Curriculum

Map
2
Integrated English for Efficient Communication
First Edition
Grade 9
Curriculum Map
Unit 1 England: The Unification of Kingdoms Time Allotment: 54 days
Program Standard The students demonstrate communicative competence through his/her understanding of literature and other
texts types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standards The students demonstrate communicative competence through his/her understanding of British-American Litera-
ture, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those
of other countries.
Content Standards The students demonstrate understanding of how Anglo-American literature and other text types serve as means of
enhancing both self and social awareness; also how to use processing, assessing, summarizing information, word
derivation and formation strategies, correcting sentence errors, and writing and speaking techniques to enable
him/her to participate actively in varied communicative tasks.
Performance Standards The students actively participate and carry out varied real-life communicative performance tasks by applying ap-
propriate skills in comprehension, listening, viewing, vocabulary, literature, writing, speaking, and grammar that are
learned and acquired through guided and independent learning.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit
(Literature), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Core Understandings
Topics Competencies Assessments Activities Values Integration
and Core Questions
Lesson 1 Students will understand A1. Identify the Formative A1/A2 • Pop Culture
The Epic of Beowulf that… characteristics of • Quizzes a. Draw popular • Anglo-Saxons
13 days 1. Live events are also an epic hero • Recitation heroes from History
like adventures EN8LT-IVd-13.1 • Assignments different genres • Social Studies
and conquests of • Journals and describe their • Psychology
good versus evil A2. Compare and • Mini-projects encounters with
2. Poems are also contrast characters other supernatural
a way to tell to EN9RC-IIa-3.2.7 beings and their

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

stories main archnemesis.
 3. We are the heroes B1. Compare and con- Summative Self-assess- Describe each
of our own stories. trast ideas listened ment character and give
4. what we see and to • Rubric assessment a brief explanation
perceive help us EN9LC-IVe-8.8 • Performance Task to complete the
find meaning • Unit Test heroes’ critic
5. Words must be C1. Infer thoughts, response log
well grouped feelings, and inten-
A1/A2
together to convey tions in the mate-
b. Read the two
a meaning rial viewed
battles of Beowulf
6. Understanding EN9VC-If-11
again. Characterize
comes through
his strengths and
careful judgement. E1. Determine the ele-
weak¬nesses.
7. Poems are time- ments and features
Then, provide an
less. of an epic as a
illustration on how
form of narrative
you would depict
Students will keep poetry
Beowulf himself
considering… IEEC9LT-I-l.1
1. Why is life A1 c./A2 c./E1 a./E2
always filled with E2. Explain how a a. Since Beowulf is
conquests of good selection may a narrative poem,
versus evil? be influenced by create a picture in
your mind about

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2. How do the culture, history,
elements of an environment, and how each scene
epic create a other factors occurred as you
narration of a EN9LT-Ia-14/EN9LT- read through the
story in a form of a Ia-14.1 poem. Complete
poetry? a storyboard
3. Why do you think F1. Compare and con- by drawing the
heroes in epic trast informational remarkable scenes
stories seem to be text based on the story
invincible? EN6RC-IId-5.5 of the epic battle
4. How imagery can between Grendel
help the reader and Beowulf. Give
decode the a brief caption or
meaning of words? explanation for
each pane

3
4
5. In what ways, do G1. Use appropriate A1 d./E1
we have to group stress in delivering b. Complete a
words together to lines of poetry and chart as you read
convey a meaning prose the “Battle with
in writing? EN9OL-Ia-1.15 Grendel” again,
6. How can then identify the
identifying the G2. Use the appropri- elements of an
similarities and ate gestures (hand, epic poem. Cite
differences face, and body) some evidence
of stories EN9OL-If-2.6.2 from the epic
elevate one’s poem
comprehension? H1. Define and dif-
A2
7. How can oral ferentiate phrases,
d. Choose one hero
traditions of poems fragments, and
from your previous
would transition to sentences
list and compare
modern translation IEEC9G-I-l.1
him with Beowulf
performance?
using the chart
given
E1 c./E2 c./F1
a. Based on the
two battles that
Beowulf had
surpassed, plot
out the elements
found in an epic
hero’s cycle. Cite
evidence or lines
from the poem to
prove your claim

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 B1 a./C1 a./E2
d. With a partner,
look up the two
film versions of
Beowulf (1999
film and 2007
film). Complete
the details in the
Venn diagram by
comparing and
contrasting ideas.
Then, write a short
movie review for
both films watched
by following the
elements of a
movie review
B1 b./C1 b./E2
e. Look up the
following movies
and make a
comparative movie
review of them:
“Illiad”, “Lord of
the Rings”, “Harry
Potter”, and “Star
Wars.” Then, pick
two movies that
you will compare
and contrast

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6
H1
a. Read each group
of words carefully.
Identify whether
they are fragments
or sentences. Write
F for fragment or S
for sentence
Decipher the
meaning of the
given kennings.
Draw out the
imagery that you
can think of as
you unlock the
meaning of the
word
With a partner, look
at the following
ideas based on the
epic read. Then,
create your own
simple kennings
for the given ideas

