Curriculum Map

English 9

English Communication Arts Series (ECAS)

Eight Edition
K to 12 Curriculum Compliant

Grade 9: ECAS through Anglo-American and Philippine Literatures

The students demonstrate communicative competence through their understanding of literature and other texts
Program Standard
types for a deeper appreciation of Philippine Culture and those of other countries.
The students demonstrate communicative competence through their understanding of British-American and
Grade Level Standard Philippine Literature, and other text types for a deeper appreciation of Philippine Culture and those of other
countries.
The students demonstrate understanding of how Anglo-American literature and other text types serve as means of
Content Standard enhancing the self; processing, assessing, summarizing information, word derivation and formation strategies,
appropriate word order, punctuation marks, and interjections to enable them to participate actively in a speech choir.
The students transfer learning by actively participating in a speech choir through using effective verbal and
Performance Standard nonverbal strategies based on the following criteria: focus, voice, delivery, facial expressions, body
movements/gestures, and audience impact.
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 )
Unit Number 1

Unit Title English Literature—From Its Beginnings to the Renaissance

Number of Days 50 Days

Topics Core Understanding and Competencies Assessments Activities Values Integration

Core Questions Offline Online
Lesson 1 Students will understand A1  Seatwork A1  Heroism
The Beginnings of that: Identify sensory details  Work text exercises Answer  Courage
English Literature: U1 ECAS9RC-I-l.1  Assignment questions
The Old English Period One’s hero could be  recitation about utilizing
8 days someone else’s villain  quiz one’s senses
and one’s villain could be  performance task (Offline)
someone else’s hero.
 unit test
U2 B1 B1
Love is selfless and Evaluate a song Listen to a
can triumph over tragedy adaptation of an epic recording of
U3 Our concepts of what the song
is –show appreciation for adaptation of
“true,”“noble, ”heroic,”and songs, poems, and other Beowulf and
“good” are influenced by listening texts compare the
national, cultural –Compare and contrast mood and
(traditional and pop Information listened to. emotions
culture), religious, –Process information produced
historical, and literary mentioned in the text when
values that continually listened to. reading the
change as time EN10LC-Ih-14.3 epic (Online)
progresses. EN9LC-Ih-8.8
U4 EN9LC-Ia-8
Studying hones our
natural abilities.
 C1 Infer thoughts, C1 Make a
feelings, and photo collage
intentions in the material of your city
Students will keep viewed and show it to
considering the following EN9VC-Ia-c-3.8 class (Offline)
questions:
Q1 Are “heroic” qualities C2
universal and timeless? Recognize words with C2 Cross out
Q2How is love silent letters and the silent
manifested in the stories unpredictable spelling letter/s in
and poems of the old and ECAS9VC-I-l.1 each word
early-modern English (Offline)
literature? D1
Q3 What influences our Provide words or D1
concepts of what is expressions Fill in each
“true,” appropriate for a given blank with the
“noble,” “heroic,” and situation correct
“good”? EN8V-Ia-10.2 idiomatic
Q4 Why do we have to EN9V-Ia-b expression
value study? (Offline)
E1
Express appreciation for E1
sensory images Go back to
EN9LT-Id-2.2.1 the story and
highlight
sentences
that use
sensory
images
E2 Analyze literature as a (Offline)
means of discovering the
self E2 Write a
EN9LT-Ia-14 paragraph to
answer the
questions
about the
E3 literary piece E3 Tell what
Visualize poetic imagery (Offline) pictures come
ECAS9LT-I-l. to mind when
you read the
given phrases
(Online)
H1 Use appropriate
punctuation marks
and capitalization H1 a. Divide
to convey meaning the given text
 Use phrases, into
clauses, and sentences by
sentences capitalizing
appropriately and the first word
meaningfully of each
EN9G-Ia-1.6/1.7 sentence and
EN7G/II-a-1 putting the
proper end
Punctuation
(offline)

H1b. Add the

complete
predicate to
complete the
sentence the
sentence
(Offline)

