SAINT MARY’S ANGELS COLLEGE

S.Y 2017-2018
ADDENDA FOR SYLLABI GRADE 9

Subject English (First Quarter)

Content Standard The learners demonstrate 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 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.
GRASPS
Goal To perform a speech choir for giving acknowledgement for the Filipino Heroes of our country.
Role Voice Coach/ Judge/ Director/ Choreographer
Audience Members of the Organization of Filipino.
Situation Celebration of the OFW day.
Product Voice Projection/ Criteria (Analytic)/ Choral Recitation/ Choreography
Standards Use of scoring rubric.
Core Value Humility, Cheerfulness, Mindfulness
Paragraph Form (GRASPS) As members of the Philippine Theatrical Group, you are invited to perform a speech choir on acknowledging all the heroes of our
country which is to be attended by International Filipino Organizations as part of the celebration of the OFW day. Your
performance must reflect the theme “There is Hero in all of us”. The speech choir to be presented should have appropriate verbal
strategies, effective non-verbal communication, audience impact, and relevance to the theme.
Assessments Title/Reference No. of Days (Specific Target Competencies
Dates)
Formative Assessments
Activity 1: Completing the *Use appropriate punctuation marks and capitalization to convey
table using punctuation 1 meaning.
marks.

Activity 2: Adding the correct

punctuation.
Activity 3: Using correct
punctuation marks.
English I, Josefina Payawal-
Gabriel, Ph. D, et al,, page
428
1
*”O Captain! My Captain!”
Observe correct use of
punctuation marks.
(Individual)
Activity 4: Reading the poem
with correct juncture, stress,
intonation, pausing and
diction.
English Communication Arts
and Skills Through Anglo-
American and Filipino 1
Literature, Lipid, Milagros G.
pages 232-233.

Activity 5: Using correct

punctuation marks.
FIRM UP: Rewrite the
paragraph using the correct
punctuation marks.
English I, Josefina Payawal-
Gabriel, Ph. D, et al,, page
437
DEEPEN : Rearrange the
words in three sets.
1
Activity 1: Identify each *Skim to determine key ideas and authors purpose
sentence whether it is True
or False.
Exploring Life Through
English and American
Literature , Josephine
Romero and Alon Delos
Reyes, page 5
Activity 2: Compare the * Analyze literature as a means of discovering the self.
beliefs of Einstein according *Draw similarities and the differences featured selections in relation
to the essay and to your to the theme
beliefs about the convictions
of every person.

Firm Up: Write your own * Analyze literature as a means of discovering the self.
credo or personal statement
of convictions
Exploring Life Through
English and American
Literature , Josephine
Romero and Alon Delos
Reyes, page 5

*We Alone, Etymology 1

Explore: Labeling pictures as
needs and wants.
Exploring Life Through
English and American
Literature , Josephine
Romero and Alon Delos
Reyes, page 16

Activity 1: Study and define *Arrive at meaning of words through word formation (clipping,
(Individual) blending, acronym, compounding, folk, etymology)
Activity 2: Answer the *Share prior knowledge about a text topic.
following questions.
Complete the table.
(Individual)

Activity 3: Discuss briefly in 1 *Share prior knowledge about a text topic.

relation to theme.
Activity 4: Focus on the last
four lines
Exploring Life Through
English and American
Literature , Josephine
Romero and Alon Delos
Reyes, page 16

Activity 1: Look at the *Explain how words are derived from names and persons and places.
meaning in the dictionary 1
and the etymology of words.
Skill Builders for English
Proficiency Sedilla, Carleen
S., pp12-15
Activity 2: Write the
complete words on the space
provided.

Activity 3: Using a dictionary, 1 *Explain how words are derived from names and persons and places.
give at least 10 words and
give their meanings and
etymology.
Activity 4: Find a partner and
identify the words that are
defined (Pair)
Skill Builders for English
Proficiency Sedilla, Carleen
S., pp12-15

Activity 5: Complete the 1

table (root words).
Skill Builders for English
Proficiency Sedilla, Carleen
S., pp12-15

Activity 1: Use of *Use interjections to convey meaning.

interjections 1
Activity 2: Complete the
table

Activity 3: Encircle the word 1

that expresses a strong
feeling
Activity 4: Use interjections
in the sentence
New Generation: Afro-Asian
Literature. Carol Mina
Catacutan, et.al

Activity 5: Encircle all the 1

interjections. (paragraph)
Activity 6: Create a poster
showing the feeling intended
behind a specific interjection
word
*Beowulf 1
Explore: Teacher will ask
questions
Exploring Life Through
English and American
Literature , Josephine
Romero and Alon Delos
Reyes, page 51