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 Lesson 2 Students will understand A1. Relate text content Formative A1 • Social Sciences
The Medieval English that… to particular social • Quizzes a. Look for a news – History
Period (The Pardoner’s 1. Both narrative and issues, concerns, • Recitation or feature article – Politics
Tale by Geoffrey poetic elements or dispositions in • Assignments (printed or • Religion
Chaucer) are combined to real-life • Journals online) about a • Values
17 days build the meaning EN9RC-IVa-2.18 • Mini-projects controversial or Development
of a metrical tale. political event (old • French Culture
2. Literature is a B1. Listen to lay Summative Self- or recent) that
mirror of life value judgment on assessment highlights issues
because it reflects critical issues that • Rubric assessment such as treachery,
the realities of the demand sound • Performance Task violence, family
world. analysis and call for • Unit Test feuds, or social
3. Some words prompt actions disputes caused
originate from EN9LC-Iva-13 by human’s selfish
other languages. desires and greed
4. A sentence with C1. View for details to for money and
correct structure lay value judgment power.
has clearer on critical issues Print a copy of the
meaning. that demand online article or cut
5. Narrative sound analysis and out the newspaper
elements make call for prompt article and paste it
any fictional story actions in the box below.
interesting and EN9LC-IVa-13 Then on a separate
understandable. sheet of paper,
6. A storyteller brings D1. Infer meaning and write a short
the characters origin of English paragraph that
and events to life words borrowed expresses your
through nonverbal from French reaction and/or
gestures. language opinion about the
7. EN6V-IIIc-12.3.3/ issue.
EN6V-IIIc-12.4.1.3

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8
Students will keep E1. Determine the Be sure to relate
considering… elements of your reaction to
1. How do the metrical tales and the common social
elements of a metrical romances themes conveyed
metrical tale IEEC9LT-I-l.2 in King Arthur’s
contribute to its tales.
meaning? F1. Compose simple Give your reaction
2. Why is literature narrative texts an interesting title
considered a EN7WC-III-a-2.2
mirror of life?
A1 b./C1
3. How do certain F2. Identify features of
a. Search online
words come narrative writing
and read one
about? EN7WC-III-a-2.2.12
popular Arthurian
4. How does
tale. Read and
structure affect G1. Use effective
analyze the story.
the meaning of a and appropriate
Identify its major
sentence? nonverbal
theme and relate
5. What is the communication
it to the country’s
function of strategies
philosophical,
narrative elements EN9OL-IIb-3.7
cultural, religious,
in a fictional story?
ethical, or political
6. How does a story- H1. Transfom
condition today
teller bring the fragments to
characters and sentences
events to life? IEEC9G-I-l.2 A1 c./C1
7. How do we make b. With a partner, go
valid opinions to the library and
about what we borrow a DVD/VCD
hear and see? of any documen-
tary, video, or
short film that
explores themes
on environmental,

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political, social,
 or cultural issues.
While viewing and
listening to the
audiovisual mate-
rial, note down
important details
by completing the
WH-Details Chart
that follow.
Write your own
reflection about
the documentary
based on the de-
tails you noted in
the first activity

C1
c. Examine closely
the details of the

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given pictures.
Draw an emoticon
that shows your
reaction about the
picture and write
a statement that
describes your
thoughts and/or
feelings about the
picture

9
10
C1
d. Identify three
symbols used by
Geoffrey Chaucer
in “The Pardoner’s
Tale.” Illustrate
each symbol in
your most creative
way and explain
the meaning of
each symbol in
two- to -three
sentences
D1
a. Identify the
meaning of the
words listed by
researching for
their French origin
D1
b. Look for five
English words
with French/
Anglo-Norman
origin according
to the given
field or category.
Complete the
vocabulary chart
with the needed
information. Then,
with a partner, use

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the words in
 meaningful sen-
tences based on
the researched
information that
you wrote in the
vocabulary chart.
D1
c. Write the definition
of the italicized
English words with
French origin using
the context clue/s
provided. Write
your answer on the
line. Highlight the
clue word/s that
helped you identify
the meaning of
the word. Then,
write the word’s

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French origin and
meaning/use
E1
a. Research for the
tales from “The
Canterbury Tales.”
Read one tale
and examine
its basic literary
elements. Then,
complete the
graphic organizer
with the needed
information

11
12
E1
b. Complete
the matrix by
describing
the structure,
language, and
level of readability
of each version of
“The Pardoner’s
Tale”
E1
c. Create a graphic
organizer that
compares and
contrasts the
original version
and the modern or
simplified text of
your chosen tale in
terms of structure,
language, and
level of readability.
Then, give it an
interesting title
E1
d. Research about
the other tales
from the “The
Canterbury Tales.”
Categorize the
tales according
to the theme it

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mainly focuses on
 (only one tale per
theme). Write a
short explanation
why you think the
tale falls under
such theme
E1
e. Choose one theme
and relate how this
particular theme
is reflected in
society then and
now. Also, research
and select other
themes explored
in “The Canterbury
Tales”
E1

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f. Read the story
“The Death of King
Arthur.” Then, do
the activities under
Think-Pair-Share
that follow
E1 g./F2
a. Read “The
Pardoner’s Tale”
again and examine
how its plot is
presented by the
writer.

13
14
Complete the
story pyramid
by labeling the
parts properly
and providing
the necessary
information from
the tale

F1 a./F2 b./G1
a. With a partner,
brainstorm about
the fictional story
you want to write.
Draft a story plan
by completing the
matrix provided

H1
a. Read and examine
the following
groups of words.
Write C if it has a
complete meaning
and I if the thought
is incomplete

H1
b. Revise the
following
fragments
into complete
sentences

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 Lesson 3 Students will understand A1. Identify and Formative A1 • Values Integration
The Elizabethan Period that… analyze figures of • Quizzes a. Read the lines • Morality
12 days 1. Well written stories speech • Recitation carefully. Identify • Performing Arts
can be brought EN7V-II-e-10.1.2/ • Assignments the kind of figure – Speech and
alive through EN8V-IIg-10.1.4 • Journals of speech used in Stage Arts
performance • Mini-projects the following lines – Theatre
2. Everyone has a B1. Establish Production
relatable story to connections of Summative Self- B1 • Information and
tell events and how assessment a. Examine the Technology
3. Certain words are these lead to • Rubric assessment given scenarios by – Social Media
used specific for the ending of a • Performance Task comparing how Integration
group or event material • Unit Test people in the past
4. Too much EN9VC-IIa-1.4 and people in the
sentence ideas present vary in
create confusion C1. Process beliefs. Write down
5. Writing also information your ideas for
involves a target mentioned in the each area (politics,
audience text listened to equality, religion,
6. Live performance EN9LC-Ia-8 love and marriage)
can imitate life