H2 Write CS
on the
line if the
group of
words is a
sentence and
F if it is a
Lesson 2 A1 Examine sample fragment  Life’s worth
The Middle English texts representative (Offline)  Facets of love
Period of each type
11 days – Skim to determine key A1/E4
ideas Go over the
and author’s discussion
purpose texts and
EN9WC-Id-8.1 selections
EN9SS-Ie-1.5.1 covered in
this book so
far and
identify the
B1 Appreciate a ballad purposes for B1
set to music each (Offline) Listen to a
– Infer thoughts, feelings, song version
and of the ballad
intentions of the speaker Lord Randal
– Draw generalizations and answer
and the questions
conclusions from the that below
material listened to (Online/Offline)
ECAS9-LT-I-l.2
EN9LC-Ib-6.2
EN9LC-Ig-8.7 B2 Listen as
the teacher
B2 Paraphrase the text reads lines
listened to from the
EN9LC-IIc-3.12/3.14 Knight’s Tale
and work with
a partner to
D1 Distinguish between paraphrase the
similar words and lines (Online
phrases
–Use various strategies D1 Use the
to dictionary to
decode the meaning of differentiate
words between the
EN8V-IVa-15 given words.
(Offline)
E1 Recognize
characteristics of ballads
– Identify types and E1 a. Work
features of poetry with a group
– Identify the and identify
distinguishing features of the sections of
notable Anglo- the given
American lyric poetry, poem that
songs, poems, sermons, reflects the
and allegories common
EN9LT-Ia-14.1 characteristics
EN9WC-If-9.1 of ballads

E1 b. Use the
chart to
E2 Explain how the answer the
elements specific to a given
selection build questions
its theme (offline)
– Explain how the E2 Choose
elements specific characteristics
to a genre from the chart
contribute to the and explain
theme of a how they help
particular literary build the
selection theme of the
EN9LT-Ib-14.2 given ballad
EN9LT-Ic-2.2 (Offline)

E3 Draw similarities and

differences of the
featured selections in
relation to
the theme
EN9LT-Ih-2.3 E3 Compare
and contrast
the two
poems’
F1/G1Write a simple themes using
ballad the Venn
– Compose forms of diagram
literary writing (Offline)
– Use literary devices
and techniques to F1/G1 In
craft poetic terms groups, write
– Produce the own
correct beat and ballads using
rhythm in delivering jazz what has
chants and raps been learned
– Use the appropriate about
sounds popular
of English when ballads and
delivering lines in a present it to
speech choir class (Offline)
– Produce the
correct beat and
rhythm in delivering jazz
chants and raps
EN9WC-Ie-9
EN9WC-Ih-i3.6
EN9OL-Ia-c1.1

B1 Summarize
information from the text
Lesson 3 listened to B1 Work with a  Love in the midst of
The Renaissance in EN9LC-Ii-3.14 partner and tragedy
England (1450–1650) listen to any
13 days song from
Shakespeare’s
plays. Then,
summarize it in
your
C1 Assess the relevance own words
and worth of ideas (online)
presented
in the material viewed C1 Work with
– Draw generalizations a group
and and watch a
conclusions from the music video,
material viewed movie, or clip
EN9VC-If-g19 that shows a
EN9VC-Ih-i1.5/2.5 rendition of the
play Romeo
and Juliet and
answer
the questions
given. Present
your insights
about the
video using
E2 Determine tone, Power
mood, technique, -Point
and purpose of the presentation or
author another
EN9LT-If-2.2.3 multimedia
E2 Answer platform
the questions (Online)
about the
selection read
G1 Deliver a (Offline)
memorized oral
speech before an G1
audience with ease Work with a
and fluency partner to
EN8OL-IVg-1.5/IVi-1.5 memorize
any song from
G2 Shakespeare’s
Use the appropriate and plays. Then,
effective recite it
speech conventions in class
expected in speech choir (Online)
presentations
– Use the appropriate
gestures (hand, face,
and body)
- Use the correct
pitch, juncture,
stress, intonation, rate of
speech, volume, and
projection when
delivering lines of poetry
and prose in a
dramatic and
conventional
speech choir
EN9F-Ih-i3.14
EN9OL-If-g2.6.2
EN9F-Id-e1.14

G3
Produce the correct
sounds of English: G3 Read the
–Distinguish between the sentences
ssounds \ä\ carefully
and \ә\ differentiating
–Articulate the between the
vowel sound \ō\ two sounds
EN9F-IIc-d3.11.1 (Online)

H1 Use
Interjections to convey
meaning H1 Draw a
EN9G-Ia-18-Ii-18 comics strip
of a scene
from the
Merchant of
Venice or
Hamlet. Use
interjections
in the
dialogue
H2 Observe (Offline)
agreement between
subject and verb H2 Use the
EN7G-I-a-11 present
tense form of
H3 Avoid run-on the
sentences verb after
–Identify run-on each item
sentences (Offline)
ECAS9G-I-l.3a
H3 Write RO
on the
lines beside
the
run-on
sentences
that need to
be separated
into two
shorter and
 simpler parts.
Otherwise,
H4 Use coordinating leave the line
conjunctions blank (Offline)
–Construct compound
subjects and compound H4 Correct
predicates The following
ECAS9G.I.l.3b run-on
sentences by
combining
related
elements into
compound
subjects or
compound
predicates
(Offline)

