., pp. 18-19,

City, pp.
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https://grammar.yourdictionary.com/capitalization/free-capitalization-
worksheet.html

https://www.youtube.com/watch?v=RZtvW2MUz1k
Can anyone share to the class what you have learned yesterday?
(Expected Answers: We rewrote an informative article about punctuation)
3. Motivation
Source: https://www.poetrysoup.com/poem/capitalization_364054
What are the guidelines in having proper capitalization in writing?
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2. Lesson Proper
Task 1.14.1. Rules in Capitalization
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1. Capitalize the first letter
in a sentence or speech.
2. Always capitalize the “I”

personal pronoun.
3. Always capitalize the

first letter of the days of
the week and months of
the year.
4. Capitalize the first letters

of countries, nationalities
and languages.

of towns, states,
continents, and other
geographical divisions.

of rivers, lakes, canals
and mountains.
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of monuments,
buildings, streets, and
C. After the Lesson
Task 1.14.2. Caps It!

Distribute the capitalization worksheet to be answered by the students or print
the attached worksheet
Capitalization Worksheet
The following worksheet provides you with ten sentences with no capital
letters at all. Identify which letters should be capitalized, and then use the answer
key to check and see if you are correct and if you get them all.
1. i visited mr. smith, the chairman of the board, on september 10.
I visited Mr. Smith, the chairman of the board, on September 10.
2. president smith gave a speech in which he said "resigning is not an

option."
President Smith gave a speech in which he said, “Resigning is not an option.”
3. may i visit the oval office, mr. president?
May I visit the Oval Office, Mr. President?
4. he loved the book, which was called "a day in france."
He loved the book, which was called “A Day in France.”
5. the federal bureau of investigations (f.b.i.) looks into crimes, and the
bureau also protects america.
The Federal Bureau of Investigations (FBI) looks into crimes, and the Bureau
also protects America.
6. i am originally from the south but i drove north now i live in the north.
I am originally from the South but I drove North now I live in the North.
7. my courses this semester include english, science, and math 100.
My courses this semester include English, Science, and Math 100.
8. the state board collects state and federal taxes.
The State Board collects state and federal taxes.
9. september and october are the prettiest months of autumn.
September and October are the prettiest months of autumn.
10. the book, "the big red dog" is a hit among children: they enjoy reading
about the dogs adventures.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

punctuation marks and capitalization to convey meaning (EN9G-Iae-1.6/1.7)
II. Content:
Subject Matter : Punctuation Marks
Integration : Values: Self- Expression
Materials : PowerPoint Presentation, Video clips, Punctuation marks banner,

Activity Sheets


City, pp. 17-18, 44-47, 59-62 (Task 1.8)
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http://www.youtube.com/watch?v-=24DIKKXy_5Zw
Ask anybody from the class to give a short recap about the previous topic.
 What is the essence of using punctuation marks in writing?
(Expected Answer: Punctuation marks help to find the important meaning

from the written text.)
 How does the capitalization of letters affect the process of reading?
(Expected Answer: There is clarity of expressions in the composition is

observed especially if the sentences are appropriately punctuated and if the
words are capitalized properly.)
3. Motivation
Task 1.15.1. Why Punctuate?

Differentiate the two sets of sentences:
SET A SET B
 Jian said I am good in class.  Let us cook Dad.

 Jian said, “I am good in the class.”  Let us cook, Dad.
(NOTE: Guide the students to understand the different punctuation marks and their
usage)
Do you notice the difference between the sentences?
(Expected Answer: Punctuation marks may change the meaning of the

sentence if improperly used.)
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1. Introduction of the Topic/Lesson
The punctuations we are going to tackle today are the following:
(NOTE: It is highly suggested for teachers to make presentation slides for this lesson)
Punctuation is a commonly accepted set of symbols used in writing to

convey specific directions to the reader.
2. Lesson Proper
Task 1.15.2. The Colon (:) and the Semicolon (;)

Among the confusing punctuations are colons and semicolons. Do you know
when to use these punctuations?
Uses of Colon
1. Use a colon to introduce a list, quote or statement that you want to draw
attention to in a complete sentence.
This weekend, we will attend a variety of events: a concert, a fair, a football

game, and church.
2. Use a colon to separate numbers in various instances, such as time (12:30:01

a.m.), a ratio (2:1), or a scripture (John 3:16).
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3. Use a colon to separate a title from a subtitle in a book, lecture, or other body of
work.
Home: A Novel
4. Use a colon in memos or after a salutation in a formal/business letter.
To Whom It May Concern:
TO: John Adams

FROM: Eve Maybury
DATE: June 29, 2008
SUBJECT: June’s Meeting
5. Use a colon after a summarizing word.
Example: babies Answer: chicken
6. Use a colon in dialogue writing, such as in a script.
Lady Macbeth : Help me hence, ho!

Macduff : Look to the lady.
Uses of Semicolon
1. Use a semicolon to separate two complete, but related sentences.
I asked Mary to go to the game with me last week; she told me no.
2. Use a semicolon to separate two, often contradictory, complete sentences with

a conjunctive adverb like however or therefore.
Sherry and I went to the movies earlier today; however, we missed the film that we wanted
to see.
3. Use a semicolon in in a series, usually when the series calls for multiple commas
that could confuse the reader.
The county high school’s homecoming court include: Sandy May, senior; Tiffany
Bills, junior; Leslie Maddox, sophomore; and, Lisa June, freshman.
Do you capitalize after colon or semicolon?

As a general rule, you should not capitalize a word after a colon or semicolon unless it is a proper
direct quotation.
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Task 1.15.2a Exercise/Drill: Colon & Semicolons
Rewrite the following sentences with the correct punctuation (comma,

colon and semicolon). You may also insert a period and capitalize where necessary.
1. My sister excels at art I can barely draw a straight line.
My sister excels at art; I can barely draw a straight line.
2. The Old Testament reading came from Psalms 1305
The Old Testament reading came from Psalms 130:5.
3. We studied a number of classical literary pieces all of it were great reads.
We studied a number of classical literary pieces; all of it were great reads.
4. Warning pull the plug after you finish using the iron.
Warning: Pull the plug after you finish using the iron.
5. I read Caring for the Livestock A Guide for Beginners.
I read Caring for the Livestock: A Guide for Beginners.
6. I live in Purok 14 Poblacion Valencia City Bukidnon.
I live in Purok 14, Poblacion, Valencia City, Bukidnon.
7. Walking home from the store I found an injured frightened cat.
Walking home from the store, I found an injured, frightened cat.
8. The movie starts at 730 p.m.
The movie starts at 7:30 p.m..
9. A cloudless blue sky dawned that morning however rain was expected.
A cloudless, blue sky dawned that morning; however, rain was expected.
10. Today the most difficult yoyo trick is the whirlwind it requires performing inside
and outside loop the loops.
Today, the most difficult yoyo trick is the whirlwind; it requires performing
inside and outside loop the loops.
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Task 1.15.3. Bite the Dash (—)
Study the following sentences below. Notice that they are punctuated with a
dash (―)
1. When in 1960 the stockpile was sold off—indeed, dumped as surplus—natural

rubber sales were hard hit. –Barry Commoner
2. The presentations—and especially the one by Ms. Ramos—impressed the

audience.
3. Oil, steel, and wheat—these are the sinews of industrialization.
4. My foot is on my native heath... –Sir Walter Scott
5. Your question—it was your question, wasn’t it, Mr. Jones?—just can’t be
answered.
Studying the examples above, what are some uses of the dash?
(NOTE: Teacher may use the presentation slides included in this package)
Task 1.15.3a Write a Dash
Using the rules you inferred from the previous activity, let us now practice
using the dash. For this exercise, punctuate the sentences below with a dash.
1. I am under the impression that she has no instruction at all and doesn’t need
any.
I am under the impression that she has no instructions at all—and doesn’t

need any.
2. Strauss favors as does sotto voce the Administration the early admission of
Russia to the International Monetary Fund.
Strauss favors as does—sotto voce—the Administration the early admission

of Russia to the International Monetary Fund.
3. To feed, clothe, and find shelter for the needy these are real achievements.
To feed, clothe, and find shelter for the needy—these are real achievements.
4. The motion was then tabled that is, removed indefinitely from consideration.
The motion was then tabled—that is, removed indefinitely from

consideration.
5. If we don’t succeed and the critics say we won’t then the whole project is in
jeopardy.
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If we don’t succeed—and the critics say we won’t—then the whole
project is in jeopardy.
6. We ordered tuna pies that’s what you wanted, right? to be served this
afternoon.
We ordered tuna pies—that’s what you wanted, right? —to be served this
afternoon.
7. You said and I distinctly remember you saying so that you wanted to be an
entrepreneur.
You said—and I distinctly remember you saying so—that you wanted to be an

entrepreneur.
8. Internet games, selfies, and the social media these may be addictive if
unsupervised.
Internet games, selfies, and the social media—these may be addictive if

unsupervised.
9. Caffeine as does marijuana keeps people alert if taken in small doses but is
addictive.
Caffeine—as does marijuana—keeps people alert if taken in small doses but is

addictive.
10. It is of my opinion and I suppose everybody else’s, too that she is a most
beautiful muse.
It is of my opinion—and I suppose everybody else’s, too—that she is a most

beautiful muse.
Task 1.15.4. Type the Hype (-)

Study these hyphenated words:
1. anti-inflammatory 6. one hundred thirty-eight
2. over-the-counter 7. a two-thirds majority of the vote
3. a come-as-you-are party 8. pages 40-98
4. a six- or eight-cylinder 9. the New York-Paris flight

engine
10. Cutting a word by syllabi-cation is
5. the ruling-passion of his called hyphenation
life
From the examples above, when do you use a hyphen?
(NOTE: The teacher may also use the attached presentation slides for discussion)
Task 1.15.4a Let’s Hype

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Punctuate the words/phrases below with a hyphen.
1. coopted
co-opted
2. good for nothing
good-for-nothing
3. She has gray green eyes
She has gray-green eyes
4. pre and post adolescent trauma
pre- and post-adolescent trauma
5. forty five
forty-five
6. pp. 65 69 (pages 65 through 69)
pp. 65-69
7. A one hundred year old painting
A one-hundred year old painting
8. Office of the Vice President of the Philippines
Office of the Vice-President of the Philippines
9. She is a milk and water miss.
She is a milk-and-water miss.
10. a student of Anglo American literature
a student of Anglo-American literature
C. After the Lesson
1. Reading Assignment
Research for a copy of Mother to Son by Langston Hughes. (Teacher may use
the attached PDF file for reproducible copies)
Teacher may also give bonus points to students who secure a copy for
themselves. Encourage students to mount poem in their Portfolio.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

punctuation marks and capitalization to convey meaning (EN9G-Iae-1.6/1.7).
II. Content:
Subject Matter : Punctuation Marks (Contractions, Ellipsis, Quotation Marks)
Integration : (What specific skill in particular learning area)
Materials : Presentation Slides, Worksheets


City, pp. 75-76, 84, 92.
Punctuation marks. https://www.slideshare.net/mapadisu/punctuation-marks-

exercises?from_action=save
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Can anyone share to the class what have been discussed so far?
(Expected Answer: We have learned about the usage of colons, semicolons,

dash and hyphen.)
3. Motivation
Task 1.16.1. The Rubber Band

(With a rubber band, demonstrate the concept of expanding and
contracting.)
Contracting words is much like letting go of a stretched rubber band. When

you stretch the rubber band, it expands and the band is longer. When you let it go,
it contracts and, thus, becomes shorter.
Read the following quotation which relates to the message of Mother to Son
by Langston Hughes (the poem given to you as assignment in the previous lesson).
“Our struggles, efforts to face difficulties in life,

sacrifices, charity and fervent prayers are the seeds of our
success. To be strong for storms that last not fore’ver as
seasons change with God in control keep us standin’.”
Look closely at the two underlined words.
 What do they have in common?

 What punctuation mark is used in each of them?
 What do you call the expressions that use apostrophe in place of

an omitted letter(s)?
Today, we will not only learn contractions, but we will also tackle quotations
and ellipsis.
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2. Lesson Proper
Task 1.16.2. Contractions Poster

(Note: For this lesson, the teacher may reproduce the contractions poster. See
attached PDF file)
A contraction is formed by removing a letter or letters from an expression

and replacing the missing letters with an apostrophe.
The most common type of contraction involves verbs.
Source: https://blog.maketaketeach.com/wp-content/uploads/2014/10/Contractions-Poster.pdf
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Contractions should be used sparingly in formal writing. Reserve them for
those times when they are necessary for the flavor of the dialogue. In other cases,
write out words.
Contractions with Numbers and Poetry. A contraction used in informal writing is

one for the name of the year. EXAMPLES: the class of ’83 the blizzard of ‘88
Another type of contraction is occasionally found in poetry (poetic

contractions). Poetic contractions suggesst a different culture, language use and
other nuances of language.
EXAMPLES: e’en (for even) o’er (for over)
Contractions with o’, d’, and I’. These letters followed by an apostrophe make up
the abbreviated from of the and the as they are spelled in different languages.
These contractions are used more often with surnames. EXAMPLES: o’clock
O’Sullivan d’Martino l’Abbe
Contractions with dialogues. When writing dialogue, contractions may be used to

capture speaking style.
EXAMPLES: ‘Tis a long way you’ll have to be goin’
Don’ you be afoolin’ me.
CAUTION: Overuse of the apostrophe reduces its effectiveness.
Task 1.16.2a. “Mother to Son” by Langston Hughes
Source: The Collected Poems of Langston Hughes (Vintage Books, 1994)
Find the contractions in the poem Mother to Son by filling out the table
below:
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LINE # POETIC CONTRACTION TRANSLATES AS…
1 I’ll I will
2 ain’t is not, am not; “has not been”
3 it’s it is
9 I’se literal: “I is”
a-climbin’ climbing
10 reachin’ reaching
landin’s landings
11 turnin’ turning
12 goin’ going
14 don’t do not
16 ‘Cause Because
Task 1.16.2b. To Use or Not to Use: A Short Exercise
Imagine that you are an editor for your school paper. In five (3) minutes,
correct each error in the use of contraction and possessive pronoun. To edit, cross
out the erroneous word(s) and write the correct form on the space above the word
itself.
1. Who’se it’s author?
Who’s its author?
2. Have you accepted they’re opinion about coping challenges?
Have you accepted their opinion about coping challenges?
3. Their here to demonstrate they’re understanding.
They’re here to demonstrate their understanding.
4. It’s too late for you to go they’re.
It’s too late for you to go there.
5. They’re here to stay and its about time too.
They’re here to stay and it’s about time, too.
Task 1.16.3. On Using Quotation Marks

Quotation marks (“ ” or ‘ ’) are used to enclose the exact words of the
speaker/persona. Commonly used in narrative prose, these can also be found in
dramatic or narrative poems.
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Study closely these lines:
1
They say, “Time assuages.”
―Emily Dickinson, Verse 13
He met a pilgrim shadow― 2

“Shadow,” said he,
“where it can be―
This land of El Dorado?”
―Edgar Allan Poe, El Dorado
Questions to Ponder:
 How are the quotation marks used in Verse No. 1? In Verse No. 2?
 Where are they (open and close quotation marks) positioned in the
sentences?
 What are enclosed in quotation marks?
 How do the uses of the quotation marks in Verse No. 1 differ from Verse
No. 2?
 When do we use a set of single quotation marks (‘ ’)?
 What are the other uses of quotation marks?
Task 1.16.4. On Using Ellipsis

Ellipsis (...) is also a part of everyday conversation. It’s normal that one
speaker may cut off what he/she is saying, another speaker may trail off, or his/her
train of thought may wander. The use of ellipsis makes the conversation natural and
realistic even in poems.
Look at the statements below. What is common to these expressions?
1. Share your talents...

2. Aaaahhh...you’re interested
3. Yippeee...We can help.
The ellipsis are punctuation marks that are used to show that something has
not been expressed. It usually indicates any of the following:
 Words that have been left out of a quotation.

 Words that are being thought of instead of spoken.
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 A series that continues beyond the items mentioned.
 Time passes or action occurs in a narration.
(Note: The teacher may also use the attached presentation slides for discussion)
Task 1.16.4a On Using Ellipsis
Rewrite each sentence by omitting text and using ellipsis. Be sure to

maintain the main idea.
Example: The parade had clowns, floats and a brass band, which wore blue
uniforms.
The parade had clowns, floats, and a brass band…
1. We were cautioned by the 9th grade class adviser Mrs. Cruz not to run in the
halls.
We were cautioned by…Mrs. Cruz not to run in the halls.
We were cautioned by the 9th grade class adviser not to run in the halls.
2. The important statement to make, and I cannot say it too often, is that music
and art are salient in a culture.
The important statement to make…is that music and art are salient in a culture.
3. He couldn’t run fast enough, although he tried with all his might, to catch the
carriage as it traveled down the road.
He couldn’t run fast enough…to catch the carriage as it traveled down the road.
He couldn’t run fast enough…to catch the carriage….
4. When we think about it carefully, and we should be careful to think about it, the
use of pronunciation is a science and an art.
When we think about it carefully…the use of pronunciation is a science and an
art.
…the use of pronunciation is a science and an art
5. The children played on all the playground equipment including the swings, the
slide, the monkey bars, and the merry-go-round.
The children played on all the playground equipment….
The children played on…the swings, the slide, the monkey bars, and the merry-
go-round.
C. After the Lesson

1. Evaluation
Task 1.16.5. Capitalize and Punctuate Me, Please
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perhaps you do not always need to use commas periods colons etc to make
2. Enrichment Activity
Task 1.16.6. Write Me A Story

 Let the students work in pairs or individually (according to the preference of
students).
 The students will write a fan fiction or spin-off of any of their favorite
stories.
 Let them decide their own title.
 Decide on a reasonable deadline.
 Students will be graded according to the following rubrics:
Punctuation Rubric
Source: https://www.google.com/url?q=http://www.cpalms.org/Uploads/resources/37983/1/6/docs/Punctuation%
2520rubric.pdf&sa=U&ved=0ahUKEwiVhZytjePhAhXVW3wKHQFaCYAQFggEMAA&client=internal-uds-
cse&cx=partner-pub-5781527619515485:9558497883&usg=AOvVaw2IDsc8RuxX54hS2vF3_m20
IV. Remarks:
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________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
140 | P a g e
I. Objectives:

At the end of the lesson, 75% of the learners are expected to use interjections to
convey meaning (EN9G-Iai-18).
II. Content:
Subject Matter : Interjections
Integration : Values Education (Self-Expression)
Strategies : Lecture/ Discussion Individual/ Pair Activity, Brainstorming, Role Playing
Materials : Strips of papers with examples of interjections and their functions

G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through Anglo-
American Literature Learner’s Material, English 9 (First Edition). Philippines:
Vibal Group, Inc., p. 34
141 | P a g e
3. Motivation
Task 1.17.1. Finding Partner

Ten (10) volunteer students will be given strips of papers with examples of
interjections in it, while another 10 students will have strips with their
corresponding functions.
They will match each strip for them to gain points. The first pair with correct
answers will get 10 points and so on.
The following interjections will be used: (Teacher may add more)
INTERJECTION FUNCTION
Aw! used to express mild disappointment

Wow! used to show that you are very surprised
Ouch! used to express sudden pain
Yuck! used to express disgust
Huh? used at the end of statement to ask whether
someone agrees with you
Oh… used in response to physical sensation
Ah… used to express pleasure, relief, etc.
Eh… used to ask someone to repeat something
Uh… used to express hesitation
Shh! used to tell someone to be quiet
(Source: Merriam-Webster Dictionary)
What is an interjection?
An interjection is a spoken word, phrase or sound that expresses sudden or

strong feeling.
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Expressing one’s feeling is important to avoid stress that will cause physical,
mental and emotional burdens. So better shout it out than keeping it and be ruined.
2. Lesson Proper
Task 1.17.2. Shout Out!

Other students who did not participate in the preliminary activity will be
called, still in pair and do the following:
Directions:
Think of a situation that may use the given interjections. You are also
encouraged to provide other interjections aside from those mentioned
earlier. Please avoid vulgar situations or expressions.
Presentation will follow.
C. After the Lesson
1. Evaluation
Task 1.17.3. Complete Me

On a one-fourth sheet of paper, write the correct interjection for the
following sentences. Choose your answers from the interjections inside the box.
Oh, no! Congrats! Oops! No!

Wow! Goodness gracious! Well! OMG!
Shhh! Oh, dear! Really?! What?!
1. ______ I forgot my wallet. Oh no!

2. ______ Please keep quiet. Shhh!
3. ______ I have made such a bad thing. Goodness Gracious!
4. ______ We are going to Cebu next week. Well!
5. ______, I agree to what they say. Yes
6. ______ The weather has not changed since last week. Oh dear!
7. ______ We won the game. Wow!
8. Do you think she’s worth fighting for? Really?
9. I don’t know about that. Oops!
10. You finally got your visa. Congrats!
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
144 | P a g e
________________________________________________________________________
____________________________________________________________
I. Objectives:

At the end of the lesson, 75% of the learners are expected to analyze literature
as a means of discovering self (EN9LT-Iab-14)
II. Content:
Subject Matter : The Battle with Grendel (from Beowulf)
Integration : Values Education (Self-Discovery)
Strategies : Audio-visual presentation, Recitation
Materials : Audio clip of the song Hero by Maria Carey,

Video clip of Beowulf

Vibal Group, Inc., pp. 34-38.
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https://www.youtube.com/watch?v=tLFfXTwdVbY
https://www.youtube.com/watch?v=hm5CN8xSZK
III. Learning Tasks/Procedure
3. Motivation
Task 1.18.1 What is a Hero?

Students will listen to the song Hero by Mariah Carey.
(Source: https://www.youtube.com/watch?v=ExNx4m4OXbE)
Task 1.18.2. The Hero In Me

1. Students write their strengths and weaknesses through columns. A for their
strengths and B weaknesses.
MY STRENGTHS MY WEAKNESSES
2. Call 2-3 students to share their output to the class.
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Beowulf is the oldest surviving manuscript by an Anglo-Saxon in 1000 AD

and is considered one of the most important books in Anglo-Saxon literature.
This epic poem is written in Old English and would most likely be
unrecognizable to a modern reader.
Beowulf has been featured in many novels, films and even computer games.
However, the stories in these varies from its original written form.
(Source: https://beowulfguay.wordpress.com/fun-facts/,
https://www.coursehero.com/lit/Beowulf/things-you-didnt-know/,
https://www.aresearchguide.com/beowulf-key-facts.html)
2. Lesson Proper
Task 1.18.3. Beowulf: A Plot Summary
1. A plot summary on Beowulf will be presented. (Please see attached PDF file
for plot summary of Beowulf)
2. A short video clip on important events happened in the adventures of

Beowulf will follow.
(Source: https://www.youtube.com/watch?v=hm5CN8xSZKI)
C. After the Lesson
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1. Evaluation
Task 1.18.4. Illustrate the Creations

Based on the poem, how do you imagine the entities in the poem? Describe
each based on what is said in the text and based on how you imagined each.
Entities Description from the Text Your Own Description
Heorot
Hrothgar
Grendel
Beowulf
Task 1.18.5 Beowulf vs. Contrast

Fill out the Venn Diagram to show the similarities and differences of Beowulf
and Grendel. (Individual Activity)
Beowulf Grendel
Rubrics in Rating the Individual/ Group Output
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5 4 3 2
Criteria Excellent Very Good Poor
Good
1. Composition (ideas are well

organized; capitalization and proper
punctuation is applied)
2. Voice and manner (loud, clear tone,

timing and relaxed)
Teacher’s Comments:
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
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V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to explain how the
elements specific to a selection build its theme (EN9LT-Ib-14.2).
II. Content:
Subject Matter : Theme
Integration :
Strategies : Individual/Group Activity, Lecture/Discussion, Powerpoint presentation,

Brainstorming
Materials : Fact sheets, Grade 9 Learner’s Materials

Vibal Group, Inc., pp. 40
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3. Motivation
Task 1.19.1. Unlocking the Lesson

Watch this short video clip.
(Source: https://www.youtube.com/watch?v=L0MK7qz13bU)
1. What is the main focus of the song?
2. What do you think is the purpose of the song?
Task 1.19.2. What is a Theme?

It is the main subject that is being discussed or described in a piece of
writing, a movie, etc.
As a literary device, theme is the central topic or idea explored in a text.