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7. The love of theater D1. Get familiar with D1/E2
encompasses all the technical a. With your partner,
generations vocabulary look up the
for drama and meaning of the
Students will keep theater (like stage following words.
considering… directions) Find out in which
1. What makes a EN9V-IIIa-29 work of William
story ideal for Shakespeare did
performance? E1. Identify the the word first
2. How figurative distinguishing appeared and
language adds features of Anglo- quote the exact
beauty in the way American one-act lines
we communicate? plays
EN9LT-IIIa-16.1

15
16
3. How do specialized E2. Identify and D1 b./F1
terms allow us to analyze the a. Research for the
pause, to ponder, structure and meaning of the
and to question? themes conveyed following terms
4. Why must ideas in a Shakespearean used in theater.
be separated into sonnet Then, use them
complete thought IEEC9LT-I-l.2 in meaningful
groups correctly sentences
when writing? F1. Compose forms of
5. How can writing literary writing E1
establish a EN9WC-IIIa-9 a. Read the summary
connection and excerpt of
between the F2. Identify types and “The Merchant
audience and features of one-act of Venice” and
artist? play synopsis “Hamlet.” Analyze
6. How does EN9WC-IIIa-9.4 the plot of each
performing drama story. Fill out the
reflect one΄s G1. Employ varied chart after reading
beliefs, ideas, and verbal and non- each story
culture? verbal strategies to
create impact on E1/E2
the audience while b. Based on the story
delivering lines in a of Romeo and
one-act play Juliet, create a
EN9OL-IIa-3.7 social media profile
layout for Romeo,
H1. Correct run- Juliet, and another
on sentences character of your
and mixed choice. Follow the
constructions guidelines given
IEEC9G-I-l.3 in creating the
character profile.

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 Then, scan the
code to access the
link to a tool that
will help you carry
out your task

E1 c./E2 c./F2
a. Look for a local
production of any
Shakespearean
play available
in your city and
watch any of their
performances.
Don’t forget to
get a copy of their
playbills to get to
know the people
in-charge onstage

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and backstage.
You may also add
in your watch list
famous theater
companies
who present
mainstream
productions

E1 d./F1 b./F2
b. Based on the
two dramas read,
compare and
contrast

17
18
the concepts
of comedy and
tragedy. Find out
the similarities and
differences you
have found from
the stories read

E2
d. Trace some
English words that
were invented
by Shakespeare.
This time, look
up phrases that
first appeared in
his plays that we
use in modern
English. Do an
online research
and also cite the
work where it first
appeared. Compile
your findings and
save in a flash card

G1
a. With a partner,
think of a
disagreement
between two
characters as if you
are writing your

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own story.
 Then, write a
dialogue between
them. Afterward,
read aloud what
you and your
partner have
written

G1
b. Form a group
with four to five
members. Identify
a major theme for
a story that you
will write. Each
member should
contribute in the
development of
the plot and the

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

dialogue of the
story. Use the story
map as a guide for
the plot of your
story

H1
a. Read the following
sentences. Identify
the statements
that are properly
punctuated
and logically
connected.

19
20
Draw a light
bulb for correct
sentences and
a cross mark for
incorrect items

H1
b. Identify the
sentence error.
Write F if it is a
fused sentence,
C if it is a comma
splice, and M
if it is a mixed
construction.
Then, rewrite the
sentences to make
them correct

H1
c. Read each
sentence carefully.
Revise them
to make them
correct. Then,
explain which
among the
solutions were
used to make the
revisions

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 Lesson 4 Students will understand A1. Make connections Formative A1 • Importance of
The Period of that… between the • Quizzes a. Draw four different Education to
Enlightenment (Of 1. The elements, present text and • Recitation creative symbols Social Change/
Studies by Francis when combined, previously read • Assignments that illustrate Transformation
Bacon) create a more text • Journals your reasons for • Integration
12 days meaningful and EN9RC-Ig-17 • Mini-projects studying with Computer
effective essay. Technology
2. One literary B1. Reflect on the Summative Self- A1
text may be ideas of a speaker assessment b. With a partner,
connected/ EN9LC-IIIb-6.3 • Rubric assessment brainstorm and
related with • Performance Task give examples of
another through D1. Note types of • Unit Test literary texts that
the author’s style, context clues are connected in
structure, and (restatement and terms of the given
treatment of the definition) to iden- aspects
topic. tify the meaning of
3. Using context jargons A1 c./B1
clues help us tell EN9V-Ig-12.3 a. Choose one
the meaning of from the three
unfamiliar words D2. Determine the literary texts

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such as jargons. vocabulary about education.
4. A sentence with or jargons Read carefully
correct structure expected of a and analyze the
has clearer communicative meaning of the
meaning. style text. Connect your
5. The elements EN9V-IIg-28 chosen text with
serve as guide or the mes-sage of
blueprint in writing E1. Identify the Francis Bacon’s
effective essays. elements, parts, “Of Studies.” List
and types of an down at least three
essay or a maximum of
IEEC9LT-I-l.9 five areas/aspects
where the two
texts are related.