H5 Use word and H5 a. Insert

phrase modifiers the
– Place modifiers indicated
Correctly word modifier
– Form modifiers where it
– Use clause belongs in
modifiers the sentence
– Combine sentences (Offline)
using clause modifiers
EN8G-IVa-15
ECAS9G.I.l.3c
ECAS9G.I.l.3d

A1 Take note of
sequencing signals or
connectors to determine
Lesson 4 patterns of A1 Go online  Honor
Other Works from the idea development given and  Contentment
Renaissance Period in a text look for an  Valuing studies
18 days EN9RC-Ic-13.2 article
that shows tips
on studying.
Scan for
sequence
signals in
the text and
note them
down. Identify
the purpose of
the transitional
A2 Scan sequence devices used
signals or connectors to (Online)
determine patterns of
idea development A2 Evaluate
EN9RC-Id-13.2 an online
article with
A3 Determine how sequence
paragraphs are related signals
ECAS9RC-I-l.4 (Online)
A3 Read the
selection
carefully and
point
out how each
paragraph is
related to the
preceding one
(Offline)

A4 Identify and formulate

topic sentences
EN8RC-IVa-2.21.1
 A4 a. Point
out the
topic
sentence in
each of the
paragraphs
A4 b. Identify
the topic
sentences if
they are
expressed,
and formulate
them if they
B1 Judge the relevance are implied
and worth of ideas (Offline)
presented
– Make decisions on B1 Listen as
what is listened to the
EN9LC-If-8.2 teacher reads
EN9LC-Ie-8.6 the
last part of “Of
Studies”
by Francis
Bacon. Then,
form groups
and identify
D1 Arrive at the the main
meanings of words points in the
through word formation essay (Online)
(clipping, blending, D1 a. Identify
acronymy, compounding, whether the
folk etymology) following
EN9V-Ie-11 words were
formed from
compounding,
clipping, or
 blending.
Then, write
their
meanings
(Offline)

D1 b. Give
more
examples of
compound
words,
clipped
words, and
portmanteaus
D2 Explain how words with their
are derived from names meanings
of persons and places (Offline)
EN9V-Ic-15
D2 Name
eponyms in
the category
given
D3 Construct definitions to the group
EN10V-IIa-13.9 (Offline)

D3 Complete
the
Definitions
E1 Identify with a (Offline)
Character Analyze
literature as a means of E1 a. Pretend
discovering the self that as
EN9LT-Ia-14 the main
character
(Rosalind or a
man in a
 similar E1 b.
situation) and Memorize a
write a letter stanza from
to a any of the
beloved poems and
expressing deliver it in
F1 Choose a subject your feelings class (Online)
for a composition (Offline)
ECAS9WC-I-l.4a
F1 Study the
subjects
and suggest
more
specific titles
that
may be
derived
from each
F2 Organize an outline subject
ECAS9WC-I-l.4b (Offline)

F2 a.
Rearrange
the
garbled
outline into
main
headings and
subdivisions
(offline)
F2 b.
Rearrange
the items
under the
F3 Choose an interesting main heads.
introduction to a Determine the
composition Subheads
–Write beginnings (Offline)
ECAS9WC-I-l.4c
F3Write two
different
beginnings for
F4 Write a conclusion each of the
to a composition subjects given
–Use a variety of
techniques to formulate a F4 Write good
conclusion endings for
EN8WC-IId-2.8.9 each of the
beginnings
previously
F5 written
Distinguish among (offline)
informative, journalistic,
and literary writing F5/F6 Choose
EN9WC-Ia-8 one topic to
write about
F6 Writing an informative, and decide
journalistic, or literary whether to
writing write an
EN8WC-IIId-2.2.16 informative,
EN8WC-IVe-3.4 journalistic, or
EN9WC-IIf-9 literary text.
Then, have
G1 Read with the class label
emphasis it accordingly
ECAS9OL-I.l.4a (Offline)
G2 Read with correct G1 Stress the
stress verbs in
ECAS9OL-I.l.4b Sentences
(Online)

G2 Read
H1 Use parallelism sentences,
–Use parallel structures putting the
EN8G-Ia-7 stress
H1 Write five on the right
sentences words (Online)
showing
parallelism
(Offline)
 The students demonstrate communicative competence through their understanding of literature and other texts
Program Standard
types for a deeper appreciation of Philippine Culture and those of other countries
 The students demonstrate communicative competence through their understanding of British-American Literature,
Grade level Standard Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other
countries
Content Standard The students demonstrate understanding of Anglo-American literature and other text types serve as means
of valuing other people; understanding of strategies in processing information, different forms of adverbs, and
conditionals for them to play an active part in a Chamber Theatre presentation
Performance Standard The students transfer learning by proficiently playing an active part in a Chamber Theatre presentation through
employing effective verbal and nonverbal 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