Activity 1: Sharing the ideas 1 *Share prior knowledge about a text topic
discussed in pair
New Generation: Afro-Asian
Literature, Carol Mina
Catacutan, et.al

Activity 2: Take a look the 1 *Share prior knowledge about a text topic
graphic organizer *Identify advance organizers, titles, sub titles, illustrations, etc. given
English Communication and in a text.
Arts Skills Through Anglo-
American and Filipino
Literature, Lipid, Milagros
G.,, page 30-32

Activity 3: (Graph) List some *Identify advance organizers, titles, sub titles, illustrations, etc. given
of the characteristics of in a text
Beowulf

Activity 4: Similarities and *Analyze literature as a means of discovering the self.

differences of characteristic *Draw similarities and the differences featured selections in relation
(Beowulf and a student) to the theme.
Summative (WW)
Assessment
Written Work 1 (Answer the 1 * Analyze literature as a means of discovering the self.
following questions)

Make a list of what you 1

prioritize in shopping: food,
clothing, hobbies and
interests, then classify them
as needs and wants. Mark
those that you consider
ecofriendly and pro-Earth.

Write a short dialog using 1 *Use interjections to convey meaning.

different interjections.

Using the Compare and 1 * Analyze literature as a means of discovering the self.
Contrast Map below make
two concepts about you and
Beowulf. Determine in what
ways you are similar and in
what ways you are different

Summative (PT) Assessment

Script Writing: Uniqueness of 1 *Distinguish between and among informative, journalistic, and
Every Person literary writing.

Students will make a script 1

about consciousness for our
choices.

Oral Test: Oh Captain! My 2

Captain! (Speech Choir)

Short Skit: Appreciating the 1

Value of Ambition

Short Skit: Characteristics as 1

 individuals that differ from
the others

Transfer Task: Speech Choir 3

Second Quarter
Content Standard The learners demonstrate understanding of how Anglo-American literature and other text types serve as means of valuing other
people through using various types of print media and linear/non-linear texts; strategies in processing information connections in
listening and viewing materials; communicative styles; and adverbs and conditionals in narration and argumentation.
Performance Standard The learner transfers learning by composing short prose forms with appropriate and creative use of adverbs and conditionals and
delivering the same through a Readers Theater or Chambers Theater format with effective use of verbal and non-verbal strategies.
GRASPS
Goal To compose and deliver script with appropriate and creative use of adverb, conditionals and verbal and non-verbal strategies for
Reader theater.
Role Film maker/Blogger/Writer/Artistic Illustrator
Audience Teenage Readers
Situation The school is invited by the Nation’s Bookstore (NBS) to join a Short Story Writing Contest for high school students. The winner
will automatically become a member of the Young Writer’s Guild.
Product Short Film/ Blog/ Short Story/ Comic Strip
Standards Use of scoring rubric.
Core Value Obedience, Cheerfulness, Mindfulness
Paragraph Form (GRASPS) Reader theater can compose and deliver script with appropriate and creative use of adverb, conditionals and verbal and non-
verbal strategies which will enhance their speaking skills, develop their self-confidence in speaking in front of many people, and
use the prosodic features properly.
Assessments Title/Reference No. of Days (Specific Target Competencies
Dates)
Formative Assessments
*Conditionals, Lost and 2 *Scan sequence signals or connectors to determine patterns of idea
Found and Classification of development.
Adverb
Explore: The teacher will give
phrases then let the students
to complete the phases one
by one.
Activity 1: Add a main clause
to form a sentence.
Activity 2: Choose the correct
answer inside the box.
Proficiency in English III,
Edna Montano-dela Cruz, et.
al pg.212

Activity 3: Identify each 1 *Take note of sequence signals or connectors to determine patterns
conditional statement. of idea development given in a text.
Proficiency in English III,
Edna Montano-dela Cruz, et.
al pg.218

Firm Up: Answer the

following questions in not
less than 3 sentences.

Firm Up: Pair off with a *Analyze literature as a means of discovering the self.
classmate.
Deepen: From the following
conditional sentences which
one do you like to have for a
day? And why?