21
22
6. Using multimedia F1. Compose simple Then, explain
resources informative texts in one short
to present EN7WC-IV-a-2.2 paragraph, based
information on the list that
effectively engages F2. Compose an you made, the
and draws in the informative essay connection
interest of the EN8WC-IIId-2.2.16 between the two
target audience. texts
7. G1. Use appropriate
multimedia B1
resources to b. Refer to the essay
accompany the “Of Studies” by
oral delivery of Francis Bacon.
lines Examine and
EN9OL-IIIi-3.10 analyze its
Students will keep elements. Identify
considering… H1. Use parallel and describe how
1. How do the structures in each element is
elements of an sentences used by the author
essay contribute to EN8G-Ia-7
its meaning? B1 c./E1
2. What connects a. Read and examine
one literary text to the following two
another? essays carefully
3. How do you tell (“Importance of
the meaning of Education” and
unfamiliar words in “What Education
a sentence? Means to Me”).
4. How does parallel Identify which
structure affect the one is formal
meaning of the and which one is
sentence? informal. Contrast
the formal and

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informal essays
 5. How does the use according to the
of elements help use of elements.
in writing effective Complete the
essays? contrast chart
6. How does the use with the needed
of multimedia information
resources help
in presenting D1/D2
information a. Choose five jargon
effectively? examples used in
7. How can one any field or by a
determine the specific group of
truthfulness and people. Give one
accuracy of a technical word
material viewed? for each field.
Use the word
in a meaningful
sentence that
uses definition

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or restatement
as type of
context clues.
Then, exchange
work with your
seatmate. Let your
seatmate write the
technical word and
its meaning, and
shade the circle
that corresponds
to the type of
context clue you
provided

23
24
F1/G1
a. Look for a video
of a speaker
during his/her
actual speech or
oral presentation.
Watch the video
more than
once for better
understanding.
Then, complete
the graphic
organizer on the
next page with
the necessary
information

F2/H1
a. Write a formal
essay about a
relevant/timely
topic. Use the four
phases of essay
writing as your
guide

H1
b. Identify the faulty
parallelism in each
sentence. Then,
write your revised
sen-tence in the
space. Draw a star

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if the sentence is
parallel in structure
 Integrated English for Efficient Communication
First Edition
Grade 9
Curriculum Map
Unit 2 Anglo-American Literature Time Allotment: 40 days
Program Standard The students demonstrate communicative competence through their understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standards The students demonstrate communicative competence through their understanding of British-American Litera-
ture, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those
of other countries.
Content Standards The students demonstrate understanding of how Anglo-American literature and other text types serve as means of
enhancing both self and social awareness; also how to use processing, assessing, summarizing information, word
derivation and formation strategies, correcting sentence errors, and writing and speaking techniques to enable
them to participate actively in varied communicative tasks.
Performance Standards The students proficiently play an active part in a Chamber Theatre presentation through employing effective verbal
and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body
Movements or Gestures.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit
(Literature), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Core Understandings
Topics
and Core Questions
Lesson 1 Students will understand
The Romantic Period that…
1. Artists utilize varied
structures to inter-
pret the beauty of
the world.
2. Every photo show-
cases a different
interesting angle
to explore.
Competencies Assessments Activities Values Integration
B1. Make Formative B1/C1a • History
generalizations • Recitation a. Read the given • Psychology
EN9LC-IVi-8.7 • Literary, analytical, situations and • Social Studies
and reflective scenarios. Think • Values Integration
C1. Draw generaliza- discussions of the best • Humanities
tions and conclu- • Written and oral representations – Music
sions from the exercises of one’s feelings – Arts
material viewed • Multimedia pres- or emotions for – Architecture
EN9VC-Ih-1.5/2.5 entations the incidents by • Photography/
posting a selfie or a Photojournalism
picture of oneself.

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26
3. Pondering on the D1. Note types of • Reader-response b. With a partner,
beauty that sur- context clue (syno- activities research at
rounds one fosters nyms, antonyms) • Group/Pair least five
critical thinking. used for a given activities photojournalists
word or expression • Graphic organizers (both local and
Students will keep EN9V-Ih-12.3 • Quizzes international) and
considering… • Research and the photo essays
1. How do artists E2. Identify the online tasks that they have
give their best distinguishing made. Note down
interpretation of features of notable Summative/Self-assess- details about one’s
things around Anglo-American ment observations on
them? lyric poetry, songs, • Performance tasks the photo essay
2. How does one use poems, sermons, • Unit test output using the
photography to and allegories chart provided.
convey a powerful EN9LT-Ia-14.1
c. Work with a
story?
partner and take
3. How does F1. Distinguish
turns in taking
reflecting on between
photos with
the beauty that and among
different themes
surrounds one informative,
and interpret the
makes him/her a journalistic, and
idea each photo
critical thinker? literary writing
conveys. Use the
EN9WC-Ib-8
chart as a guide for
every photo taken.
F2. Expand ideas
using principles
of cohesion and
coherence
EN10WC-IIIa-14.1.1

G1. Use the

appropriate and
effective speech

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conven-tions in
poetry reading
EN9F-Ih-3.14
 H1. Identify faulty d. Visit a museum
comparisons and look for
IEEC9G-II-l.1 different famous
paintings in the
Romantic and
Gothic period.
Interpret what
artists wanted to
convey in their
artworks. One
may also take a
virtual tour of any
museum in the
world.
D1
a. Find out the
meaning of the
underlined words
by completing the
chart given.
b. Identify the
meaning of the
italicized words.
Then, identify the
type of context
clue applied
to uncover the
meaning of the
word.

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only 27

28
c. Review the
meaning of the
decoded words
from the first
activity. Then,
write meaningful
sentences for each
word.
E1
a. Answer the given
comprehension
questions about
the selection.
b. Read the excerpt
from Frankenstein
again to further
understand
the characters
presented and list
down what one
felt by completing
the checklist
provided.
c. Analyze the tone
and mood in the
given lines from
Frankenstein
and identify the
speaker of the
lines.

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 E2
a. Read the poem
“I Wandered
Lonely as a Cloud”
again. Identify the
elements of poetry
by completing the
given chart.
E2b./G1
Analyze another
poem from the
Romantic period.
With a partner,
think of a song
that would best
symbolize or
match the poem
read. Practice
together to give
another rendition
of the song
based on one’s
interpretation.