Usually the theme of a work of literature can be stated in one word, such as “love”
or “solitude.” A work of literature can, and often does, have more than one theme.
The theme is generally not stated explicitly in the text, but instead is expressed
through the characters’ actions, words, and thoughts.
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Theme is:
 the central, underlying, and controlling idea or insight of a work of
literature.
 the idea the writer wishes to convey about the subject—the writer’s
view of the world or a revelation about human nature
Theme is NOT:
 expressed in a single word
 the purpose of a work
 the moral
 the conflict
All works of literature contain some sort of theme. Themes are generally
universal in nature, and relate to the condition of being human. The theme in a work
of literature crosses boundaries and makes a story meaningful to people to any
culture or age. While readers may not understand all the references and language in
a book from a different time period or culture, the theme of the novel is what makes
it comprehensible.
To determine the theme of a book, you should select a word that expresses
the subject of your book. Try to expand that word into a message about life.
Source: http://www.thoughtco.com>common-b,
https:/en.m.wikipedia.org>wiki>Them…
2. Lesson Proper
Task 1.19.3. 10 of the Most Common Book Themes

1. Judgment - Possibly one of the most common themes is judgment. In these
books, a character is judged for being different or doing wrong, whether the
infraction is real or just perceived as wrongdoing by others. Among classic
novels, we can see this in "The Scarlet Letter," "The Hunchback of Notre Dame,"
and "To Kill a Mockingbird." As these tales prove, the judgment does not always
equal justice, either.
2. Survival - There is something captivating about a good survival story, one in
which the main characters must overcome countless odds just to live another
day. Almost any book by Jack London falls into this category because his
characters often battle nature. "Lord of the Flies" is another in which life and
death are important parts of the story. Michael Crichton's "Congo" and "Jurassic
Park" certainly follow this theme.
3. Peace and War - The contradiction between peace and war is a popular topic for
authors. Quite often, the characters are gripped in the turmoil of conflict while
hoping for days of peace to come or reminiscing about the good life before the
war. Books such as "Gone With the Wind" show the before, during, and after of
war, while others focus on the time of war itself. Just a few examples include
"All Quiet on the Western Front," "The Boy in the Striped Pajamas," and "For
Whom the Bell Tolls."
4. Love - The universal truth of love is a very common theme in literature and you
will find countless examples of it. They go beyond those sultry romance novels,
154 | P a g e
too. Sometimes, it is even intertwined with other themes. Think of books like
Jane Austen's "Pride and Prejudice" or Emily Bronte's "Wuthering Heights." For a
modern example, just look at Stephenie Meyer's "Twilight" series.
5. Heroism - Whether it is false heroism or true heroic acts, you will often find
conflicting values in books with this theme. We see it quite often in classical
literature from the Greeks, with Homer's "The Odyssey" serving as a perfect
example. You can also find it in more recent stories such as "The Three
Musketeers" and "The Hobbit."
6. Good and Evil - The coexistence of good and evil is another popular theme. It is
often found alongside many of these other themes such as war, judgment, and
even love. Books such as the "Harry Potter" and "Lord of the Rings" series use
this as the central theme. Another classic example is "The Lion, The Witch, and
The Wardrobe."
7. Circle of Life - The notion that life begins with birth and ends with death is
nothing new to authors -- many incorporate this into the themes of their books.
Some may explore immortality such as in "The Picture of Dorian Gray." Others,
such as Tolstoy's "The Death of Ivan Ilych," shock a character into realizing that
death inevitable. In a story like F. Scott Fitzgerald's "The Curious Case of
Benjamin Button," the circle of life theme is turned completely upside down.
8. Suffering - There is physical suffering and internal suffering and both are popular
themes, often intertwined with others. A book such as Fyodor Dostoevsky's
"Crime and Punishment" is filled with suffering as well as guilt. One like Charles
Dickens' "Oliver Twist" looks more at the physical suffering of impoverished
children, though there is plenty of both.
9. Deception - This theme can also take on many faces as well. Deception can be
physical or social and it's all about keeping secrets from others. For instance, we
see many lies in "The Adventures of Huckleberry Finn" and many of
Shakespeare's plays are centered on deception at some level. Any mystery novel
has some sort of deception as well.
10. Coming of Age - Growing up is not easy, which is why so many books rely on a
"coming of age" theme. This is one in which children or young adults mature
through various events and learn valuable life lessons in the process. Books such
as "The Outsiders" and "The Catcher in the Rye" use this theme very well.
Source: www.literarydevices.com>theme
Identifying the Theme in Five Steps

1. Summarize the plot by writing a one-sentence description for the exposition,
the conflict, the rising action, the climax, the falling action, and the
resolution.
2. Identify the subject of the work.
3. Identify the insight or truth that was learned about the subject. • How did
the protagonist change? • What lesson did the protagonist learn from the
resolution of the conflict?
4. State how the plot presents the primary insight or truth about the subject.
5. Write one or more generalized, declarative sentences that state what was
learned and how it was learned.
Source: www.readwritethink.org>files>lesson 800
C. After the Lesson
Task 1.19.4. Themes in Beowulf
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1. The class will be divided into groups with three (3) members.
2. Each group will identify the themes presented in the story of Beowulf.
3. After the allotted time, two representatives will be called to present their
output.
Task 1.19.5. What’s your Answer?

After getting the two major characters, Beowulf and Grendel, get to understand
the poem better by answering the questions that follow.
1. Why did Beowulf go to Heorot?
2. Did he achieve his goal? Prove tour point.
3. What happened to Grendel after the fight?
4. What did King Hrothgar do to Beowulf?
5. How do this part of the epic poem Beowulf end?
6. If you were one of the Geats, what would you tell or give to Beowulf? Why?
7. Who among our present superheroes would you liken Beowulf to? Why?
8. What strengths did Beowulf put to use in his epic poem?
9. What are your strengths? How do you use them?
10. Give at least three reasons why you like or not like the epic poem Beowulf.
Rubrics in Rating the Individual/Group Output
4
5 3 2
Criteria Very
Excellent Good Poor
Good
1. Composition (ideas are well
organized; capitalization and proper
punctuation is applied)

timing and relaxed)
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

________________________________________________________________________
____________________________________________________________
__________________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
I. Objectives:

At the end of the lesson, 75% of the learners are expected to produce the
correct beat and rhythm in delivering jazz chants and raps (EN9-lc- 3.1).
II. Content:
Subject Matter : Beat and Rhythm in Song Compositions
Integration : MAPEH (Beat and rhythm in song compositions),

Mathematics (Use of numbers in determining the beat)
Strategies : Activity Sheets, Laptop, OHP, Powerpoint presentation
Materials :

Vibal Group, Inc.

158 | P a g e
24.
https://ischoolsfritzie.wordpress.com/2010/07/22/tidbits-on-jazz-chant/
https://www.teachingvillage.org/2010/05/23/how-to-create-a-jazz-chant/
http://www.answerbag.com/qview/1729645#ixzz2RAKtdlOkJazz
https://www.youtube.com/watch?v=9I7k30RASO8
3. Motivation
Task 1.20.1. The Hungry Monkeys Song

Show a video clip of a sample jazz chant. (Teacher may also use the video
clip attached with this package)
Source: https://www.youtube.com/watch?v=9I7k30RASO8
Ask the students 2-3 follow-up questions
Task 1.20.2. The Jazz Chant
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A jazz chant is really just exercises where words and short phrases are
repeated rhythmically to music. You could say that it is spoken American English
with an awareness of natural rhythms.
A jazz chant has a four-beat rhythm: 1, 2, 3, 4. Each beat will be either a

stressed word (or syllable) or clap (or tap or pause). The first beat is the first stressed
word, which may not be the first word.
Jazz Chants are exercises when students repeat rhythmically words and
short phrases to music. Almost anything can be jazz chanted. If you got the rhythm
correct, you can’t help but move because of its rhythm.
This rhythmic quality in jazz chants is its distinguishing mark from speech
choir. Speech choir is merely reciting a piece. Jazz Chant is delivering a piece in a fast
rhythm. It is almost like rap.
It should be remembered, however, that the delivery should not become a

rap. To deliver a piece correctly, one should not cut or pause word for word to
create emphasis.
Voices in the Jazz Chant
Light voice Used if the piece calls for happiness or a young persona
speaking
Medium voice Recommended for refrains or lines that have to be repeated;

and, those lines where neither the light or the dark voices are
appropriate
Dark voice Used for mourning or sad connotations or when the persona of
the piece is an old person.
2. Lesson Proper
Task 1.20.3. Simple Jazz Chants for Practice

Here are some examples of some simple jazz chants by Penny Ur, an English
professor, taken from Carolyn Graham’s book Jazz Chants and Small Talk: More Jazz
Chants.
Task 1.20.3a Jazz Chant 1
SUNday, Monday, TUESday, WEDNESday, THURSday,

Friday, SATurday (clap)
Task 1.20.3b Jazz Chant 2
ZEBra, ELephant, COW (clap)

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ZEBra, ELephant,
ZEBra, ELephant,
Task 1.20.3c Jazz Chant 3
Do you like DANCing? YES, I DO!

Do you like DANCing? YES, I DO!
SHE likes DANCing, SHE likes DANCing,
I like DANCing, TOO!
Do you like TALKing? YES, I DO!

Do you like TALKing? YES, I DO!
HE likes TALKing, HE likes TALKing,
I like TALKing, TOO!
He DOESN'T like JEAN. NO! WHY, NO? WHY NOT?

He DOESN'T like JEAN. NO! WHY, NO? WHY NOT?
He DOESN'T like JEAN beCAUSE she's MEAN.
But HE like DOT, A LOT.
She DOESN'T like BILLY. NO! WHY, NO? WHY NOT?

She DOESN'T like BILLY. NO! WHY, NO? WHY NOT?
She DOESN'T like BILLY beCAUSE he's SILLY.
But SHE like DOT, A LOT.
Task 1.20.4. Sh! Sh! Baby’s Sleeping!

Your task is to produce the correct beat and rhythm of the piece below.
I said, Sh! Sh! Baby’s sleeping! I said, Sh! Sh! Baby’s Sleeping!
What did you say? I said, Hush! Hush! Baby’s sleeping! I said,
Hush! Hush! Baby’s sleeping! What did you say? What did you
say? I said, Please be quiet, Baby’s sleeping! I said, Please be
quiet, Baby’s sleeping! What did you say? What did you say? I
said, Shut up! Shut up! Baby’s sleeping!
WAAAAAAAAAAAAAAAAAA Not anymore.
In judging a jazz chant, Dr. Sunga suggests the participants scattering the
participants to determine whether they can really project their voices and
still convey the accurate interpretation of their material
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C. After the Lesson
1. Evaluation
Task 1.20.5. Chant, Chant, Chant

The class will be divided into four (4) large groups.
The group will decide on how to best deliver the following in a creative and
presentable jazz chant
Meet Me
Meet me in the morning
Meet me at noon
Meet me in September
Meet me at midnight
Meet me in the hall
I’ll meet you anytime you want
But please don’t be late.
Rubrics for Jazz Chants
Source: https://www.rcampus.com/rubricshowc.cfm?code=D45BW4&sp=yes&
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to take note of
sequence signals or connectors to determine patterns of idea development given in a
text (EN9RC-lc-13.2)
II. Content:
Subject Matter : Sequence Signals
Integration : Science (Doing Experiments)

Mathematics (Problem Solving)
Strategies : Discussion, Individual Activity
Materials : Activity Sheets, laptop, OHP

Vibal Group, Inc.

43.
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http://www.englishdaily626.com/sentence_connectors.php?007
https://slideplayer.com/slide/2553815/
Ask somebody from the class to give a short recap about the previous topic:
correct beat and rhythm in delivering jazz chants and raps.
3. Motivation
Show these pictures to students.
What are these pictures all about?
Task 1.21.1. The Sequence Signals or Connectors

Sequence markers, also known as transitions or discourse markers, can
signal how to interpret the relationship between sentences in a number of different
ways. They can:
1. Indicate chronological order, order of importance;
Ex. When I get up, first, I have breakfast and brush my teeth. Then, I get
dressed and finally, I go to school.
2. Add to or reinforce what has already been said;

3. Indicate that two propositions have equal status;
4. Indicate cause-result relationships;
5. Indicate that a given proposition contradicts an earlier one;
6. Indicate concession, agreement, or emphasis;
7. Indicate spatial relationship.
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The next discussion will detail the sequence signals, its usage and purpose.
2. Lesson Proper
Task 1.21.2. More on Sequence Signals and/or Connectors

Sometimes a distinction is made between internal and external sequencers,
i.e., the use of these markers to indicate the ‘real world’ events (external) or
‘rhetorical organization’ (internal).
For example, First of all…then…finally can indicate chronological sequence

(external) or order of importance (internal).
Sequence signals or Sequence connectors are group of letters or words

used to link sentences and be able to discuss the order of events within a paragraph
written. It's very useful especially for readers to determine which event happens first
and last.
The basic function of transition words is to connect words, phrases, and

clauses.
Transitions for Add, Compare, and Contrast
Ex.
Addition : We also visited Miami Beach.

Comparison : We like them have to study.
Contrast : Instead of riding, they walked.
Transitions for Example, Summary, and Sequence
Ex.
To illustrate : I will tell a story.

Summary : In sum, you must try hard.
Time Sequence : At last, she said yes.
Transitions of Addition
Common Words : and, also, besides, too, first, next, last,
Power Terms : moreover, furthermore, in addition
Transitions of Comparison
Simple Ones : also, too,

Complex Ones : in the same way, likewise, similarly
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Transitions of Contrast
Simple Contrast : but, yet, still, even so, instead, otherwise, regardless
Complex Contrast : Although, At the same time, Despite that, In

contrast, In spite of, Nevertheless, Notwithstanding,
On the other hand
Transitions of Example
Simple Example : for example, for instance, indeed, in fact,

of course
Complex Example : as an illustration, in other words, in short, that is, to

illustrate
Transitions of Summary
Simple Ones : altogether, finally
Complex Ones : in brief, in conclusion, in other words, in particular,

in short, in summary, on the whole, that is
Sequence Transitions
Simple Ones : afterward, again, before , finally, lastly, lately,

meanwhile, next, soon, then
Complex Ones : as long as, at last, at length, at that time, in addition,

in the past, so far, until now
Watch out for Transition Words
Just like traffic signals on busy roads, transitions words tell good readers to
watch out for a change of direction in the passage.“Good readers follow the signals.
Hence, you will too!”
Practicing Transitions
in addition, likewise, even so, for instance, in general, finally
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C. After the Lesson
Task 1. 21. 2 Fill it in!

A. Now, let’s check how well you understood sequence markers and/or transitions by
filling in the blanks with the most suitable sequence connectors from the brackets.
1. My sister was in the dentist's office for ten minutes. ______, I sat in the waiting
room with an old magazine in my hands. ( First, Meanwhile, Later)
2. An hour passed but there was no sign of Mike. ______, we decided to go home.
(Until, Before, Finally)
3. We bumped into Salsa during our trip to Lang Island. A few weeks ______, we
met him again (after, then, later)
4. The teacher had trouble telling the twins apart. ______ she realized one had a
mole above her lips. (Subsequently, Finally, Meanwhile)
5. The men went to a nearby restaurant for breakfast. ______, they drove off
towards the Penang Bridge (After, Afterwards, Meanwhile)
6. The football coach announced, "Today, we will begin practicing for the coming
match." ______ he added, "Let's warm up first." (Then, After, Eventually)
7. ______, heat the oil in the frying pan. Then put in all the marinated chicken
pieces. (Before, After, First)
8. Many customers bought the delicious chicken pies. ______ all the pies were sold
out. (Eventually, Afterwards, Next)
9. Many people wanted to buy the tickets. ______ a while, the queue was quite
long. ( Before, After, Finally )
10. Zulina will be back in fifteen minutes. ______, make yourself at home. (Later,
Subsequently, Meanwhile)
B. Fill in the blanks with the words given below. Use each sentence connector only
once.
wherever finally however in spite of
although as if unless since
despite so as not to
1. The dog eats the food hungrily ______ it has been starved for months.
2. ______ all good things must come to an end.
3. All the students have been miserable ______ Mrs. Tan left the school.
4. Always stand up for yourself ______ lose your integrity.
5. Her baby remains as skinny as ever ______ the vitamins and expensive food.
6. Agatha won't go out with you ______ you promise to pay for the lunch.
7. Do remember to keep in contact ______ you are.
8. ______ he is sick, he still continues working.
9. ______ tough he appears to be, he still loses to the short man.
10. The plane managed to land ______ the heavy rain, thunder and lightning.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to paraphrase the
text listened to (EN9LC-lc3.12).
II. Content:
Subject Matter : Paraphrasing
Integration : Values (Self-expression)
Strategies : Discussion, Collaborative Learning, Individual Activity
Materials : Powerpoint presentation, video clips, activity/worksheets

Vibal Group, Inc.

27-28.
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Escamillas,LP.,Nolasco, BP (2015). “Facets Grade 9: A Complete Integrated
Worktext on Communication Skills”. Innovative Educational Materials, Inc.
Sta. Ana, Manila. pp. 209-210.
https://www.kibin.com/essay-writing-blog/examples-of-paraphrasing/
https://busyteacher.org/18241-how-to-teach-paraphrasing-5-ideas.html
https://www.youtube.com/watch?v=CjxugyZCfuw
Can anyone share to the class anything from our previous discussion?
(Expected answer: sequence signals or connectors)
3. Motivation
Task 1.22.1. Mark the Lines

Divide the class into 5 groups and let them watch and listen to a music
video.
(Source: https://www.youtube.com/watch?v=CjxugyZCfuw)
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Ask them to write down at least three sets of lines that captured their
attention.
Once they’ve written them, discuss within their group how they understood
each line. Limit their responses in the second column to 1-2 sentences only
then let them present it to the class.
Lines from the song What are these lines saying to you?
PARAPHRASING
Rewriting lines from songs, poems, stories, and other articles is one way of
paraphrasing. Paraphrasing is often defined as putting into your own words texts
that are originally from the author. It will make us own our ideas as inspired by
other people’s work and will keep us from plagiarizing others’ works. In other words,
paraphrasing means to tell the meaning of a message in your own words.
Paraphrasing
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2. Lesson Proper
Task 1.22.2. Paraphrasing vs. Summarizing

Now, what’s the difference between paraphrasing and summarizing?
Paraphrasing Summarizing
Rewriting another Writing tools

writer’s words or ideas
Rewriting only the main
without changing the Use ideas of others
idea in your own words
meaning
Provide support
Length is always shorter
Length stays
the same
Task 1.22.2a Citing a Paraphrase

Do you have to cite a paraphrase?
Yes. Always. There’s no question as to whether you should or shouldn’t cite.
Always cite the author.
When you paraphrase, you’re rewriting someone else’s words into your own
words. You’re essentially using someone else’s ideas in your paper.
If you claim the information as your own (which is what you do if you don’t
cite a paraphrase) you’re plagiarizing.
And, of course, plagiarism means you’ll fail the paper and may even get
kicked out of school!
Task 1.22.2b How to Paraphrase

First read the source carefully so you actually know what it means. You can’t
use it as a source if you don’t understand it.
Next find the part of the source you want to paraphrase. You’re not
rewriting the entire source in your paper, so don’t paraphrase much more than a
paragraph.
Finally, and pay attention to this step because it’s important, set the source
aside.
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Write your paraphrase without looking at the original source. This will help
you write in your own words and help you resist the temptation to use the wording
and sentence structure of the original source.
Task 1.22.3. Let’s Paraphrase!

Here are some examples of paraphrasing taken from Harry Potter,
Chronicles of Narnia, and Lord of the Rings.
ORIGINAL TEXT PARAPHRASED
“Happiness can be found, even in the darkest There is happiness even during the most
of times, if one only remembers to turn on the challenging times and we only need to look
light.” - Albus Dumbledore, Harry Potter and at the bright side.
the Prisoner of Azkaban
To the glistening eastern sea, I give you Presenting the kings and queens of Narnia:
Queen Lucy the Valiant. To the great Queen Lucy the Valiant, King Edmund the
western woods, King Edmund the Just. To Just; Queen Susan the Gentle and King
the radiant southern sun, Queen Susan the Peter the Magnificent. They will forever be
Gentle. And to the clear northern skies, I kings and queens of Narnia and may their
give you King Peter the Magnificent. Once a wisdom be with us until the end of the world.
king or queen of Narnia, always a king or
queen of Narnia. May your wisdom grace us
until the stars rain down from the heavens.” -
Aslan, Chronicles of Narnia
In the common tongue it reads, “One Ring to There is one ring to rule, to find, to bring, and
Rule Them All. One Ring to Find Them. to bind all evil.
One Ring to Bring Them All and In the
Darkness Bind Them.”
Task 1.22.4. Para-practice!

The class will be divided into three (3) groups.
Each group will write paraphrases of short excerpts given to them.
After a certain amount of time (at least 2-3 minutes), the group will give
their text to another group to “paraphrase the paraphrase.” For example,
the first group will give their paraphrased text to the second group; the
second group gives their text to the third group, and so on.
At the end of the activity, the class can compare the final paraphrase with
the original and check to see if the original meaning has remained intact.
(Teacher may revise the guidelines of the activity with consideration to the type of
students the class has)
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Now, practice paraphrasing these excerpts. Limit your paraphrase to one-
two sentences only.
ORIGINAL TEXT YOUR PARAPHRASE
“It’s naughty to fret, but I do think washing dishes and paraphrased text should be
keeping things tidy is the worst work in the world. It makes about 25-40 words
me cross, and my hands get so stiff, I can’t practice well at
all.” - Beth, from Little Women by Louisa May Alcott (37
words)
“Therefore,” said King Arthur unto Sir Bedivere, “take thou paraphrased text should be
here Excalibur my good sword and go with it to yonder about 35-50 words
water’s side: and when thou comest there I charge thee
throw my sword in that water and come again and tell me
what thou saw there.” (46 words)
Hrothgar’s wise men had fashioned Herot paraphrased text should be

To stand forever; only fire, about 25-40 words
They had planned, could shatter what such skill had put
Together, swallow in hot flames such splendor
Of ivory and iron and wood. (34 words)
- The Battle with Grendel, from Beowulf
trans. by Burton Raffel
C. After the Lesson
Task 1.22.5. Pointing Out

Paraphrase the paragraphs, applying the concepts you have just learned.
ORIGINAL TEXT YOUR PARAPHRASE
Long ago, native Americans developed a paraphrased text should be

system of sign language. All tribes understood about 25-40 words
these signs. The signs were helpful way to
understand each one since not all tribes shared
the same spoken language. Many native
Americans today will use the ancient form of sign
language. Though it is no longer needed, it is n
important link to the past.
The life of the play is the life of the paraphrased text should be
unconscious, the protagonist represents ourselves, about 25-40 words
and the main action of the play constitutes the
subject of the dream or myth. It is not the theme of
the play to which we respond, but the action- the
through- action of the protagonist, and the
attendant support of the secondary characters, this
178 | P a g e
support lent through their congruent actions.
(Mamet, David. Writing in Restaurants)
Rubrics in Rating the Individual/ Group Output
5 4 3 2
Criteria
Excellent Very Good Good Poor
1. Composition (ideas are well organized;

capitalization and proper punctuation is
applied)
timing and relaxed)
3. Prosodic Features (use correct stressing,
intonation, rhythm, appropriate pitch
and projection)
Task 1.22.6. Lit Research

To facilitate our next lesson, your task is to download the full text of the epic
poem Beowulf. (Or the teacher may ask the students to photocopy the attached
full text)
Downloaded text must be printed for reference.
Bring your copy for next meeting. (Teacher rewards those who brings copy)
IV. Remarks:

________________________________________________________________________
____________________________________________________________

__________________________________________________________________
__________________________________________________________________
179 | P a g e

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
180 | P a g e
I. Objectives:

At the end of the lesson, 75% of the learners are expected to explain how words
are derived from names of persons and place (EN9V-Ic-15):
II. Content:
Subject Matter : Kennings
Integration :
Strategies : Group Activity, Use of Games
Materials : Manila paper, Powerpoint slides

Vibal Group, Inc., pp. 33-38.

(OHSP). A learning material submitted to the Division of Valencia City, pp. 36
181 | P a g e
2. Motivation
Task 1.23.1. Tic-Tac-Toe

Beowulf is admired for the richness of its poetry. About a third of the words in
Beowulf are words known as Kennings. Kennings combine two words to create an
evocative and imaginative alternative word.
The words inside the board below are examples of kennings.
TIC-TAC-TOE
battle-sweat evil-doer horrible hermit

slaughter-dew life-evil devil from hell
sin-stained demon
blood monster, devil,
Grendel monster, devil,
Grendel
battle-dress dragon slayer ring-giver

mail-shirt war trooper’s leader gold giver
fighting gear chief of the stranger
king
armor Beowulf, hero
wave floater light of battle whale road

swirling surf whale’s way
sword
swan road
ship
sea, ocean
Let’s play a game. Each box is worth 5 points. To earn points, you must give a
more familiar and common word for the kenning without looking at any dictionary. To
double the score, you must choose three kennings in a row to explain. Keep in mind that
these kennings are from Beowulf.
NOTE: This game can also be played by group.
RULES FOR TIC-TAC-TOE (Group Game).
a. The class will be divided into groups with 3 members.

b. Each group will be given a TIC-TAC-TOE handout.
c. Each group shall be given 5 minutes to form three kennings in a row to double
the points.
d. No dictionaries are allowed, either online or offline.
182 | P a g e
e. The game begins at the teacher’s signal.
Task 1.23.2. Your Text: Beowulf

Kenning – a metaphor that uses compound words. For example, “earth’s
candle” may represent the sun.
-it is a two-word phrase, such as “whale-road” for ‘sea’.
The epic poem Beowulf is said to be the greatest poem ever written in a modern
European language four centuries before the Norman conquest. The poem, which deals
with war and adventure, also shows an interplay of Christian and pagan beliefs. Like
many epic poems, the original writer remains unknown.
For our tasks today, we will refer to the full text of Beowulf. (Please refer to
attached PDF for full text.)
C. After the Lesson
Task 1.23.3. My Kenning Collection

Read again the excerpt text from Beowulf or watch a movie about Beowulf and
look/listen for other kennings. Complete the table below:
KENNING COMMON MEANING
1. light-of-battle sword
2. battle-gear armor
3. battle-sweat blood
4. gold-shining hall Heorot
5. sin-stained demon Grendel
6. battle-shields weapons, armor
7. strong-hearted brave
8. swirling surf waves
9. mead-hall Heorot
10. high-spirited enthusiastic, lively
NOTE: This activity can be done in groups. Teacher may also assign sections of the epic
poem to groups in searching for kennings.)
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

1. Agree or disagree with the ideas of the speaker

(EN9lc-Id-8.4)
2. Accept of reject ideas mentioned (EN9LC-Id-8.5).
II. Content:
Subject Matter : Expressing Agreement or Disagreement
Integration : Values Education (Polite Expressions)
Strategies : Individual Activity
Materials : Handouts, Powerpoint presentation

Vibal Group, Inc., p. 39.
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1. Classroom Management (Prayer, Greetings, Checking of Attendance)
2. Review of the previous lesson
3. Motivation
Task 1.24.1. Say Yes or No

Write Yes or No to the given statement. Be sure to support your answer
with details from the text.
1. Grendel was a greedy monster. Yes

2. He was considered the foul enemy of God. Yes
3. Beowulf and Grendel had enormous strength. Yes
4. The weapons of the warriors could easily kill the monster. No
5. Grendel was afraid of Hrothgar. No
6. Grendel swallowed his victims. No
7. The Danes were allowed to celebrate the defeat of Grendel. Yes
8. Grendel was able to escape from Beowulf’s hands. Yes
9. Hrothgar gave Beowulf gifts. Yes
10. Beowulf was considered the hero of Heorot. Yes
Task 1.24.2. Agree or Disagree?

1. The teacher will post the following questions and let the students give their
sides and opinions if they agree or not.
a. I often find it difficult to buy a present for a friend.

b. I like eating fast food.
c. I often find it easy to make friends
d. I like to listen to music but I hate going to concerts
e. I find it difficult to learn English.
2. After answering each question, they will find a partner and try to compare their
answers, if they are similar or not.
Why do you think your answers vary?
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(Possible student responses: Because we have different likes and dislikes;Because
we don’t always agree on the same things.)
Task 1.24.3. Expressing Agreement or Disagreement

When you talk about actions that you agree or disagree, you are expressing your
likes and dislikes.
Expressing Agreement
The simplest way to express agreement is with a statement:
Ex. Yes, it is./ It’s okay./ I believe it.
This teddy bear is cute, isn’t it?
Yes, it is.
Remember: If you want to use a partial agreement you could use BUT.
I like ice cream BUT I love chocolate.
The teddy bear is cute BUT that stuffed rabbit is the cutest.
Expressing Disagreement
The simplest way to express disagreement is with a statement:
Ex. No, it isn’t./ It’s wrong/ I don’t believe it.
I disagree/ I don’t think so/ I’m afraid you are wrong.
Remember: If you want to soften your disagreement you could use

expression WELL, PERSONALLY, AS A MATTER OF FACT, etc.
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Ex. I hate chocolate.
Well, I hate chocolate.
Task 1.24.4. More on Expressing Agreement or Disagreemen t

DIRECTIONS: To understand the lesson more, read and study each statement.
Identify whether it expresses agreement or disagreement. If it expresses
disagreement, write D; if it expresses agreement write A.
1. It is not true. D
2. It’s false. D
3. That’s a good point. A
4. It’s okay. A
5. That exactly my opinion. A
6. That exactly what I think. A
7. Well, it depends. D
8. It’s incorrect. D
9. I am not so sure. D
10. Do you think so? A
11. I refuse it. D
12. I don’t believe it! D
13. That’s absolutely true! A
14. That’s for sure. A
15. Of course! A
Take Note:
There are many ways of expressing agreement and disagreement. Special

words/ expressions that clearly indicate the intention and their appropriateness to the
situation. These words/expressions can be formal or informal.
C. After the Lesson
Task 1.24.5. Can You Spot Me?