Unit Number 2
Unit title Two Streams—English and American Literatures
Number of Days 49 days
Core Understandings and Activities
Topic Competencies Assessments Values Integration
Core Questions Offline Online
Lesson 1 Students will understand A1 Get information  Recitation A1 Get  spending youth
English Steam the that: from various print  Group work information from productively
Neoclassical period U1 A literary piece may media  Assignment various print  belief in and
15 days agree with or challenge EN9RC-IIb-19  Worktext Exercises media resources, dedication to God
the cultural, social,  Performance Task like brochures,
intellectual, historical, and  Unit Test pamphlets,
political norms of its time periodicals, or
audio-video
U2 recordings and
For British Romantic write down the
Literature the difficult words in
“spontaneous overflow of it (Offline)
powerful feelings” A2 Recognize and
described by William identify faulty reasoning A2 Identify
Wordsworth was not only ECAS9RC-II-l.1b what is
about love but also about wrong with
other emotions, nature, B1 Evaluate the use B1 Choose an the given
and individuality. of reasoning advocacy reasoning
U3 Victorian Literature in advocacy advertisement on (Online)
was characterized advertisements a social, moral,
by its reaction – Listen to paraphrase; or economic
(celebration/critique) to summarize information national issue
the scientific and from persuasive text that
technological progress –Use conditionals to the student feels
characteristic of its express arguments strongly about or
historical context. EN9LC-IIc-3.12/3.14 want to learn
U4 Although pre- more about and
20th century –Reflect on the summarize it for
American Literature ideas of the its
was initially speaker message
characterized by its EN9LC-IIIb-6.3 (Offline)
similarity to British –Interpret the
Literature, it soon information
took on an identity listened to
of its own, mirroring EN9LC-IIIc-6.4
the emerging –Recognize
American identity faulty logic,
unsupported
Students will keep facts, and emotional
considering the following appeal
questions: EN9LC-IIId-6.5
Q1 In what way does
history influence Provide appropriate and
literature? Critical
Q2 How was the feedback/reaction
Romantic Period to a specific context or
in British Literature situation
“romantic”? EN9LC-IIIe-3.13
Q3 Were the Victorian C1 Recognize
poets also “romantic” propaganda in C1 Evaluate the
or were their concerns commercials relevance and
significantly different from ECAS9VC-II-l. the
the Romantic poets? truthfulness of
Q4 Was pre-20th the ideas used
century American by a commercial.
Literature truly different Cite specific
from British Literature or details to
simply a copy of it? support the
evaluation
(Offline)
D1 Note types of
context clues used D1 Use the
for a given word or dictionary to
expression differentiate
EN9V-Ig-12.3 between the
words in each
pair (Offline)
D2 Master roots,
prefixes, and suffixes D2 a. Identify the
–Explain the meaning of root word of the
a word through given words and
structural analysis use each in a
(prefixes, roots, sentence
suffixes) D2 b. Add a
EN8V-IIIa-c-15.3 prefix before
each word to
give the idea of
“opposite”
F3 Give an opinion, (Offline)
recommendation,
or argument using F3 Write a
modals paragraph
ECAS9WC-II-l.1 to express an
opinion,
recommendation,
or argument on
the given issues
using the
expressions
 accurately to
reflect feelings
F4
Write an advertisement F4 Pretend that
ECAS9WC-II-l.1d you
are selling
something: a
L house, a car, or
a wristwatch.
Structure
an attractive
advertisement for
the item,
applying what
you have learned
about the power
of evoking
images with
A1 Distinguish the words (Offline)
Lesson 2 features present in
English Stream: The poetry and prose A1/E1/E2/E4
Romantic Period ECAS9SS-II-l.2 Work with a
6 days partner
and
compare
and
contrast
some of the
features
used in both
works by
filling out the
table
A3 Sense the difference (Online)
between linear and A3/A5 Choose
nonlinear texts your favorite
 EN9RC-IIf-11.1 science topic that
can be
A4 Interpret information presented
found in nonlinear texts through
such as diagrams, infographics
maps, charts, etc. (Offline)
EN9RC-IIg-5
A4 Study the
diagram
of how radar
works
and answer the
questions that
follow