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30
F1a./F2
a. Create a poem
with at least two
stanzas using the
chosen theme
among the
provided ones.
Then, transfer
it to a sheet
of craft paper
accompanied by
an illustration.
Fill out the poem
checklist chart
found in
Activity 2 to note
the elements used
in the poem.
b. Draw a two-
column character
poster that best
depicts one’s
interpretation of
Victor Frankenstein
and the creature
he created.

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 G1 Work with a
partner and
create a musical
memoir. Choose
one character
from the story
of Frankenstein.
Choose at least
five songs and
include the lyrics
and song title that
best reflect the
character’s inner
and outer conflicts,
motivations, and
actions.
H1 Identify the
kind of faulty
comparison made

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

in the sentence.
Then, revise
the statements
to make them
correct.

31
32
Lesson 2 Students will understand A1. Relate text content A1 • Social Awareness
The Victorian Period that… to particular social a. Answering
1. Literature helps issues, concerns, or analytical
one understand dispositions in life questions about
people and the EN9RC-IVa-2.18 the novel excerpt
things they go read
through in life by B1. Make decisions
b. Completing
revealing the best based on what is
a chart based
and the worst of listened to
on researched
humanity. EN9LC-Ie-8.6
information
2. Literature helps
regarding the Poor
one see and D1. Explain how words
Law of 1834
experience life are derived from
through its realistic names of persons c. Accomplishing
and truthful and places a triad task
characters and EN9V-Ic-15 that requires
events. the members
3. Words are derived E1. Analyze literature to complete a
from names of as means of graphic organizer
persons and events valuing other that highlights
who/that made people and specific actions to
an impact and/ their various address a particular
or contribution in circumstances in social concern /
history. life issue
EN9LT-IIa-15 B1 Filling out
response matrix
F1. Write a problem- to express one’s
solution reaction to
informational text an authentic
EN8G-IIi-9 interview listened
to

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 Students will keep G1. Conduct an D1
considering… interview a. Completing
1. How does effectively vocabulary chart of
literature help EN7OL-III-b-3 eponyms
one understand b. Giving examples
people and the H1. Revise sentences of eponyms for
circumstances that with errors in a given category
they go through in pronoun-reference and writing an
life? EN6G-If-4.4.1 explanation of how
2. How does these words are
literature help one derived from their
see and experience origins
life?
E1. Completing a
3. How are words
matrix to express
derived from
how one values
names of persons
other people and
and places?
their circumstances
in life
F1. Writing a
problem-solution
informational
text based on an
accomplished
graphic organizer
G1. Conducting an
interview of pro-
fessionals prior to
writing a problem-
solution article
H1. Revising
sentences with
faulty pronoun
references

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only 33

34
Lesson 3 Students will understand A1. Infer character A1 • Values
The Post-War Period that… traits based on a. Writing the development
1. Writers use speech and actions character traits with focus on the
symbols to EN6RC-Ig-2.24.2 of the characters importance of law
represent the based on the and order
realities of the A2. Interpret visual arts dialogues and
world in a more EN9RC-IIg-5 narrations lifted
interesting and from the novel
powerful way. D1. Identify and
b. Accomplish a
2. One can analyze types of
dyad task that
understand a analogies
requires an analysis
person better EN7V-IV-c-23
of the character
through his/
traits based on
her speech and E1. Analyze allegories
their words and
actions. and other types of
actions in other
3. Role-playing symbols
chapters of the
can help people EN9LT-Ia-14.1
novel
prepare for difficult
situations. F1. Write journal A2. Writing a
entries paragraph that
Students will keep EN7WC-III-c-2.8.5 explains the
considering… meaning of a visual
1. Why do writers use G1. Perform in role art material viewed
symbols? plays effectively D1. Supplying the
2. How can one EN3OL-IIIb-i-1.2 missing parts
understand a of an analogy
person’s character H1. Correct misplaced and writing an
better? and dangling explanation of its
3. What can role- modifiers intended meaning
playing help EN8G-IVa-15
people do?

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 E2. Identify and E1
analyze the a. Researching about
structure and the symbolic
themes conveyed meanings of given
in a Shakespearean characters and
sonnet objects in a chart
IEEC9LT-I-l.2 (graphic organizer)
b. Answering critical
F1. Compose forms of questions about
literary writing the symbols
EN9WC-IIIa-9 used in the
novel
F2. Identify types and
F1. Writing a journal
features of one-act
entry about one’s
play synopsis
realizations or
EN9WC-IIIa-9.4
insights about the
novel discussed in
G1. Employ varied
class
verbal and non-
verbal strategies to G1. Perform a role-
create impact on playing session
the audience while with other
delivering lines in a students in a
one-act play simulation of an
EN9OL-IIa-3.7 audition for a TV
drama series
H1. Correct run- H1. Answering a
on sentences written grammar
and mixed exercise that
constructions targets both
IEEC9G-I-l.3 identification and
correction of errors
in the placement
of modifiers in the
sentence

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only 35

36
Lesson 4 Students will understand A1. Skim for key ideas Formative A1. Skim and scan for • Importance of
The Contemporary that… EN9RC-Ig-17 • Quizzes ideas by timing Education to
Period 1. Conflicts push • Recitation oneself in a given Social Change/
people to their A2. Identify advance • Assignments selection to answer Transformation
limits to become organizers, titles, • Journals specific questions. • Integration
better individuals. sub-titles, illustra- • Mini-projects with Computer
2. One must be tions, etc. given in A2. Presenting details Technology
sensitive in varied a text Summative Self- about an auto-
occasions for EN9RC-Ii-18 assessment biography using
speaking. • Rubric assessment graphic organizers.
3. Past experiences A3. Sense the • Performance Task
are great difference • Unit Test A3. Compare the
inspirations for between linear and features of a linear
stories. non-linear texts. and non-linear
EN9RC-IIf-11.1 texts.
Students will keep
considering… B1. Paraphrase the text B1. Listen carefully for
1. How do conflicts listened to important details
help one to EN9LC-Ic-3.12 from an original
become a better material to be
version of himself/ C1. Draw paraphrased.
herself? generalizations
2. How can effective and conclusions C1. Watch different
communication from the material news report local
happen in different viewed news, international
daily interactions? EN9VC-Ih-1.5/2.5 news, sports,
3. How can past feature article etc.)
experiences help D1. Determine the Paraphrase the de-
one to become a vocabulary tails given by the
better story teller? or jargons reporters watched.
expected of a
communicative
style.