A. Read these sample mini dialogues and spot the presence of words/ expressions
indicating agreement or disagreement.
NO STATEMENT ANSWER
.
1 Angelo: You’re the only person who That’s not quite true.
knows what really happened.
Malee: That’s not quite true. Sam was
there, too
2 May: Hey, that’s right. I remember he That’s good to know.
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NO STATEMENT ANSWER
.
solved the problem for us.

Joe: That’s good to know. We’ll give him
a call.
3 Erick: We can play the game now. Okay, but I’m not good
Andrei: Okay, but I’m not good at it. at it.
4 Bam: That’s what they say! No, seriously.

Rom: No, seriously. I don’t play very well
at all.
5 Connie: Do come. Can you stay for lunch? I’m afraid not.
Vangie: I’m afraid not. We have to go
somewhere.
6 Rina: Will you have lunch with me? That would be nice.
Vangie: That would be nice. Thank you.
7 Millette: There’s something I have to tell Not really.
you.
Mila: Can’t it wait?
Millette: Not really. It’s pretty important.
8 Nina: Let’s go grab something to eat. No, thanks.
Tia: No, thanks. I just ate at Jaya’s house.
9 Dina: I think Pres. Duterto will not be able Oh, I beg to differ.
to eradicate the problem in six months.
Ana: Oh, I beg to differ. You see, even in
the first week of his presidency the
numbers of drug users and dealers
turning themselves over to the
government has been phenomenal. I
say that what he says is doable.
10 Marco: Do you believe that the federalism Yes, I do.
is the best form of government for a
country like the Philippines?
Monina: Yes, I do. Federalism would
work best for a country like the
Philippines.
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B. This task is to be done by pair. Each pair will create a dialogue that shows agreement
and disagreement. You can choose any topic you are comfortable with. You will be
given 3 minutes for this activity.
Ex. Alan: Do you think the man should pay the bill on the first date?
Allen: If he wants to impress the girl, then perhaps he should.
(After three minutes, the teacher will call representative pairs to present their
output)
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IV. Remarks:

________________________________________________________________________
____________________________________________________________

__________________________________________________________________
__________________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

3. Analyze literature as a means of discovering the self (EN9LT-Id-14); and
4. Express appreciation for sensory images used (EN9LT-Id-2.2.1).
II. Content:
Subject Matter : Sensory Images, Le Morte D’Arthur (The Day of Destiny)
Integration : Values Education
Strategies : Group Discussion, Brainstorming
Materials : Visual Aid, pictures, Powerpoint presentation

Vibal Group, Inc., pp. 51-60
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3. Motivation
The teacher will show a picture and let the students analyze.
Task 1.25.1. Picture Analysis

Look at the editorial collage. Can you tell the cause of these phenomena?
Task 1.25.2. Your Text: “The Day of Destiny” (from Le Morte D’Arthur) by Sir
Thomas Malory
What does it take to be a great man?
(Students response may vary)
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“The Day of Destiny” from Le Morte D’Arthur
by Sir Thomas Malory
Sir Thomas Malory’s Morte D’Arthur is the most complete single version of the tales
of King Arthur and his court that has been written in English. “The Day of Destiny,”
an excerpt from this work, describes the end of King Arthur’s reign and the
dissolution of the order which he, along with his Knights of the Round Table, has
established. This end grows out of the corruption within the royal court itself.
Arthur’s illegitimate son Mordred knows of the secret love affair between Arthur’s
wife, Queen Guinevere, and his best friend, Sir Lancelot. One night Mordred leads a
band of knights to Guinevere’s chamber, where they find the Queen with Lancelot.
Although he is reluctant, Arthur feels obligated to obey the law of the land and burn
his wife at the stake. However, at the last minute Lancelot rescues her, killing two
knights who are guarding her. Lancelot subsequently flees to a castle in France and
Arthur forgives Guinevere. Sir Gawain, the brother of the dead knights, demands
vengeance on Lancelot. His hatred forces Arthur to lead his men on an attack against
Lancelot’s French fortress. In the ensuing battles Lancelot seriously wounds Gawain
but refuses to kill him.
And quickly King Arthur moved himself with his army along the coastline westward, toward
Salisbury. And there was a day assigned betwixt King Arthur and Sir Mordred that they should not
meet upon a field beside Salisbury and not far from the coast. And this day so assigned as Monday
after Trinity Sunday (the eighth Sunday after Easter), whereof King Arthur was passing glad that he
might be avenged upon Sir Mordred.
So upon Trinity Sunday at night King Arthur dreamed a wonderful dream, and in his dream it
seemed to him that he saw upon a platform a chair, and the chair was fast to a wheel, and
thereupon sat King Arthur in the richest cloth of gold that might be made. And the King thought
there was under him, far from him, and hideous deep black water, and therein was all manner of
serpents, and worms, and wild beasts, foul and horrible. And suddenly the King thought that the
wheel turned upside down, and he fell among the serpents, and every beast took him by a limb. And
then the King cried as he lay in his bed, “Help, Help!”
And then knights, squires, and yeomen awaked the King, and then he was so amazed that he knew
not where he was. And then so he awaked until it was night day, and then he fell on slumbering
again, not sleeping nor thoroughly waking. So it seemed to the King that there came Sir Gawain unto
him with a number of fair ladies with him. So when King Arthur saw him, he said, “Welcome, my
sister’s son. I weened ye had been dead. And now I see thee on – live, much am I beholden unto
Almighty Jesu. Ah, fair nephew and my sister’s son, what been these ladies that hither be come with
you?”
“Sir,” said Sir Gawain, “all these be ladies for whom I have fought for when I was man living.
And all these are those that I did battle for in righteous quarrels, and God had given them that grace,
at their great prayer, because I did battle for them for their right, that they should bring me hither
unto you. Thus much had given leave God, for to warn you of your death. If you fight tomorrow with
Sir Modred, as ye both have assigned, doubt ye not ye must be slain, and the most party of your
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people on both parties. And for the great grace And goodness that Almighty Jesu had unto you, and
for pity of you and many more other good men there shall be slain, God had sent me to you of his
special grace to give you warning that in no wise ye do battle as tomorn, but that ye take a treaty
fora month from today. And you make generous offers , so that tomorn ye put in a delay. For within
a month shall come Sir Lancelot with all his noble knights and rescue you worshipfully and slay Sir
Modred and all that ever will hold with him.
Then Sir Gawain and all the ladies vanished. And anon the King called upon his knights,
squires, and yeomen, and charged them quickly to fetch his noble lords and wise bishops unto him.
And when they were come the King told them of his dream, that Sir Gawain had told him and
warned him that, and he fought on the morn, he should be slain. Then the King commanded Sir
Lucan the Butler and his brother Sir Bedivere the Bold, with two bishops with them, and charged
them in any wise to take a treaty for a month from today with Sir Modred. “And spare not: proffer
him lands and goods as much as ye think reasonable.”
So then they departed and came to Sir Modred where he had a grim host of a hundred
thousand, and there they entreated Sir Modred long time. And at the last Sir Modred was agreed for
to have Cornwall and Kent by King Arthur’s days, and after that, all England, after the days of King
Arthur.
Then they agreed that King Arthur and Sir Modred should meet betwixt both their hosts, and
each of them should bring fourteen persons. And so they came with this word unto Arthur. Then
said he, “I am glad that this is done,” so he went into the field.
And when King Arthur should depart, he warned all his host that, and they see any sword
drawn, “Look ye come on fiercely and slay that traitor Sir Modred, for I in no wise trust him.” In like
wise Sir Modred warned his host that “ And ye see any manner of sword drawn, look that ye come
on fiercely, and so slay all that ever before you standeth, for in no wise I will not trust for this
treaty .” And in the same wise said Sir Modred unto his host, “For I know well my father will be
avenged upon me.”
And so they met as their arrangement was and were agreed and accorded thoroughly. And
wine was fetched and they drank together. Right so came and adder out of a little heathbush, and it
stung a knight in the foot. And so when the knight felt him so stung, he looked down and saw the
adder. And anon he drew his sword to slay the adder, and thought none other harm. And when the
host on both parties saw that sword drawn, then they blew beams, horns, and shouted grimly. And
so both hosts dressed them together. And King Arthur took his horse and said, “Alas, this unhappy
day!” and so rode to his party, and Sir Modred in like wise.
And never since was there never seen a more dolefuller battle in no Christian land, for there
was but rushing and riding, lunging and striking; and many a deadly stroke. But ever King Arthur rode
throughout the battalion of Sir Modred many times and did full nobly, as a noble should do, and at
all times he fainted never. And Sir Modred did his devoir that day and put himself in great peril.
And thus they fought all the long day, and never stopped till the noble knights were laid to
the cold earth. And ever they fought still it was near night, and then was there a hundred thousand
laid dead upon the down. Then was King Arthur wild with rage out of measure when he saw his
people so slain from him. And so he looked about him and could see no more of all his host, and
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good knights left no more on – live, but two knights: the t’one was Sir Lucan the Butler and the other
his brother Sir Bedivere. And yet they were full sore wounded.
“Jesu, mercy,” said the King, “where are all my noble knights become? Alas that ever I
should see this doleful day! For now, “ said King Arthur. “I am come to mine end . But would to
God.” Said he , “that I wist now where were that traitor Sir Modred that has caused all this
mischief.”
Then King Arthur looked about and was ware where stood Sir Modred leaning upon his
sword among a great heap of dead men.
“Now give me my spear.” Said King Arthur unto Sir Lucan. “for yonder I have espied the
traitor that all this woe hath wrought.”
“Sir, let him be ,” said Sir Lucan, “for he is unhappy. And if ye pass this unhappy day ye shall
be right well revenged upon him. And, good lord, remember ye of your night’s dream, and what the
spirit of Sir Gawain told you tonight, and yet God of his great goodness had preserved you hitherto.
And for God’s sake, my lord, leave off by this, for, blessed be God, ye have won the field: for yet we
been here three on – live, and with Sir Modred is not one on – live. And therefore if ye leave off now,
this wicked day of destiny is past.”
“Now, befall me death, tide me life,” said the King, “now I see him yonder alone, he shall
never escape mine hands. For at a better avail shall I never have him."
“God speed you well!” said Sir Bedivere.
Then the King got his spear in both his hands and ran toward his Modred, crying and saying,
“Traitor. Now is thy deathday come!”
And when Sir Modred saw King Arthur he ran until him with his sword drawn in his hand,
and there King Arthur smote Sir Modred under the shield, with a thrust of his spear, throughout the
body more than a fathom. And when Sir Modred felt that he had his death’s wound, he thrust
himself with the might that he had up to hand guard of King Arthur´s spear, and right so he smote
his father King Arthur with his sword holden in both his hands, upon the side of the head, that the
sword pierced the helmet and the casting of the brain. And therewith Sir Modred dashed down stark
dead to the earth.
And noble King Arthur fell in a swough to the earth, and there he swooned oftentimes, and
Sir Lucan and Sir Bedivere oftentimes heaved him up. And so, weakly betwixt them, they led him to a
little chapel not far from the seaside, and when the King was there, him thought him reasonably
eased. Then heard they people cry in the field. “Now go thou, Sir Lucan,” said the King, “and let me
know what betokens that noise in the field.”
So Sir Lucan departed, for he was grievously wounded in many places. And so as he walked
he saw and harkened by the moonlight how that pillagers and robbers were come into the field to
pill and to rob many a full noble knight of brooches and bracelets and of many a good ring and many
a rich jewel. And who that were not dead all out there they slew them for their harness and their
riches. When Sir Lucan understood this work, he came to the King as soon as he might and told him
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all what he had heard and seen. “Therefore by my advice,” said Sir Lucan, “it is best that we bring
you to some town.”
“I would it were so,” said the King, “but I may not stand , my head works so. Ah, Sir
Lancelot,” said King Arthur, “this day have I sore missed thee. And alas that ever I was against thee,
for now have I my death, whereof Sir Gawain me warned in my dream.”
Then Sir Lucan took up the King the t’one side and Sir Bedivere the other party; and in the
lifting Sir Lucan fell in a swoon that part of his guts fell out of his body, and therewith the noble
knight´s heart burst. And when the King awoke he beheld Sir Lucan how he lay foaming at the mouth
and part of his guts lay at his feet.
“Alas,” said the King, “this is to me a full heavy sight to see this noble duke so die for my
sake, for he would have helped me that had more need of help than I. Alas that he would not
complain him for his heart was so set to help me. Now Jesu have mercy upon his soul.”
Then Sir Bedivere wept for the death of his brother.
“Now leave this morning and weeping, gentle knight,” said the King, “for all this will not avail
me. For wit thou well, and I might live myself, the death of Sir Lucan would grieve me evermore. But
my time passeth on fast,” said the King.
“Therefore,” said King Arthur unto Sir Bedivere, “take thou here Excalibur my good sword
and go with it to yonder water’s side: and when thou comest there I charge thee throw my sword in
that water and come again and tell me what thou saw there”.
“My lord,” said Bedivere, “your commandment shall be done, and I shall quickly bring your
sword again.”
So Sir Bedevere departed. And by the way he beheld that noble sword, that the hilt and
hand guard was all precious stones. And then he said to himself, “If I throw this rich sword in the
water, thereof shall never come good, but harm and loss.” And then Sir Bedivere hid Excalibur under
a tree. And so, as soon as he might, he came again unto the King and said he had been at the water
and had thrown the sword into the water.
“What did you see there?” said the King. “Sir,” he said,
“I saw nothing but waves and winds.”
“That is untruly said of you,” said the King. “And therefore you go quickly again and do my
commandment: as you are to me loved and dear, spare not, but throw it in.”
Then Sir Bedivere returned again and took the sword in his hand. And yet he thought sin and
shame to throw away that noble sword. And so again he hid the sword and returned again and told
the King, that he had been at the water and done his commandment.
“What did you see there?” said the King.
“Sir,” he said, “I saw nothing but waters lap and waves grow.”
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“Ah, traitor unto me and untrue,” said King Arthur, “now you have betrayed me twice. Who
would have weened that you have been to me so loved and dear, and you are named a noble knight,
and would betray me for the riches of this sword. But now go again lightly, for you long tarrying put
me in great jeopardy of my life, for I have taken cold. And but if you do now as I bid you, if ever I may
see you I shall slay you with my own hands, for you would for my rich sword see me dead”.
Then Sir Bedivere departed and went to the sword and lightly took it up, and so he went to
the water´s side; and there he bound the girdle about the hilts, and threw the sword as far into the
water as he might. And there came an arm and a hand above the water and took it and clutched it,
and shook it thrice and brandished; and then vanished away the hand with the sword into the water.
So Sir Bedivere came again to the King and told him what he saw.
“Alas,” said the King, “help me hence, for I dread me I have tarried overlong.”
Then Sir Bedivere took the King upon his back and so went with him to that water´s side,
even closer, by the bank floated a little barge with many fair ladies in it; and among them all was a
queen; and all they had black hoods, and all they wept and shrieked when they saw King Arthur.
“Now put me into that barge,” said the King; and so he did softly. And there received him
three ladies with great mourning, and so they set them down. And in one of their laps King Arthur
laid his head, and then the queen said, “Ah, my dear brother, why have ye tarried so long from me?
Alas, this wound on your head had caught overmuch cold.” And anon they rowed fromward the
land, and Sir Bedivere beheld all the ladies go forward him.
Then Sir Bedivere cried and said, “Ah, my lord Arthur, what shall become of me, now you go
from me and leave me here alone among my enemies?”
“Comfort yourself,” said the King, “and do as well as you may, for in me is no trust in. For I
must into the legendary valley to heal me of my grievous wound. And If you hear nevermore of me,
pray for my soul.”
For ever the queen and ladies wept and shrieked, that it was pity to hear. And as soon as Sir
Bedivere had lost sight of the barge he wept and wailed, and so took the forest and went all that
night.
And in the morning he was ware, betwixt two bare woods, of a chapel and a hermitage.
Then was Sir Bedivere glad, and thither he went, and when he came into the chapel he saw where
lay a hermit groveling on all fours, close thereby a tomb was new dug. When the hermit saw Sir
Bedivere he knew him well, for he was but little before Bishop of Canterbury, that Sir Modred put to
flight.
“Sir,” said Sir Bedivere, “what man is there here interred that you pray so fast for?”
“Fair son,” said the hermit. “I wot not verily but by guessing. But this same night, at
midnight, here came a number of ladies and brought here a dead corpse and prayed me to inter
him. And here they offered a hundred tapers, and gave me a thousand gold coins.”
Source: file:///C:/Users/User/Documents/english_9_lm_draft.pdf
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Task 1.25.3. Mull Over in Groups!
Discuss and answer the questions below in groups. Write your answer on one
whole sheet of paper.
1. How would you describe King Arthur as a king? Locate a part in the story that will
support your answer.
Best Answer: Arthur’s rise to kingship is unlike any other fictional or non-fictional
figure. Because of his history of being exiled from his parents, who were the King and
Queen of the kingdom, he developed unlimited virtues and abilities under the
guidance of Merlin. Merlin, a great magician in his own right, is known for his
intellectual ability that he passed on to Arthur, who later on became a popular king.
Greatly famous for guiding and leading the Knights of the Round Table, King Arthur
used creativity and wit rather than brute force in attacking and invading enemies.
His courage and activity as a warrior were still evident because despite being a king,
he did not stay behind attacking lines. Instead, he often led his people and his army
in countless battles.
Source: Read more on Brainly.ph - https://brainly.ph/question/43279#readmore
2. What hope is given to people in his tomb saying Arthur is the “once king and king
that will be?
Best Answer: It gives them the hope that someday King Arthur will rise again and
fulfill his duty to Camelot as their once and future king.
3. Why do you think some men say in many parts of England that King Arthur is not
dead, but carried by the will of our Lord Jesus into another place; and that he shall
come again, and he shall win the Holy Cross?
Best Answer: The reason people believe that King Arthur will come back someday is
an interpretation of the last part of the story where he was fetch by 3 black hooded
Queens who wept at his sight. These women were seen as angels sent by god to give
this brave defender of England his proper rest. Normally being a Christian nation,
such a man when taken to heaven can only be with god himself so they would be
expected to say that he is with the Lord Jesus Christ. They know in their hearts that
he will be back someday to defend England and Christianity from its enemies.
Read more on Brainly.ph - https://brainly.ph/question/44414#readmore
4. What great deed did King Arthur as he lived his life? What was his greatest legacy?
Best Answer : King arthur was a legend but he was the one who led the 12 knights in
the round table. He shows how even a little kid can become great with just little faith
in yourself. It was he who lifted the sword from the stone and who became king
afterwards after being harshly treated by his master.
5. How do images or word pictures help you experience a scene in the excerpt, The
Day of Destiny?
Answers may vary.
6. What do you think are the lessons/morals you have learned from the story?
Answers may vary.
C. After the Lesson
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Task 1.25.4. Write Me a Picture: A Group Work
Writers paint word pictures or images that appeal to our senses of sight, sound,
smell, taste, and touch in poetry and in prose composition.
Look for the images that you have located in the text.
The class will be divided into 5 groups. Each group should have 5-7 members
depending on the class size.
Each group is tasked to copy the chart below on a manila paper and copy details
from the story which appeals to the five senses. Write down these details in the
appropriate column. If none can be found in the selection, the student may refer to the
rest of the story.
(Student responses may vary; Sample responses are shown)
Sight Sound Smell Taste Touch

1. …he saw upon a …and when the …and wine was …and it stung a
platform a chair, host on both fetched and they knight in the foot.
and the chair was parties saw that drank together. And so when the
fast to a wheel, sword drawn, then knight felt him so
and thereupon sat they blew beams, stung, he looked
King Arthur in the horns, and down and saw the
richest cloth of shouted grimly… adder.
gold…
2. …for there was but Then heard they …for I have taken
rushing and riding, people cry in the cold.
lunging and field.
striking; and many
a deadly stroke.
3. …upon the side of Then Sir Bedivere Alas, this wound

the head, that the wept for the death on your head had
sword pierced the of his brother. caught overmuch
helmet and the cold.
casting of the
brain.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

5. Illustrate… (Psychomotor) (LC Code); and
6. Explain… (Cognitive) (LC Code); and
7. Show awareness… (Affective) (LC Code).
II. Content:
Subject Matter : Prosodic Features of Speech
Strategies : Group Activity
Materials : Manila Paper, Powerpoint presentation
English Expressways III, pp. 106-107
Correct pronunciation for Filipino College Students, pp. 97-98
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2. Motivation
Task 1.26.1. Hear me out!

The students are going to:
(Options): The teacher will choose any of the suggested activities which
she could download to arouse students’ interest.
a. Listen/view to a newscast (English)

b. A pre-recorded speech
c. An interview
After listening/viewing, the students are going to answer the following

questions:
a. What can you say about the speaker?

b. What have you noticed about the speaker’s way of delivery?
c. Were you able to understand what the speaker says?
d. What do you think are the good points that made you understand the
speaker?
Task 1.26.1. Different Prosodic Features of Speech

1. Pitch – the property of the sound and especially a musical tone that is
determined by the frequency of the waves producing it. Highness or lowness of
sound.
Types of Pitch Level
a. Shift – changes between two syllables
- indicated by a vertical line connecting two different pitches
Example:
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believe
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b. Inflection or Syllable Glide – change within a syllable
- indicated by a diagonal line connecting two different pitches
God
2. Stress – refers to the prominence given to a syllable or which makes the word or
syllable stand out above the adjacent syllable or word.
Examples: Object - obJECT
What are the differences in the given words?
3. Intonation – also known as inflection, is the movement of the voice up or down

along the line of sound. When the voice rises, it indicates a question which is
answerable by yes or no, that is rising intonation. And when the voice falls, it
indicates a statement, that is falling intonation.
Read the following examples:
(1) John told me to leave
(2) JOHN told me to leave.
(3) John TOLD me to leave.
(4) John told ME to leave.
(5) John told me to LEAVE.
4. Juncture – the manner of transition or mode of relationship between two

consecutive sounds in speech.
Read the following examples:
might rain – my train

keep sticking – keeps ticking
he lies – heal eyes
2. Lesson Proper
Task 1.26.2. Drill 1: Repeat After Me

Let the students read after the teacher with the correct stress indicated.
1. untruthful 6. disbelief
2. alphabet 7. unhappy
3. competition 8. rebuild
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4. garden 9. dependability
5. information 10. discourage
Task 1.26.3. Drill 1: Say It High and Low

The volunteer students will be paired (boy-girl) and to be called randomly.
Allow pairs to read the dialogue with correct intonation.
After each pair, the teacher processes by asking the students of their
observation. Lastly, allow another pair to read the dialogue correctly.
Jake : What did you think of the film?
Nadia : I thought it was terrifying!
Jake : I’ve met a really nice girl.
Nadia : What’s she like?
Jake : She’s really pretty.
Nadia : Did you have a good time in Cambridge?
Jake : Yes, we had a great time!
Nadia : I got 10 in my exam.
Jake : Well done! That’s brilliant!
This time, the teacher will have the generalization by asking the students the
importance of employing stress, intonation and pitch in our everyday living.
C. After the Lesson
Task 1.26.2.– Small Group Differentiated Activity SGDA

The student will be grouped into 5. The group will write a dialogue /script of the
following task then present to the class. Task will be assigned through draw lots.
A rubric will be presented to the students.
1. A family dined together talking about the children’s

achievement/performance in school during the first quarter.
2. You will role play as the SSG of the school. One will act as the President.
You will plan for an involvement of the group for school’s sports activity.
3. You are a circle of friends since Grade 7 and still friends until Grade 9.
You are having a conversation sharing your experiences with your
family.
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4. You are a group of students known as good friends/group in the school.
Then, a member is involved in gang activity and she/he wanted to keep
this from her parent and you like to give an advice.
5. You are in an English class with the teacher. You are confronted and
reminded of your incomplete performance and irregular attendance.
Assignment
Advance reading: Search other factors to consider in delivering speech aside

from the prosodic features we have discussed.
Rubrics in Rating the Group Presentation
5 4 3 2
Criteria
Excellent Very Good Good Poor
1. Impact (Convinces the audience to accept

the ideas and moves them to action)
2. Language Convention (uses simple, direct,

concise, and clear expressions free from
errors, articulates Clearly)
3. Preparedness (the group is completely

prepared and has obviously rehearsed.)

intonation, appropriate pitch and
projection)
5. Over-all presentation (roles were clearly

performed)
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IV. Remarks:

________________________________________________________________________
____________________________________________________________

________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to use the correct
pitch, juncture, stress, intonation, rate of speech, volume and projection when
delivering lines of poetry and prose in dramatic and conventional speech choirs. (EN9OL-
Ie-1.14):
II. Content:
Subject Matter : Prosodic Features of Speech
Integration :
Materials : Manila Paper, Powerpoint Presentation
English Expressways III, pp. 106-107
Correct Pronunciation for Filipino College Students, pp. 97-98
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3. Motivation
The teacher will let the students read aloud the examples and drills given in
the former lesson.
Tips in Reading Passages and Other Literary Compositions

1. Speak distinctly
Pronounce your words clearly and distinctly. Do not drop the last letter of
the words.
2. Express the mood
Vary the intonation, volume, pitch and stress to signify the emotion
expressed. Important words or phrases need more stress, excitement, anger, or
lightheartedness can be shown through a rising intonation with a high pitch, fast
rate, and a strong stress and volume.
The low pitch, soft volume, weak stress, slow rate, and as overall falling
intonation indicate sadness, resignation, nostalgia-homesickness, longing for the
past or boredom.
3. Think of the connotation of words, rather than their denotation.
4. Put yourself in the shoes of the character or empathy, so to speak of the literary
character. Maintain aesthetic distance.
Task 1.27.1. Read aloud

Group Activity (pre-created group)
Let the students read aloud the following passages from Jonathan Livingston
Seagull using the correct stressing, intonation, volume, pitch and other prosodic
features.
1. “How much more there is now to living! Instead of our drab slogging forth
and back to the fishing boats, there’s a reason to life! We can lift ourselves
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out of ignorance, we can find ourselves as creatures of excellence and
intelligence and skill. We can be free! We can learn to fly!”
2. A seagull never speaks back to the Council Flock, but it was Jonathan’s voice
raised. “Irresponsibility? My brother1” he cried. “Who is more responsible
than a gull who finds and follows a meaning, a higher purpose of life? For a
thousand years we have scrabbled after fish heads, but now we have a
reason to live – to learn, to discover, to be free! Give me one chance, let me
show you what I’ve found.”
3. Jonathan Livingston Seagull spent the rest of his days alone, but he flew out
beyond the Far Cliffs. His one sorrow was not solitude, it was that other
gulls refused to believe the glory of flight that awaited them; they refused to
open their eyes and seas.
4. He learned more each day. He learned that a streamlined high-speed dive

could bring him to find the rare and tasty fish that schooled 10 feet below
the surface of the ocean; he no longer needed fishing boats and stale bread
for survival. He learned to sleep in the air, setting a course at night across
the offshore wind, covering the hundred miles from sunset to sunrise. With
the same inner control, he flew through heavy sea-logs and climbed above
them into dazzling clear skies. In the very times when every other gull stood
on the ground, knowing nothing but mist and rain. He learned to ride the
high winds far inland, to dine there on delicate insects.
5. What he had once hoped for the luck, he now gained for himself alone; he
learned to fly, and was not sorry for the price that he had paid. Jonathan
Seagull discovered that boredom and fear and anger are the reasons that a
gull’s life is so short, and with these gone from his thought, he lived a long,
fine life indeed.
After all the groups have read their part, the teacher will give his/her feedback.
C. After the Lesson
Task1.27.2. Viva Voce!

