DOMINICAN EDUCATION SYSTEM OP-MOLO LEARNERS’ MODULE

HOLY ROSARY ACADEMY,INC. MOLO, ILOILO

SAN JUAN ST.

LEARNING PLAN

ENGLISH 9
First Quarter Week 1

Topic: MODALS

Content Standard: 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.

Performance Standard: 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.

Dominican Core Value Focus:

Truth, Compassionate Service, Excellence

Most Essential Learning Competencies:

 Express permission, obligation and prohibition using modals

Learning Target:
 identify helping verbs
 compose clear and coherent sentence using helping verbs
 be aware of the usage and importance of helping verbs
 appreciate modals through listening a song

Transfer Goals:
The learners must express permission, obligation and prohibition with the use of
modals.

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Essential Question:
How do modal expressions help you to be a good individual?

Enduring Understanding:
Modals help individual to be a polite or a better person by using it properly not
only in writing a sentence but also in speaking respectfully to others.

LEARNING PLAN
Stages Activities
Explore
Pre- Assessment
 Have the students answer the riddle. Activity 1: Riddle Game

 Let the students answer the graphic organizer entitled Activity 2: All for the Best
ROLES in Life

1. What kind of role in life…

a. interests you most?
b. helps you in a happy mood?
c. you prefer/ enjoy doing? You like best?
2.What are your talents or things you can do well?
Give the reasons for your choices. Make sure that
they will answer it in a complete sentence.

 Let the learners answer looking back in a complete Activity3: Looking Back
sentence.

Motivation:
 Let the students play a song then they will take down
the words that show possibility, ability, obligation, etc., Activity 4: Song
and let them classify it accordingly. Appreciation
 Have students view the music video
(https://www.youtube.com/watch?
v=Y8AHYW4m5N0)and ask them the following
questions:
1. How did the writer of the song define
shouldawouldacoulda?
2. What did the singer put aside for her
ambition? Did she regret her decision?
3. Were there instances in your life when you
regret your decision? How do you move on after
regretting a decision that you made.
Firm Up

 Let the students watch the video about modals Activity 5: Watch it!
https://www.youtube.com/watch?v=ZC710CZYv6k

 Have the students complete the table. Activity 6: Sum it up!

Deepen
 Ask them to answer the activities in Think and Tell Activity 7: Think and Tell
Transfer
 Ask them to make a script for a play using modals. Activity 8: Script Writing
 LEARNING PLAN

ENGLISH 9
First Quarter Week 2-3

Topic: CONDITIONALS

Content Standard: 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.

Performance Standard: 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.

Dominican Core Value Focus:

Truth, Compassionate Service, Excellence

Most Essential Learning Competencies:

 Use conditionals in expressing arguments
Learning Target:
 identify the parts of conditionals
 construct sentences with the use of conditionals
 make a poem
 appreciate conditional through understanding a poem

LEARNING PLAN
Stages Activities
Explore
Pre- Assessment
 Ask the students to complete the 3-2-1 chart and Activity 1: 3-2-1 chart
write a short reflection on what they have learned
in the first activity.

 Let them students read the poem entitled IF by Activity 2: Poem

Rudyard Kipling and answer the processing Appreciation
questions.

 Guide the stduents to complete the table in activity Activity 3: Say Something
 3.
Firm Up
 Direct students to discussion. Activity 4: Discussion and
 Expand the discussion through a video Giving Examples
presentation on conditionals. Activity 5: Clip Viewing
https://www.youtube.com/watch?
v=r7UW7EJuR3o Activity 6: Graphic organizer
 Let them complete the graphic organizer after they
watch the said video.
Deepen
 The students will answer the following activities Activity 7: Think and Tell
that will enhance their learning on conditionals.
Transfer
 They will make their own poem using conditionals. Activity 8: Poem writing
 LEARNING PLAN

ENGLISH 9
First Quarter Week 4-5

Topic: WORD FORMATION

Content Standard: 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.

Performance Standard: 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.

Dominican Core Value Focus:

Truth, Compassionate Service, Excellence

Most Essential Learning Competencies:

 Arrive at the meaning of words through formation (clipping, blending, acronymy,
compounding, folk etymology, etc.)
Learning Target:
 define the meaning of each word formation
 form a word based on the picture
 make a word through affixes
 deduce the author’s feelings through his opening paragraphs
 give the moral of the story
 be aware of how words are formed

LEARNING PLAN
Stages Activities
Explore
Pre- Assessment
 The student must answer the anticipation guide. Activity 1: Anticipation Guide

 Then, the students must complete the table by Activity 2: Tell me something
writing their name and telling where it came from. about your name.
  Let the student form a word based on the given Activity 3: 4 pics 1 word
pictures then they must write a short reflection
about what they have learned in the activity.
Firm Up
 Let the students read the story entitled Activity 4: Story Time!
Chanticleer and the Fox from the Canterbury
Tales by Geoffrey Chaucer
 After reading the story, ask the students to
answer the process questions
 Direct students to discussion by answering the Activity 5: Discussion and
following exercises. Giving Examples
Activity 6: The Words You
Use
Deepen
 Let them answer the exercises in order to enrich Activity 7:Exercises
their minds about how words are formed.
Transfer
 The students will make a word bank. They must Activity 8: Word bank
list at least ten (10) words a day with its meaning.
Make sure that they are aware of those words
with its meaning.
 LEARNING PLAN

ENGLISH 9
First Quarter Week 6

Topic: CONTEXT CLUES

Content Standard: 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.

Performance Standard: 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.

Dominican Core Value Focus:

Truth, Compassionate Service, Excellence

Most Essential Learning Competencies:

 Note types of context clues (restatement, definitions, synonyms, antonyms) used
for given word
Learning Targets
 infer the meaning of a word through context clues
 use context clues to determine the meaning of specialized and technical terms
 grasp the significance of context clues in reading a prose or a poem

LEARNING PLAN
Stages Activities
Explore
Pre- Assessment
 The students must list at least ten words in the Activity 1: Word bank
Word bank then they must use it in a sentence.

 Ask the students to read the sports news about Activity 2: Reading an Article
Philippine Azkals, the official soccer team of the
Philippines. A sports article uses technical and
 specialized terms then let them complete the table
after. Activity 3: Give me a
meaning

Firm Up
 Direct students to discussion by introducing them Activity 4: Think and Tell
about the specialized and technical terms as well
as the different types of context clues.
Deepen
 Let the students answer the different exercises to Activity 6: Exercises
enhance their learning about context clues.
Transfer
 Ask the students to make a short article about the Activity 7:Writing an Article
recent news in sports today.
 LEARNING PLAN

ENGLISH 9
First Quarter Week 7-8

Topic: COMMUNICATIVE STYLES

Content Standard: 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.

Performance Standard: 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.

Dominican Core Value Focus:

Truth, Compassionate Service, Excellence

Most Essential Learning Competencies:

 Employ the appropriate communicative styles for various situations (intimate,
casual, conversational, consultative, frozen)
Learning Target
 identify different communicative styles
 create a stick man comic strip using communicative style
 reflect on the video presented

LEARNING PLAN
Stages Activities
Explore
Pre- Assessment
 The student must supply words with its meaning Activity 1: Word Bank
in the word bank.

 Present a series of pictures then explain each Activity 2: Show me a

picture. Picture

 Let them answer the KWL chart Activity 3: KWL Chart

Firm Up
 Present a video about communicative style Activity 4: Video
. presentation
Deepen
 Let them answer the exercises and process Activity 5: Communicative
questions Style exercises
Transfer
 Make a stick man comic strip using the different Activity 6: Stick Man Comic
communicative styles. Strip