E3
Analyzing literature E3 In small
as a means of valuing groups
other people and their discuss the
various circumstances answers
in to questions
life about
EN9LT-IIa-15 Percy
Bysshe
G2 Describe the Shelley’s
pictures “To a
G2 Describe pictures projected upon Skylark”
projected upon one’s one’s (Online)
imagination through the imagination
given lines in a poem through the
ECAS9OL-II-l.2 given lines and
A1 phrases (Offline)
Lesson 3 Compare and contrast A1Write a  Appreciation of
English Stream: The similar information paragraph nature
Victorian Period presented in different explaining which  love
7 day texts attitude about
EN9RC-IIa-3.2.7 death is close to
one’s own
attitude and
compare and
contrast with the
attitude on death
in the artists’
works (Offline)
A2 Recognize
symbolism A2 Explain
ECAS9RC-II-1.3 the
symbolism
of the given
words
(Online)
E1 Determine tone,
mood, technique, and E1 Work
purpose of the author with a group
EN9LT-IIf-2.2.3 to answer
the given
questions
about the
mood
and attitude
of the poems
G2 Read words with (Online)
correct stress
–Using the appropriate G2 Practice
suprasegmental: pitch, reading
stress, juncture, frequently
intonation, etc mis
EN9OL-IVf-1.14 accented
words
(Online)
G3 Interpret a poem
creatively G3 Work
 ECAS9OL-II-l.3 with a group,
choose any
of the
poems
covered in
this unit, and
interpret it
(Offline)
B1 Evaluate a song
Lesson 4 retelling of a narrative B1 Listen to
American Stream: ECAS9LC-II-l.4 a song
Rationalism and performance
Romanticism of “The
9 days Cask of
C1 Summarize a Amontillado”
narrative from a video C1 Write a and
–Judge the relevance summary evaluate the
and worth of ideas of the story lyrics and
presented in the based melody of
material viewed on the material the song
–Judge the relevance watched (Offline)
and worth of ideas
presented
–Establish connections
of events and how
these lead to the ending
of a material
–Summarize
information
contained in the
material
viewed
EN9VC-IIh-19
EN9LC-IIi-8.2
EN9VC-IIb-c-21
E1 Identify sight and
smell E1 Answer the
–Express appreciation questions about
for sensory images the selection and
used name some soft
EN9LT-IId-2.2.1 sounds and loud
sounds (Offline)
E2 Identify the E2 Discuss
distinguishing features as a group
of notable Anglo- the poem
American sonnets, “To a
dramatic poetry, Waterfowl”
vignettes, and short and identify
stories the lines
EN9LT-IIa-15.1 showing
sensitivity
and
sensibility
F1 Write a narrative (Online)
–Compose forms of F1/H1 Write a
literary writing one-
EN9WC-IIf-9 paragraph news
report about a
traffic accident
from a third
person POV
(Offline)
F2 Choose the point of
view in a narrative F2 Go back to
–Use literary devices selections
and techniques to craft previously read
short prose forms and
EN9WC-IIh-9.3 identify the point
of view from
which each
F3 Develop a simple selection is told
 incident narrative (Offline)
–Using literary devices
and techniques to craft F3 Study the
short prose forms simple
EN9WC-IIh-9.3 incidents and
determine the
single incident
that serves to
F4 Narrate a personal focus of the
experience story (Offline)
ECAS9WC-II-l.4
F4 Write about
an incident that
G1 Produce the correct involves an older
sounds of English person (Offline)
EN9F-IIc-3.11.
G1 a. Point
out the
silent letter
in each word
(Online)

D1 Give the various

meanings of identified
homonymous or D1 Give a
polysemous words or homonym
Lesson 5 expressions for the given  Contentment
American Stream: EN7V-IV-e-9 words  respect for elders
Transcendentalism and F1 Write a diary entry from Markham’s  self-determination
the New Poetry EN9WC-IIh-9.3 poem (Offline)  courage
12 days  the wonder of
F2 a. Write a F1 Write nature
paragraph diary entries
describing the covering a
setting week
F2 Use literary devices depicted in the (Online)
and techniques to craft poem (Offline)
short prose forms
–Write a paragraph F2 b. Write a
describing the setting paragraph using
of a poem the setting to
– Write a paragraph help vividly
using the setting to portray the
describe a character in character of
a Columbus
poem (Offline)
EN9WC-IIh-9.3
F2 c. Write an
anecdote
illustrating a
character
trait of a family
F4 Express appreciation member (Offline)
for entertaining texts
(anecdotes, jokes, F4 Go online
fables, myths, tales) by and
recognizing the punch look for an
line amusing
EN7LC-IV-h-8.3 news story
which, with a
little
elaboration,
can be made
into a good
anecdote.
Then write
the anecdote
F5 Write anecdotes (Online)
based on news story
EN9WC-IIh-9.3 F5 Look for
an amusing
 news story
that can be
made into a
good
anecdote
F6 Use vivid (Online)
descriptions
–Supply specific details
ECAS9WC-II-l.5 F6 Make the
descriptions vivid
by substituting
fresh and
specific words for
G2 Participate in a the italicized
Readers Theater word (Offline)
–Employ varied verbal G2 Use
and nonverbal Longfellow’s
strategies to create “The Rainy
impact on the audience Day” as an
while exercise in
delivering lines speech and
in a Readers Theater present as
–Use the appropriate Readers
prosodic features of Theater
speech when delivering (Online)
lines in a Readers
Theater
–Employ effective and
appropriate nonverbal
communication to
convey meaning in a
Readers Theater
EN9OL-IIg-2.6
EN9OL-IIa-3.7
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 Standard 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 Standard The students demonstrate understanding of how Anglo-American literature and other text types serve as means of
connecting to the world; and understanding of the ways to analyze a one-act play and the different forms of verbal
 for them to skillfully perform in a one-act play
Performance Standard The students transfer learning by skillfully performing in a one-act play through utilizing effective verbal and nonverbal strategies
and ICT resources based on the following criteria: focus, voice, delivery, and dramatic conventions.