Group Activity
The teacher will assign eleven (11) paragraphs of “The Day of Destiny” from Le
Morte D’Arthur by Sir Thomas Malory for each group and will present/read aloud their
part employing the prosodic features. The rubrics for rating will be presented to the
students.
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Rubrics in Rating the Group Presentation
5 4 3 2
Good
1. Impact (catches the attention of the

audience)

timing and relaxed)
3. Preparedness (the group is completely

prepared and obviously rehearsed.)
4. Prosodic Features ( use correct

stressing, intonation, rhythm,
appropriate pitch and projection)

performed)
IV. Remarks:

________________________________________________________________________
____________________________________________________________

__________________________________________________________________
__________________________________________________________________
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_____
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V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to skim to determine
key ideas and the author’s purpose (EN9SS-IF-1.5.1):.
II. Content:
Subject Matter : Skimming for Ideas and Author’s Purpose
Materials : Manila paper, Powerpoint presentation
English Expressways III, pp. 106 – 107
Correct pronunciation for Filipino College Students, pp. 97 -98
https://difference.guru>difference between scanning and skimming
https://student.unsw.edu.au>reading – strategy
https://www.dummies.com> speed reading
https://www.google.com/search?q=author%27s+purpose&aqs=chrome
https://www.ereadingworksheets.com
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3. Motivation
Task 1.28.1- 1-2-3 Go!

The teacher instructs the students to read the prologue of “The Day of
Destiny” from Le Morte D’Arthur by Sir Thomas Malory then let them realize
whether they have understood what they read by answering the table by group with
five members.
1. word to describe the author 1.
2. words to describe the main 1.

character
2
3. words to describe the text 1.

2.
3.
Then, ask students what are they going to do in order for them to understand the
paragraph well. (Answers may vary)
What is skimming?
Skimming is a reding technique to look over or read quickly specially to find the
main idea. It is also used in discovering the author’s purpose.
It includes reading the introduction, the headlines, or the first phrase of the
paragraph.
Source: https://difference.guru>difference between scanning and skimming,

https://student.unsw.edu.au>reading - strategy
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How to do the skimming technique?
1. Know what you want

2. Read vertically as well as horizontally
3. Think like the author
4. Preread before you start skimming
5. Try to detect the main idea in the introductory paragraphs
6. Read the first sentence in each paragraph
7. Don’t necessarily read complete sentences
8. Skip examples and proofs
Source: https://www.dummies.com> speed reading
Different Author’s Purposes in Writing
 to inform
 .to enlighten
 to entertain
 to persuade
 to criticize
 to address a problem
Source: https://www.google.com/search?q=author%27s+purpose&aqs=chrome
C. After the Lesson
Task 1.28.2-Let’s do it in 3-2-1!

Skim through every paragraph assigned to each group on the “The Day of
Destiny” from Le Morte D’Arthur by Sir Thomas Malory and complete the chart below.
(Answers may vary)
A rubric is presented to rate the students.
3 things we learned from the text 1.

2.
3.
2 things that interest us 1.

2
1 author’s purpose 1.
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Rubrics in Rating the Group Output
5 4 3 2
Good
1. Composition (ideas are well organized)
2. Voice and manner (loud, clear tone, timing

and relaxed)

intonation, rhythm, appropriate pitch and
projection)
4. The author’s purpose is discovered
Task 1.28.3. What’s the purpose?

Read the descriptions of each item and determine the author’s main purpose (to
entertain, persuade, or inform).
1. An instructional booklet describing how to operate a smart phone. (inform)

2. An article where the author argues that an iPhone is better than an Android phone.
(persuade)
3. A poem about why the iPhone is the greatest consumer electronic device ever
made. (inform)
4. A politician’s speech about how homes should be provided to families who cannot
afford them. (persuade)
5. A story written about a boy who moves to a new school and is bullied, but he gains
self- confidence by joining a sports team and learns to stand up for himself.
(entertain)
6. A book of over 1,000 jokes. (entertain)
7. A cook book containing recipes for making cakes, cookies, and other desserts.
(inform)
8. The Shakespearean tragedy Romeo and Juliet, where two young lovers are
forbidden from seeing one another due to a centuries old blood feud between their
two families. (entertain)
9. A young girl’s note to her parents giving reasons why they should buy a puppy.
(persuade)
10. A booklet containing the school rules and the consequences for violating those rules.
(inform)
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Source: https://www.ereadingworksheets.com
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
I. Objectives:

At the end of the lesson, 75% of the learners are expected to make decisions
based on what is listened to (EN9LC- le- 8.6).
II. Content:
Subject Matter : Making Decisions Based on What is Listened To
Integration :
Strategies : Collaborative/Learner-centered Activity
Materials :
English 9 (Teachers’ Guide)
English 9 (Learners’ Manual)
Grade 9 Simplified Module (Campomanes, Isobel PJ H.)
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https://www.conovercompany.com/teaching-decision-making-the-importance-of-
good-decisions/
https://image.slidesharecdn.com/reflectionpaperrubric-111002135137-
phpapp01/95/reflection-paper-rubric-1-728.jpg?cb=1317563773
https://www.youtube.com/watch?v=BcuifZJdyaY
3. Motivation
Task 1.29.1. Challenge in a Song

The teacher will play a recorded OPM song three times.
Here are some suggested songs:
Sino si Pepe? (Radioactive Sago Project)

Lupang Pinangako (Aiza Seguerra ft. Radha)
Kung Tama Siya (Gloc 9 ft. Jaq Dionisio of KissJane)
NOYPI (Francisco “Bamboo” Manalac)
Pagbabalik (Gab ‘n Josh and Reese + Vica)
Tagumpay Nating Lahat (Lea Salonga)
Source: Grade 9 Simplified Module (Campomanes, Isobel PJ H.)
The students will write down at least three challenging lines from the song
and ask them to give a response towards the challenges.
The teacher will randomly call students to read their output in the class.
1. Lesson Proper
Task 1.29.2. The Importance of Good Decisions

The teacher will have a brief explanation about the importance of good
decisions
Teaching Decision Making: The Importance of Good Decisions
There is a tremendous need for good decision makers in today’s world.

People are needed who have the ability to make decisions quickly and responsibly.
This is why it is so important for you to teach good decision making skills to your
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students. In order to do this, your students must understand the importance of
decision making.
While everyone has to make decisions, it is amazing how little is known

about how to make a good decision. Most decisions are made without any idea of
the decision-making principles covered in this unit. It is estimated that about one-
half of the decisions made in business are incorrect. With better decision-making
skills, the percentage of correct decisions would undoubtedly rise.
Here are three of the five topics we will cover in this section to teach the
importance of good decisions:
1. Problem solving vs. decision making

2. Characteristics of good decision makers
3. The three most important criteria for good decision making
Problem solving vs. decision making

Problem solving means being forced to make a decision because of
conditions beyond your control. Decision making means choosing to make a decision
because you wish for something to occur that is not occurring at the present time.
Decision making occurs because you want something to happen, while problem
solving occurs when a problem arises.
Characteristics of good decision makers
The best decision makers are people who can combine logic, problem
analysis, and intuition to come up with the correct decision. Teach your students
these additional characteristics that most good decision makers have in common:
Being a good listener. Good decision makers must be able to hear and take
into account other people’s opinions when making decisions.
Having a clear set of priorities. As we will discuss later on in this unit,
decision makers must know their priorities or values in order to choose a good or
“correct” path.
Having an open mind. Good decision makers are open to other people’s
views and ways of thinking rather than being stuck in one way of doing things.
Being flexible and willing to change. A good decision maker is open to new
or alternative ways of doing things that may work out better in the end.
Being realistic. Good decision makers understand the realistic outcomes to
which different paths will lead.
The Three Most Important Criteria for Good Decision Making
The three most important criteria for good decision making are values,
experience and common sense:
1. Values - What your students value determines their behavior. Their beliefs
produce attitudes, attitudes produce feelings and feelings lead to behavior.
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2. Experience - We all learn to make decisions through experience. Time will
tell if a decision is good or bad.
3. Common sense - Common sense, or what you know, is a key component in
choosing one path versus another. Use what you know to help you make the
best decision.
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Task 1.29.2. Decide the Scenes
The teacher will divide the class into 5 groups, each group will be given a
scenario/situation from where they are going to make a decision, and present it in
the class.
1. You want to buy a new model of cellphone but you know that your phone is
still functional.
2. Your friend invited you to join a party but you’re scared to ask permission
from your parents.
3. You love to go swimming, however, you know that your family is
overprotective.
4. You want to pass all your subjects but you kept on skipping classes.
5. You’re aiming to become healthy but you hate vegetables.
C. After the Lesson
Task 1.29.3. Realize

The teacher will play the excerpt of Martin Luther King Jr.’s Speech “Drum Major
Instinct” and ask them to write a short reflection about the speech.
Source: https://www.youtube.com/watch?v=BcuifZJdyaY
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to arrive at meaning
of words through word formation (clipping, blending, acronym, compounding, etc.)
(EN9V-If-11):
II. Content:
Subject Matter : Word Formation
Integration : Values (Polite Conversation)
Strategies : Collaborative, Learner-centered Activity
Materials : Speaker and Pictures

Vibal Group, Inc.
Grade 9 Simplified Module (Campomanes, Isobel PJ H.)
English 9 (Teacher’s Guide)
English 9 (Learner’s Manual)
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3. Motivation
Task 1.30.1. Fit me in!

The students will be divided into four groups, each group will be given words
(written in paper strips).
Exam DOH Brunch

Sunshine Doorknob Doc
BFP Cyborg
The students will arrange the words based on its formation (words will be
pasted in a manila paper) and a leader from each group will present their output.
The teacher will give a feedback depending on the students’ output.
COMPOUNDING BLENDING CLIPPING ACRONYM
Doorknob Brunch Exam DOH
Sunshine Cyborg Doc BFP
1. Lesson Proper
Task 1.30.2. Words, Words, Words

Each group (same group) will be assigned with a word formation and they
will complete the table based on the words that they arranged earlier and think of 8
additional words that will complete the table.
Group 1 will be assigned to clipping, second group for acronym, third is for
blending and last group is compounding.
Task 1.30.2a Clipping (Group 1)
Clipping is the word formation process which consists in the reduction of a

word to one of its parts (Marchand: 1969). Clippings are, also, known as
“shortenings.”
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Word Formation: CLIPPING
WORD DEFINITION SENTENCE
1 Exam A test to show a person’s She passed the exam.

progress, knowledge, or
ability
2
3
4
5
Task 1.30.2b Acronym

Acronyms and initialisms are abbreviations, such as NATO, laser, and IBM,
that are formed using the initial letters of words or word parts in a phrase or name.
Acronyms and initialisms are usually pronounced in a way that is distinct

from that of the full forms for which they stand: as the names of the individual
letters (as in IBM), as a word (as in NATO), or as a combination (as in IUPAC).
Another term, alphabetism, is sometimes used to describe abbreviations

pronounced as the names of letters.
Examples:
 pronounced as a word, containing only initial letters:
LASER: Light Amplification by the Stimulated Emission of Radiation

NATO: North Atlantic Treaty Organization
SCUBA: Self-Contained Underwater Breathing Apparatus
 pronounced as a word, containing non-initial letters:
Amphetamine: Alpha-methyl-phenethylamine
Gestapo: Geheime Staatspolizei ("secret state police")
Interpol: International Criminal Police Organization
Radar: radio detection and ranging
Word Formation: ACRONYM and INITIALISM

1 DOH Department of Health DOH assures that Filipino

learners will receive
healthcare services.
2
3
4
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5
Task 1.30.2c Blending
A blend is a word formed from parts of two other words. These parts are
sometimes, but not always, morphemes.
A blend is different from a portmanteau word in that a portmanteau refers

strictly to a blending of two function words, similar to a contraction.
Blending Formation
Most blends are formed by one of the following methods:
 The beginning of one word is added to the end of the other. For
example, “brunch” is a blend of breakfast and lunch. This is the most
common method of blending.
 The beginnings of two words are combined. For example, “cyborg”

is a blend of cybernetic and organism.
 One complete word is combined with part of another word. For

example, “guesstimate” is a blend of guess and estimate.
Word Formation: BLENDING

1 brunch breakfast and lunch It’s 9:45 a.m. I’ll have first my
brunch before heading to
class.
Task 1.30.2d Compounding
Compounding is the process of combining two or more words (free

morphemes) to create a new word. Compounding is also called composition, which
is from the Latin for “put together.”
Compounding is the most common type of word formation in English.

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Examples: note + book - notebook
sun + glasses  sunglasses
student + teacher  student teacher
life + threatening  life-threatening
singer + songwriter  singer-songwriter
Word Formation: BLENDING
1 sunshine The sun’s light or rays Let’s go out and enjoy the
warmth and light from the sunshine!
sun
C. After the Lesson
Task 1.30.3. Conversation Writing

Write a polite conversation (dialogue) between a teacher and a learner utilizing
words formed by clipping, blending, acronym and blending.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

8. Illustrate… (Psychomotor) (LC Code); and
9. Explain… (Cognitive) (LC Code); and
10. Show awareness… (Affective) (LC Code).
II. Content:
Subject Matter : Word Formation
Integration : English (Vocabulary)
Strategies : Collaborative, Learner-centered Activity
Materials : Speaker, Pictures

Vibal Group, Inc.
Campomanes, IPJ (2017). English Grade 9 Simplified Module.
English 9 (Teacher’s Guide)
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The teacher will present the following words to class.
Atty. workshop DSWD smog mangrove
Can you identify its word formation?
3. Motivation
Task 1.31.1. Charade
The students will be divided into five groups, each group will be given words. Every
group member is given a chance to lead the game “charade”
Charade- a game in which players try to guess a word or phrase from the actions of
another player who is not allowed to speak.
Group 1 Group 2 Group 3 Group 4 Group 5
Cupboard Sunburn Seashore Teapot Armchair

PNP OFW AFP OIC DOST
Mangrove Mistletoe Artichoke Mushroom Kitty corner
Smog Camcorder Hi-tech Medicare Heliport
Engr. Arch. Dr. Ms. Mr.

1. Lesson Proper
Task 1.31.2. Guessing Game

With the same group, identify the word formation of every word that they
guessed on their Charade game and they will complete the table.
Group 1
Word Word Formation
Cupboard ___________________________
PNP ___________________________
Mangrove ___________________________
Smog ___________________________
Engr.
Group 2
Word Word Formation
Sunburn ___________________________
OFW ___________________________
Mistletoe ___________________________
Camcorder ___________________________
Arch.
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Group 3
Word Word Formation
Cupboard ___________________________
PNP ___________________________
Mangrove ___________________________
Smog ___________________________
Engr.
Group 4
Word Word Formation
Cupboard ___________________________
PNP ___________________________
Mangrove ___________________________
Smog ___________________________
Engr.
Group 5
Word Word Formation
Cupboard ___________________________
PNP ___________________________
Mangrove ___________________________
Smog ___________________________
Engr.
After completing the table, the presentation of output will follow.

C. After the Lesson
Task 1.31.3. Fill Me Up

Each group shall complete the graph below. (See attachment for printable
worksheet; size: 8.5x13in, long bond paper)
Definition Synonym
___________________
Word
Sentence Draw
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Each word assigned to the group shall have one graph each; thus, there will
be five (5) graphs in all for every group.
IV. Remarks:

________________________________________________________________________
____________________________________________________________

__________________________________________________________________
__________________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

1. Analyze literature as a means of discovering the self (EN9LT-If-14); and
2. Determine the tone and mood (EN9LT-Ifg-2.2.3)
II. Content:
Subject Matter : Elements of Poetry (Review), Tone and Mood
Integration : Values Education (Philosophies of Life)
Strategies : Lecture/Discussion, Collaborative Learning

Edition). Philippines: Vibal Group, Inc., p. 70
Campomanes, IPJ. (2017). “Module 1, Lesson 4: Coping with Challenges.” A

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City, pp. 65-73 (Task 1.29)
Hughes, Langston. (1994). “Mother to Son.” The Collected Poems of Langston

Hughes.
https://penandthepad.com/tone-vs-mood-poems-1883.html
https://literary-devices.com
1. Preliminaries (1min)
a. Classroom Management
b. Review of Previous Lesson (1mins)
For the last couple of days, you have been learning how to arrive meaning at
meaning of words through various ways, that even when you do have a dictionary at
hand you can infer the meaning…Can anyone tell me what these ways are?
(Possible answers of students: acronymy, blending, context clues, folk

etymology, compounding, backformation, borrowing, clipping/truncation,
coinage/invention, conversion, derivation, echoism/symbolism/onomatopoeia,
reduplication)
2. Motivation (3min)
If yesterday, you learned about getting meaning of words even without a

dictionary, today you will learn how to determine meaning of poems by studying the
tone, mood, techniques, and purpose employed by the poet himself.
Take this text for example:
There was a young schoolboy of Rye,

Who was baked by mistake in a pie.
To his mother’s disgust,
He emerged through the crust,
And exclaimed, with a yawn, Where am I?
Did the limerick make you feel something? Did it make you frown, think,
smile?
Would you consider the poem playful, serious, or scolding?
(Students may have other adjectives to describe the poem)
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Now, look at this movie poster.
Source: https://m.media-amazon.com/images/M/MV5BOWZiNmFhZjktZGE4Mi00MDk2LWJjNjQtOGI1MWVkZmY1NWQyXkEyXkFqcGdeQXVyMTMxODk2OTU@._V1_.jpg
Are you familiar with the movie? How did you feel after watching the
movie? (Answers vary)
1. Lesson Proper
a. Presentation/Introduction of Topic (1mins)
Oftentimes we judge the worth of a piece of writing by the way it makes us
feel. The more touching the writing is, the more impact it will have for us.
Thus, it becomes a challenge for us to unfold and show appreciation for
literature. Today, we will attempt to analyze literature through determining the
tone and mood.
Authors, poets and writers use literary devices to evoke feelings in the
readers. Two of these literary elements are tone and mood.
b. Activities/Tasks (45 mins)
Directions: There are two ways of doing the activities: as a whole class or in
groups. If done as a whole class, the class would be divided in groups but all the
activities should be done by all groups. A representative group would then be
called upon to present output from each activity.
If done in groups, the last four activities are assigned to groups and reported
to class for feedback.
Task 1.32.1 Constant Recall (Literary Elements)

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Literary elements are the universal constituents of literature and thus can
be found in any written or oral story. These are features are present in any
piece of writing from every culture and time period.
Literary techniques are not universal, or these may not be found in all
literary works. For example, not all poems contain simile. Thus, simile is a
literary technique rather than a literary element.
The tone of a literary work is the perspective or attitude that the author
adopts with regards to a specific character, place or development. Simply put, it
is the style, manner or expression of writing. Through tone, the readers may
ascertain the writer’s feelings towards a particular topic, thus, influencing the
reader’s understanding of the literary piece.
The tone of a poem may described using a variety of words such as

serious/solemn/grave, humorous, formal, informal, angry, satirical, ironical or
sad, or any other kind of appropriate adjective.
The mood is the emotional feeling or atmosphere that a work of literature

produces in a reader. All works of literature evokes emotional and psychological
responses from the readers. Though readers may respond differently to a
literary piece a similar type of mood is often produced. For instance, the readers
feel fear or suspense when reading thrillers and horror stories, or feel
sentimental when reading dramatic novels.
To create mood, authors and poets use a variety of other factors like setting,
theme, voice, and tone.
Task 1.32.2 Mother to Son by Langston Hughes

Poetry is the most condensed and concentrated form of literature, saying
most in the fewest number of words. William Wordsworth define poetry as “the
spontaneous overflow of powerful feelings, recollected in tranquility.” Poems
can follow a strict structure, or none at all, but many different types of poems
use poetic devices.
Poetic devices are tools that a poet to create rhythm, enhance a poem’s
meaning, or intensify a mood or feeling.
Cognitive devices are poetic devices that affect the meaning and
understanding of the poem. While more of literary elements rather than device,
tone and mood are also oftentimes considered as such cognitive devices.
In this task, we will look at the poem written by Langston Hughes, entitled
Mother to Son. Read the poem and find out how it helps you achieve insights
about life.
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Source: The Collected Poems of Langston Hughes (Vintage Books, 1994)
What do else do you know of Langston Hughes
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Task 1.32.3 Message for You (Devices that Intensify Mood)
Some devices are used solely to intensify the mood of the poem. An
example is a hyperbole, an exaggeration that is used for dramatic effect.
Onomatopoeia is another poetic device which uses words that resemble or

imitate sounds.
Personification, or giving a non-living thing qualities of something that is

alive, can also magnify mood. If a poet describes the sun as “angrily beating
down on the people below” negative feelings are heightened. But, if the poet
says the “sun smiled down on the people, gently warming them,” then positive
feelings of contentment are conveyed.
Alliteration, or repeating consonant sounds at the beginning of words,

shapes how the poem sounds when read aloud, and can add to the poem’s
feeling because some consonants have harsher sounds, while others are more
pleasing or calming to hear. For example, the [s] or the [ʃ] sounds are more
pleasing while the sounds of [b] and [g] are often more sharp sounding.
Consonance is the repetition of consonant sounds within and at the end of

the words.
Assonance is the repetition of vowel sounds within words.
Denotation is the literal or dictionary meaning of the word.
Connotation is the emotional meaning of the word.
Are these poetic devices present in the poem?
POETIC DEVICE SUPPORTING LINES FROM THE POEM
Alternate Strategy (5 minutes): This activity may be done by seven (7) groups.
Each group will be assigned a poetic device. The poetic devices will be written
on pieces of colored paper and the supporting lines will be written at the back of
these papers. Each group will present their output at the end of 5 minutes.
Task 1.32.4 Message for You (Identifying the Mood)
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Read the poem again. Did the poem make an impression on you? After
reading it, how did it make you feel? How would you describe those feelings?
(Answers may vary)
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Below are short poems and literary text excerpts. Your task is to identify the
mood by describing how the text makes you feel after reading it. Use a one-
word adjective that mop3st closely describes that feeling.
POEM/TEXT MOOD
Early to Bed Amused, happy
by Mary Mapes Dodge
Early to bed and early to rise:

If that would make me healthy and wise
I’d rise at daybreak, cold or hot,
And go back to bed at once. Why not?
Figure it out for yourself, my lad, Inspired

You’ve all that the greatest of men have had,
Two arms, two hands, two legs, two eyes,
And a brain to use if you would be wise.
With this equipment they all began,
So start for the top and say, “I can.”
(Excerpt from the poem, Equipment by Edgar Guest)
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POEM/TEXT MOOD
Richard Cory Sad, pity for
by Edwin Arlington Robinson Richard Cory
Whenever Richard Cory went down town,

We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,

And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.
And he was rich - yes, richer than a king -

And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,

And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.
Source: https://www.familyfriendpoems.com/poem/ric
hard-cory-by-edwin-arlington-robinson
Antigonish Scared, fearful,
by Hughes Mearns afraid
Yesterday, upon the stair,

I met a man who wasn’t there
He wasn’t there again today
I wish, I wish he’d go away...
When I came home last night at three

The man was waiting there for me
But when I looked around the hall
I couldn’t see him there at all!
Go away, go away, don’t you come back any more!
Go away, go away, and please don’t slam the door... (slam!)
Last night I saw upon the stair

A little man who wasn’t there
Oh, how I wish he’d go away...
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POEM/TEXT MOOD
(Source: https://www.poets.org/poetsorg/poem/antigonish-i-met-man-who-wasnt-
there)
Yesterday’s Bread – A Goodbye Note Angry

by Pip Walters
I’ve left you. I’ve gone. I won’t be coming back.

I’ve dumped you. I’ve ditched you. I’ve given you the sack.
You snubbed me, ignored me, I’ve had enough of that.
I’ve done the washing up,
Cleaned the car and fed the cat.
You never take me out, buy me chocolates or gifts.

You never pick me up from work – I have to beg for lifts.
Anyway, it’s over now, water under the bridge.
I’ve gone back to my mothers.
There’s beer in the fridge.
When I met you, you were handsome, a tidy looking chap.

Now you’re just an ugly, scruffy, lazy bag of crap.
You rarely have a shower and you never comb your hair.
I’ve vacuumed
And plumped up all the cushions on your chair.
You never say you love me, or compliment my cooking.

You never comment on my clothes or tell me I’m good looking.
You don’t care if I get upset, you don’t notice if I’m hurt.
I’ve put your socks and pants away
And ironed your favourite shirt.
I wish I’d never met you. I’ve wasted half my life.

