Saviour School

Bentley Park Subdivision 1870 Antipolo, Philippines

LEARNING PLAN
TEACHER KEMVERLY B. GUZMAN, LPT GRADE LEVEL GRADE 9
DATE August 17-31, 2022 SUBJECT ENGLISH
GRADING
TIME 11:15-12:00 PM FIRST
PERIOD

TOPIC: Soldier, Rest, Battle of Trenton, Recognizing Imagery, Identifying

Mood, deriving Words from names of Persons, Delivering Jazz Chant,
Summarizing Information from Podcast, summarizing a material
viewed, Activating Prior knowledge, Using the Normal and Inverted
Word Order in writing and Recognizing Journalistic Writing.
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 The learner actively participates in a speech choir through using effective
STANDARD: verbal and non-verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact
LEARNING The learners should be able to:
COMPETENCIES:  Explain the literary devices used.
 Explain how words are derived from names of persons and places.
 Arrive at meaning of words through word formation (clipping,
blending, acronym, compounding, folk etymology, etc.)
 Produce the correct beat and rhythm in delivering jazz chants
and raps.
 Summarize information from the text listened to.
 Share prior knowledge about the topic.
 Use normal and inverted word order in creative writing.
 Examine sample texts representative of each type.
LEARNING TARGETS The Students:
 Explain how imagery is used in a poem.
 Explain how words are derived from names of persons and
places.
 Produce the correct stress and intonation pattern of English
 Deliver jazz Chant
 Process information from listening text
 Summarize the content of a video podcast
 Share prior knowledge about a text.
 Use normal and inverted word order in writing.
 Distinguish between informational text and journalistic writing.

TRANSFER GOAL: The learners should be able to write a feature article about human
interest story. Gather data. Interview the people concerned. Stir
emotion in your article.

STRATEGIES ACTIVITIES
EXPLORE  Answer the following questions:
1. How would you comfort a dying soldier?
2. What words would you say to the family and friends who lost their
loved ones to war?
3. Can you recall historical information about the uprisingfs of the
provinces when the Philippines was colonized?
 FIRM UP  Do Exercises page 7 and 9
 Do exercise page 13
 Do Exercise page 15
DEEPEN  Watch the TED Ed video titled, The making of the American Constitution by
Judy Walton. After watching the video, summarize its content.
 Do KWL Chart page 20
 Do Exercise page 21-22
 Do Exercise page 26

TRANSFER Performance Task

GRASP
Goal: Your task is to write a feature article.

Role: You are feature writer of a newsletter and is tasked to write your idea about
human interest.

Audience: The audience are the readers of the newsletter inside the school such as
students, parents, teachers, and administrators.

Situation: You are asked to write your own ideas and opinions towards human
interest.
Product: Your write-up must publish to the school newsletter.

Values Integration:
 Advancement- moving ahead and up the ladder of life
 Virtuous- morally excellent
 Open Minded- ready to entertain new ideas

Criteria for the Performance Task:

PERFORMANCE TASK: Writing Feature Article

Write a feature article about a human-interest story. Gather data. Interview the people concerned. Stir emotion in your
article.

A. Prewriting: Think about human interest stories. Think about a possible subject of a feature article. Gather data about
the subjects. Collect clippings and interview the subject if possible.
B. Drafting: Create a draft of your feature article.
C. Revising and Sharing: Consider the characteristics and parts of a journalistic writing. Are you able to write your article
according to these standards? Share with your classmate your draft. Ask for his or her feedbacks.
D. Editing: Check for errors in spelling, grammar, and mechanics. Make your article straightward and concise.
E. Publishing: Finalize your article. Share it in the class.

RUBRIC ON WRITING A FEATURE ARTICLE

CRITERIA 4 3 2 1
Focus on topic There is one clear, Main idea is clear, Main idea is The main idea is not
(Content) well-focused topic. but the supporting somewhat clear, but clear.
Main idea stands out information is there is a need for
and is supported by general. more supporting
detailed information. information.

Accuracy of facts All supportive facts Almost all supportive Most supportive facts No facts are reported
(Content) are reported facts are reported are reported or most are
accurately. accurately. accurately. inaccurately
reported.

Introduction The introduction is The introduction The introduction There is no clear

(Organization) inviting, states the clearly states the states the main topic, introduction of the
main topic, and main topic and but does not main topic or
previews the previews the adequately preview structure of the
structure of the structure of the the structure of the paper.
 paper. paper, but it is not paper nor is it
inviting to the reader. inviting to the reader.