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

EN9V-IIg-28
 E1. Analyze literature C1. Watch different
as a means of news report local
valuing other news, international
people and news, sports,
their various feature article
circumstances in etc.) Paraphrase
life. the details given
EN9LT-IIe-15 by the reporters
watched.
F1. Develop
paragraphs that D1. Identify the
illustrate each text communicative
type (narrative style used by
in literature, analyzing varied
expository, dialogues.
explanatory,
factual and E1. Differentiate the
personal recount, different literary
persuasive) conflicts found
EN8WC-IIi-2.2 in varied texts,
movies and real life
G1. Use appropri- experiences.
ate multi-media
resources to F1. Write a factual
accompany the recount.
oral delivery of
lines G1. Prepare an oral
EN9OL-IIIi-3.10 presentation of
a factual recount
H1. Observe tense using an info
consistency graphic.
in writing an
evaluation
EN9G-IVi-25

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only 37

38
5. How does the use H1. Proofread
of elements help sentences and
in writing effective correct the
essays? errors in verb
6. How does the use consistencies
of multimedia
resources help
in presenting
information
effectively?
7. How can one
determine the
truthfulness and
accuracy of a
material viewed?

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 Integrated English for Efficient Communication
First Edition
Grade 9
Curriculum Map
Unit 3 The Emergence of the New World and the Trails of Time Allotment: 39 days
Revolution
Program Standard The students demonstrate communicative competence through his/her understanding of literature and other
texts types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standards The learner demonstrates communicative competence through his/her understanding of British-American Litera-
ture, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those
of other countries.
Content Standards The students demonstrate understanding of how Anglo-American literature and other text types serve as means of
enhancing both self and social awareness; also how to use processing, assessing, summarizing information, word
derivation and formation strategies, correcting sentence errors, and writing and speaking techniques to enable
him/her to participate actively in varied communicative tasks.
Performance Standards The learner skilfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit
(Literature), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Core Understandings
Topics Competencies Assessments Activities Values Integration
and Core Questions
Lesson 1 Students will understand A1. Relate text context Formative A1. • History
The Native American that… to particular social • Recitation a. Complete a • Psychology
Literature 1. Culture, history, issues, concerns, or • Literary, analyti- character map • Social Studies
environment and dispositions in real cal, and reflective of known dis- • Values Integration
other factors life discussions appearances. • Humanities
influence myths or EN9RC-IVa-2.18 • Written and oral – Music
b. Scan news
legends. exercises – Arts
and relate how
• Multimedia – Architecture
families of dis-
presentations • Photography/
appearances
Photojournalism
react.

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40
2. Text contexts may C1. View video • Reader-response c. Share reaction
relate to particular materials that activities on cases of dis-
social issues, con- depict the native • Group/Pair appearances.
cerns, or disposi- Americans and activities
C1. Answer guide
tions in real life. other abo-rigine • Graphic organizers
questions after
3. Signs and symbols groups all over the • Quizzes
viewing materials.
such as road signs, world and analyze • Research and
prohibition signs, the information online tasks D1/D2.
etc., keep us from they contain. a. Determine
danger. EN9VC-IIId-4.3/5.3 Summative/Self-assess- meaning of
ment road signs,
Students will keep D1. Give the meaning • Performance tasks prohibitions.
considering… of given signs and • Unit test b. Determine
1. How does one symbols (road meaning of
create a myth or signs, prohibited safety signs.
legend considering signs, etc.).
its elements and c Match the
features? D2. Decode symbols signs with their
2. How does one through context meanings.
effectively tell a clues. E1/E2
story? Give the meaning
E1. Determine the of given signs and
elements and symbols (road
features of myths/ signs, prohibited
legends. signs, etc.).

E2. Explain how a

selection may F1/H1
be influenced by Write a myth of
culture, history, “The Great Spirit”
environment and using the checklist
other factors. of the elements of
EN9LT-Ii-3 a myth

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 G1. Tell a story G1. Tell a story/one’s
myth.
H1. Observe subject-
H1
verb agreement
a. Underline the
correct verb.
b. Choose the
correct verb.
c. Draw a smiley
if the sentence
is correct; a sad
face if not and
correct the
sentence.
d. Check S-V
agreement
in the myth
written.
Lesson 2 Students will understand A1. Organize A1

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

The Literature of the that… information in a. Make an
New World 1. Understanding various ways outline based
informational text (outlining, graphic on your
lets people know representations, research on
factual information etc. Puritanism and
about the natural EN9RC-Iii-2.15 Salem Witches
and social world.
b. Make a
2. Literature C1. Make
concept map
introduces the generalizations
of Puritanism
culture, customs EN9LC-IVi-8.7
and traditions of c. Make a
the people and the character map
society where it of the Salem
originated. Witches