I’m glad we never married. I’d hate to be your wife.
I loathe and detest you. I wish that you were dead.
You’ll have to have soup for lunch
With yesterday’s bread.
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Task 1.32.5 Message for You (Identifying the Tone)
Read the poem again. What kind of language did the speaker/persona use?
Why do you think the poet used this language? How do you think does the
speaker/persona/poet feel towards the subject matter?
(Answers may vary)
Select from the list below a word(s) that would identify

the tone of the speaker/persona
approving admiring critical fearing playful

serious light mimic calm mocking
polite angry persuasive envious
afraid mysterious confused triumphant
cynical hopeful defiant hostilesorrowful
Be sure to support your answer with lines taken from the poem.
TONE SUPPORTING LINE(S)
critical, serious Well, son, I’ll tell you:

Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor--
Bare
defiant But all the time

I’se been a climbin’ on,
And reachin’ landin’s,
And turnin’ corneres,
And sometimes goin’ in the dark
Where there ain’t been no light.
persuasive, inspiring So boy, don’t you turn back.

Don’t you set down on the steps
‘Cause you finds it’s kinder hard.
Don’t you fall now--
For I’se still goin’, honey,
I’se still climbin’
And life for me ain’t been no crystal stair.
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Task 1.32.6 Message for You (Identifying the Tone Part II)
Using the same poems in Task 1.32.4, identify the attitude of the
speaker/persona/poet towards the subject matter. Try to use one-word
adjectives if you can. If not, just describe how you think the
speaker/persona/poet felt.
In identifying the tone, remember to ask yourself: what could have been the
feelings of the author when he wrote this poem/lines?
POEM/TEXT MOOD
Early to Bed Lackadaisical
by Mary Mapes Dodge (lazy),
lethargic,
funny,
Early to bed and early to rise: carefree
If that would make me healthy and wise
I’d rise at daybreak, cold or hot,
And go back to bed at once. Why not?
Figure it out for yourself, my lad, Determined,

You’ve all that the greatest of men have had, optimistic,
Two arms, two hands, two legs, two eyes, inspirational
And a brain to use if you would be wise.
With this equipment they all began,
So start for the top and say, “I can.”
(Excerpt from the poem, Equipment by Edgar Guest)
Richard Cory Gloomy,

by Edwin Arlington Robinson macabre,
somber,
tearful,
Whenever Richard Cory went down town, agitated,
pitiful
We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,

And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.
And he was rich - yes, richer than a king -

And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,
259 | P a g e
POEM/TEXT MOOD
And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.
Source: https://www.familyfriendpoems.com/poem/richar
d-cory-by-edwin-arlington-robinson
POEM/TEXT MOOD
Antigonish Macabre,
by Hughes Mearns fearful,
hysterical,
horrific
Yesterday, upon the stair,
I met a man who wasn’t there
I wish, I wish he’d go away...
When I came home last night at three

The man was waiting there for me
But when I looked around the hall
I couldn’t see him there at all!
Go away, go away, don’t you come back any more!
Go away, go away, and please don’t slam the door... (slam!)
Last night I saw upon the stair

A little man who wasn’t there
Oh, how I wish he’d go away...
(Source: https://www.poets.org/poetsorg/poem/antigonish-i-met-man-who-wasnt-there)
260 | P a g e
POEM/TEXT MOOD
Yesterday’s Bread – A Goodbye Note Disgusted,
by Pip Walters disappointed,
bitter, cynical
I’ve left you. I’ve gone. I won’t be coming back.

I’ve dumped you. I’ve ditched you. I’ve given you the sack.
You snubbed me, ignored me, I’ve had enough of that.
I’ve done the washing up,
Cleaned the car and fed the cat.
You never take me out, buy me chocolates or gifts.

You never pick me up from work – I have to beg for lifts.
Anyway, it’s over now, water under the bridge.
I’ve gone back to my mothers.
There’s beer in the fridge.
When I met you, you were handsome, a tidy looking chap.

Now you’re just an ugly, scruffy, lazy bag of crap.
You rarely have a shower and you never comb your hair.
I’ve vacuumed
And plumped up all the cushions on your chair.
You never say you love me, or compliment my cooking.

You never comment on my clothes or tell me I’m good looking.
You don’t care if I get upset, you don’t notice if I’m hurt.
I’ve put your socks and pants away
And ironed your favourite shirt.
I wish I’d never met you. I’ve wasted half my life.

I’m glad we never married. I’d hate to be your wife.
I loathe and detest you. I wish that you were dead.
You’ll have to have soup for lunch
With yesterday’s bread.
NOTE: In a literary text, there might be more than one tone identified to create
the overall mood.
C. After the Lesson (10 mins)
1. Evaluation
A. Identification. Read each statement and identify what is asked for.
1. These are universal features of literature which can be found in any written
or oral story. (literary elements)
2. It is that feeling created after reading a work of literature. (mood)
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3. This describes how the author/writer feels towards the subject matter of
his/her literary work that influences the reader’s understanding of the
literary piece. (tone)
4. These refer to tools that poets use to create rhythm, enhance a poem’s
meaning, or intensify a mood or feeling. (poetic devices)
5. It is the most condensed and concentrated form of literature saying most in
the fewest number of words. (poetry, poems)
B. True or False. Write TF if the statement is true and FT if the statement is false.
1. The author/poet uses tone to create mood. (TF)

2. Tone and mood are cognitive poetic devices because these can affect the
meaning and understanding of the poems. (TF)
3. Tone is that emotional feeling or atmosphere that a work of literature
produces in a reader. (FT)
4. Literary techniques like metaphor is universal to all types of literature
whether written or oral. (FT)
5. Tone and mood are literary/poetic elements. (TF)
C. Identify the tone and mood. Choose the best tone and mood which would
describe the text in each item. Use the list of tone and mood words below:
WORDS TO DESCRIBE WORDS TO DESCRIBE TONE

MOOD
confused, amused, nostalgic, sentimental, bitter, speculative,
desolate, flirty anxious, romantic
TEXT MOOD TONE
1 To be or not to be: that is the question: confused speculative

Whether ‘tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them?...
(W. Shakespeare, Hamlet, Act III, Scene I)
2 Yet come to me in dreams, that I may live nostalgic sentimental

My very life again though cold in death:
Come back to me in dreams, that I may give
Pulse for pulse, breath for breath:
Speak low, lean low,
As long ago, my love, how long ago!
IV. Remarks:
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________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

1. Analyze literature as a means of discovering the self (EN9LT-If-14); and
2. Determine the technique and author’s purpose (EN9LT-Ifg-2.2.3).
II. Content:
Subject Matter : Literary Techniques and Author’s Purpose
Integration : Values (Philosophies of Life)

Edition). Philippines: Vibal Group, Inc., pp. 70,

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City, pp. 65-73 (Task 1.29)

Hughes.
“Literary Devices.” Downloaded from

https://ashford.instructure.com/courses/9438/files/1680488/download?
verifier=nEBtXXVtHuOR7CRIUjmeAEQ94MppSqdnVDw7CTka&wrap=1
“Literary Devices, Techniques, and Elements – Pittsford Central School.”

Downloaded from
https://www.pittsfordschools.org/site/handlers/filedownload.ashx?
moduleinstanceid=542&dataid=4672&FileName=Literary%20Devices.pdf
“Literary Techniques.” Downloaded from

https://www.bbc.com/bitesize/guides/zx7cmnb/revision/1
3. Preliminaries (1min)
c. Classroom Management (Greetings & Formalities, Checking of attendance,

routine instructions i.e. arranging chairs, and settling down)
4. Review of Previous Lesson (2mins)
Yesterday, we tackled two cognitive literary elements. Can anyone tell me

what those elements are? (tone and mood)
In your own words, can you define what tone refers to?
(Possible answer: Tone is the attitude of the poet/writer/author

towards the subject matter)
How about mood?
(Possible answer: Mood is that feeling you get

after reading a literary piece)
Now, read this text, which is the first paragraph of the first chapter of a
famous young adult literature:
When I wake up, the other side of the bed is cold. My fingers
stretch out, seeking Prim’s warmth but finding only the rough
canvas cover of the mattress. She must have had bad dreams and
climbed in with our mother. Of course, she did. This is the day of the
reaping.
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What is the mood of the selection? How did you feel after you read the
paragraph?
(Possible answers, but may vary: worry, anticipation of what happens next,
contemplative/thoughtful)
Can you identify the tone taken by the author/persona?
(Possible answers: grim/sad, melancholy)
3. Motivation
Now let’s look closely and read again our selected text. Take note of the text
and try to see which part struck you the most? Try to identify that part which strikes
a chord in you, or that which you find interestingly written.
(Answers of students may vary)
1. Introduction of the Lesson (1 min)
The tone and mood of any literary piece is important in creating meaning
and conveying meaning to the readers. However, there are more to literature than
just tone and mood. And that is what we are going to learn today.
What contributes to the meaning of any literature and brings about “life” in
a poem is the orchestration of sounds, story, sense, and form. Through the words
used by the poet, as expressed by the persona/speaker/author, the vivid images,
clear sounds and exact feelings are clearly conveyed.
2. Lesson Proper
Task 1.33.1 Unboxing Some Literary Techniques

Literary techniques are not universal, or these may not be found in all
literary works. For example, not all poems contain simile. Thus, simile is a literary
technique rather than a literary element.
You may also know literary technique by its other names, literary method,
literary device, or literary motif. In general, literary techniques collectively
comprise the art form’s components—the means authors use to create meaning
though language, and that readers use to understand and appreciate their works.
267 | P a g e
If you research the internet, you find many listed. However, for the sake of
discussion let us just take on the most common ones. Below is an annotated list of
some common literary techniques:
TECHNIQUE NOTES EXAMPLES
Simile A descriptive technique that compares The trees stood as tall

one thing with another, usually using as towers
‘as’ or ‘like’
Metaphor A descriptive technique that names a The circus was a

person, thing or action as something magnet for the children.
else.
Hyperbole A use of obvious exaggeration for The sun scorched

rhetorical effect through the day.
Personification A metaphor attributing human feelings The sun smiled at the

to an object hills, ready to begin a
new day.
Onomatopoeia Use of words that sound a little like The autumn leaves and
what they mean twigs cracked and
crunched underfoot
Oxymoron A phrase combining two or more There was a deafening

contradictory words silence
Irony The use of the words in such a way in The bread is soft as
which the intended meaning is stone.
completely opposite to their literal
meaning So nice of you to break
my new phone.
Flashback (or A technique a writer uses for altering The Little Match Girl
analeptic reference) the time sequences, taking characters
back to the beginning of the tale
Flashforward (a.k.a. An interjected scene that temporarily

prolepsis) jumps the narrative forward in time.
Foreshadowing A technique a writer uses to hint or

suggest what will occur later
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TECHNIQUE NOTES EXAMPLES
Imagery Forming mental images of a scene

using descriptive words that appeals to
the human senses
First person narration A text presented from the POV of a

character (esp. the protagonist) and
written in the first person
Symbolism Applied use of symbols: iconic

representations that carry particular
conventional meanings.
Backstory Story that precedes events in the story The Umbrella Academy
being told—past events or background
that add meaning to current
circumstances
Cliffhanger The narrative ends unresolved, to draw Books in series

the audience back to a future episode
for the resolution
Deus ex machine (a Resolving the primary conflict by a

machination or act of means unrelated to the story (e.g. a god
God) appears and solves everything). This
device dates back to the ancient Greek
theater, but can be a clumsy method
that frustrates the audience.
(Source: https://www.bbc.com/bitesize/guides/zx7cmnb/revision/1
https://www.pittsfordschools.org)
NOTE: To engage the students’ participation, you may discuss each element and
guide students to give examples of text or movies, citing the specific parts where
each element may be found.
Which of these techniques were used in the short text presented?
(Possible answers: First person narration, Foreshadowing, Imagery)
269 | P a g e
Task 1.33.2 Desiderata
Desiderata (Latin for “desired things”) is a 1927 prose poem by American
writer Max Ehrmann. Although unknown in the author’s lifetime, the text became
widely known after its use in devotional and spoken word recordings in 1971 and
1972.
YOUR TASK
As your teacher reads the poem aloud, read along silently.
Annotate, encircle key words, underline, highlight or just take down

notes of words, lines, phrases, which you think are important,
interestingly written or has in some way or another resonated with you.
LITERARY
LINES THAT HOLD SPECIAL MEANING FOR ME
TECHNIQUE USED
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DESIDERATA
Go placidly amid the noise and haste,
and remember what peace there may be in silence.
As far as possible without surrender
be on good terms with all persons.
Speak your truth quietly and clearly;
and listen to others,
even the dull and the ignorant;
they too have their story.
Avoid loud and aggressive persons,
they are vexations to the spirit.
If you compare yourself with others,
you may become vain and bitter;
for always there will be greater and lesser persons than yourself.
Enjoy your achievements as well as your plans.
Keep interested in your own career, however humble;
it is a real possession in the changing fortunes of time.
Exercise caution in your business affairs;
for the world is full of trickery.
But let this not blind you to what virtue there is;
many persons strive for high ideals;
and everywhere life is full of heroism.
Be yourself.
Especially, do not feign affection.
Neither be cynical about love;
for in the face of all aridity and disenchantment
it is as perennial as the grass.
Take kindly the counsel of the years,
gracefully surrendering the things of youth.
Nurture strength of spirit to shield you in sudden misfortune.
But do not distress yourself with dark imaginings.
Many fears are born of fatigue and loneliness.
Beyond a wholesome discipline,
be gentle with yourself.
You are a child of the universe,
no less than the trees and the stars;
you have a right to be here.
And whether or not it is clear to you,
no doubt the universe is unfolding as it should.
Therefore be at peace with God,
whatever you conceive Him to be,
and whatever your labors and aspirations,
in the noisy confusion of life keep peace with your soul.
With all its sham, drudgery, and broken dreams,
it is still a beautiful world.
Be cheerful. 271 | P a g e
Strive to be happy.
Max Ehrmann, Desiderata, Copyright 1952.
Task 1.33.3 Author’s Purpose
An author, poet or playwright writes for a purpose. Whatever that purpose,
it is reflected in their writing.
What is the purpose of Suzanne Collins in writing The Hunger Games?
How about Max Ehrmann?
Look at the ad below. What do you think is its purpose?
Source: https://d9hhrg4mnvzow.cloudfront.net/seopages.adobeprojectm.com/make/posters/campaign-posters/
6320b745-campaign-1_09w0fb09w0fb000000.jpeg
NOTE: Any ad showing purpose may do for this exercise.
272 | P a g e
Task 1.33.3a As Easy as a PIE
Source: https://ecdn.teacherspayteachers.com/thumbitem/Authors-Purpose-Poster-2053328-1500873715/original-2053328-1.jpg
NOTE: Teacher may present this poster for the students or may extract the
information from the students using leading questions:
What do you think is the purpose for writing:
a. Debates? (persuade)
b. Newspaper articles? (inform)
c. Poetry? (entertain)
273 | P a g e
Task 1.33.3b The Mansion
The class will be divided into three groups. Each group will be given a secret
task. There should be no peeking at the work of others. Just focus on your task
because you will only be given at most 10 minutes to do this task. The group which
finishes first shall be the last to present. You will be given about 2 minutes to
present your output
Group 1. The Advertisers
You are an advertising company. Your client (the class) wants to sell their
house (specifications of which shall be discussed by the group) and has asked you to
make an ad. After 10 minutes present your output to your clients.
Group 2. Catching the Cat Burglars
You are a special security unit in the mansion. You have reliable information
that a team of elite cat burglars will steal the family’s treasure (the type and location
of which will have to be discussed in the group). To stop the heist, show the rest of
the team the possible entry and exit points of the burglars and decide where
security should station themselves.
Group 3. The Haunted Mansion
You are world famous authors of bestselling thrillers and horror novels. You
are writing your next novel entitled, the working title of which is, The Haunted
Mansion.
Group 4. Obituary
Write the obituary of the billionaire owner of the mansion who died
recently. Discuss with your group the name, cause of death, date of death, birth
date, internment and all other details.
Group 5. The Wards
You are the wards of the eccentric billionaire who owns the mansion. The
immediate family wants to sell the house you grew up in. You do not want the
house sold. Write out an appeal to the immediate family.
During Group Presentation
After each group presents their output, the class will be asked to identify the
author’s purpose.
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C. After the Lesson
1. Evaluation (Summative)
Task 1.33.4. Evaluate & Discern

Directions: Write the letter of the best answer.
1. All of the following are three main reasons why an author writes a story,
EXCEPT to
a. inform
b. persuade
c. entertain
d. scare his audience
2. What is it called when the author expresses his opinions and views?
a. entertainment
b. point of view
c. climax
d. characterization
3. If you read an editorial in the newspaper, the author’s purpose is to
a. entertain
b. persuade
c. inform
d. create a mysterious mood
4. The day began like any other school day, except she really wanted to run and
get to school. She had a feeling that she was going to be named
homecoming queen. The author’s purpose is to
a. entertain
b. persuade
c. inform
5. One of the most harmful creatures on earth is the fly. Flies spread harmful
diseases. They pick up germs with their hair, spreading their germs
everywhere. The author’s purpose is to
a. entertain
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b. persuade
c. inform
6. Wouldn’t you like to feel safe in your neighborhood? Please join our watch
group. We need good volunteers to protect our streets and report suspicious
activity to the police.
a. entertain
b. persuade
c. inform
7. The Andes Mountains are located down the west side of South America and
are the longest chain of mountains in the world. The Andes start at the top
of South America and go along the coast to the bottom of South America,
which spans over 400 miles. There are a lot of volcanoes found in the
mountains and many are active. Like California, earthquakes are a normal
occurrence and have killed many people. The reason the author wrote the
selection is
a. to inform the reader how dangerous California can be
b. to show the similarities between South America and San Francisco
c. to describe the Andes Mountains
d. to inform the reader that earthquakes kill people
8. Do you ever go out and look at the stars? The stars fascinate many people,
and some say that you can tell a lot about what will happen by studying
them. The sky is divided into 88 known areas that scientists study. Inside
these areas are many stars, which are called constellations. Many
constellations were named as far back as the 1500s. Some named
constellations are the zodiac signs; Aries, Pisces, and Taurus. Other
constellations that might be familiar to you are the Little Dipper, Big Dipper,
and the Great Bear. The author believes that
a. the Little Dipper is the best constellation
b. people don’t care about studying stars as much as they used to in the
1500’s
c. the study of the stars has fascinated people for hundreds of years
d. you cannot tell much by looking at the stars
9. Some people believe that they can’t make a difference by voting, but you
can. If you don’t vote, your voice cannot be heard. Show you care about
your community, and exercise your right to vote. The author believes that
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a. people should vote
b. you can’t criticize the person in office if you don’t vote
c. you should recycle in your community
d. one person can’t make a difference
10. Doug knew that he had waited until the last minute to type his research
paper, but he couldn’t think of what he wanted to write. As Doug was
frantically typing away on his computer, the power went out. He hadn’t
saved his documents. He screamed at the computer as it faded into
blackness. Maybe it wouldn’t have been too bad if he had a rough draft in
which to work from, but he was writing and typing at the same time. Doug
swore to himself that this would never happen to him again. The author
shows the importance of
a. buying a new computer
b. not waiting until the last minute to do your assignments.
c. going to the library to do your research
d. making the honor roll
2. Enrichment Activity
In 1/8 size cardboard, collect and paste text samples of each author’s
purpose. In each of your text sample, also include tone, mood, technique.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to identify types and
features of poetry (EN9WC-If-9.1).
II. Content:
Subject Matter : Types of Poetry
Integration :
Materials : Manila paper, markers

Vibal Group, Inc.
Campomanes, IPJ. (2017). A Simplified Learning Module for English Grade 9 BEC K-
12/Open High School Program (OHSP). A learning material submitted to the
Division of Valencia City
https://en.wikipedia.org/wiki/Narrative_poetry
https://www2.anglistik.uni-freiburg.de/intranet/englishbasics/PoetryTypes01.htm
https://literarydevices.net/sonnet/
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Yesterday, we tackled about determining the technique and purpose of the

author in a particular selection. What do you think contributes to the meaning of
any literature and brings about “life” in a poem?
(Possible answers: orchestration of sounds, story, sense, and form)
3. Motivation
LITERATURE
ORAL WRITTEN VISUAL

LITERATURE LITERATURE LITERATURE
PROSE POETRY
Fiction Nonfiction
Narrative Lyric Drama
 Can anyone share what this chart is about?
(Expected answer: It is about the major divisions and forms of

literature)
Last time, we discussed the types of prose—specifically, fiction and non-

fiction. Today, we will discuss the three main groups of poetry and examples of
each.
Task 1.34.1. Types of Poetry

Show the class excerpt and pictures through a slide presentation. (Please
see attached slides. Teacher may use other images)
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Source(s):
 https://ichef.bbci.co.uk/news/660/cpsprodpb/10EF1/production/_101116396_beowulfsbattle_rgb.jpg
 https://i.ytimg.com/vi/E2Ni_HTTsoU/maxresdefault.jpg
 https://i.pinimg.com/236x/40/0c/ca/400cca59889ec2fbcde8f2b80ac46314--poem-ideas-
narrative-poem.jpg
Have them identify the type of poetry each slide presents.
2. Lesson Proper
(The sub-activities/tasks may be done Round-Robin, where the class will be divided
into three groups. Each group will be given a sub-task. Each group will chose a
representative who will share to them the assigned sub-task. Then he will pass the
sub-task to another member of the group who will share it to another group. The
cycle will be repeated until all sub-tasks have been shared to all groups. Sharing is
time-pressured. Members of the group should also take down notes.)
Task 1.34.2. The Three Poetry Groups

Poems can be classified into three main groups or directions: lyrical,
narrative, and dramatic. Although all three were originally sung and chanted, the
musical element has always been secondary to the latter two types. “Traditionally,
the lyric expressed personal emotion, the narrative propelled characters through a
plot, the dramatic presented an enactment. Lyrical poetry retains most prominently
the elements which date back to its origins in musical expression—singing, chanting
and repetition with musical accompaniment.” (New Princeton Encyclopedia of
Poetry and Poetics, NPOPP).
The Book of Forms by Lewis Turco suggests that the difference is a matter of
voice. Lyrical poetry is the poet speaking to him or herself or nobody, narrative is
the poet speaking through the narrator to an audience, and dramatic verse is the
poet speaking through character interaction he/she has created.
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Task 1.34.2a Lyric Poetry
Lyric poetry, or lyrical verse usually revolves around emotions and
perceptions of the poet. Lyric poem is generally short and may be sung or
accompanied by music.
Types of Lyric Poetry
1. Elegy – a formal lament for the death of a particular person. The term elegy is
also used for solemn meditations, often on questions of death.
Examples: In Memoriam A.H.H. by Lord Alfred Tennyson

Elegy Written in a Country Churchyard by Sir Thomas Gray
2. Ode – a long lyric poem with serious subject written in an elevated style.
Examples: Ode to Duty by William Wordsworth

Ode to a Grecian Urn by John Keats
3. Sonnet – originally a love poem which dealt with the lover’s sufferings and
hopes. However, the sonnet was later used for other topics like religious
experience, reflections on art, or even the war experience.
 Uses a single stanza with 14 lines in an intricate rhyme pattern
a. Italian or Petrarchan Sonnet – introduced by the 14th century Italian poet

Francesco Petrarch
 Rhyme scheme: ABBA-ABBA-CDC-DCD
 Composed of an octet (first eight lines) and a sestet (six lines)
b. Shakespearean Sonnet – developed by William Shakespeare
 Generally written in iambic pentameter, in which there are 10

syllables in each line
 Rhyme scheme: ABAB-CDCD-EFEF-GG
c. Spenserian Sonnet – developed by Sir Edmund Spenser who modified

Petrarch’s form
 Rhyme scheme – ABAB-BCBC-CDCD-EE
4. Dramatic Monologue – a self-conversation, speech or talks presented

dramatically, in which a person, who is speaking to himself or someone else
speaks to reveal specific intentions of his actions, his temperament or character.
Examples: My Last Duchess by Robert Browning
5. Occasional Poetry – poetry written for specific occasion
Examples: Epithalamion by Edmund Spenser (wedding)

Annus Mirabilis by John Dryden (return of a king from exile)
Lycidas by John Milton (death)
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Task 1.34.2b. Narrative Poetry
Narrative poetry or narrative verse simply tells a story and is most often
found in epic form. It is often objective, distanced from the subject and usually
written in the third person as an observer. It describes an event in time and place as
it unfolds and is “rooted in local intention” or takes a particular point of view of the
event. It often will dramatize the crisis or climax and can be narrative, dramatic and
lyrical in presentation, such as the ballad. The storytelling can be a fact or fiction
and is presented in verse to separate from other types of literature.
Verse forms that can be considered narratives include epics, ballads, blank
verse, and the French pastorale, and the Lai or Lay family of forms.
Michael Bugeja, in his book the Art and Craft of Poetry, says that there are
six elements to narrative poetry, namely: 1) topic, 2) theme, 3) voice, 4) viewpoint,
5) moment, and 6) ending.
Types of Narrative Poetry
1. Epics – usually operate on a large scale, both in length and topic, such as the
founding of a nation (Virgil’s Aenid) or the beginning of world history (John
Milton’s Paradise Lost). Epics also tend to use an elevated style of language and
supernatural beings take part in the action.
2. Mock-epic – makes use of epic conventions, like the elevated style and the
assumption that the topic is of great importance, to deal with completely
insignificant occurrences.
Example: The Rape of the Lock by Alexander Pope

- tells the story of a young beauty whose suitor secretly cuts off a
lock of her hair
3. Ballad – a song, originally transmitted orally, which tells a story. It is an

important form of folk poetry.
 Usually four-line stanza, alternating tetrameter and trimester
4. Pastoral poetry – presents an idealistic, almost Utopian, view of rural life. Some
common topics were death, love, the mockery of politics, and the ideal life of
the country.
Examples: The Passionate Shepherd to His Love by Christopher Marlowe
5. Lai or virelay – a French syllabic verse poem of one or more stanza of nine short
lines that include two rhymes.
 Rhyme Scheme: AABAABAAB

 Lines ending with the “A” rhyme are five syllables long.
 Lines ending with the “B” rhyme are two syllables long.
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Task 1.34.2c. Dramatic Poetry
Dramatic poetry, or dramatic verse is any drama that is written in verse that
is meant to be recited. In short, a dramatic verse speaks through a character.
Although it also got its beginnings from music and chant, just at the lyrical and
narrative verse did, dramatic poetry characterizes the song or words. The dramatic
poem, like the other two comes in all styles, shapes and sizes and can at the same
time be dramatic, lyrical or narrative.
What is distinguishable is that dramatic poems characterizes. The poem is

told through one or more characters’ voice, perspective and language. It is the voice
of the poet speaking through the parameters of one of more characters developed
by the poet. Personality, motive and viewpoint are the focus. The poem is written
through dialogue. The forms are those of drama itself: tragedy, comedy,
tragicomedy, the monologue, dialogue, and soliloquy.
Types of Dramatic Poetry
1. Tragedy – drama with a tragic ending
Examples: Romeo and Juliet, Macbeth, Hamlet
2. Comedy – drama which seeks to amuse or entertain, whose purpose is “to make
the audience laugh”
Examples: As You Like It, A Midsummer Night’s Dream
3. Dramatic Monologue – one-sided conversation where the thought and

emotions of the speaker are revealed through his action. In a monologue, a
character usually makes a speech in the presence of other characters.
4. Soliloquy – In a soliloquy, the character or speaker speaks to himself and by

doing so, the character keeps these thoughts secret from the other characters of
the play.
Dramatic Monologue vs. Soliloquy vs. Aside
The difference between the monologue, soliloquy and aside lies in the
purpose and presentation.
In a dramatic monologue, the speaker engages in a one-sided conversation

whether or not the one he is speaking to is present.
In a soliloquy the character speaks to himself, his thoughts known to the

audience but kept secret from other characters.
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The aside, on the other hand, is a short comment by a character towards the
audience, often for another character, but usually without his (the other character’s)
knowledge.
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C. After the Lesson
1. Evaluation
Task 1.34.3. Notes Check

Assuming that you have taken down notes about the types of poetry,
answer the following questions to the best of your ability.
(Teacher may add more items for the evaluation. If teacher also aims to make sure
that the students have taken down notes, give the evaluation as an Open Notes
Evaluation. Be strict with the guideline: NO SHARING OF NOTES)
1. This type of short poem describes the personal thoughts and inner feelings
of the author and usually has musical quality. (lyric)
2. Which type of poem is usually serious and sorrowful- about a specific person
who has died, or a poem that deals with death or other serious, somber
objects? (elegy)
3. A poem that has 14 lines that uses rhyme in a set pattern or formal rhyme
scheme (sonnet)
4. It is a long, often book-length, narrative in verse form that retells the heroic
journey of a single person or group of persons. (epic)
5. This type of poetry uses a range of poetic techniques such as rhyme and
meter. The poet presents a series of events, often including action and
dialogue. (narrative)
Task 1.34.4. Poem Portfolio

 Class will be divided into five (5) groups.
 Students will make a compilation of poems representing the types of poetry

discussed.
 The “Poem Portfolio” compilation should be placed in a 9x12in Drawing Book.
 With poems which are too long, excerpts will suffice.
 Remind the students to give due credit to the source.
 Encourage the students to be creative with their output.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:
At the end of the lesson, 75% of the learners are expected to identify types and
features of Poetry (EN9WC-Ig-9.1).
II. Content:
Subject Matter : Features of Poetry
Integration : (Which learning area is integrated into the lesson?)
Materials : Worksheets
Vibal Group, Inc.
Campomanes, IPJ. (2017). A Simplified Learning Module for English Grade 9 BEC K-
12/Open High School Program (OHSP). A learning material submitted to the
Division of Valencia City.
https://literarydevices.net/rhyme-scheme/
https://www.poets.org/poetsorg/poem/be-glad-your-nose-your-face
http://writeshop.com/5-features-child-poetry-poetry/
https://www.aresearchguide.com/poetry-structure.html
http://prism.scholarslab.org/prisms/4cfaf418-b1ed-11e7-8cdf-
005056b3784e/visualize?locale=en
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Any volunteers to recap what we have taken up yesterday?
Can anyone tell me the three major types of poetry?
3. Motivation
Task 1.35.1. Be Glad Your Nose Is On Your Face

(Teacher may use the attached PDF file)
Source: https://i.pinimg.com/originals/05/22/c1/0522c1f954d6b581ef41b476e5a31af4.png
Teacher will ask volunteers to talk about the poem and find the poetic tools
used:
 What emotions does the author feel?
 How does the author use language in poem to make us feel the
meaning?
 What poetic tools can you find in the poem?