Sequencing Details are placed in Details are placed in Some details are not Many details are not
(Organization) a logical order and a logical order, but in logical or expected in a logical or
the way they are the way they are order, and this expected order.
presented effectively presented sometimes distracts the reader.
keeps the interest of makes the writing There is little sense
the reader. less. that the writing is
organized
 Saviour School
Bentley Park Subdivision 1870 Antipolo, Philippines
LEARNING PLAN
TEACHER KEMVERLY B. GUZMAN, LPT GRADE LEVEL GRADE 9
DATE SEPT 1-15, 2022 SUBJECT ENGLISH
GRADING
TIME 11:15-12:00 PM FIRST
PERIOD

TOPIC: A Short Rule of Life, Government the Pillar of Earth, Recognizing

Didacticism as the author’s Purpose, Explaining Analogy, Determining
the Meaning of Words through Acronym and Clipping, delivering
Raps, Drawing Conclusions from listening Text, connecting text to
another text, Using Interjections, Distinguishing features article of
Literary Writings.
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 The learner actively participates in a speech choir through using effective
STANDARD: verbal and non-verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact
LEARNING The learners should be able to:
COMPETENCIES:  Explain the literary devices used.
 Arrive the meaning of words through word formation.
 Use the appropriate segmental sounds and suprasegmental of
prosodic features of speech when delivering lines of poetry and
prose.
 Produce the correct beat and rhythm in delivering jazz chants
and raps.
 Draw generalizations and conclusions based on the text listened
to
 Use interjections to convey meaning.
 Distinguish between and among informative journalistic and
literary writing.
 Identify the types and features of poetry.
 Use literary devices and techniques to craft poetic forms.
LEARNING TARGETS The students:
 Recognize didacticism in literary writings.
 Explain analogy in literary text
 Identify the meaning of words using word formation
 Produce the correct beat and rhythm in delivering raps.
 Draw conclusions from a listening text.
 Make a connection between present text to other texts.
 Use interjections to convey meaning
 Distinguish features of literary writing
 Identify the types and features of poetry.
TRANSFER GOAL: The learners should be able to write series of original poems about any
topic that is realistic, fantastical or personal through poetry.

STRATEGIES ACTIVITIES
EXPLORE  Answer the following questions:
1. How do you define a “life well-lived?
2. Do you have any rule on how to attain it?
FIRM UP  Do Exercises page 33
  Do exercise page 35
 Do Exercise page 38
DEEPEN  Do Exercise page 42
 Do Exercise page 44
 Do Exercises A and B page 47-48
 Do Exercise page 52

TRANSFER Performance Task

GRASP
Goal: Your task is to create Digital Poetry Book

Role: You are enrolled in an online writing course with other Grade 9 poets from
around the world.

Audience: The audience are the Grade 9 poets, parents, teachers, and administrators.

Situation: In this course, you have studied the different ways in which people have
learned to express themselves through writing. Poetry has been a major focus of the
course because it is genre of writing that allows one to be creative, imaginative and
innovative with language.
Product: The final project is to write a series of poems exploring a theme that would
reflect who you are and your country. You will publish your collection of poems
either in digital format using Prezi or MS Powerpoint or in animated format using
Flash drive.

Values Integration:
 Advancement- moving ahead and up the ladder of life
 Virtuous- morally excellent
 Open Minded- ready to entertain new ideas
 Innovative- introducing new ideas, original and creative in thinking

Criteria for the Performance Task:

PERFORMANCE TASK: Digital Poetry Book
You are enrolled in an online writing course with other Grade 9 poets from around the world. In this course, you have
studied the different ways in which people have learned to express themselves through writing. Poetry has been the major
course, imaginative and innovative with language. The final project is to write a series of poems exploring a theme that
would reflect who you are and your country. You will write a series of original poems around that theme—the only
requirement is that you write it through poetry!

RUBRIC ON DIGITAL POETRY BOOK

CRITERIA 4 3 2 1
Form Creatively uses an Uses an appropriate Uses an appropriate Does not use poetic
appropriate poetic poetic form, but just poetic form, but form
form slightly creative hardly creative

Poetic Devices Effectively uses poetic Uses poetic devices Uses some poetic Uses very few poetic
devices to reinforce to devices to devices to reinforce devices to reinforce
the theme reinforce the theme, the theme, but hardly the theme
but just slightly creative
creative

Effort/ Illustration Shows commendable Shows effort and Shows a fair effort Shows minimal
effort and very effective illustrations and fair illustrations illustrations that
effective illustrations to enhance the that enhance the enhance the poem’s
enhance the poem’s poem’s meaning poem’s meaning meaning.
meaning
Word Usage Vocabulary creates a Vocabulary is Vocabulary is more Vocabulary is very
clear picture in the routinary but telling than sharing. basic.
reader’s mind. workable
 Saviour School
Bentley Park Subdivision 1870 Antipolo, Philippines
LEARNING PLAN
TEACHER KEMVERLY B. GUZMAN, LPT GRADE LEVEL GRADE 9
DATE SEPT 16-30, 2022 SUBJECT ENGLISH
GRADING
TIME 11:15-12:00 PM FIRST
PERIOD

