English 9 2nd Quarter DLP

LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Theme: Valuing Others and their Circumstances
Sub-Theme: Finding Other’s Greatness
Date, Section August 16, 2019
and Atis- 11:00-12:00 (M)
Schedule: Guyabano 1:00-2:00 (M)
Module Module 2 Lesson 1 (Day 1)
Content Standard: Performance Standard:

The learner demonstrates understanding of how Anglo- The learner proficiently plays an active part in a
American literature and other text types serve as means Chamber Theatre presentation through employing
of valuing other people; also how to use processing effective verbal and non- verbal strategies based on the
information strategies, different forms of adverbs and following criteria: Focus, Voice, Delivery, Facial
conditionals for him/her to play an active part in a Expressions, Style and Body Movements or Gestures.
Chamber Theatre presentation.
I. LEARNING COMPETENCY
EN9LT-IIb-15: Analyze literature as a means of valuing other people and their various
circumstances in life
EN9RC-IIa-3.2.7: Compare and contrast similar information presented in different texts
Objectives:
1. Analyze literature as a means of valuing other people and their various circumstances in
life
2. Compare and contrast similar information presented in different texts
3. Explore thoughts expressed in the poem to gain insights
II. LEARNING CONTENT

Lesson: “Auld Lang Syne” (English Version)
“I Think Continually of Those Who Were Truly Great” by Stephen Spender
Materials:
1. Auld Lang Syne Lyrics English Version
2. Copy of the poem
3. Tarpapel
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References
III. LEARNING TASKS
AASA- Social Studies
Introduction: How do we celebrate the ―greatness of the people we know? Who do we

consider truly great?
Preliminary Activity:
TASK 1: GREATNESS STANDS FOR…
1. Form a group of 5.
2. Form an acronym of GREATNESS by giving an equivalent to each letter in the word. The
word equivalent in each letter should be a trait that you believe makes a person great e.g. G for
generous.
Activity:
TASK 2: READING WHILE LISTENING

Hold your copies of the song Auld Lang Syne and the poem I Think Continually of
Those Who Were Truly Great. Read while listening to an audio of each piece that
will be played.
Auld Lang Syne Lyrics I Think Continually Of Those Who Were Truly Great
English Version by Stephen Spender
Should old acquaintance be forgot, and I think continually of those who were truly great. Who, from
never brought to mind ? the womb, remembered the soul's history Through corridors of
Should old acquaintance be forgot, and old light where the hours are suns Endless and singing. Whose
lang syne ? lovely ambition
Was that their lips, still touched with fire,
For auld lang syne, my dear, for Should tell of the Spirit clothed from head to foot in song.
auld lang syne, And who hoarded from the Spring branches The desires
we'll take a cup of kindness yet, for falling across their bodies like blossoms.
auld lang syne.
What is precious is never to forget
And surely you‘ll buy your pint cup! and The essential delight of the blood drawn from ageless springs
surely I‘ll buy mine ! Breaking through rocks in worlds before our earth. Never to
And we'll take a cup o‘ kindness yet, for deny its pleasure in the morning simple light Nor its grave
auld lang syne. evening demand for love.
Never to allow gradually the traffic to smother With
We two have run about the slopes, and noise and fog the flowering of the spirit.
picked the daisies fine ;
But we‘ve wandered many a weary foot, since Near the snow, near the sun, in the highest fields See how
auld lang syne. these names are fêted by the waving grass
And by the streamers of white cloud And
We two have paddled in the stream, from whispers of wind in the listening sky.
morning sun till dine ; The names of those who in their lives fought for life Who wore
But seas between us broad have roared since auld at their hearts the fire's center.
lang syne.
Born of the sun they traveled a short while towards the sun,
And there‘s a hand my trusty friend! And left the vivid air signed with their honor.
And give us a hand o‘ thine !
And we‘ll take a right good-will draught, for auld
lang syne.
Source of Audios/Videos: https:// https://
Analysis:
TASK 3: COMPREHENSION CHECK
A. Reading Text 1:
1. When ―Auld Lang Syne is usually sung?
2. Who is being referred to in the song?
3. What makes the persona‘s friends unforgettable?
4. What experiences have they gone through?
5. Do Filipinos love to sing this song during a New Year‘s celebration?
B. Reading Text 2:
1. What distinct quality of those who are great does the persona mention in the first
stanza?
2. Based on the 2nd stanza, what should not be forgotten?
3. What is the legacy of those who are great?
Abstraction:
TASK 4: FINDING SIMILARITIES AND DIFFERENCES