Unit Number 3
Unit Title Early 20th Century English and American Literature
Number of Days 46 days
Core Understandings Activities
Topics and Core Questions Competencies Assessments Values Integration

Lesson 1 Students will understand B1 Employ appropriate  Seatwork B1 Work  Happiness

Early 20th Century English that: listening strategies suited  Work text exercises with a  Equality
Literature U1 Literature presents to type of text  Recitation partner and  Sacrifice
9 days an opportunity to learn EN9LC-IIIa-6  Group work observe the  Appreciation of
about ourselves and  Quizzes rhythm of youth
others by allowing us to  Performance task the poem.
live outside of our own Select the
time and space, which lines that
expands our experience suggest the
and encourages gallop of a
introspection. horse
(Online)
U2 What we react to and
how we react to what we
read reflects on our
feelings, thoughts,
values, and belief system. D1 Recognize synonyms D1 a. Give
U3 Learning about and antonyms the meaning
ourselves and others can –Note types of context clue of each
help us take positive action (restatement, italicized
to benefit ourselves definition, synonyms, word
and our communities antonyms) used for D1 b. Refer
a given word or expression to the
Students will keep EN9V-Ig-12. poem
considering the following “God’s
questions: Gift” and
Q1 What can you learn answer the
about yourself from given
literature? questions
(Offline)
Q2 What can you learn E1 Analyze literature
about others from as a means of E1/E2/E3
literature? connecting to the world Evaluate
Q3 What can you do EN9LT-IIIa-16 how the
about what you learn from reader used
literature about yourself E2 Explain the literary tone color
and others devices used to bring out
–Determine the tone, the
mood, technique, and message of
purpose of the author either of the
EN9LT-IIIe-20.2 two poems
EN9LT-IIIg-2.11 “When I
Was One-
E3 Explain how a and-
selection may be Twenty”
influenced by culture, and
history, environment, or “Loveliest
other factors of Trees”
EN9LT-IIIg-3 (Online)

F1 a.
F1 Composing forms Make up a
of literary writing story
EN9WC-IIIa-9 suggested
by each
given
number
(offline)
F1 b. Plan
and write a
 suitable plot
based on
the
given items
(Offline)

H1 Use verbal H1a. Give

–infinitives and infinitive examples
phrases of infinitive
–participles and phrases and
gerunds use them in
–subordinate clauses and sentences
participial phrases (Offline)
–gerunds
EN9G-IIIa-21 H1 b. Add
an infinitive
without to
and
complete
each item to
a sentence

H1c.
Change the
subordinate
clauses into

participial
phrases

H1 d.
Combine
the correct
participial
form
(present
 or perfect
active or
passive
voice), with
when
or while if
needed

H1 f. Make
sentences
using each
of the
verbs above
followed by
either a V-
ing form or
an
infinitive
(Offline)

Lesson 2 Other Works G1 Use the appropriate G1 a. Read  reminiscing the

from Early 20th Century suprasegmental: pitch, the poems past
English Literature stress, juncture, aloud  Communion with
7 days intonation, etc. making sure nature
EN9OL-IVf-1.14 to blend the  The Splendor of
words Being alive
E1 Expressing together  Nationalism
appreciation for sensory and pause
images used at the right
EN9LT-IIId-2.1.5 places
(Online)

E1 In small
groups,
discuss
answers to
the following
questions
about
Joyce
H1 Use the present H1 Give a Kilmer.
perfect and the present sentence (Online)
perfect progressive that may
tenses come before
ECAS9G-III-l.3a the given
sentence. Use
H2 Use the past perfect the
tense and the past present
perfect perfect
progressive tense ordinary form
ECAS9G-III-l.3b (Offline)

H2 Tell what
H3 Use the future perfect Nimfa did in
tense and the future the given
perfect progressive tense situation by
ECAS9G-III-l.3c using the past
perfect
Tense
(Online)

H3 a. Fill in
the blanks
with the
present
perfect
progressive
form of the
verb (Offline)

H3 b. Use the
present
perfect
progressive in
the sequence
sentences
(Offline)