Activity 1: Answer the 1 *Share prior knowledge about a text topic.

following questions.
Reading: Lost and Found
English, American and
Philippine Literature,
Josefina, Payawal Gabriel,
pages 236-238

Activity 2: Find details in the 1

story. (graphic organizer)

Activity 3: Answer the

following questions.
Reading: Lost and Found
English, American and
Philippine Literature,
Josefina, Payawal Gabriel,
pages 236-238

Activity 3. Ideas between the 1 *Share prior knowledge about a text topic.
lines. (Conflicts)
From the following conflicts
which do you think is the
hardest conflict? (Group)

*Adverb
Activity 1: Kinds of Adverbs 1

Activity 2: Identify what kind *Use adverbs of frequency

is each underlined adverb. 1

Activity 3: Underline all the 1

modifiers in the poem.

Activity 4: Complete the

table below. (degrees of
adverbs)

Activity 5: Construct 1
sentences using the given
nouns, verbs and adverbs.
English Across Continents III

*Linear and Non-Linear 1

Texts, Mending Wall

Activity 1: Identify whether 1 *Provide word expressions appropriate for a given situation.
the given words are linear
and non linear text.
http://tatabahasabm.tripod.c
om/bank/bi/analisa.pdf

Activity 2: True or False

Activity 3: Writing a friendly
letter.
http://tatabahasabm.tripod.c
om/bank/bi/analisa.pdf

Activity 5: Answer the 1 *Share prior knowledge about a text topic.

following questions.
Activity 6: Song
Interpretation

Activity 6: Share your 1 *Organize information in various ways (outlining, graphic,

knowledge about the origin representations, etc.)
of a famous wall in our
country

Explore: Video Clip Watching: 1 *Share prior knowledge about a text topic
The Bridge Master and His
Son (The teacher will ask
questions)

Activity 1: Pick out words or 1 *Identify advance organizers, titles, sub titles, illustrations, etc. given
descriptions that indicate in a text
where and when the event
happened (The Road Not
Taken)
Exploring Life Through
English and American
Literature, Romero Josephine
P., page 11

Activity 2: Answer the 1 *Share prior knowledge about a text topic.

following questions.
Activity 3: Self Portrait

Activity 4: Compare and 1 *Compare and contrast information listened to.

contrast the father in the
video clip and the persona of
the poem.

Activity 5: Group Activity 1

*Print Media
 Explore: The teacher will ask
the students what is their
idea about print media and
give other examples.

Activity 1: Give at least 5 1 *Share prior knowledge about a text topic.

examples of print media and
give their uses.
Activity 2: Identify the
following.

Activity 3: Give at least 3 1 *Share prior knowledge about a text topic.

examples of positive and
negative effects of print
media in our society.

Deepen: If you are going to *Judge the relevance and worth of ideas presented.
choose between print media
and broadcast which of these
two is the most helpful in
informing the people. Explain
your answer.

Summative (WW)
Assessments Lost and Found *Share prior knowledge about a text topic.
Look at the title. On a sheet *Skim to determine key ideas and authors purpose.
of paper, write what you
think the story is likely to be.

A Story Outline 1
Record and summarize the
most important information
that you can get in the story
The Lost and Found.
Answer the following
questions.
English, American and
Philippine Literature,
Josefina, Payawal Gabriel,
pages 236-238
 Form sentences from the *Use adverbs of frequency
words in the box.

Describe the word dancing 1

using four adverbs and then
use each adverb in the
sentence.

Students are required to *Share prior knowledge about a text topic

explain some lines coming *Agree or disagree with the ideas of the speaker
from the “Mending Wall’

Write your insights about the 1 *Draw generalizations and conclusions from the material listened to.
following statements.

Write the advantages and *Share prior knowledge about a text topic
disadvantages of media in
today’s society.

Summative (PT)
Assessments

Imitation of Famous People 1

(Male)

Declamation/Oration 2

Third Quarter
Content Standard The learners demonstrate understanding on how Anglo-American literature as a means of connecting to the world through using
ways of analyzing a one-act play and providing feedback to a material listened to or viewed.
Performance Standard The learner transfers learning by composing a play with appropriate and creative use of dramatic conventions, multi-media
resources, and verbal and non-verbal strategies.
GRASPS
Goal To demonstrate proper usage of verbal and non-verbal strategies and to show effective performance techniques and skills.
Role Film Maker/ Director/ Script Writer/ Artistic Illustrator
Audience Philippine Embassy
Situation The Marian Angels Theater group has been invited by the Philippine Embassy to produce a one-act play which will be staged
 during its Annual World Congress. The play should reflect the theme, “Nation among Nations: A Global Connection”
Product Film/ Stage play/ Script/ Puppet Show
Standards Organization/ Collaboration Content/ Information, Presented, Creativity, Audience impact
Core Value Simplicity, Cheerfulness, Mindfulness
Paragraph Form (GRASPS) The students must be able to demonstrate proper usage of verbal and non-verbal strategies and to show effective performance
techniques and skills.
Assessments Title/Reference No. of Days (Specific Target Competencies
Dates)
Formative Assessments
*Subject-Verb Agreement,
Merchant of Venice