41
42
Students will keep E1. Discover literature d. Present a Venn
considering… as a means of Diagram of
1. What is the connecting to a Salem Witches
significance of significant past according to
understanding perception
informational text E2. Determine the and to
to a society? tone, mood, research
2. What does technique and
e. Present other
literature reveal purpose of the
graphic repre-
about the people author
sentation
and the society EN9LT-If-2.2.3
which it came C1
from? F1. Write an a. Write a gen-
informational text eralization on
(enumeration) British coloni-
zation in early
F2. Write an America
enumeration text b. Write a
based on any generalization
of the following about
categories/ topics prominent
about the British people in
colonization in politics
early America
(states with c. Write a
borrowed names generalization
from England about the
(geography), philosophies/
prominent religions of the
people (politics), world
philosophies/
religion

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 G1. Deliver an E1. Recall the country’s
impromptu speech history and
based on picture answer whether
prompts your country was
invaded before
H1. Correct sentences
with faulty E2. Write down
parallelism evidence of writer’s
tone, mood,
H2. Use affixes properly technique and
(nouns, adjectives, purpose
participles)
F1/F2
a. Write an
informational
text about
American
states with
borrowed
names from
England
b. Write an
informational
text about
prominent
people in
politics
c. Write an
informational
text about
philosophies
and religions
of the world

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only 43

44
G1. Deliver an
impromptu speech

H1
a. Correct
sentences
with faulty
parallelism
b. Identify
sentences
with faulty
parallelism;
Correct
sentences
H2
a. Use
appropriate
affix to the root
word
b. Select words
with properly
used affix
c. Identify words
with affix and
give meaning
of each

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 Lesson 3 Students will understand C1. Watch video C1. Assess world • Values
The Autobiography of that… clips of speeches leaders and their development
Benjamin Franklin 1. The elements of delivered by speeches with focus on the
an autobiography famous world importance of law
D1. Identify denotative
help reconstruct leaders and order
and connotative
the retrospective
meaning of words
narrative of an D1. Identify the
author’s life. It denotative and E1. Retell the
strengthens the connotative narrative’s events
development meaning of words through graphic
of the character, organizer
thus, enabling E1. Identify and E2. Analyze elements
the readers to analyze the of the story
understand the elements of an
subject better. autobiography F1. Compose a
character or
2. Creating a profile subject profile of
E2. Determine tone,
for a particular a member of the
mood, technique,
person or cause school community.
and purpose of the
solidifies a human It can be the
author
being’s and a principal, a well
EN9LT-IIIh-2.11
cause’s importance loved teacher,
and relevance in a guidance
F1. Write one’s profile
society. counselor, a
favorite canteen
personnel, a
maintenance crew,
or even a security
personnel.

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46
3. An effective G1. Use the H1
speech can help appropriate a. Correct and
inspire, motivate, Segmental (sounds edit run-on
and entice people of English) and the sentences
to be change Suprasegmentals
b. Revise the run-
agents. Words or prosodic
on sentences
properly delivered features of speech
in the short
can ignite the when delivering
paragraph
fire in people’s lines of poetry and
written on
hearts to take on prose in a speech
pages 327
immediate action choir, jazz chants,
and 328, using
to unresolved and raps
the first two
societal issues. EN9OL-Ib-1.15
methods of
correction.
Students will keep H1. Correct run-on
considering… sentences
1. How do
elements of an
autobiography
reveal its value?
2. How can a
subject’s profile
enhance his/her
worth?
3. Why is an effective
speech significant
in instilling positive
change?

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 Lesson 4 Students will understand B1. Listen to audio B1/E3. • Understanding
Because I Could Not that… versions of poems Listen and assess concepts of death
Stop for Death and 1. Different forms of read by celebrities classical poems and immortality
Song of Myself poetry engage its read by celebrities from a religious
readers by using D1. Identify the perspective.
strategies, like meaning of D1. • Relating the
the inclusion of unfamiliar words in a. Create a word poem’s context
poetic devices, a free verse poem concept wall to 18th Century
to appreciate the using different in relation to perspectives.
beauty, form, and types of context afterlife and • Analyze how the
value of the poem. clues immortality media and pop
Make the poem culture highlight
b. Identify word
personal and E1. Differentiate the importance of
meaning
experiential so that free verse from classical poetry.
through
the readers would structured poetry
different types
see the connection
of context
that the form E2. Analyze free verse
clues
has to real-life poems
implications.
E1. Complete a
2. Poems can be E3. Interpret classic
Venn diagram
effective avenues poems
comparing
for self-expression

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

structured poems
because it F1. Write poems of
from free verse
highlights, varied structures
poems
celebrates,
captures, and H1. Identify gerund
E2. Analyze free verse
reflects human and gerund
poem structure
emotions and phrases
conditions. It can
F1. Write a free verse
be used to analyze
poem
the intricacies of
human life, which
H1. Identify gerund
ultimately leads
and gerund
the readers to
phrases from
connect it to their
assigned poems
own experiences.

47
48
3. Poems function E1. Analyze literature C1. Watch different
as a historical and as a means of news report local
creative testament valuing other news, international
to humanity’s people and news, sports,
existence and their various feature article
accomplishments circumstances in etc.) Paraphrase
through the years. life. the details given
More than its EN9LT-IIe-15 by the reporters
structure, rhythmic watched.
patterns or rhyme F1. Develop
schemes, it paragraphs that D1. Identify the
celebrates what it illustrate each text communicative
is to be human. type (narrative style used by
in literature, analyzing varied
Students will keep expository, dialogues.
considering… explanatory,
1. How do the factual and E1. Differentiate the
different forms personal recount, different literary
of poetry help persuasive) conflicts found
engage its readers? EN8WC-IIi-2.2 in varied texts,
2. Why are poems movies and real life
effective media of G1. Use appropri- experiences.
self-expression? ate multi-media
3. What social resources to F1. Write a factual
function do poems accompany the recount.
possess? oral delivery of
lines G1. Prepare an oral
EN9OL-IIIi-3.10 presentation of
a factual recount
H1. Observe tense using an info
consistency graphic.
in writing an
evaluation