H3 c.
Construct five
sentences
related to your
hobbies using
the future
perfect
progressive
tense (Offline)

H3 d.
Construct five
sentences
related to your
hobbies using
the future
perfect
progressive
tense (Offline)
 G1 Use the appropriate
suprasegmentals: pitch, G1 a. Read
stress, juncture, the
intonation, etc. questions
EN9OL-IVf-1.14 with the
correct
intonation
(Online)

G1 b. Read
the
sentences
without
stressing the
contracted
form of shall
have or will
have
(Online)

A1/E1 Analyze a one-act

Lesson 3 play A1/E1 Look
Early 20th Century –Understand the one-act up any of the  Judging others
American Literature play following ten-
8 days –Explain how the minute  love and sacrifice
elements specific to a plays in the  success
one-act play contribute to box above
the development of its and evaluate
theme how your
EN9RC-IIIa-20 chosen play
ECAS9LT-III-1.4 demonstrates
the
characteristics
of one-act
plays
B1 Go
online and
B1 Listen to a symphony look for a
ECAS9LC-III-l.4 recording of
Beethoven’s
6th
Symphony,
the
“Pastoral.”
Listen to the
recording
and jot down
words that
describe the
feelings
evoked in
the
recording
(Online)
 C1 Interpret the message
conveyed in a material C1 Work
Lesson 4 viewed with a group
Other Works from Early –Interpret the message of five
20th Century American conveyed in a poster members to
Literature –Analyze the information make a
22 days contained in the material poster
viewed showing the
–Provide critical feedback similarities
to the idea presented in and
the material differences
EN9VC-IIIa-1.2/2.2 of living in
EN9VC-IIId-4.3/5.3 the city vs.
EN9VC-IIIg-24 living in the
countryside.
Exchange
work with a
different
group and
evaluate the
poster
(Online)

D1 Get familiar with the

technical vocabulary for D1 Learn
drama and theater more play-
EN9V-IIIa-29 related
vocabulary
by matching
the terms in
E2 Identify the the first
distinguishing features column with
of Anglo- American one- their
act plays definitions in
EN9LT-IIIa-16.1 the second
column

E2 Identify
the literary
elements in
the one-act
play “The
Beggar and
the
F1 Identify types and F1 a. Read King”
features of a play “The Beggar (Online
synopsis and the King”
–Use literary and write
devices to craft a play
a play synopsis synopsis for it
EN9WC-IIIa-9.4 using the
EN9WC-IIIe-9.5 guidelines
provided
(Offline)

F1 b. Write a
plot synopsis
for the ten-
minute play
you evaluated
(Offline)
G1 Use appropriate
multimedia resources to G1 Recite
accompany the oral the poem
delivery of lines “The
EN9OL-IIIh-3.10 Pastoral” in
class by
using the
recording
listened to
as basis for
the
Performanc
e (Online)
G2 Employ varied verbal
and nonverbal strategies G2 Perform
while performing in a and record a
one-act play – dramatic
Produce the English monologue
sounds correctly and from a scene
effectively when in a one-act
delivering lines in a one- play “The
act play Beggar and
–Use the appropriate the King
prosodic features of
speech when delivering
lines in a one-act
play
–Use effective and
appropriate nonverbal
communication strategies
EN9OL-IIIa-3.7
EN9F-IIIa-3.11
EN9OL-IIIc-5
EN9OL-IIIf-2
Program Standard
Grade Level Standard
Content Standard
Performance 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.
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.
The students demonstrate understanding of how Anglo-American literature and other text types serve as means of
preserving unchanging values in a changing world; and understanding of how to use the features of a full-length
play, tense consistency, modals, active and passive constructions, plus direct and indirect speech to enable them to
competently perform in a full-length play.
he students transfer learning by performing in a full-length play through applying effective verbal and nonverbal
strategies and ICT resources based on the following criteria: focus, voice, delivery, and dramatic conventions.

Unit Number 4
Unit Title Contemporary Philippine Literature in English
Number of Days 29 Days
Topic Core Understandings Competencies Assessment Activities Values Integration
 and Core Questions Offline Online
Lesson 1 Students will understand A1 Relate text content  Seatwork A1/A2/E2  Faith
Period of Self-Discovery that: to particular social issues,  Work text Work with a  Care for the Future
and Growth concerns, or dispositions exercises partner generation
7 days U1 Philippine Literature is in real life  Recitation and  Filipino Values
the collection of literary EN9RC-IVa-2.18  Group Work exchange
pieces that Filipinos,  Assignment views
whether native,  Performance Task about the
naturalized, or foreign given
 Unit test
born, have created about questions
the experience of people
living in or relating to
Philippine society