A. Copy and study the statements below. Check the statement that refers to
both poems. If the statement refers to the first poem, write 1. Otherwise, write
2.
1. Nature pays tribute to persons of valor.
2. The persona recounts old memories of friendship.
3. The text is marked with vivid imagery.
4. Personification is utilized by the author.
5. The text talks about what endures through time.
Application:
TASK 5: DELVE DEEPER
1. Dramatic poetry is marked by the expression of feelings or emotions. Do you think the two
poems you read belong to this genre? Justify your answer.
2. Read the poems again to note the similarities and differences between the two in terms of the
use of figurative language and its content. Copy and use the Venn diagram to note their
answer.
Poem A
Poem B
Assessment:
TASK 6: JAM TIME

With the same groupings you had on the first activity, rap the poem of your
choice between Auld Lang Syne and I Think Continually of Those Who Were
Truly Great.
RAP SONG RUBRIC
Component 1 2 3 4
Teamwork/ Group communicated
relatively well with a The group worked well
Participation few lapses in the with each other and
The group worked
Group did not work
very well with each
well together. There presentation; some communicated well/
other and the
were obvious students dominated the Some members
presentation was
miscommunications presentation and participated slightly
shared equally among
and lapses in the others did not more than others.
the group members.
presentation. participate much.
Performance Presenter(s) could not Presenter(s) was

Presenter(s) was
Presenter(s) was heard
be heard or could not heard, but and maintained a
heard clearly, was
get through the song in occasionally was not serious composure, but
occasionally silly, and
a serious manner, lout enough or silly, made 1-2 mistakes
made 3-4 mistakes
completely made several mistakes while
while presenting.
unprepared. while presenting.
presenting song.
Delivery The poem was
The poem was
The poem was
(Volume, Tone, The poem was communicated
communicated communicated orally
Pace, Facial communicated orally orally with
orally with limited with a great degree of
Expressions, Eye with no degree of considerable
degree of effectiveness.
Contact, Enthusiasm) effectiveness. degree of
effectiveness.
effectiveness.
References: https://www.rcampus.com/rubricshowc.cfm?code=N5X35C&sp=yes&
www.chagrinschools.org/Downloads/rap%20rubric.doc
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Date, Section August 17, 2019 (T)
and Atis- 11:00-12:00
Schedule: August 18, 2019
Guyabano 1:00-2:00 (W)
Module Module 2 Lesson 1 (Day 2)

of valuing other people; also how to use processing effective verbal and non-verbal strategies based on the
conditionals for him/her to play an active part in a Expressions, Style and Body Movements and Gestures.
EN9LC-IIa-11: Shift from one listening strategy to another based on topic, purpose, and level of
difficulty of the argumentative or persuasive text
EN9VC-IIg-23: Share personal opinion about the ideas presented in the material viewed
Objectives:
1. Listen attentively to the clips presented to get information and insights on the concept of
greatness
2. Share personal opinion on the idea of greatness based from the material presented
3. Create infographics featuring Filipinos who exemplify greatness

Lesson: Martin Luther King Jr. on Greatness
Materials:
1. Pictures
2. Pen and Paper
3. Laptop, Speaker, Projector
References:
III. LEARNING TASKS
Introduction: How do you define greatness? Let‘s get to know someone who might change
your views on greatness.
AASA-Social Studies
TASK 1: GUESS WHO?
Pick one of the pictures below then cite information about this person and share them to the class
Write your answers on your notebook.
ages/thumb/5/52/Delacruz.j pg/180px- https://upload.wikimedia.org https://upload.wikimedia.org/wiki

Delacruz.jpg /wikipedia/commons/b/b0/J pedia/commons/thumb/6/6f/Nin
ose_rizal_01.jpg oy_Aquino_3.jpg/200px-
Ninoy_Aquino_3.jpg
content/uploads/2009/08/mlq.jpg pics/v3/2012/11/BONIFACIO.jpg
Activity:
TASK 2: GREATNESS REVISITED

Learn more about greatness through the life of Martin Luther King Jr.
While listening, watch out for signposts that signal the main idea of the
speaker in any of the links below. Fill out the table then answer the
questions that follow. Do this in your notebook.
Sources: http://www.karmatube.org/videos.php?id=2959
http://www.hollywoodreporter.com/live-feed/oprah-winfrey-reflects-martin-luther-616824
SIGNPOSTS
SPEAKER AND MAIN IDEA
KEYOWORDS
TOPIC
PURPOSE
AUDIENC
E
Analysis:

Questions to Answer:
1. Who was Martin Luther King Jr.?
2. According to him, who has the potential to be great?
3. How does Oprah Winfrey pay tribute to the greatness of Martin Luther King Jr.?
4. How does she persuade her audience to take the path towards greatness?
5. How do the signposts and keywords aid you in determining the main idea of the speaker?
6. How do these details aid you in comprehending the speech better?
Abstraction:
TASK 4: UNCOVERING GREATNESS
Read this infographic excerpt and pay attention to the highlighted words.
1. What elements are used in the infographic?
2. Is knowledge easily understood when represented in an
infographic? Why?
3. Take note of the word ―later‖. What does it signify as used
in the sentence?
4. Observe how the phrase, in the White House, is used in the
infographic. How does the phrase signify?
Source: http://yoganonymous.com/infographic-a-lifetime-of-change-martin-luther- king-jr-s-lastin-
legacy/
Application:
AASA- Information technology
TASK 5: MY OWN DEFINITION
In this facebook template, write your own definition of greatness in two (2) to three (3)
sentences.
DEFINTION WRITING RUBRIC
1 2 3
CRITERIA
4 5
Does Not Partially Does Not Fully
Meets Exceeds
Meet Meets Meet
Content/Ideas Writing is
Writing is
extremely limited in Writes related, Writing is
Writing is limited confident and
communicating quality sentences, purposeful and
in clearly focused.
knowledge, with no but with little or focused. Piece
communicating It holds the
central no details. contains some
knowledge reader‘s
theme. details.
attention.
Vocabulary/ Careless or
inaccurate word Shows some use of Purposeful use Effective and
Word Choice Language is trite,
choice, which
vague, or flat.
varied word choice. of word engaging use of
obscures word choice.
meaning. choice.
Reference: http://www.readwritethink.org/files/resources/lesson_images/lesson401/Rubric.pdf
Assessment
TASK 6: THE SEARCH FOR GREATNESS
Go back to the poem I Think Continually of Those Who Were Truly Great and MLK‘s
definition of greatness. What are traits of those who were truly great according to the author?
Look for a person who exemplifies these qualities. Create a simple infographic. Your infographic
must be accurate, attractive, and well-written. Read the steps and rubrics below to guide you on
how your teacher will grade your work.
1. Choose a Filipino whom you consider great and

feature him/her in an infographic.
2. Read about his life and contributions and write 5
interesting facts based from them.
3. Layout with graphics.
Information graphics or infographics are graphic visual

representations of information, data or knowledge intended to
present information quickly and clearly. A well-designed
infographic can help you simplify a complicated subject or turn
an otherwise boring subject into a captivating experience.
Source: https://www.customermagnetism.com/infographics/what-is-an-infographic/
SAMPLE INFOGRAPHIC
(Actual Student Outputs)
INFOGRAPHIC RUBRIC
Component 4 3 2 1
Accurate At least four accurate Less than two accurate
Three accurate facts Two accurate facts are
facts are displayed in facts are displayed in
are displayed in the displayed in the
the the
infographic infographic. infographic. infographic.
Attractive The infographic is
The infographic is attractive though it may The infographic is
The infographic is
exceptionally be a bit lack in terms of distractingly messy or
acceptably attractive
attractive in terms of design, layout, and very poorly designed.
though it may be a bit
design, layouts and neatness. It is not attractive.
messy.
neatness.
Well-written There are more than

There are no There is one There are two
two grammatical
grammatical grammatical grammatical
mistakes in the
mistakes in the mistake in the mistakes in the infographic.
infographic. infographic. infographic.
Well-written Capitalization and

There is one error in There are two errors in
There are more than
punctuation are two errors in
capitalization or capitalization or
correct throughout the capitalization or
punctuation. punctuation.
infographic. punctuation.
Source: http://www.truwebs.cm/csu/ete567/webquest/docs/Infogrphic_Rubric.pdf
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
The learner demonstrates understanding of how Anglo- The learner proficiently plays an active part in
of valuing other people; also how to use processing effective verbal and non-verbal strategies based on
information strategies, different forms of adverbs and the following criteria: Focus, Voice, Delivery, and
conditionals for him/her to play an active part in a Facial Expressions, Style and Body Movements or
Chamber Theatre presentation. Gestures.
EN9G-IIa-19: Use adverbs in narration
Objectives:
1. Perform a role play depicting appropriate communicative styles for various situations
2. Identify the type of adverbs used in the given sentences
3. Use the different types of adverbs in writing a narrative