Activity 1: Copy and answer 2 *Observe correct subject-verb agreement.

the following sentences.
New Generation: Afro-Asian
Literature, Carol Mina
Catacutan, et.al, pg. 430-432

Activity 2: Encircle the

correct form of the verb in 1
the parenthesis.
New Generation: Afro-Asian
Literature, Carol Mina
Catacutan, et.al, pg. 430-432

Activity 3: If the sentence is 1

grammatically correct, write
C before the number. If there
is an error in subject-verb
agreement, write the correct
form of the verb.

Activity 4: Write an essay 1

about your experience in life.

*Merchant of Venice 1
http://www.cliffsnotes.com/l
iterature/m/the-merchant-
of-venice/character-list
Activity 1: Answer the 1
following questions (The
Merchant of Venice)

Activity 2: Contrasting Views 1

Activity 3: Plot Analysis 1

Activity 4:: Character Analysis 1

(Shylock)

*Direct and Indirect Speech,

Phrase and Clause
*Employ appropriate listening strategies suited to type of text.
Explore: Group Activity 1 *Judge the relevance ad worth of information/ ideas.

Activity 1: Change the 1

following sentences to
Indirect Speech.
Proficiency in English II, Edna
Motano- dela Cruz, et.al/ pg.
194
Activity 2: Change the
following sentences to direct
speech.

Activity 3: Fill in the blanks

with the best fitting word
chosen from the list below.
1
Activity 4: Change the
sentences to direct speech
using the verbs in
parenthesis.

Activity 5: In this activity,

students create the interview
themselves. (Group Activity)

Explore: The teacher will
post a picture then let the
students construct phrases
or clauses based on the
picture.
*Use participial phrases correctly
*Use gerunds
*Use gerunds and gerund phrases in expressing ways on how to shape
the world

Activity 1: Determine the 1

kind of each of the
underlined phrases.

Activity 2: Below are 1

examples of the different
kinds of phrases properly
classified. Use them in your
own sentences according to
how they are identified.
Activity 3: Change the
italicized clause modifier to
phrase modifier.
New Generation: Afro-Asian
Literature, Carol Mina
Catacutan, et. al

Activity 4: Write 3 sentences

with one clause.

*Philippine, British and

American English

Explore: The teacher will 1

show to the students the sets
of words on the board then
let them ask if it is Philippine,
British or American English
word.

Activity 1: Complete the

table. (British and American
English Words)
http://www.oxforddictionari
es.com/us/words/british-
and-american-terms

Activity 2: Complete the 1

table. (Philippine ,British and
American English)
Activity 3: Identify whether
the statements are British or
American English.
http://www.todayifoundout.
com/index.php/2014/02/diff
erences-british-american-
english

Activity 4: Give the 1

differences among the three
World English

Activity 5: Reflection 1
Checkpoint

Activity 6: Unlocking the 1

Power of Drama

Activity 7: Captured 1
Audience
Summative (WW)
Assessment Give six verbs corresponding
to the word TEACHER. 1

Choose one character from

The Merchant of Venice and 1
compare his character to
another known person in the
Philippines.

Work in pairs. Change direct 1

speech questions to indirect
speech questions.
Write a short story
connected with “Merchant of
Venice” and write on how
you want to end the story.

What connections do 1
playwrights make between
drama and societal realities?

Summative (PT) Assessment

Short Skit: The Marian Angels 1
Theater Group posted an
announcement for those
interested to join the club for
the upcoming Annual
Production.