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A good poem features several poet. You might remember that some of
these devices were discussed in passing previously.
2. Lesson Proper
Task 1.35.2. Fabulous Features of Poetry
Task 1.35.2a. Look for the Shape or Form
You can tell you are reading a poem right away based on the way it looks
because poems are written in lines and stanzas.
A stanza is a group of lines in a poem, similar to a paragraph.
A couplet is a stanza with two lines.
A tercet is a stanza with three lines.
A quatrain is a stanza with four lines.
A foot (plural feet) is the term used to describe a combination of both

stressed and unstressed syllables in a single line of a poem. There are several
combinations: iamb, trochee, spondee, anapest, and dactyl.
A meter refers to the number of feet that are in a line of a poem.
Thus, an iambic pentameter refers to a line with an iambic foot

(combination of unstressed and stressed syllables) repeated five times (pentameter).
Thus, an iambic pentameter is a line of a poem with 10 syllables.
Task 1.35.2b Listen for Rhyme
Some poems use rhyming words to create a certain effect. However, not all
poems are rhyming. Poetry that does not rhyme is called free verse poetry or blank
verse.
Rhyme scheme is the pattern of rhyme that comes at the end of each verse
or line in poetry.
Some other poems follow non-rhyming structures, paying attention only to

the number of syllables. An example of this is the Japanese haiku.
Poets, however, generally write poems in a specific type of rhyme scheme or

rhyming pattern. There are several types of rhyme schemes as given below:
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Types of Rhyme Scheme
 Alternate rhyme is also known as ABAB rhyme. It rhymes as “ABAB-CDCD EFEF

GHGH”
 Ballade contains three stanzas with the rhyme scheme “ABABBCBC” followed by
“BCBC”
 Monorhyme is a poem in which every line uses the same rhyme scheme.
 Couplet contains two line stanzas with the “AA” rhyme scheme, which often
appears as “AA BB CC DD…” and so on.
 Triplet often repeats like a couplet and uses rhyme scheme of “AAA”
 Enclosed rhyme uses a rhyme scheme of “ABBA”
 Terza rima uses tercets, or three-line stanzas. Its interlocking pattern on end
words follows: ABA BCB CDC DED and so on.
 Keats’ odes rhyme scheme specifically used “ABABCDECDE”
 Limerick is a poem uses five lines with a rhyme scheme of “AABBA”
 Villanelle is a 19-line poem consisting of five (5) tercets and a final quatrain.
It uses a rhyme scheme of “A1bA2, abA1, abA2, abA1, abA2, abA1A2”
Task 1.35.2c Listen for Rhythm
Sometimes poets use repetition of sounds or patters to create a musical

effect in their poems.
Rhythm can be created by using the same number of words or syllables in

each line of a poem. Rhythm can be described as the beat of the poem.
Some of the poetic devices that gives poem rhythm are repetition and
alliteration. Repetition is pleasant to the ear, making it common occurrence in
poems. Not only poems contain repeated sounds, they also contain repeated
words.
Alliteration on the other hand is the repetition of sounds at the beginning of

words. The example below has both alliteration and repetition.
Example: Whether the weather be fine

Or whether the weather be not
Whether the weather be cold
Or whether the weather be hot…
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Consonance is the repetition of consonant sounds within and at the end of
the words.
Examples: Pitter Patter, Pitter Patter
Assonance is the repetition of vowel sounds within words. Assonance can

be found in many of the poems of Edgar Allan Poe, such as Anabel Lee and Eldorado.
Example: It was many and many year ago,

In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.
Task 1.35.2d Listen/Look for Figurative Language
Poetry leaves no room for dull, boring words. Figurative language contains
images that compare one thing to something else.
Onomatopoeia is a word that imitates a sound.
Example: Fishes’ Evening Song by Dahloy Ipcar
Water falls
Drop by drop,
Plip plop
Drip drop
Plink plunk
Splash splish.
Other figurative language that can be commonly found in poems are simile,
metaphor, personification, and allusion.
Task 1.35.2e Feel the Mood
The mood of a poem is the feeling that it has. A poem can be sad, gloomy,
humorous, happy, and so on.
Task 1.35.3. Feature Found

Class will be divided into five groups.
Look for the features of poetry in the poem entitled, Leaves Poem.
Each group will draw lots on which feature to work on:
o Group 1: Shape/Form of Poetry

o Group 2: Rhyme Patterns/Scheme
o Group 3: Rhythm of the Poem
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o Group 4: Figurative Language
o Group 5: Mood
Fill out the following table with your findings. (Teacher may provide
worksheets for this activity)
Share your output with the class
POEM DISTINCTIVE FEATURES
Leaves Poem
Unknown
Graceful as a dancer,
Twirling through the sky.
Turning, tumbling, twisting
Gently floating by.
Silent as a church mouse,
Gliding on the breeze.
Falling, floating, flying,
Drifting through the trees
Falling like a parachute,
To sleep upon the eaves.
Waiting, watching, whispering,
The ever-falling leaves.
Dancing off the rooftops,
To rest upon the ground.
Rusting, crunching, crackling,
A joyous autumn sound.
Source: http://prism.scholarslab.org/prisms/4cfaf418-b1ed-11e7-8cdf-005056b3784e/visualize?locale=en
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C. After the Lesson
Task 1.35.4. Rhyme Recognition

Write the rhyme scheme for each of the poems below. To do this, write the last
word in the second column, then assign letters to similar/same sounds. When you have
done that, write the rhyme scheme at the blank bottom row.
Poem 1
Dust of Snow END WORD

by Robert Frost
The way a crow ______________ ______

Shook down on me ______________ ______
The dust of snow ______________ ______
From a hemlock tree ______________ ______
Has given my heart ______________ ______
A change of mood ______________ ______
And save some part ______________ ______
Of a day I had rued. ______________ ______
Rhyme Scheme ABABBCDCD
Poem 2
Fairy Bread END WORD

by Robert Louise Stevenson
Come up here, O dusty feet! ______________ ______

Here is a fairy bread to eat. ______________ ______
Here in my retiring room, ______________ ______
Children, you may dine ______________ ______
On the golden smell of broom ______________ ______
And the shade of pine; ______________ ______
And when you have eaten well, ______________ ______
Fairy stories hear and tell. ______________ ______
Rhyme Scheme AABCBCDD
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Poem 3
Sonnet XVIII END WORD

by William Shakespeare
Shall I compare thee to a summer's day? ______________ ______

Thou art more lovely and more temperate: ______________ ______
Rough winds do shake the darling buds of May, ______________ ______
And summer's lease hath all too short a date: ______________ ______
Sometime too hot the eye of heaven shines, ______________ ______
And often is his gold complexion dimmed, ______________ ______
And every fair from fair sometime declines, ______________ ______
By chance, or nature's changing course untrimmed: ______________ ______
But thy eternal summer shall not fade, ______________ ______
Nor lose possession of that fair thou ow'st, ______________ ______
Nor shall death brag thou wander'st in his shade, ______________ ______
When in eternal lines to time thou grow'st, ______________ ______
So long as men can breathe, or eyes can see, ______________ ______
So long lives this, and this gives life to thee. ______________ ______
Rhyme Scheme ABAB CDCD EFEF GG
Enrichment Task
Write a two-stanza quatrain about whatever is most exciting to you. Use any of
the features and other poetic devices discussed. Mount your poem in your Portfolio.
You will be graded according the following rubric:
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
298 | P a g e
_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
299 | P a g e
I. Objectives:

and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
At the end of the lesson, 75% of the learners are expected to use the
appropriate gestures (hand, face, body) (EN9OL-Ifg-2.6.2).
II. Content:
Subject Matter : Using Appropriate Gestures (hand, face, and body)
Integration : Physical Education
Strategies : Collaborative Learning
Materials : Presentation slides
https://www.fun-stuff-to-do.com/rules-playing-charades.html
http://gamestreasury.blogspot.com/2009/11/paint-me-picture.html
http://www.getcharadesideas.com/resources/a-list-of-120-easy-and-hard-charades-
ideas/
https://iedunote.com/nonverbal-communication
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3. Motivation
Task 1.36.1. Charade

Discuss the mechanics of the game “Charade”
Have the class play the game for 5-10 minutes
Objective of the Game:
Charade is a game of pantomimes: you have to "act out" a phrase without

speaking, your team members try to guess what the phrase is. Your team members
must guess the phrase as quickly as possible before time runs out.
What You Need
 Charades Cards or pieces of paper with written phrases

 Timer
 Container for each of the teams to place their cards in
 Pen and paper to keep score
Main Rules Playing Charades
 Two teams divided into equal players

 A time and score keeper is selected, usually a person not taking part or else
one person from each team can take turns.
 No words. No pointing at objects in a room. No lip movements.
 Only "acting out" words or pantomiming similar sounding words.
 Two teams play against each other and divide an equal amount of charades
cards between them.
 A charade card with a phrase of Team 1 is revealed to one person (the actor)
of team 2 and kept secret from the rest of team 2, team 2 must guess their
actor's act.
 The team demonstrating the act choose their actor, no actor may act more
than once until all team members had a chance to be the actor.
 The actor has limited time (2-3 minutes) to act out the phrase to his own
team.
 Decide on a time frame within which actors must complete their tasks
before play commence, this will stay the same throughout the game.
 The actor can make any gestures to act out the word.
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 The teams alternate until each team member had a chance to be the actor.
When Playing Charades…
 Players divide into two teams and keep score.

 No clapping or whistling, no sound.
 The guessers may ask the actor questions. To which the actor may nod.
 The actor may make sounds other than speaking or whistling a recognizable
tune. (eg.bark like a dog)
Charade Ideas
EASY MEDIUM/DIFFICULT
 Cycling  Cycling a tricycle

 Watching TV  Watching a Romantic Comedy
 Swimming  Doing the Backstroke
 Running  Running on a treadmill
 Flying in a plane  Flying in a plane through
 Sleeping turbulence
 Flipping pancakes  Sleeping in a hammock
 Listening to music  Cooking meat
 Driving a car  Listening to classical music
 Writing a letter  Driving a go kart
 Skiing  Writing a letter of complaint
 Giving a haircut  Skydiving
 Drinking  Flying a drone
 Typing  Winning an award
 Eating  Gardening
 Sailing
“The most important thing in communication is hearing what isn’t said.”

—Peter F. Drucker
2. Lesson Proper
Task 1.36.2. Non-Verbal Communication

Importance of nonverbal communication
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 Nonverbal communication is important in expressing our emotions.
Emotions such as happiness, satisfaction, confidence, surprise, eagerness,
exhaustion, stress, and so on are all expressed through different body
gestures and face.
 Nonverbal communication plays a vital role in communicating interpersonal

relationships. Good interpersonal communication establishes trust in
relationships and help determines a person’s fidelity.
 Nonverbal communication is main supporter of verbal interaction. Verbal

and nonverbal communication supplement each other and give full
meaning.
 Nonverbal communication reflects an individual’s personality.
 Nonverbal communication plays greater role in performing rituals such as

greetings and goodbyes.
 Nonverbal cues of communication greatly help in communicating with the

handicapped people. For instance, the deaf depends on the movements of
the hands, fingers and eyeball.
Types of Nonverbal Communication
1. Eye Contact signals interest in others. Eye contact with audiences increases the
speaker’s credibility
2. Facial Expressions expresses types of emotions or feelings indicated through the

mouth, eyelids, nose, cheeks and the forehead.
3. Gestures are movements of the arms, legs, hands, and head. Gestures are
deliberate body movements to express specific and intentional meaning.
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4. Posture and body orientation can communicate numerous messages. They way
you walk, talk, stand and sit can tell a lot.
5. Body language, whether unconscious or unconscious movements, can also

convey meanings and messages.
6. Space and distance are significant nonverbal tools. A spacious and well-
decorated room indicates a person’s importance and authority. Distance, on the
other hand, expresses the degree of intimacy and individual acceptance.
7. Proximity. Cultural norms dictate a comfortable distance for interaction.
8. Paralinguistic is that facet of nonverbal communication which includes vocal

elements (tone, pitch, rhythm, timbre, loudness, inflection)
9. Touch is a widely used form of non-verbal communication. However, the

accepted modes of touch vary depending on the gender, age, relative status,
intimacy, and cultural background of the persons.
10. Silence is a powerful tool for communication but may have either positive or
negative meaning.
11. Personal appearance is also an important non-verbal tool which includes dress,
hair, jewelry, makeup, belt buckles, and so on. Appearance indicates the degree
of importance or interest a person conveys to an occasion.
12. Symbol is something which represents an idea, a physical entity or a process but
is distinct from it. The purpose of a symbol is to communicate meaning.
Examples are the traffic signs.
13. Visual communication occurs by means of any visual aids.
Task 1.36.3. Paint Me A Picture

Form groups of 6-10.
The facilitator gives a certain situation (ex. delivery room).
Using only their bodies and personal effects, the group illustrates the scene.
At a given signal, everyone freezes.
Points are given to the most creative or the most realistic scene.
A more meaningful version of the activity is having the groups illustrate

abstract concepts like “love,” “joy,” and so on.
Source: http://gamestreasury.blogspot.com/2009/11/paint-me-picture.html
C. After the Lesson
Task 1.36.4. Dance Interpretation
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Divide the class into four groups and have them choose their own music for
dance interpretation.
They will be graded according to the following criteria: Concept and

interpretation (40%); Choreography and execution (30%); Stage Presence (20%),
and Costume (10%)
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to make a connection
between the present text and previously read texts (EN9RC-Ig-17)
II. Content:
Subject Matter : A Psalm of Life by Henry Wadsworth Longfellow

If by Rudyard Kipling
Integration : EsP (Meaning experiences, coping with challenges)
Strategies : Lecture/Discussion, Collaborative Learning/Inquiry
Materials : Teacher-made activity sheets

G. A. B. (2014). “Module 1.” A Journey Through Anglo-American Literature
Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc.
Campomanes, IPJ. (2017). “Module 1.” A Simplified Learning Module for English
Grade 9 BEC K-12/Open High School Program (OHSP). A learning material
submitted to the Division of Valencia City, pp 78-81, 87-91.
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3. Motivation
Task 1.37.1. Reflections

Reflect on the following quotes. (Teacher may write these quotes on the
chalkboard or have a prepared visual aid)
“Don’t let challenges stop you

to take your best future.”
—Anonymous
“When virtue is in presence,

all subordinate powers sleep.”
—Ralph Waldo Emerson
The students will take turn in answering these questions.
1. What does each of the quotations suggest?
2. Do you agree on what each quotation suggests? Why? Why not?
3. What does it take to face life’s challenges?
Today we will discuss two poems about how to cope with the challenges we
meet in our lives.
Poems are an exemplary literature where we could get lessons in life

because aside from the orchestration of sounds, story, sense and form brings about
“life” in a poem, it aims share with us thoughts and reflections in not so many
words.
Moreover, through the words used by the poet, as expressed by the

persona/speaker, the vivid images, clear sounds, and exact feelings are conveyed.
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2. Lesson Proper
Task 1.37.2. A Psalm of Life

As you read the poem silently while your teacher reads it aloud,
highlight/take note of words, phrases, and lines that convey sound, feeling and
meaning.
A PSALM OF LIFE
by Henry Wadsworth Longfellow
WHAT THE HEART OF THE YOUNG MAN
SAID TO THE PSALMIST
TELL me not, in mournful numbers,
Life is but an empty dream! —
For the soul is dead that slumbers,
And things are not what they seem.
Life is real! Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.
Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.
Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world's broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!
Trust no Future, howe'er pleasant!
Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o'erhead!
Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
Footprints, that perhaps another,
Sailing o'er life's solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
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Task 1.37.2a Small Groups Differentiated Work (SGDW)
GENERAL INSTRUCTIONS:
 Work in five (5) small groups.
 With your group mates, read the poem again, and perform your assigned
task.
(Teacher may reproduce the attached PDF file for the students. It is
suggested that every student should have a copy of all worksheets for taking
down notes)
 Each group will share their output to the class. You are encouraged to make
use of Powerpoint presentation. If not, you may use the traditional visual
aids.
 Teacher gives feedback and clarifications.
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Task 1.37.3. If… You Can Connect the Dots
Poems being expressions oftentimes give you insights on how to make life
better, if not the best.
As you listen to your teacher read the poem If by Rudyard Kipling, read it
silently and watch out for words which are difficult for you to understand. List these
down in your notebook.
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Source: https://cdn.shopify.com/s/files/1/0166/0736/products/IF-RDSelFA0_1024x1024.jpg?
v=1498713457
Task 1.37.3a Small Groups Differentiated Work (SGDW)
GENERAL INSTRUCTIONS:
 Work in three (3) groups.
 With your group mates, read the poem again, and perform your assigned
task.
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(Teacher may reproduce the attached PDF file for the students. It is
suggested that every student should have a copy of all worksheets for taking
down notes)
 Each group will share their output to the class. You are encouraged to make
use of Powerpoint presentation. If not, you may use the traditional visual
aids.
C. After the Lesson
Task 1.37.4. Making Connections: One-paragraph response

Give brief and succinct responses to these questions that will enable you to
make connections between the two poems. (This activity can be done through oral
participation)
1. Are the two poems similar? Different?

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2. What are the recurring themes present in the two poems?
3. What other literature have you read that have the same theme?
4. Which of these values
5. Which of the values, principles and philosophies of the persona are you willing to
adapt?
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
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V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to compare and
contrast text listened to (EN9LC-Ih-8.8)
II. Content:
Subject Matter : Comparison and Contrast of Text Listened To

Integration : Philosophies of Life
Materials : Teacher-made activity sheets
G. A. B. (2014). “Module 1.” A Journey Through Anglo-American Literature
Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc.
Campomanes, IPJ. (2017). “Module 1.” A Simplified Learning Module for English
Grade 9 BEC K-12/Open High School Program (OHSP). A learning material
submitted to the Division of Valencia City, pp 78-81, 87-91.
https://theheartysoul.com/15-spot-difference-pictures/
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3. Motivation
Task 1.38.1. Panda Craze!

According to psychologists, practicing your skills in spotting the difference
can enhance your brain!
Teacher presents slideshow (Please see attached slide presentation)
Slides will turn every 7 seconds.
Find the puppy

among the pandas
Where’s the panda?
Not all these are

mutts!
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Can you spot the
panda? Look harder!
Stormtrooper Panda

Finding similarities and recognizing differences can help you understand
your reaction to different persons and information you listened to.
Task 1.38.2. Mirror Poems

Watch and listen to the video clip. (See attached video)
Source: https://www.youtube.com/watch?v=i3C8ISxRRZ0
Palindrome poetry, also called mirror poetry is a fun form of poetry which
can be read forward as well as backward, or in reverse order. The perfect
palindrome poetry would have the same effects and meanings.
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Task 1.38.3. Desiderata: The Song
Watch and listen to this video clip of Desiderata by Les Crane . (See attached
video)
Source: https://www.youtube.com/watch?v=i2DoBy3TlGA
2. Lesson Proper
Task 1.38.4. Comparison & Contrast

Tips in Writing a Comparison and Contrast Essay
No matter what comparison and contrast topics you write on, you need to
keep to the traditional structure of the academic paper.
Intro (background) (First Paragraph)
Start with a capturing and interesting hook. Outline what your topic is. Point
to the main argument of your topic known as a thesis statement. This sentence or
two usually come in the last sentence of your first paragraph.
Developing your arguments (Second Paragraph)
You need to research your topic to choose three claims. Include evidence
with the supporting points next to each argument. There should be up to three
supporting points in each body paragraphs.
Refuting opponent's arguments (Third Paragraph)
This time, you need to research the topic to view the facts that contradict
your thesis. It is important to choose at least one example and develop a paragraph
with the counter-argument as well. Write down maximum two opposing views
followed by a couple of your refutations.
Conclusion (Fourth Paragraph)
Restate your thesis statement and stress why your side is right once again.
NOTE: Body paragraphs may be broken to several sub-paragraphs depending on the
structure and organization of the essay.
Source: https://pro-essay-writer.com/blog/compare-and-contrast-essay
(Teacher may just choose which of these tasks to do given the time)
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Task 1.38.4a. Poem Trio
For this activity, you are to:
 Work in small groups of four-five (4-5) members each.
 Compare the three poems Desiderata, A Psalm of Life and If
 Compare the specific points that are similar enough to enable you to
draw effective comparison
(Teacher may reproduce the attached PDF file for the students. It is suggested that
every student should have a copy of all worksheets for taking down notes)
 The teacher will call randomly 1-2 groups to share their outputs to class.
Task 1.38.4b. Mother and Son

For this activity, you are to:
 Work in small groups of four-five (4-5) members each.
 Listen to the message of Mother to Son by Langston Hughes and
Supermarket Flowers by Ed Sheeran
 Compare and contrast the two literary pieces by completing the table.
 Compare the specific points that are similar enough to enable you to
draw effective comparison
(Teacher may reproduce the attached PDF file for the students. It is suggested that
every student should have a copy of all worksheets for taking down notes)
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C. After the Lesson
Task 1.38.5. I Prefer…

You have both read and listened to the poem, Desiderata. Which do you prefer?
Reading the poem or listening to the poem? Why?
Write a 4-paragraph essay in one-whole sheet of paper.
Alternate Questions (Teacher may create more)
 Which do you think is more reliable, social media or mainstream media?
 Which characteristics gives you an edge over others?
IV. Remarks:
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____
V. Reflection:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to draw
generalizations and conclusions from the material listened to (EN9LC-Ig-8.7)
II. Content:
Subject Matter : Drawing Generalizations and Conclusions
Integration : EsP (Meaningful experiences in life and coping with challenges)

Mathematics (Simple recall about triangles)
Materials : Activity Sheets, OHSP/LED TV, video clips

Vibal Group, Inc.

City, pp. 65-73 (Task 1.29)
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Hughes.
“Generalization” Retrieved from https://youtu.be/RHQlVcqBsqU on May 9 2019.
“Activity Drawing Conclusion” Retrieved from https://youtu.be/mtHxW6CgSSM on

May 9, 2019.
“Conclusion and Generalization” Retrieved from https://youtu.be/rjKVES1gdoE on

May 9,2019.
“Song We Draw Conclusion” https://youtu.be/MPLZ_HsnJTI on May 9,2019.
3. Motivation
Look at this picture:
 Describe what you see on the picture. What can you say about these
figures?
(Lead the students to the concept of generalization and conclusion)
 They are all three-sided figures.

 The are all triangles.
 Not all triangles have the same length in sides.
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Task 1.39.1. Understanding Generalization & Conclusion

Today, we will learn about conclusion and generalization.
A while ago, you were able to conclude that not all triangles have the same
sides and angles. You were able to give a broad statement- a generalization, that all
the figures presented were triangles.
Let us learn more about generalization and conclusion making.
Source: https://youtu.be/RHQlVcqBsqU
Look at the pictures below the definition.