TOPIC: Ode to the West Wind, Song of the Sky Loom, recognizing Terza
Rima, Recognizing Refrains, deriving meanings of Words through
Compounding and Blending, performing speech Choir Presentation,
Inferring Speaker’s Feelings and intentions, Inferring Thoughts,
Identifying Patterns of development, using Correct Capitalization,
writing a Lyric Poem
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 The learner actively participates in a speech choir through using effective
STANDARD: verbal and non-verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact
LEARNING The learners should be able to:
COMPETENCIES:  Explain the literary devices used.
 Arrive at meaning of words through worf formation.
 Use the appropriate segmental sounds and suprasegmental of
prosodic features of speech when delivering lines of poetry and
prose.
 Use the correct pitch, juncture, stress, intonation, rate of
speech, volume and projection when delivering lines of poetry
 Use appropriate gestures
 Use appropriate and effective speech conventions expected of
speech choir
 Infer thoughts, feelings, intentions of the speaker.
 Scan sequence signals or connectors to determine key ideas and
author’s purpose.
 Use appropriate punctuation marks and capitalization to convey
meaning.

LEARNING TARGETS The students:

 Appreciate the style style of Terza Rima
 Identify poems refrains
 Determine the meaning of words through compounding and
blending
 Use appropriate speech conventions expected of speech choir
presentations.
 Make Inferences about thoughts, feelings and intentions of the
speaker.
 Identify patterns of idea development through sequence signals
and connectors.
 Use appropriate capitalization to convey meaning.
 Compose a lyric poem

TRANSFER GOAL: The learners should be able to write a nature inspire poem.
 STRATEGIES ACTIVITIES
EXPLORE  Answer the following questions:
1. Is there a force in nature that you are deeply fascinated with?
2. Would you consider writing an invocation in its honor?
3. How does poetry create its musical quality?
4. What effect does repetition have in poetry?
5. How do you use compounding and blending as aid for comprehension?
6. What speech conventions are used in performing a speech choir?
7. How do make predictions and inferences?
8. What are the patters of development?
9. What are the rules of capitalization?
FIRM UP  Do Exercise page 60
 Do exercise page 64
 Do Exercise page 67-68
DEEPEN  Do Exercise page 71-72
 Do Exercise page 78-80
 Do Exercises page 84

TRANSFER Performance Task

GRASP
Goal: Your task is to create a Lyric Poem

Role: Think about the most confined feeling that you have for a person or an object.
Like Shelley, let nature inspire you to write the poem.

Audience: The audience are the students of Shelley.

Situation: Pick an object in nature that illustrates or inspires the emotion.

Product: Write a lyric poem based on this

Values Integration:
 Advancement- moving ahead and up the ladder of life
 Virtuous- morally excellent
 Open Minded- ready to entertain new ideas
 Innovative- introducing new ideas, original and creative in thinking

Criteria for the Performance Task:

PERFORMANCE TASK: Writing a Poem

Think about the most confined feeling that you have for person or an object. Like Shelley, let nature inspire you to write
the poem. Pick an object in nature that illustrates or inspires that emotion. Write a lyric poem based on this.

RUBRIC ON WRITING A POEM

CRITERIA 4 3 2 1
Form Creatively uses an Uses an appropriate Uses an appropriate Does not use poetic
appropriate poetic poetic form, but just poetic form, but form
form slightly creative hardly creative

Poetic Devices Effectively uses Uses poetic devices to Uses some poetic Uses very few poetic
poetic devices to devices to reinforce devices to reinforce devices to reinforce
reinforce the theme the theme, but just the theme, but hardly the theme
slightly creative creative

Grammar Contains no Has a few mechanical Has several Has numerous errors
(Error- free) mechanical error that errors that interfere mechanical errors that that interfere with the
that interferes with with the reader’s interfere with the reader’s
the reader’s understanding. reader’s understanding
 understanding understanding

Word Usage Vocabulary creates a Vocabulary is Vocabulary is more Vocabulary is very

clear picture in the routinary but telling than sharing. basic.
reader’s mind. workable
 Saviour School
Bentley Park Subdivision 1870 Antipolo, Philippines
LEARNING PLAN
TEACHER KEMVERLY B. GUZMAN, LPT GRADE LEVEL GRADE 9
DATE OCT 1-14, 2022 SUBJECT ENGLISH
GRADING
TIME 11:15-12:00 PM FIRST
PERIOD