Lesson: Types of Adverbs (Time, Place, Manner, Degree, and Frequency)
Materials:
1. Worksheets
References:
III. LEARNING TASKS

Introduction: What part of speech do you use when giving details about verbs or adjectives to
make a sentence more meaningful and interesting?
TASK 1: LOOK
CLOSELY Read and compare the two selections below. Which is
more interesting to read? Why? What word/s made the
other more detailed?
A B
The sounds awakened her, though her The sounds slowly awakened her, though apparently
sister slept on. She snuck out and hurried her sister across the room slept on. It was nearly midnight.
following the noise and the lights shining. She snuck out quietly and hurried across the street
She looked at the scene that was enfolding following the noise and the lights shining brightly. She
before her. She touched the shoulder of a looked about quickly at the scene that was enfolding
fireman who was reaching for a fire- before her. She tentatively touched the shoulder of a
extinguisher stowed and raising her little fireman who was reaching for a fire-extinguisher stowed
voice asked, "What happened?" just inside the cab of the truck and raising her little voice
"Accident!" He jumped down from the asked worriedly, "What happened?"
truck's cab and rushed off. "Accident!" He jumped down from the truck's cab and
She repeated, "Accident? In the middle rushed off.
of the night?"
She repeated quietly, "Accident? In the middle of the
In the midst of the firemen and
night?"
paramedics she ignored the bustle around
In the midst of the firemen and paramedics she
her and looked about to see if anyone
ignored the bustle around her and looked about to see if
noticed the eleven-year- old girl in a pink
anyone noticed the eleven-year- old girl in a pink bathrobe
bathrobe and slippers who had just joined
and slippers who had just joined them. She crouched down
them. She crouched and peered under the
and quickly peered under the Chevy Blazer that perched
Chevy Blazer that perched half on and half
precariously half on and half off the sidewalk. A bicycle
off the sidewalk. A bicycle lay crumpled.
lay crumpled beneath the undercarriage. She recognized it
She recognized it. It was her sister's!
immediately. It was her sister's!'
Source: http://bayareawriter.blogspot.com/2011/10/descriptive-writing-adverbs-and.html
Activity:
TASK 2: SORT „EM ALL
Take note of the additional words or phrases that have been added in Selection
B. Categorize them according to what question they correspond. Use the matrix
provided below.
TO HOW
WHERE? WHEN? HOW?
WHAT FREQUEN
EXTENT T?
?
Analysis:
TASK 3: LECTURE CORNER
Find out what an adverb is, its types, and when each type is used.
ADVERB OF TIME – tells us when something is done. We use it at the beginning or at

the end of a sentence. Adverbs of time include afterwards, already, always, immediately,
last month, now, soon, then, and yesterday.
He collapsed and died yesterday
His factory was burned down a few months ago.
Last week, we were stuck in the lift for an hour.
ADVERB OF PLACE – tells us where something is done. We use it after a verb, object
or at the end of a sentence. Adverbs of place include words such as above, below, here,
outside, over there, there, under, upstairs.
We can stop here for lunch.
They rushed for their lives when the fire broke out in the floor below.
The participants can play outside.
ADVERB OF DEGREE –tells us the level of extent that something is done. Words of adverb of
degree are almost, much, nearly, quite, really, so too, very etc.
Her daughter is quite fat for her age.
She was too shy to join the quiz bee.
The accident victim nearly died from his injuries.
ADVERB OF FREQUENCY – tells us how often something is done. Words used as adverb of
frequency include again, always, ever, frequently, hardly ever, nearly, nearly always, never,
occasionally, often, rarely, seldom, sometimes, twice, weekly etc.
While overseas, he frequently phoned home
He take his capsule twice a day.
She never reads newspapers.
Source: http://www.myenglishgrammar.com/lesson-4-adverbs/1-types-of-adverbs.html
Abstraction:
TASK 4: WRITESHOP
Now, it‘s your turn to write your own paragraph of 8 to 10 sentences narrating an
experience you had. Make sure to use adverbs to make your writing more
meaningful.
WRITING WITH ADVERBS RUBRIC
Component Fair (1) Good (2) Great (3)
Did not identify adverbs that Correctly identified some Correctly identified
Adverbs tell how, when, and adverbs that tell, how, adverbs that tell how,
where when, and where. when, and where.
There are 3 or more There may be 1-2 spelling Sentence is written
Grammar &
spelling and/or and/or punctuation mistakes. correctly using proper spelling
Mechanics punctuation mistakes. and punctuation.
Handwriting is not neat and Handwriting is somewhat neat
Neatness & Handwriting is neat and ideas
the ideas are not in the the ideas are in the proper are in proper order.
Organization proper order. order.
Reference: http://www.rcampus.com/rubricshowc.cfm?code=K53683&sp=true
Application:
TASK 5: EXERCISE ON ADVERBS