Short Skit: The Uniqueness of 1

Every Person

Character Portrayal 1

Role Playing 1
Fourth Quarter
Content Standard The learners demonstrate understanding of how Anglo-American literature and other text types serve as means of understanding
unchanging values in a changing world through relating text content to greater social issues, concerns, or dispositions in real life;
using features of a full-length play; and grammatical constructions that enhance quality of written and oral expression.
Performance Standard The learner transfers learning by composing a play review and performing in a full-length play with appropriate and creative use of
dramatic conventions, multi-media resources, and verbal and non-verbal strategies.
GRASPS
Goal To demonstrate proper usage of verbal and non-verbal strategies and the proper use of multi-media.
Role Film maker/Director/Script Writer/Artistic Illustrator
Audience All Filipinos
Situation You auditioned and had been qualified as a member of MAPA (Marian Angels Performing Arts). You are ask to conduct a fund
raising by performing a full length play based from the unchanging values in the unchanging world because of social issues or the
concerns dispositions of life in our society.
Product Film/Film/Film/Film
Standards Use of scoring rubric.
Core Value Gratitude, Appreciation, Cheerfulness,Mindfulness
Paragraph Form (GRASPS) You auditioned and had been qualified as a member of MAPA (Marian Angels Performing Arts). You are ask to conduct a fund
raising by performing a full length play based from the unchanging values in the unchanging world because of social issues or the
concerns dispositions of life in our society.
Assessments Title/Reference No. of Days (Specific Target Competencies
Dates)
Formative Assessments
*S-V-A, UTOPIA by Sir
Thomas More

Explore: The teacher will ask

questions

Activity 1: Answer the 1 Relate text content to particular social issues, concerns, or
following questions. dispositions in real life.
English Across Continents III,
page 154

Activity 2: Use a daily planner

format to present how
Utopians spend their time on
a typical day.
English Across Continents III,
page 154
Activity 3: The students will
write their own definition of
Utopia and their own ideas
of a perfect world in essay
form.
English Across Continents III,
page 154-156

Activity 4: Copy and answer 1

the following sentences.
English Across Continents III,
page 154

Activity 5: Group Activity

(Make a poster)

*News Writing
Activity 1: Identify the part of 1 *Use appropriate multi-media resources appropriately, effectively
the newspaper where the and efficiently.
following information may be
found.

Activity 2: Identify the

following parts of a
newspaper.
English by Josefina Payawan-
Gabriel Ph. D., pg 176

Activity 3: Give the part of

the newspaper where the
following news line ads or
reports were taken.

Activity 4: Parade of
Newspaper Parts 1
English by Josefina Payawan-
Gabriel Ph. D., pg 11
Activity5: Construct a news 1
article from the given leads.

*S-V-A, The Cask of

Amontillado
Explore: The teacher will ask 1 *Relate text content to particular social issues, concerns, or
questions dispositions in real life.

Activity 1: Determine the

synonym of each underlined
word

Activity 2: Revenge Vs. 1

Retribution

Activity 3: Answer the

following questions.

Activity 4: Dissecting the 1

Cask

Activity 5: Cite the part of the 1

story by writing sentences in
the box.
Exploring Life Through
English and American
Literature (Josephine
Romero and Alon Delos
Reyes, page 100)

Activity 6: In the following 1

sentences, correct the verbs
where correction is
necessary.

Activity 7: Form each of the

verb in the different forms

Activity 8: Ask the students 1

to note their recollections of
the play “The Cask of
Amontillado”

Activity 9: Extend a dialogue 1

Explore
Activity 1: Word Hunt 1

Activity 2: Answer the 1

following questions.
Exploring Life Through
English and American
Literature (Josephine
Romero and Alon Delos
Reyes, page 99)

Activity 3: Give the 1

differences and similarities
between Montresor and
Fortunato

*Copy Reading

Activity 1: Copy read the 1

news item below using copy
reading symbols.

Activity 2: Edit the paragraph 1

using the symbols.

Activity 3: Create your own 1

resume.

Activity 4: Create your own 1

application letter.

*Radio Broadcasting
Explore: The teacher asks the 1 *Use appropriate multi-media resources appropriately, effectively
students to listen to A.M. and efficiently.
station.
 Activity 1: Answer the 1
following questions.

Activity 2: Group Work 1

Activity 3: The students will 1

be writing and recording a
news broadcast.

Activity 4: The class will be 1

creating a concept map
about news and radio
reporting.

Summative (WW)
Assessments You are newly elected
officials of your barangay’s 1
Sangguniang Kabataan.
Based on your observation
and knowledge of your
community, what will be
your group’s top five priority
projects?

Write your own idea about 1

the perfect society in the
past, present and future.

Give the similarities and 1

differences of print media
from broadcast media.

Describe the two main 1

characters of the story, “The
Cask of Amontillado”.
Complete the character.
 Use the proper copy-editing
symbols to correct all the 1
mechanical, spelling and AP
style errors in the following
sentences.

Write a script for your radio 1

broadcasting about different
issues in our society today.
Summative (PT)
Assessments Simulation on Radio 1
Broadcasting

Prepared by: Reviewed by: Approved by:

Gina E. Tongol Mr. John Wilver R. Vergara Ms. Sheila R. Dayrit

Teacher Assistant Principal Principal