What general statement can you give?
 They are trees.
 They give us shade on a hot summer day.
In making a generalization, you are talking about a statement that applies to
everything that is in a set or group.
Who wants to give a general statement on this picture?
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Now let us proceed with the conclusion
Source: https://youtu.be/mtHxW6CgSSM
To know more about drawing a conclusion, please pay attention to this short
video clip. (Please see attached MP4 file for video clip)
Source: https://youtu.be/MPLZ_HsnJTI
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Task 1.39.2. Regrets of Dying: A Group Activity
Have the students listen as the teacher reads a feature article written by
Bronnie Ware on The Top Five Regrets of the Dying--A Life Transformed by
the Dearly Departing. Listen for details and clues and make connections
between them to draw out a conclusion as to why these people had regrets.
For many years I worked in palliative care. My patients were those who had
gone home to die. Some incredibly special times were shared. I was with them for
the last three to twelve weeks of their lives.
People grow a lot when they are faced with their own mortality. I learnt never to
underestimate someone’s capacity for growth. Some changes were phenomenal.
Each experienced a variety of emotions, as expected, denial, fear, anger, remorse,
more denial and eventually acceptance. Every single patient found their peace
before they departed though, every one of them.
When questioned about any regrets they had or anything they would do
differently, common themes surfaced again and again. Here are the most common
five:
1. I wish I’d had the courage to live a life true to myself, not the life others
expected of me.
This was the most common regret of all. When people realize that their life is
almost over and look back clearly on it, it is easy to see how many dreams have gone
unfulfilled. Most people had not honoured even a half of their dreams and had to
die knowing that it was due to choices they had made, or not made.
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It is very important to try and honour at least some of your dreams along the
way. From the moment that you lose your health, it is too late. Health brings a
freedom very few realize, until they no longer have it.
1. I wish I hadn’t worked so hard.
This came from every male patient that I nursed. They missed their children’s youth
and their partner’s companionship. Women also spoke of this regret. But as most
were from an older generation, many of the female patients had not been
breadwinners. All of the men I nursed deeply regretted spending so much of their
lives on the treadmill of a work existence.
By simplifying your lifestyle and making conscious choices along the way, it is
possible to not need the income that you think you do. And by creating more space
in your life, you become happier and more open to new opportunities, ones more
suited to your new lifestyle.
3. I wish I’d had the courage to express my feelings.
Many people suppressed their feelings in order to keep peace with others. As a
result, they settled for a mediocre existence and never became who they were truly
capable of becoming. Many developed illnesses relating to the bitterness and
resentment they carried as a result.
We cannot control the reactions of others. However, although people may

initially react when you change the way you are by speaking honestly, in the end it
raises the relationship to a whole new and healthier level. Either that or it releases
the unhealthy relationship from your life. Either way, you win.
4. I wish I had stayed in touch with my friends.
Often they would not truly realize the full benefits of old friends until their dying
weeks and it was not always possible to track them down. Many had become so
caught up in their own lives that they had let golden friendships slip by over the
years. There were many deep regrets about not giving friendships the time and
effort that they deserved. Everyone misses their friends when they are dying.
It is common for anyone in a busy lifestyle to let friendships slip. But when you
are faced with your approaching death, the physical details of life fall away. People
do want to get their financial affairs in order if possible. But it is not money or status
that holds the true importance for them. They want to get things in order more for
the benefit of those they love. Usually though, they are too ill and weary to ever
manage this task. It all comes down to love and relationships in the end. That is all
that remains in the final weeks, love and relationships.
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5. I wish that I had let myself be happier.
This is a surprisingly common one. Many did not realize until the end that
happiness is a choice. They had stayed stuck in old patterns and habits. The so-called
‘comfort’ of familiarity overflowed into their emotions, as well as their physical lives.
Fear of change had them pretending to others, and to their selves, that they were
content. When deep within, they longed to laugh properly and have silliness in their
life again.
When you are on your deathbed, what others think of you is a long way from
your mind. How wonderful to be able to let go and smile again, long before you are
dying.
Life is a choice. It is YOUR life. Choose consciously, choose wisely, choose

honestly. Choose happiness.
Source: https://bronnieware.com/blog/regrets-of-the-dying/
C. After the Lesson
Task 1.39.3 Generalize and Conclude

Group the students into small groups with at least 4 members each.
Instruct them to meet their group and distribute worksheets to every group.
Recall the audio and video clips on Mother to Son and Supermarket Flowers. (It
is on the initiative of the students to have a written copy of the literary pieces)
Title of the Poem:
Part of the poem which shows… Supporting lines from the poem
(Prevailing themes of the poem) (Lines which talk about it)
Hardships 1-7
Responses to hardships 8-13
Mother’s advice to keep. 14-20
GENERALIZATIONS CONCLUSIONS
(What generalization can (What conclusion can you
you draw in the poem?) draw in the poem)
Life is not easy. There are difficulties in Therefore, we should get up when we
life. stumble and fool.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to note types of
context clue (restatement/synonyms, definition, antonyms) used for a given word or
expression. (EN9V-Ig-12.3).
II. Content:
Subject Matter : Context Clues (Restatment/Synonyms)
Integration : Health (Emotions)
Materials : Laptop, projector, activity sheets

Vibal Group, Inc.
English 9 textbook (Simplified Module for English grade 9:AJourney through Anglo-
American Literature) pp.59, 61, 68, 69, 87 downloaded from
www.scribd.com
“Teachers’ Workbook” downloaded from www.arttoday.com
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1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management)
Ask the learners on how they are going to arrive at meaning of words
through word formation (clipping, blending, acronym, compounding, folk
etymology, etc.)
3. Motivation
Ask the learners to give other ways or different ways to give meaning to a
given word/expression aside from word formation. The teacher will provide
examples
(Answers would be through: restatement, definition, synonyms, antonyms)
Invite the students to the key points of the topic.
Task 1.40.1. The Context Clue

Context clues are hints that the author gives to help define a difficult or
unusual word. The clue may appear within the same sentence as the word to which
it refers, or it may follow in a preceding sentence
(Source: http://www.ldsd.org/cms/lib/PA09000083/Centricity/Domain/18/5contextclues.pdf)
The common types of context clues are:

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Restatement/Synonym Clues
Sometimes a hard word or phrase is said in a simple way.
Lou was sent to the haberdashery to find a new suit. He needed to wear one for his
uncle’s wedding.
Contrast/Antonym Clues
Sometimes a word or phrase is clarified by the presentation of the opposite
meaning somewhere close to its use. Look for signal words when applying context
clues.
Lou wanted to go to the haberdashery, but Ann wanted to shop at the boutique.
The signal word but tells the reader that an opposite thought is going to be
stated.
Inference/General Context Clues
Sometimes a word or phrase is not immediately clarified within the same
sentence. Relationships, which are not directly apparent, are inferred or implied.
The reader must look for clues within, before, and after the sentence in which the
word is used.
The haberdashery was Lou’s favorite place. He loved shopping for nice suits. The
people who work there were so kind and helpful.
2. Lesson Proper
Task 1.40.2. Word Treasure Hunt

The students will be grouped and each grouped will be assigned for a certain
activity.
Group I: Say It Again
Group II: Make a Synonym Match Challenge
Group III: Word Bank
Group IV: Vocabulary Plus
After the task let the students present their output to the class and process
each of the output and provide supplement on the topic when necessary.
Then, solicit ideas from the learner on the importance of the use of
restatement/ synonyms in getting meaning of a word or phrase as part of
the generalization.
The teacher may provide more examples for clarity
1. Miguel was very loquacious. He really loved to talk.
2. The rambunctious kids ran out to the bus and climbed on board. They
jumped and yelled and just couldn’t settle down.
3. It was a frigid winter night; even the lake was frozen solid.
4. We all lined up at the cafeteria. Thank goodness it was time to eat
lunch.
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NAME/GROUP: SECTION: DATE:
Name of Group Members Present During the Activity Absent
Group I. Say it again
The sentences below are missing restatement clues. For each item, choose the clue from the
list that restates the word in italics and write in the blank.
twist and squeeze strange and unusual

soaked to the skin the teeth of saw
dried grapes
1. My favorite cereal has lots of raisins, or ________________ in it.

(dried grapes)
2. Beatrice had a dream that was weird as ___________, as any science fiction story. (strange
and unusual)
3. The jagged mountain peaks looked like ______________.
(the teeth of saw)
4. The class was drenched-thoroughly, __________ after the thunderstorm.
(soaked to the skin)
5. They actually had wring, that is, __________ their clothes out.
(twist and squeeze)
Group II. Make a Synonym Match Challenge.
Fill each blank with a single letter to form these pairs of words into synonyms:
Example:___ACTUAL ___RUE
F ACTUAL T RUE___
1. ___COLD ___HIDE 6. ___ARROW ___LENDER

2. ___EARNING ___RAVING 7. ___TUMBLE ___RIP
3. ___ALLY ___CORE 8. ___LIMB ___SCENT
4. ___AVER ___ALTER 9. ___INDICATE ___LEAR
5. ___ROUND ___OIL 10. ___WELLING ___BODE
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Group III. Word Bank. For this exercise, use the poem Desiderata by Max Ehrmann. Find ten
(10) words that you find most difficult then use a context clue to find the synonyms
of each word.
DIFFICULT WORD SYNONYMS
1
2
3
4
5
6
7
8
9
10
Group IV. Vocabulary Plus. For this exercise, use the poem If by Rudyard Kipling. Go over the
poem once again and find out which of them are clearly described by following the
definitions in Column 1.
MEANING/DEFINITION UNKNOWN WORD
1. It means “misfortune” or “bad luck”

2. In other words, they are your “enemies” or “opponents”
3. It means “stack” or “bundle”
4. They are also called “pretenders” or “fakes”
5. These are also called the “playing cards”
6. It means “strength”
7. This means “to bow” or “to bend”
8. It is a “trick” or “setup” or “deception”
9. This calls for “good quality” or “morally good”
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10. In other words, these are your “achievements,”
“accomplishments,” or “successes”
C. After the Lesson
1. Evaluation
Task 1.40.3. In Other Words…

The students will be asked to answer the following paper pencil test
activities
Direction: Note the type of type of context clues and change the underlined words in
the following passage leaving the same meaning of the statement. Choices are
provided in the box.
reverse remorse discernment unpleasant
antithesis regret perceptions undesirable
together ability result special
entwined potential consequences distinctive
Love, hate, courage, fear, joy, sadness, pleasure, and disgust can all be
described in both psychological and physiological terms. Emotion is the realm where
thought and physiology are inextricably entwined, and where the “self” is
inseparable from our individual perceptions of value and judgement toward
ourselves and others.
Emotion is sometimes regarded as the antithesis of reason; as is suggested

by phrases such as appeals to the emotion or don’t let your emotions take over. It
must be recognized that emotional reactions often produce internal states and
cognitive streams undesirable to the individual feeling them, which he/she may wish
to control but often cannot, or at least produce consequences which she/he may
later regret with but during the emotional state, could not with his/her other
principles. Thus, one of the most distinctive and perhaps challenging facts about
human beings is the potential for both opposition and entanglement between will,
emotion, and reason.
2. Graded Assignment
Ask the students to research more on the following types of context clues:
a. Definition/Explanation Clues
b. Punctuation
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Give points to students who did their research.
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

II. Content:
Subject Matter : Context Clues (Definition)
Integration :

Vibal Group, Inc.
American Literature) pp.59, 61, 68, 69, 89 downloaded from
www.scribd.com
“Teachers’ Workbook” downloaded from www.arttoday.com
342 | P a g e
Yesterday we discussed about the Types of Context Clues. Who can recall
what are those types? Do you have any clarifications about the topic? None?
Very good, so let us proceed to the next type. Get ready
3. Motivation
Checking of Assignment: Ask the learners the question: Where did you get
the meaning of your assignment? Are these reliable sources?
Task 1.41.2. Guessing Game

Using flash cards with words, call a volunteer to do the action and have
another volunteer to guess the meaning of the action given.
1. Lesson Proper
Task 1.41.2. More Context Clues

Definition/Explanation Clues
Sometimes a word’s or phrase’s meaning is explained immediately after its
use.
Haberdashery, which is a store that sells men’s clothing, is becoming more
common today.
Punctuation
Readers can also use clues of punctuation and type style to infer meaning,
such as quotation marks (showing the word has a special meaning), dashes,
parentheses or brackets (enclosing a definition), and italics (showing the word will
be defined).
Tom’s father was a haberdasher, or men’s shop keeper, in the story.
Tom’s father was a haberdasher (men’s shop keeper) in the story.
In the story, Tom’s father was a haberdasher—or men’s shop keeper.
Tom’s father was a “haberdasher”. He had a clothing store for men.
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Task 1.41.3. Take it Contextually

A. Figure out the meaning of the underlined words without having to look at the dictionary just by
looking at its context, or how it is used in the sentence. Then, explain what clues in the sentence
helped you determine the word meaning.
1. Universal: Daniel wanted to befriend Ana, but he felt it a universally acknowledged truth that
popular girls like her wouldn’t want to be friends with unpopular guys like him.
Definition:
____________________________________________________________________
What clues in the sentence lead you to your definition?
2. Scrupulous: I wanted to just set the table and be done with it, but my mother scrupulously
arranged each napkin, dish, and utensil until they were in perfect alignment.
Definition:
____________________________________________________________________
3. Tact: Jane could have easily hurt Brenda’s feelings when she told her that the dress did not fit
her well, but Jane used tact and consideration when choosing her words, so Bertha understood
without being offended.
Definition:
____________________________________________________________________
4. Amends: After Brian broke Dara’s heart this last time, he will have to make some serious
amends if he ever wants to win her back.
Definition:
____________________________________________________________________
5. Conjecture: Stanley tried to determine the meaning of the vocabulary word, but there were so
few clues in the sentence that all he could do was hopelessly conjecture as to what the word
might mean.
Definition:
____________________________________________________________________
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B. Let’s Practice: Look for the meaning of the italicized word in each sentence below.
Arrange the rambled letters for your answer.
1. Mano had such a longing for the horse that he knew he would never want
anything so much again. (i n g c r a v )
2. The burning of our home was a calamity, a real disaster. ( e p ho r t s a t a c)
3. We feared lightning would ignite the dry grass and burn up the field. ( k r a p s)
4. Unfortunately, this diamond has some flaws including a yellow color and a
cloudy appearance. ( f e c t e d )
5. The man was infuriated: he simply flew into a rage. (e r a n g )
C. After the Lesson
Task 1.42.4. Evaluation

DIRECTION: In a ¼ sheet of paper, Note the type of context clue used, write the
underlined word and choose its meaning from the choices and write the word of the
correct answer
1. Tommy was a real avid stamp collector. He inherited the desire to collect stamps
because his dad had a collection, too.
a. eager
b. careless
c. apart
d. fearful
2. Her Christmas bills added up. After the holidays, her extravagance was going to take
several months to pay off.
a. economy
b. praise
c. external
d. overdoing
3. It was gratifying to see how she acted toward her grandmother because her
grandmother was always kind to her.
a. pleasing
b. nervous
c. aggravating
d. unclear
4. The boy was caught stealing from the store. His larceny caught up with him when
the owner showed him a CCTV footage.
a. gift
b. theft
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c. lawless
d. honor
5. The ideas she presented to the class were clearly an untested theory because there
had never been any research done on it.
a. magic
b. brutal
c. indictment
d. belief
6. She did several backbends in a row to show how limber she was, so that she could
be chosen for the gymnastics team.
a. enthused
b. responsive
c. likely
d. flexible
7. He climbed the mountain and stood looking over the tops of the trees on the
mountain across from him. He was right on the precipice and could have fallen.
a. edge
b. stiff
c. top
d. under
8. The boy tried to justify his actions to his mother by explaining the reasons why he
did what he did.
a. depend
b. prove
c. strict
d. concourse
9. He cut the paper precisely on the line, and it fit perfectly in the grooves of the
picture frame.
a. exactly
b. embellish
c. outer
d. advance
10. His eternal Light would shine on the people even after His death.
a. temporary
b. ethical
c. reformed
d. endless
11. Although I was unable to understand all of the details of the presentation, I did get
the gist of it.
a. humor
b. main point
c. notes
12. Night is the time when many animals forage, or search, for food.
a. come out at night
b. sleep
c. look for food
13. The store specializes in cutlery, such as forks and knives, that has unique designs.
a. spices and seasonings
b. plates, bowls, and cups
c. silverware; eating utensils
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

II. Content:
Subject Matter : Context Clues (Antonyms)
Integration : MAPEH (Art)

Vibal Group, Inc. pp 81-82.
“Teacher’s Workbook” downloaded from www.arttoday.com
349 | P a g e
The teacher with the students will review the lesson focusing on the least
understood part of the lesson.
REMEMBER:
Context clues are hints found within a sentence, paragraph, or
passage that a reader can use to understand the meanings of new or
unfamiliar words.
Learning the meaning of a word through its use in a sentence or in a
paragraph is the most practical way to build a vocabulary; since a dictionary
is not always, available liable reader encounters an unknown word.
3. Motivation
Task 1.42.1. Word Game

Call a student to pick a meta card. The metacard contains a text or a
sentence.
The student then will identify the meaning of the italicized word as it is used
in the sentence, but before doing it, the student has to describe her/his
answer by starting with the phrase “I believe…” and ends it with “I Thank
You.”
Example:
The given text or sentence on the metacard is “They tortured him
both physically and mentally but still couldn’t break him apart. He was an
ironman.”
Student: “I believe that the antonym of the word ‘ironman’ is a 4-letter
word. It begins with letter W and ends with letter K. The word is
WEAK and I thank you.”
Teacher should choose sentences or text taken from the previous topics or
integrated topics.
1. Lesson Proper
Task 1.42.2. Small Group Differentiated Works

Divide class in small groups with 3-5 members
Distribute worksheets and handouts to each group.
After the activity, teacher calls volunteers to present their output.
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.NAME/GROUP: SECTION: DATE:
Group I.
The
Opposites.
Read through the poem A Psalm of Life by Longfellow

and look for words which are opposite in meaning of the
following words:
1. happy = _____________________
2. smart = _____________________
3. ignoble = _____________________
4. silly = _____________________
5. cheerful l= _____________________
6. open = _____________________
7. success = _____________________
8. wakefulness = _____________________
9. insincere = _____________________
10. harmony = _____________________
11. permanent = _____________________
12. loud = _____________________
.NAME/GROUP: SECTION: DATE:
Group II. Word Bank II. Reread the poem Desiderata by Max Ehrmann. Find ten (10) words that
you find most difficult then use a context clue to find the antonyms of each word.
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DIFFICULT WORD SYNONYMS
1
2
3
4
5
6
7
8
9
10
C. After the Lesson
Task 1.42.3. Evaluation

Direction: Read each sentence carefully and pay attention to the words in bold.
Determine its meaning by encircling the answer from the choices given.
1. The lithe girl was successful in the basketball tryouts, unfortunately the chubby girl
was unsuccessful.
sick lean tall
2. The principal encourages the students to economize their weekly allowances rather
than wasting it on junk foods.
spend invest save
3. The lamb was very feeble whereas the lion was very strong.
weak small tall
4. Nelson Mandela finally received his freedom after spending several years in
captivity.
Martinique prison hospital
5. The detective ruled the Mayor Parojinog’s death was unintentional.
misunderstood deliberate accidental
6. The actor dies in a car accident, so the producers had to sign in a look alike.
Doppelganger duplicate fake

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7. The veterans fought for their country just be faded away in time?
died forgotten martyred
8. They tortured him both physically and mentally but still couldn’t break him apart. He
was an ironman.
courageous metal-body strong
9. Harold was specially enthralled and fascinated by its unique taste as soon as it his
life.
disgusted charmed confused
10. Nobody can beat his self-esteem when it comes to food preparation and cooking.
His bravado and daring nature is at full blast whenever he lets us taste his prepared
dishes.
confidence insecurity influence
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to use literary devices
and techniques to craft poetic form (EN9WC-Ih-3.6)
II. Content:
Subject Matter : Literary Devices and Techniques
Strategies : Collaborative Learning, Cooperative Learning, Games, Question and

Answers
Materials : Pieces of paper/metacards, markers, cartolina/manila paper

Vibal Group, Inc.
American Literature) p. 88
https://www.imaginelearning.com/blog/2016/04/rhyme-poetry-activities-kids-love
https://www.teacherspayteachers.com/Product/Rhyme-Rhythm-and-Repetition-
Daily Grade-2516923
http://www.literarydevices.com/rhythm/
357 | P a g e
2. Motivation
Task 1.43.1. Sounds Like

The teacher will group the students into 4 groups. (Teachers may adjust
their group numbers depending on the number of students)
The teacher will be giving each group sets of words.
The students will group the words which contains the same ending sounds.
Plea Sea Days Decays

Power Flower Alack Back
Out Stout Hid Forbid
The students will paste their answers on the board. The first group to finish
the task will get a reward from the teacher.
1. Lesson Proper
Task 1.43.2. Working with Rhyme

Rhyme is a word agreeing with another in terminal sound. For instance, find
is a rhyme for mind and womankind
There are two kinds of rhyme according to its placement:
1. End rhyme – repetition of similar vowel sounds at the ends of the lines.
Examples: I don’t think I will ever see

A sight as lovely as a tree.
O, none, unless this miracle have might,

That in black link my love may still shine bright.
2. Internal rhyme – repetition of similar vowel sounds within the line.
Examples: The cat in the hat sure got fat off mice and rice.
She sells sea shells in the seashore.
The teacher may solicit examples from the students to have teacher student
interaction
Task 1.43.2a. Rhyme & Rhyme Scheme

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The teacher will let the students identify the rhyme scheme of the following
poem.
Task 1.43.2b. Internal Rhyme Activities

Identify which words have internal rhyme: Highlight these words.
LINES
1. I could spend hours walking amid flowers.
2. Oh, how I love to bake a scrumptious chocolate cake.
3. The sun through the branches dappled the ripe for harvest apples.
4. The story is very old, and many times has been told.
5. Once upon a midnight dreary while I pondered weak and weary.
—Edgar Allan Poe, The Raven
6. The moon never beams without bringing me dreams…
And the stars never rise but I feel the bright eyes.
—Edgar Allan Poe, Annabel Lee
7. Double, double toil and trouble.
Fire burn and cauldron bubble.
—William Shakespeare, Macbeth
8. He opens his mouth, but the words won’t come out.
He’s choking how, everybody’s joking now.
The clock’s run out, times up, over, plow.
—Eminem
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Task 1.43.3. Working with Rhythm
Rhythm - is the musical quality of language produced by repetition,
especially in poetry (also called “verse”). Many literary elements create rhythm,
including alliteration, assonance, consonance, meter, repetition, and rhyme
1. Assonance - Repetition of vowel sounds.
Examples: The cat in the hat sure got fat off mice and rice.
She sells sea shells in the seashore.
2. Alliteration - repetition of initial consonant sounds.
Examples:
Peter Piper picked a peck of pickled paper.
Betty Botta bought some butter. “But,” said she, “this butter’s bitter.”
3. Consonance - the repeating of final consonants after different vowel sounds in
words that are close together.
Examples: East and west dug the dog…
4. Meter - English poetry employs five basic rhythms of varying stressed (/) and
unstressed (x) syllables.
a. Iamb - a group of two syllables (unstressed, stressed)
Examples: beHOLD, aMUSE, conVINCE, inSPIRE
b. Trochee - group of two syllables (stressed, unstressed)
Examples: CLEver, DINner, HAPpy, BORrow
c. Anapest - a group of three syllables (unstressed, unstressed, stressed)
Examples: un-der-STAND, com-pre-HEND, con-tra-DICT
d. Dactyl- a group of three syllables (stressed, unstressed, unstressed)
Examples: AC-cu-rate, CARE-ful-ly, MER-ri-ly, NO-ta-ble
e. Spondee - a group of two syllables (stressed, stressed)
Examples: FAITH-FUL, WIG-WAM, SUN-SHINE, DOOR-WAY
(Teachers can also ask examples from the students to elicit their ideas.)
Task 1.43.4. Working with Repetition
Repetition is just the simple repetition of a word within a sentence or a
poetical line.
Examples:
“To the swing and the ringing
of the bells, bells, bells—
Of the bells, bells, bells, bells
Bells, bells, bells—
To the rhyming and the chiming of the bells!”
—Edgar Allan Poe, The Bells
One common form of repetition is called a refrain. A refrain is a phrase or
line repeated at intervals throughout a poem, usually at the end of stanzas.
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C. After the Lesson
Task 1.43.4. Check Your Understanding

DIRECTIONS: Read the lines of poetry. Slashes represent line breaks. Identify two or
more poetic techniques being used in each example and write them
on the line. There may be more than two techniques being used. In
the boxes below, explain each of your answers.
1. Radiant raindrops couching in cool flowers;

And flowers themselves, that sway through sunny hours,
Dreaming of moths that drink them under the moon;
Which techniques are being used (list two or more)?
How do you figure? (Explain how you got your answer)
2. Over broad fields, a sound of thrushes’ wings

Near sunset hour, a girl with lips apart,
Wonder and laughter,—these have touched my heart
And left their music lingering on its strings.
3. There are horses neighing on far-off hills

Tossing their long white manes,
And mountains flash in the rose-white dusk,
Their shoulders black with rains…
4. Had I that glory on the vine,

That splendor soft on tower and town,
I’d forge a crown of that sunshine,
And break before your feet the crown.
5. Lo, a gleam of gray, and the dark is done;

Hark, a bird that trills a song of the light.
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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I. Objectives:

At the end of the lesson, 75% of the learners are expected to use literary devices
and techniques to craft poetic form (EN9WC-Ih-3.6)
II. Content:
Subject Matter : Context Clues (Restatement/Synonyms)

Vibal Group, Inc.
English 9 Learner’s Material and Teacher’s Guide
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The teacher will review with the students the different literary devices which
were tackled yesterday: rhyme, rhythm, repetition
3. Motivation
Ask the students to recite a tongue twister and ask them what poetic
devices are used (enumerate if identified more than one)
“Peter piper picked a peck of pickled peppers

A peck of pickled peppers, Peter piper picked
If perter piper picked a peck of pickled peppers
Where’s the peck of pickled pepper Peter piper picked?”
Task 1.44.1. Poetic Devices Magnet

Divide the class into 5 groups and give each group a manila paper, pentel pen
and two or three magnetic letters
Have the group write a poem that includes any poetic devices beginning with
the letters of the magnetic letters they received. For example, if the group got
the letter “J” , they could include a line in the poem that says “ Jumping
jackrabbits were just the beginning”
When the groups are done, have them share their poems to the class.
The teacher will then provide feedback after
C. After the Lesson
1. Evaluation
Task 1.44.2. Differentiated Activity

The class will be divided into four groups.
The teacher will let the students go to their groups and form circles.
The teacher may provide manila paper, markers, and construction/colored

papers to the students
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Group 1 - ADVICE POEM
 Write a poem that offers advice to a friend, relative, classmate, schoolmate,

or someone else.
 Use these words and phrases in any order.
Remember Forget
Do Do not
Seek Watch out for
 Remember to use rhyme, rhythm, and repetition in your poem.
 Present your poem to other groups or to the class.
Group 2 - ADVICE COLUMN
 Collect at least two poems form the book
 Identify the different literary devices or techniques used by the

authors/poets in their pieces.
Group 3 - LOOK UP THE HERO
 Choose your most remembered poet/persona in your favorite poem and use
him/her as your role model in life.
 Write about his/her outstanding trait or attitude that is worthy to follow or

praise.
 Remember the lines conveying such trait or attitude and use them as
possible words of wisdom.
 Share your thoughts with the class.
Group 4 - MUSICAL BEAT
 Choose a song (rap, pop, rock, ethnic, classical, country, religious, etc.).
 Match it with your favorite poem.
 Use rhymes, repetition, imagery, figures of speech, and rhythm.
 Sing it for the class
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You will be graded according to the following rubric:
ORAL PRESENTATION RUBRIC
(This can be Modified by the teacher)

Emerging Developing Advanced
Criteria Score
(0-12 points) (13-16 points) (17-20 points)
Organization Ideas may not be focused or Main idea is evident, but the Ideas are clearly organized,
developed; the main purpose is organizational structure many developed, and supported to
(20 points)
not clear. The introduction is need to be strengthened; ideas achieve a purpose; the purpose
undeveloped. Main points are may not clearly developed or is clear. The introduction gets
difficult to identify. Transitions always flow smoothly and the the attention of the audience and
may be needed. There is no purpose is not clearly stated. clearly states the specific
conclusion or may not be clear The introduction may not be well purpose of the speech. Main
the presentation has concluded. developed. Main points are not points are clear and organized
Conclusion does not tie back to clear. Transitions may be effectively. The conclusion is
the introduction. Audience awkward. Supporting material satisfying and relates back to
cannot understand presentation may lack in development. The introduction. (If the purpose of
because there is no sequence of conclusion may need additional the presentation is to persuade,
information. development. Audience has there is a clear action step
difficulty understanding the identified and an overt call to
presentation because the action.)
sequence of information is
unclear.
Topic Student does not have grasp of Student has a partial grasp of Student has a clear grasp of
Knowledge information; student cannot the information. Supporting information. Citations are
answer questions about the material may lack in originality. introduced and attributed
(20 points)
subject. Few, if any, sources are Citations are generally appropriately and accurately.
cited. Citations are attributed introduced and attributed Supporting material is original,
incorrectly. Inaccurate, appropriately. Student is at ease logical and relevant. Student
generalized, or inappropriate with expected answers to all demonstrates full knowledge
supporting material may be questions but fails to elaborate. (more than required) by
used. Over dependence on Over dependence on notes may answering all class questions
notes may be observed. be observed. with explanations and
elaboration. Speaking outline or
note cards are used for
reference only.
Audience The presenter is not able to keep The presenter is able to keep the The presenter is able to
Adaptation the audience engaged. The audience engaged most of the effectively keep the audience
verbal or nonverbal feedback time. When feedback indicates a engaged. Material is modified or
(20 points)
from the audience may suggest need for idea clarification, the clarified as needed given
a lack of interest or confusion. speaker makes an attempt to audience verbal and nonverbal
Topic selection does not relate to clarify or restate ideas. feedback. Nonverbal behaviors
audience needs and interests. Generally, the speaker are used to keep the audience
demonstrates audience engaged. Delivery style is
awareness through nonverbal modified as needed. Topic
and verbal behaviors. Topic selection and examples are
368 | P a g e
Criteria Score
selection and examples are interesting and relevant for the

somewhat appropriate for the audience and occasion.
audience, occasion, or setting.
Some effort to make the material
relevant to audience needs and
interests.