Encircle the adverb and identify its type.
1. Alice fell into the rabbit hole.
2. I often visit my grandparents.
3. Wet pieces of clay fell everywhere.
4. Sean never likes that old hotel.
5. I jog sometimes.
6. Yesterday, they play the games.
7. The show will begin soon.
8. George will come here?
9. Allison moved away.
10. Dennis always brings his dog.
11. She is amazingly skillful in both spending and saving money.
12. The boys were extremely nice to the new student.
13. The football game was rather fun.
14. Today, mother is inspired.
15. Jim saw the cat on the sidewalk.
Assessment:
TASK 6: TEST YOURSELF
Encircle the adverb and identify its type.
1. There was a storm during the night.
2. We sometimes went to work by car.
3. You are quite right.
4. The newspaper is delivered daily.
5. It rained last night.
6. My work is almost finished.
7. I clean my bedroom every week.
8. The train has already left.
9. I have gone there only once.
10. The boys are playing upstairs.
11. We only write to each other occasionally.
12. I haven‘t read anything lately.
13. She entirely agrees with him.
14. He drove quite dangerously.
15. Two cars were parked outside.
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND

EN9G-IIa-19: Use adverbs in narration
EN9WC-IIa-10: Distinguish the features present in poetry and in prose
Objectives:
1. Use adverbs in narration
2. Distinguish the features present in poetry and prose
3. Write a narrative paragraph recounting one‘s experience

Lesson: Narrative Paragraph
Materials:
1. Instructions in Manila paper
2. Pen and Paper
References:
III. LEARNING
TASKS
Introduction:
How was your school last week? If you are to share your story based from such experience,
how will you write about it?
TASK 1: READING CORNER
Read this paragraph and answer the questions that follow.
Good Deed
I learned about the joy of helping others when I was in kindergarten. One of my classmates had forgotten
his snack, so he had nothing to eat during recess. Nobody wanted to share with him because we were all
very hungry and it was really his own fault that he would have to go without. That day my mother had
packed my favorite treat: a chocolate and peanut butter cup. I wanted it all for myself, but my mother had
often told me that I should share, so I broke my chocolate and peanut butter cup in half and gave my
forgetful classmate half. He nearly fell over in surprise. Then he smiled the biggest smile I had ever seen
and I suddenly felt the greatest happiness I had ever felt. After that, I always looked for chances to help
people, because it always made them
and me feel good.
1. What does the writer articulate in the first sentence?
2. How does the writer develop this idea in the sentences that follow?
3. How does the paragraph end? What is signified in the last sentence?
4. What are the parts of the paragraph?
5. How does the character in the paragraph manifest greatness?
6. Compare this paragraph with the two poems in you previously studied. What makes it different
from the two? Use the table to note your answer.
Activity:
TASK 2: SHARING
Work in pair. Share with each other a story about your memorable experience
so far in high school.
 Who are involved?  Why did it happen?

 What happened?  How did it happen?
 When did it happen?
Abstraction:
TASK 4: WRITING YOUR DRAFT
Get to know first what a narrative paragraph is to be guided in writing your draft
based from the story you shared earlier.
What is a narrative paragraph?
 A narrative paragraph tells a story. It shows what happened at a
particular place and time.
 Narrative paragraphs are often used to describe our routines.
 A narrative or story is any report of connected events, real or imaginary, presented in a
sequence of written or spoken words, and/or still or moving images.
 Narrative is a message that tells or presents a story.
 Narrative begins in the mind, as each individual conceptualizes their perception of
experience.
Source: http://www.narrati.com/Narrative/What_is_Narrative.htm
Application:
TASK 5: REVISIT THEN REVISE
Have your work be reviewed by your partner by exchanging your drafts. Give
your feedback based from the guide questions given below.
 Is the paragraph interesting? What makes it so?
 Is the topic sentence clearly stated at the beginning of the paragraph? If there is no topic
sentence, suggest one.
 Do the rest of the sentences support the topic sentence?
 Is there a concluding sentence? If there is none, suggest one.
 Are adverbs used to signify time and place? If there are none, suggest where they could be
appropriately incorporated.
Assessment:
TASK 6: FINAL WRITING PHASE
Based from the review you did with your partner in the previous activity, you
are now ready to write your final output.
NARRATIVE PARAGRAPH RUBRIC