U2 The variety, versatility, A2 Judge the relevance

and evolving nature of and worth of ideas, the
Philippine Literature are soundness of author’s
reflective of the nation’s reasoning, and the
history. effectiveness of the
presentation
U3 Recurring themes EN9RC-IVf-2.22 B1/B2
in Philippine Literature in Listen to the
English point to B1Compare and contrast Youth
unchanging Filipinos ideas listened to Radio
values. EN9LC-IVe-8.8 Podcast:
Immigration
U4 Philippine Literature in B2 –Differentiate biases and answer
English is truly Filipino in and prejudices the questions
the way it tells the story of –Judge the relevance and given (Online)
Filipinos as individuals, as truthfulness of the ideas
members of a community listened to
and the nation –Judge the validity of
the evidence listened to
Students will keep - Make generalizations
considering the following EN9LC-IVf-13.3
questions: EN9LC-IVg-13.4
 EN9LC-IVh-2.15
Q1 What characterizes EN9LC-IVi-8.7
Philippine Literature?

Q2 What are the recurring

themes of Philippine
Literature in English that
are distinctly Filipino?

Q3 Can Philippine B3 Get the different sides B3/B4/B5

Literature written in of social, moral, and Listen to the
English be truly Filipino? economic issues radio and
affecting the nation choose a
EN9LC-IVb-13.1 national issue
and answer
B4–Employ analytical the given
listening to make questions
prediction/projections
–Analyze the stand of
the speaker through
explicit statements made
EN9LC-IVc-13.2
EN9LC-IVd-7.2

B5 Listen to lay value

judgment on critical issues
that demand sound
analysis and call for
prompt action
EN9LC-IVa-13

E1Explain how the

elements specific to full- E1/E3/F1
length play builds its Write a play
theme review of
the ten-
–Use words to express minute clip
evaluation of a staging of
–Observe tense Nick
consistency in writing an Joaquin’s
evaluation “A Portrait of
EN9LT-IVa-17.1 the Artist as a
EN9G-IVh-24 Filipino”
EN9G-IVi-25 (Offline)

E2 Explain how a
selection may be
influenced by culture,
history, environment, or
other factors
EN9LT-IVi-3

E3 Analyze literature as a
means of understanding
unchanging values in a
changing world
EN9LT-IVa-1

F1 Compose a play review

EN9WC-IVa-11

G1 Perform a
G1Use varied verbal scene based
and nonverbal on Nick
communication strategies Joaquin’s “A
when performing in a Portrait of the
full-length play Artist as a
EN9OL-IVa-3.7 Filipino”
EN9F-IVa-3.11 G2 Read the
EN9OL-IVc-2 yes-no
questions with
G2 Use the rising a rising
intonation pattern with intonation
Yes-No and tag questions
EN7OL-I-g-1.14.4
H1 a. Change
H1 Use active the sentences
and passive constructions to the passive
EN9G-IVa-22 Form (offline)

H1 b. Make
affirmative
and questions
in the passive
form (Offline)

and negative
statements

D1 Find the
words in the
story and
guess their
meaning from
the context
(Offline)

E1 Find the
D1 Note types of context words in the
clues used for a given story and look
word or expression up the
EN9V-Ig-12.3 meaning of
the words
E1 Explain the literary (Offline)
devices used
 EN9LT-IVd-2.2.2

E2 Determine tone, E2 Answer

mood, technique, the questions
and purpose of the under Values:
author Life
EN9LT-IVf-2.2.3 Connection
(Online)

C1Formulate predictions
Lesson 2 based on the material - Filipino
The Post-War Period viewed C1/C2 hospitability
5 days EN9VC-IVd-1.3/2.3 Watch a short And humor
documentary - Respect toward
C2Take a stand on about elders
critical issues brought up an - self-discovery
in the material viewed environmenta
EN9VC-IVg-14 l concern.
Report it and
tell what can
be done
about it
(Online)
 E1 Express appreciation
for sensory images used E1/E2
EN9LT-IVc-2.2.1 Compare and - Simplicity of life
Lesson 3 contrast - Sense of fulfillment
Other Works from the E2Draw similarities and the - Close family ties
Post-War Period differences of the featured characteristics - Care for the
17 days selections in relation to the of environment
theme the fisherman
EN9LT-IVh-2.3 and the
sawali weaver
based on
the given
themes
G1 Read words with (Offline)
correct stress G1 Read any
EN9OL-IVf-1.14 stanza from
the two
poems with
correct
phrasing and
pausing
(Online)

H1 Change direct to
indirect speech and vice H1 a. Change
versa the sentences
EN9G-IVf-1 to IVg-1 from direct to
indirect
speech
(Offline

H1 b. Change
the given to
indirect form
(Offline)

H1 c.
Complete the
sentences by
adding
questions in
the indirect
form (Offline)