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

EN9G-IVi-25
 Integrated English for Efficient Communication
First Edition
Grade 9
Curriculum Map
Unit 4 Anglo-American Literature Time Allotment: 40 days
Program Standard The students demonstrate communicative competence through their understanding of literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standards The students demonstrate communicative competence through their understanding of British-American
Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and
those of other countries.
Content Standards The students demonstrate understanding of how Anglo-American literature and other text types serve as means of
enhancing both self and social awareness; also how to use processing, assessing, summarizing information, word
derivation and formation strategies, correcting sentence errors, and writing and speaking techniques to enable
them to participate actively in varied communicative tasks.
Performance Standards The students competently perform in a full- length play through applying effective verbal and non-verbal
strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
Legend:
A – RC/SS (Reading Comprehension/Study Skills), B – LC (Listening Comprehension), C – VC (Viewing Comprehension), D – VD (Vocabulary Development), E – Lit
(Literature), F – WC (Writing and Composition), G – OL/F (Oral Language and Fluency), H – GA (Grammar Awareness)

Core Understandings
Topics Competencies Assessments Activities Values Integration
and Core Questions
Lesson 1 Students will understand A1. Respond Formative A1. Respond Drama
American Gothic that… appropriately to a • Recitation appropriately to a Writing and
Literature selection read • Literary, analytical, selection read performing a
1. A short story
EN9RC-Iva-2.18 and reflective monologue
is made up of C1. Analyze local,
discussions
elements that foreign, classic
C1. Analyze local, • Written and oral Media Literacy
make it whole and and contemporary
foreign, classic exercises Comparing local
unified. horror movies
and contemporary • Multimedia and foreign movie
horror movies presentations
IEEC9VC-IV-l.1

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50
2. One’s response to D1. Differentiate formal • Reader-response D1. Differentiate formal
literature is always from informal activities from informal
based on his/ definitions of • Group/Pair definitions of
her own personal words activities words
experiences. EN9V-IIa-27 • Graphic organizers
E1. Identify and
• Quizzes
analyze the
Students will keep E1. Identify and • Research and
elements of a short
considering… analyze the online tasks
story
elements of a short
1. What makes
story Summative Self-assess- F1a/G1.
a short story
EN9LT-Ic-2.2 ment a. Write and
remarkable to its
• Performance tasks deliver a
readers?
F1/G1. • Unit test monologue
2. How do
Write and deliver a b. Writing a
one’s actions
monologue response essay
cause serious
EN9F-IVb-3.11
consequences to H1. Use participle and
others, even if he/ participial phrases
H1. Participle and
she is not aware of correctly
participial phrases
them?
EN9G-IIIa-21
Lesson 2 Students will understand A1. Get information A1. Get information Public Speaking
The American Civil War that… from various print from various print Performing a
1. A good political and non-print and non-print presidential debate
speech is one that media media
appeals to people. EN9RC-IIb-19 Media Literacy
B1. Listen to news
2. Presidential Getting information
reports and audio-
debates open B1. Listen to news from print and non-
video recordings
the public to reports and audio- print media
information that video recordings D1. Identify and
help them decide EN9LC-IVc-13.2 analyze political Politics
on whom to vote. jargons Understanding
E1. Analyze a political jargons

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

speech
 Students will keep D1. Identify and Simulate a mock
considering… analyze political presidential debate
1. What makes a jargons
F1. Write a vision-
good political EN9V-IIf-28
mission for a
speech?
political platform
2. How is a political E1. Analyze a political
debate done? speech H1. Use infinitives and
EN9LT-IVi-17 infinitive phrases
correctly
Simulate a mock
presidential debate

F1. Write a vision-

mission for a
political platform
IEEC9WC-IV-l.2

H1. Use infinitives and

infinitive phrases

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

correctly
EN9G-IIIa-21
Lesson 3 Students will understand E1. Explain how a E1/F1a. Guidance and
The Era of American that… selection may a. Write down Counseling
Modernism 1. When one is at the be influenced by one's pieces of
Interview guidance
moment of turning culture, history, advice and the
counselors about
point decision, environment, or consequences
decision-making
he/she should other factors of each advice
about future
believe and trust EN9LT-IIIg-3
b. Write findings careers.
himself/herself to
about author’s
overcome crisis.
account in an
oral report

51
52
2. One should think F1. Compose forms of c. Write
very well because literary writing aphorisms
whatever his/her EN9WC-IIh-9
d. Write
actions are, they
transformative
will have their H1. Use conditionals
and
corresponding in expressing
inspirational
consequences. arguments
messages
EN9G-IIg-20
3. Setting a good
e. Write a simple
example is one of
critique
the best ways to
be an inspiration H1. Form correct
to others. conditional
sentence
Students will keep
considering…
1. How is self-reliance
considered when
one is at the
moment of turning
point decision
where crisis from
oneself springs?
2. Why does one
need to think very
well in making
decisions?
3. How can one be
an inspiration to
others?

      Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

 Lesson 4 Students will understand Identify the concepts
The Contemporary that… of feminism and racism
American Literature 1. Literature can in literature
influence social
change among Interpret common
people thus, symbolisms in Black
advancing the American literature
rights of victims of
women oppression Identify “black” jargon/
and racial slang words.
discrimination.
2. Black American Proofread, edit, revise,
literary symbols and publish
are interpreted
through context Write a eulogy
of enforcement
and justification of Deliver a eulogy
racial exploitation.
View interviews of

Curriculum Map • TRIAL VERSION – For Evaluation Purposes Only

Students will keep powerful Black women
considering…
1. How does
literature become
a vehicle in
advancing the
rights of victims of
women oppression
and racial
discrimination?
2. How is Black
American
literary symbols
interpreted?

53