TOPIC: The Monkey Rope, Animal Farm, Identifying Symbols, Using Context
Clues to Determine the meaning words, Performing a Dramatic speech
Choir, assessing the Relevance of Ideas presented, Recognizing
Advance organizers, using Commas and Semicolons, writing Allegory
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 The learner actively participates in a speech choir through using effective
STANDARD: verbal and non-verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact
LEARNING The learners should be able to:
COMPETENCIES:  Explain the literary devices
 Note the types of context clue or used for a given word or expression
 Use the appropriate segmental sounds and suprasegmental of
prosodic features of speech when delivering lines of poetry and
prose.
 Use the correct pitch, juncture, stress, intonation, rate of
speech, volume and projection when delivering lines of poetry
 Use appropriate gestures
 Use appropriate and effective speech conventions expected of
speech choir
 Judge the relevance and worth of information ideas
 Assess the relevance and worth of ideas presented in the
material viewed.
 Identify advance organizers, titles subtitles, illustrations, etc.
given in a text
 Use appropriate punctuation marks and capitalization to convey
meaning.
 Compose forms of literary writing.
LEARNING TARGETS The students:
 Identify the symbolism used in a text
 Recognize the satirical tone in literary writing.
 Use Context clues to determine the meaning of words
 Use appropriate speech conventions expected of speech choir
presentations.
 Perform a speech choir
 Judge the relevance and worth of ideas presented
 Identify advance organizers
 Use appropriate punctuation marks to convey meaning
 Compose a short prose with allegory

TRANSFER GOAL: The learners should be able to learned how to write and enjoy a speech
for an oral group presentation.

STRATEGIES ACTIVITIES
EXPLORE  Answer the following questions:
1. Is there an instance when you make sacrifices for the welfare of a friend?
 2. Have you seen someone give up something for the welfare of another?
3. How does one distinguish satirical tones in literary work?
4. How do you use context clues to unlock difficult words?
5. How do you perform a speech choir?
6. How do you judge the relevance of what you heard?
7. What are the features of text and organizers?
FIRM UP  Do Exercise page 93
 Do exercise page 95
 Do Exercise page 100
DEEPEN  Do Exercise page 102-104
 Do Exercise page 106-108
 Do Exercises page 109-112
 Do Exercises page 114-117

TRANSFER Performance Task

GRASP
Goal: Your task is to perform a speech Choir

Role: Your tasked to organize your class for a speech choir presentation based on
theme about the commemoration of EDSA revolution.

Audience: The audience are the people in the your city.

Situation: Choose a poem with the theme on freedom and plan for which props,
costume and choreography to consider in bringing your speech to life.

Product: Performing a Speech Choir

Values Integration:
 Advancement- moving ahead and up the ladder of life
 Virtuous- morally excellent
 Open Minded- ready to entertain new ideas
 Innovative- introducing new ideas, original and creative in thinking

Criteria for the Performance Task:

PERFORMANCE TASK: Performing a Speech Choir

In commemoration of EDSA Revolution, your city government will stage a program that pays tribute to the heroes behind
this historical event. The tribute program which centers on the theme: reliving the spirit of EDSA, Sustaining the Legacies
of Democracy will showcase a shadow play, songs, dances, poem recitation and a choreographed speech choir. Your class
has been tapped to present the last one in the list. Having learned how to write and enjoy a speech for an oral group
presentation on the said theme. Choose a poem with the theme on freedom, and plan for which props, costume and
choreography to consider in bringing your speech to life. Have your practices to polish your performance.

RUBRIC ON PERFORMING A SPEECH CHOIR

CRITERIA 4 3 2 1
Creative Planning Interprets the poem Interprets the poem Interprets the poem Interprets the poem
creatively and plans a imaginatively and literally and plans a literally and plans a
speaking style that plans a speaking style speaking style that is speaking style that is
reinforces the theme that reinforces the conventional, but superficial,
of the poem. theme of the poem. appropriate to poem. stereotypical or
inappropriate.

Constructive Makes very Makes constructive Makes some Makes very few
Leadership constructive in a small group constructive in a constructive in a
contributions and while planning and small group while small group while
shows leadership in a rehearsing. planning and planning and
small group while rehearsing. rehearsing.
planning and
rehearsing.
Consistent Voice Communicates Speaks consistently Speaks inconsistently Speaks rarely in the
credibly in the voice in the voice of the in the voice of the voice of the poem
 of the poem poem poem
Audible Loudness Speaks very Speaks confidently, Speaks somewhat Speaks inaudibly,
confidently, audibly, audibly, clearly, and confidently, audibly, clearly, and
clearly, and expressively clearly, and expressively
expressively expressively
Impacting Uses volume, tone and Uses volume, tone Uses volume, tone Uses volume, tone
Techniques pace to achieve a and pace appropriate and to somewhat suit and pace
special effect or for to the poem the poem inappropriately or
impact. ineffectively
Enriched Use of choreography, Use of choreography, Use of choreography, Use of choreography,
Presentation costume and costume and costume and costume and
properties effectively properties somewhat properties minimally properties detracted
enriched the enriched the enriched the audience from
presentation presentation presentation presentation