Criteria Score
Language Use Language choices may be Language used is mostly Language is familiar to the
limited, peppered with slang or respectful or inoffensive. audience, appropriate for the
(Verbal
jargon, too complex, or too dull. Language is appropriate, but setting, and free of bias; the
Effectiveness)
Language is questionable or word choices are not particularly presenter may “code-switch”
(20 points) inappropriate for a particular vivid or precise. (use a different language form)
audience, occasion, or setting. when appropriate. Language
Some biased or unclear choices are vivid and precise.
language may be used.
Delivery The delivery detracts from the The delivery generally seems The delivery is extemporaneous
message; eye contact may be effective – however, effective -- natural, confident, and
(Nonverbal
very limited; the presenter may use of volume, eye contact, enhances the message –
Effectiveness)
tend to look at the floor, mumble, vocal control, etc. may not be posture, eye contact, smooth
(20 points) speak inaudibly, fidget, or read consistent; some hesitancy may gestures, facial expressions,
most of the speech; gestures be observed. Vocal tone, facial volume, pace, etc. indicate
and movements may be jerky or expressions, clothing and other confidence, a commitment to the
excessive. The delivery may nonverbal expressions do not topic, and a willingness to
appear inconsistent with the detract significantly from the communicate. The vocal tone,
message. Nonfluencies (“ums”) message. The delivery style, delivery style, and clothing are
are used excessively. tone of voice, and clothing consistent with the message.
Articulation and pronunciation choices do not seem out-of- Delivery style and clothing
tend to be sloppy. Poise of place or disrespectful to the choices suggest an awareness
composure is lost during any audience or occasion. Some use of expectations and norms.
distractions. Audience members of nonfluencies are observed. Limited use of nonfluencies is
have difficulty hearing the Generally, articulation and observed. Articulation and
presentation. pronunciation are clear. Most pronunciation are clear. All
audience members can hear the audience members can hear the
presentation. presentation.
TEACHER’S COMMENTS:
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IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
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________________________________________________________________________
____________________________________________________________
I. Objectives:

At the end of the lesson, 75% of the learners are expected to 1. Identify the
appropriate and effective speech conventions expected of speech choir presentations
(EN9F-Ih.3.14).
II. Content:
Subject Matter : Literary Devices and Techniques
Integration : Values (Stating the importance of using appropriate and speech

conventions)
Strategies : Collaborative Learning, Cooperative Learning, Games and Answer
Materials : Laptop, projector, activity sheets, metacards

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Vibal Group, Inc.
https://www.youtube.com/watch?v=tuWOT4lpP4w
373 | P a g e
The teacher can have a paper and pencil review of the topics discussed last
meetings. The sample test and answer key is attached in this lesson.
3. Motivation
The teacher will let the students view a sample of a speech choir.
The teacher can use the videos that the students have brought in the class
which was their assignment from the previous topic.
The teacher will ask the students the following:
 What have you observed in the video?
 Have you ever wanted to be on stage while you’re with a group reciting
a poem? Here’s your chance.
For you to have an outstanding performance, you must go through a

process.
Here are some grand ideas for the performance of your speech choir
presentation. Look them over before you plunge into it. Keep these points in
mind as you go through the process.
Task 1.45.1. The Speech Choir Presentation

Your major task for the first quarter is a speech choir presentation. Here are some
grand ideas for an impressive performance on stage. Look them over and keep these
points in mind as you go through the process.
A. Connect
From the poems you have explored in class, choose one that
interests the majority of the group members;

is most like;
you feel a close connection with;
you want to read; and
you enjoy reading in public
374 | P a g e
B. A Working Script
Have a copy of the poem and use it as a working script. A working script is
were you will
underline/highlight the parts you find most dramatic like words, phrases,
images, sounds, and rhythm;
mark the parts where you’ll go slowly, speak up or pause;
make notes describing the speaker/persona and characters and consider his/her
 age
 feeling expressed in the poem (Is there a change in his/her feeling as the
poem goes on?)
clarify the tone (thoughtful, tender, serious, sarcastic, sad, happy..) you’ll
convey; and
decide
 whether the poem should be read by: 1) alternating lines; 2) several voices;
3) single voice; or 4) combination
 how you will use your voice to convey your tone; and
 what single impression you want your audience to get from your reading.
C. The Fair Plan
Understand the text thoroughly before you memorize it.

Plan your movements
 Specify the posture and the movements that will be used including the
entrance and exit.
 Act out some parts especially the key parts of the poem.
Decide on and be creative in your choice of props, costumes, scenery, sound

effects, or other forms of musical background
D. Rehearse, Rehearse, Rehearse!
Practice reading aloud.

Read according to punctuation.
Don’t come to a full pause but read on to the next line to complete the thought.
Read with expression. Change the tone of your voice to add meaning to the
word.
Use the tone of your voice, eye movement, facial experssions and minimal
gestures to emphasize key words and phrases.
Read aloud into the tape recorder and listen to it to note accuracy and
expression.
As you rehearse, you must be open for comments and suggestions for improving
your performance.
Have eye contact with your audience.
375 | P a g e
What do you think is the importance of using appropriate and effective speech
conventions in a speech choir?
C. After the Lesson
Task 1.45.2. Deliver Your Lines

The teacher will let the students perform a task using appropriate and effective
speech conventions
You will be graded according to the following rubrics: (See attached PDF file for
reproducible copies of the rubrics for grading)
376 | P a g e
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________
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________________________________________________________________________
____________________________________________________________
__________________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
378 | P a g e
I. Objectives:

At the end of the lesson, 75% of the learners are expected to identify advance
organizers, titles, illustrations, etc. given in text. (EN9RC-Ii-18)
II. Content:
Subject Matter : Advanced Organizers, Titles, Illustrations
Integration : Values (Appreciating Self-worth)

Vibal Group, Inc.
American Literature) downloaded from www.scribd.com
https://en.m.wikipedia.org/wiki/Graphic_Organizer
www.inspiration.com>visual-learning
379 | P a g e
2. Motivation
Task 1.46.1. Picture It Out

Take a good look at the picture and answer the questions that follow..
380 | P a g e
Let the students talk with their group about the picture.
Use the following Guide questions:
1. What is your over-all impression of this drawing?
2. How does the picture make you feel?
3. What other visuals can you think of to illustrate your sense of self-
worth?
 Allow them to do this in (10) minutes and keep a record of their

findings (in line with celebrating self-worth) and share their findings
with the class.
 Encourage them to find common grounds around their ideas.
Instructions and discussions:
Ask students if they know about graphic organizers or advance organizers?

(accept answers from the students) then proceed to the discussion.
2. Lesson Proper
Task 1.46.1. Graphic Organizers

 Graphics- (n.) drawings, pictures, maps, graphs used to represent ideas.
 Organizers- (n.) one that organizes.
 Graphic Organizer, also known as a knowledge map, concept map, story map,
cognitive organizer, advance organizer, or concept diagram. It is a pedagogical
tool that uses symbols to express knowledge, concepts, thoughts, or ideas, and
relationships between them. The main purpose of graphic organizers is to
provide visual aid to facilitate learning and instruction. Also known as advance
organizer.
What are the Uses Of Advance Organizers?
 used to visualize and organize information
 used as prompts for students to fill the blanks
 provide many benefits to students who use them including: helping

them in the structuring of their writing project
Invite the students to take a look at the sample graphic organizers for
specific purpose. Let them brainstorm and name the graphic organizers
presented and discuss its purpose.
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(The teacher may opt to use other examples)
C. After the Lesson
Task 1.46.2. One Step At a Time

The students will write a 10-year plan by accomplishing the graphic organizer
below
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Rubrics in Rating the Group/ Individual Presentation
4
5 3 2
CRITERIA Very
Excellent Good Poor
Good
1. Impact (catches the attention of the

audience)
timing and relaxed)
3. Composition (ideas are well organized)
performed)
IV. Remarks:
383 | P a g e

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
384 | P a g e
I. Objectives:

At the end of the lesson, 75% of the learners are expected to summarize
information from the text listened to. (EN9LC-Ii-3.14).
II. Content:
Subject Matter : Summarizing
Materials : Laptop, projector, activity sheets,

copies of the poem If by Rudyard Kipling

Vibal Group, Inc.
385 | P a g e
386 | P a g e
2. Motivation
Task 1.47.1. Throw It Back

Let the students recall a news they have listened to from a TV station and let
them share it to the class. Ask the students what strategy will be used when you
are asked to recall, recap, or retell a story/event you have listened to.
Task 1.47.2. 7 Rules for Summarizing

Teacher will discuss the “7 Rules for Summarizing”
1. Make sure to include all information that is important.

2. Leave out information that might be interesting, but not important (extra
supporting details or description).
3. Put the details in the same order in which they appear in the text.
4. Don’t repeat information, even if its repeated in the text.
5. Use key vocabulary from the text when you can.
6. Combine ideas or events that go together.
7. Use category words instead of lists of words (e.g. vegetables instead of
carrots, beans, and corn).
Task 1.47.2. Poem Review

Class will be divided into groups with four (4) members each.
Each member will be assigned one (1) stanza
For 10 minutes, practice dramatically reading the poem If by Rudyard Kipling

employing appropriate gestures and speech conventions
Point out to students to take note where their voices rise and fall, where it
should be louder or softer, where rhythm is fast or slow, and ask guide them to
the answers to this question:
What is the meaning of the lines where they employ

these speech conventions?
387 | P a g e
C. After the Lesson
Task 1.47.3. Let’s have it in 3,2,1. Go!

After the 10 minutes, the students will be regrouped into 5 and will be asked to
do the 3,2, 1 Activity
3-2-1 Activity: Ask each group to summarize the text by listing down
3 things learned from the text
2 things interested about the text
1 question about the text to be thrown to other groups to answer.
Teacher randomly calls a group to present their output.
Feedback and peer evaluation takes place during presentation.
Output of the 3-2-1 Activity will be collected beforehand by the teacher.
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
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_____
389 | P a g e
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
________________________________________________________________________
____________________________________________________________
390 | P a g e
I. Objectives:

At the end of the lesson, 75% of the learners are expected to summarize
information from the text listened to (EN9LC-Ii-3.14).
II. Content:
Subject Matter : Context Clues (Restatment/Synonyms)
Strategies : Collaborative Learning, Self-Discovery, Q&A
Materials : Laptop, projector, activity sheets, collection of songs, copies of the

poem Desiderata by Max Ehrmann

Vibal Group, Inc.
391 | P a g e
2. Motivation
Ask the learners to listen to the audio: (See attached file for playback)
What are the two things that the persona wanted to tell us about fear?

Summarizing refers to giving the summary of the points in a text you read or
ideas you listened to. Summarizing helps to clarify your understanding of the key
information in a reading or listening or literary piece.
When you summarize, you condense the ideas you read or listened to.
One way of summarizing is restating the main ideas and the most important
details in a few words or sentences.
2. Lesson Proper
Task 1.48.1. Summarizing

Read thoroughly once more Desiderata by Max Ehrmann.
1. What are your thoughts, views, and opinions on the subject of the poem?
2. Are there words you find difficult to understand? Why?
Summarize the key points in the poem using the guide questions.
392 | P a g e
Task 1.48.1a SUMMARIZING
GUIDE QUESTIONS SUMMARY
1. What have you learned from

the poem?
2. What approach to life do you

think the poet intended to show
and share in the poem?
3. What new and special way does

the poem give you of enhancing
yourself that can be celebrated?
4. How will it help you to become

a better person?
393 | P a g e
IV. Remarks:

________________________________________________________________________
________________________________________________________________________
______________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

_____
V. Reflection:

__________________________________________________________________
________________________________________________________________________
____________________________________________________________

__________________________________________________________________
________________________________________________________________________
____________________________________________________________
__________________________________________________________________
394 | P a g e
________________________________________________________________________
____________________________________________________________
395 | P a g e
I. Objectives:

At the end of the lesson, 75% of the learners are expected to explain how a
selection may be influenced by culture, history, environment, or other factors. (EN9LT-Ii-
3)
II. Content:
Subject Matter : Influence of Culture, History, Environment, or other Factors
Integration : AP (Cultural Differences)
Strategies : Socratic Method

Vibal Group, Inc.
396 | P a g e
2. Motivation
Task 1.49.1. The Author & His Works

1. Teacher posts a list of famous authors. (See attached slide presentation. The teacher
may add some more authors to the list. It would be best if teacher is also familiar with
the author’s works)
2. Teacher asks:
1. Cite some of his/her works?
2. What literary genre is he/she most famous for? What type of stories does he
usually write about?
3. Teacher asks:
Do you have a favorite author?

Which of his/her works have you read?
Why do you like him/her?
Task 1.17.2. 4 Reasons Why You Should Know the Author’s

Background
1. An author often writes from what he or she knows. To understand why an
author takes the position he or she does, or sets a play where he or she
does, it is helpful to know what influences shaped his or her beliefs and
experiences.
2. Knowing when an author wrote and published his work will help you figure
out the style of his writing. For example, Hawthorne writes lengthy
compound sentences because it was the prevailing style of the day, whereas
Hemmingway writes in a journalistic style, as he lived in a more modern era
where that was the style of choice.
3. Tone can be more fully understood by understanding the personality of the

author.
4. In researching the people that were important in the author’s life, the
reader can often find the basis for the major characters in the book, which
allows the reader insight into why the characters behave as they do.
There is always something of the artist in his/her art.
397 | P a g e
C. After the Lesson
Task 1.17.3. #readinggoals

Create a checklist of books or stories you would want to read for the rest of
the year.
List both title of book and author.
BE CREATIVE. You will mount your list in your Portfolio. This will remind you
of your reading goals.
IV. Remarks:

________________________________________________________________________
____________________________________________________________

__________________________________________________________________
__________________________________________________________________

_____
V. Reflection:

__________________________________________________________________
__________________________________________________________________
398 | P a g e
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
399 | P a g e
ENGLISH 9 COMPETENCIES
PAG Assigned DLP

DAY CODE COMPETENCY
E Writer
Getting to Know You/Breaking the Ice/Profiling of

1 1
Learners
Provide words or expressions appropriate for a

2 EN9V-Iab-1 7 Liezyl Felisco
given situation
VNHS
3 EN9LC-Ia-3.6 Perform a task by following directions 15 0948 313 3847
0926 356 6850
Infer thoughts, feelings, and intentions in the
4 EN9VC-Iab-3.8 22
material viewed
Analyze literature as a means of discovering the

EN9LT-Ia-14
self
5 Identify the distinguishing features of notable Anglo- 26
EN9LT-Ia-14.1 American lyric poetry, songs, poems, sermons, and
allegories Evelyn Piasidad
Lurugan NHS
Distinguish between and among informative,
6 EN9WC-Ia-8 36 0975 056 7734
journalistic, and literary writing
Distinguish between and among informative,

7 EN9WC-Ibc-8 45
journalistic, and literary writing
8 EN9WC-Id-8.1 Examine sample texts representative of each type 53
9 EN9WC-Ie-9 Compose forms of literary writing 58
Use the appropriate segmentals (sounds of

English) and the suprasegmentals or prosodic
10 EN9OL-Ia-1.15 66 Isobel PJ H.
features of speech when delivering lines of poetry
Campomanes
and prose in a speech choir, jazz chants and raps
VNHS
Use the appropriate segmentals (sounds of 0977 807 8277
English) and the suprasegmentals or prosodic
11 EN9OL-Ib-1.15 72
features of speech when delivering lines of poetry
and prose in a speech choir, jazz chants and raps
PAG Assigned DLP
DAY CODE COMPETENCY
E Writer
Use normal and inverted word order in creative Juvelyn Loking

12 EN9G-Ia-17 writing 79 VNHS
0935 5865 364
Use appropriate punctuation marks and

13 EN9G-Iae-1.6/1.7 84
capitalization to convey meaning

14 EN9G-Ifi-1.6/1.7 90

15 EN9G-Iae-1.6/1.7 97 Diana Lith
Pacapat
Use appropriate punctuation marks and Lurugan NHS
16 EN9G-Ifi-1.6/1.7 106
capitalization to convey meaning 0997 476 1698
17 EN9G-Iai-18 Use interjections to convey meaning 115
Analyze literature as a means of discovering the Glaiza Sioco

18 EN9LT-Ib-14 119
self Valencia NHS
0917 319 6781
Explain how the elements specific to a selection
19 EN9LT-Ib-14.2 125
build its theme
Produce the correct beat and rhythm in delivering

20 EN9F-Ic-3.1 131
jazz chants and raps
M. S. Gonzales
Take note of sequence signals or connectors to
Batangan IS
21 EN9RC-Ic-13.2 determine patterns of idea development given in a 137
0935 198 0417
text
22 EN9LC-Ic-3.12 Paraphrase the text listened to 143
Explain how words are derived from names of

23 EN9V-Ic-15 151
persons and places
EN9LC-Id-8.4 Agree or disagree with the ideas of the speaker Cherry Ann
24 155 Ragmac
EN9LC-Id-8.5 Accept or reject ideas mentioned Valencia NHS
0997 410 5429
EN9LT-Id-14 Analyze literature as a means of discovering self
25 161
EN9LT-Id-2.2.1 Express appreciation for sensory images used
Use the correct pitch, juncture, stress, intonation, Larry Labay

rate of speech, volume and projection when Valencia NHS
26 EN9OL-Id-1.14 171
delivering lines of poetry and prose in dramatic and
conventional speech choirs
27 EN9OL-Ie-1.14 Use the correct pitch, juncture, stress, intonation, 177

rate of speech, volume and projection when
PAG Assigned DLP
DAY CODE COMPETENCY
E Writer
delivering lines of poetry and prose in dramatic and

conventional speech choirs
28 EN9SS-If-1.5.1 Skim to determine key ideas and author’s purpose 182
29 EN9LC-Ie-8.6 Make decisions based on what is listened to 187

Ronette Claire
Arrive at meaning of words through compounding, Damacino
30 EN9V-Ie-11 193
folk etymology, etc. Valencia NHS
0917 319 6832
Arrive at meaning of words through compounding, 0945 199 0832
31 EN9V-If-11 199
folk etymology, etc.
Analyze literature as a means of discovering the

EN9LT-If-14 Isobel PJ
self
32 203
Campomanes
EN9LT-Ifg-2.2.3 Determine tone and mood Valencia NHS
0977 807 8277
33 EN9LT-Ifg-2.2.3 Determine technique and purpose of the author 216
34 EN9WC-If-9.1 Identify types and features of poetry 229

Sendy Francisco
35 EN9WC-Ig-9.1 Identify types and features of poetry 237
Lourdes IS
Use the appropriate gestures (hand, face, and 0955 107 8966
36 EN9OL-Ifg-2.6.2 246
body)
Make a connection between the present text and Mary Joy

previously read texts Malongayon
37 EN9RC-Igh-17 252
Concepcion NHS
0935 994 7166
Compare and contrast information listened to Isobel PJ H.

Campomanes
38 EN9LC-Ih-8.8 260
VNHS
0977 807 8277
Draw generalizations and conclusions from the Mary Joy

material listened to Malongayon
39 EN9LC-Ig-8.7 266
Concepcion NHS
0935 994 7166
Note types of context clue (restatement, definition, Rebecca Zuniga

40 EN9V-Ig-12.3 synonyms, antonyms) used for a given word or 274 Valencia NHS
expression
Note types of context clue (restatement, definition,

41 EN9V-Igh-12.3 synonyms, antonyms) used for a given word or 281
expression
42 EN9V-Ih-12.3 Note types of context clue (restatement, definition, 287

PAG Assigned DLP
DAY CODE COMPETENCY
E Writer
synonyms, antonyms) used for a given word or

expression
Use literary devices and techniques to craft poetic

43 EN9WC-Ih-3.6 292
forms
Use literary devices and techniques to craft poetic Cindy Alere

44 EN9WC-Ii-3.6 298
forms DKDIS
0956 748 8848
Use the appropriate and effective speech
45 EN9F-Ih-3.14 conventions expected of speech choir 304
presentations
Identify advance organizers, titles, subtitles,

46 EN9RC-Ii-18 309
illustrations, etc., given in a text
Mary Ann
47 EN9LC-Ii-3.14 Summarize information from the text listened to 314 Pelenio
48 EN9LC-Ii-3.14 Summarize information from the text listened to 318 Lilingayon NHS
0926 241 2231
Explain how a selection may be influence by
49 EN9LT-Ii-3 322
culture, history, environment, or other factors
50 Culminating Task

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Lesson Plan in English 9

The learner demonstrates understanding of how Anglo-American literature and

C. Learning Competency & Code:

Quarter: 1 Week: 1 Day: 1 Date Conducted: _______________

Subject Matter : Classroom Orientation and Levelling of Expectations

Task 1.01.1. Classroom Orientation & Levelling of Expectations

Task 1.01.2a Diagnostic Reading Test

Task 1.01.2b Pre-Test for the First Quarter

Task 1.01.2c What Kind of a Student Are You?

[ ] Objectives are not met; I need to reteach the topic.

[ ] Insufficient time for the lesson due to the following factors:

[ ] Transfer of lessons to the following day as a result of class suspension.

[ ] Other remarks, please specify

A. No. of learners achieve 80%: _____

B. No. of learners who require additional activities for remediation: _____

C. Did the remedial lessons work? _____

D. No. of learners who have caught up the lesson: _____

E. No. of learners who continue to require remediation: _____

G. What difficulties did I encounter which my principal or supervisor help me solve?

A. Parts of the lesson that went well:

B. Parts of the lesson that were weak:

The learner demonstrates understanding of how Anglo-American literature and

C. Learning Competency & Code:

Quarter: 1 Week: 1 Day: 2 Date Conducted: _______________

Subject Matter : Words or Expressions Appropriate for a Given Situation

Integration : (What specific skill in particular learning area?)

EsP (Values): Using appropriate expressions for various situations

Strategies : group activity, dyads

A. Before the Lesson

a. Classroom Management (Greetings, Prayer, Checking of Attendance)

Task 1.02.1. Nice M&M'ing you

 Red: something about yesterday

 Green: something you watch or listen to

B. During the Lesson

1. Introduction of the Lesson

(Expected response: I don’t know what to do or what to say. Answers may

Task 1.02.2. Greetings

Hi! Hello! Informal

Good morning. Good morning. Formal/Informal

How are you? I’m fine. Thank you. Formal

Fine. How about you? I’m fine, too. Formal

Task 1.02.3. Introducing Yourself

1 I’m Daniel. (It’s) nice to meet you. Informal. First

Task 1.02.4. Introducing Others

Anna: This is my friend, Jacqui.

Ruth: This is my friend, Samuel.

Practice introducing your new friends to the class or to your other

Task 1.02.5. Classroom Questions

WORDS/EXPRESSIONS EXPECTED RESPONSE

Task 1.02.6. Telephone

C : Hello. Is Moses there?

R : I’m sorry. He’s not here right now.

C : What time will he be back.

R : Yes. May I ask who’s calling?

C : This is his friend, Greg.

R : Okay. I’ll tell him you called.

R : No, this is her sister, Magdalena.

C : You sure sound like Naomi,

R : Oh, yes. We do sound alike. Can I take a message?

C : Sure. Please tell her that Matthew called.

R : Okay. I’ll give her the message.

C : No, that’s about it. Thanks again. Bye.

How do you handle your telephone conversations?

NAME ______________________ SCORE