4 3 2 1
Attempt was made to write
Topic sentence is well Topic sentence is complete Topic sentence is unclear and
Topic a topic sentence but it is
written, correctly placed, and and introduces the topic. incomplete, and is not
Sentence not effective at
introduces the topic. introducing the topic. introducing the topic.
Paragraph(s) have 6 or more Paragraph(s) have 4-5 Paragraph(s) have 3-4
Supporting Paragraph(s) have 0-2
supporting sentences that supporting detail sentences supporting detail sentences
supporting detail sentences
Detail relate back to the main idea that relate back to the main that relate back to the main
that relate back to the main
Sentence(s) and flow smoothly. idea idea
and are connected. and have some flow. idea.
Conclusion is clear,
An attempt was made to
complete, sums up the Conclusion is complete,
Concluding conclude, but is incomplete or
paragraph and relates back relates to the topic, but is No clear conclusion.
Sentence to the topic simple.
does not relate to the topic.
sentence.
Rich, colorful, precise Word choice is interesting and
Some interesting and precise Writer uses a limited
language is used, and the precise but occasionally the
wording is used, but the vocabulary which makes the
Word Choice choice of the words seems words are used inaccurately or
seem overdone. writing lacks variety, punch writing vague and predictable.
accurate, natural
and not forced. or flair.
Mechanics Paragraph has no errors in Paragraph has one or two Paragraph has three to five Paragraph has six or more
and punctuation, capitalization, punctuation, capitalization, punctuation, capitalization, punctuation, capitalization,
Grammar and spelling. and spelling errors. and spelling errors. and spelling errors.
Source: www2.gscs.sk.ca/old/bjm/ce/ela90/resources/paragraph%20narrative%20rubric.doc
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Theme: Valuing Others and Their Circumstances
Sub-Theme: Observing Other’s Circumstances
EN9V-IIa-27: Give the appropriate communicative styles for various situations (intimate,
casual, conversational, consultative, frozen)
EN9V-IIf-28: Determine the vocabulary or jargons expected of a communicative style
Objectives:
1. Characterize the different language registers
2. Determine the appropriate expressions expected of a communicative style
3. Give the appropriate communicative styles for various situations through role playing

Lesson: Intimate, Casual, Conversational, Consultative, Frozen Conversation
Materials:
1. Handout
2. Pen and Paper
References:
III. LEARNING TASKS
Introduction: How well can you adjust your manner of speaking when confronted with various
situations?
TASK 1: CONNECTING LIVES
Consider this situation: A student received academic recognition
from the school. How do you think a supportive parent would
speak to the child? Would others, such as a friend or a teacher,
speak to the child in the same manner? Copy and use the table
below to create possible dialogues between the following:
student-parent, student-friend, and student- teacher. Brainstorm
on what each one would say to the student. Work with a partner.
(LM, p. 119)
Activity:
TASK 2: ACT IT OUT
In a two-minute role play, present the dialogue you have written to the class.
Decide which among the three situations you will portray: 1) student and
parent, 2) student and teacher, and 3) student and friend.
ROLE PLAY RUBRIC

Exceptional Admirable Acceptable Attempted 1pt.
Criteria
4pts. 3pts. 2pts.
Understanding of  Indicates a clear  Good
 Fair understanding of  Presentation is off
Topic understanding of understanding of
topic topic
topic topic
 All members  Some members  Few members  Group does not work
Cooperation contribute by contribute by contribute by together in playing
playing role well playing role well playing role well their roles
 Shows confidence  Shows some
 Unsure of
 Informative confidence  Portrayal stalls
 Presents some responsibility
 Entertaining;  Lacks information
engages information  Somewhat
 Audience bored
Presentation audience  Engages informative
 Mumbles
 Speaks loudly and audience  Engages audience
 Body language is
clearly  Can be heard intermittently
lacking;
 Appropriate use of  Some use of body  Hard to hear
inappropriate
body language language  Some movement
Source: cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc
Analysis:
TASK 3: LOOKING CLOSER

Based from the previous activity, answer the following questions.
1. What is the degree of formality in each conversation? Place a check mark
on the column which corresponds to your answer.
DEGREE OF LO HIG
FORMALITY W H
Student-Parent
Student-Friend
Student-Teacher
2. How does our relationship with others influence the way we communicate with them?
Abstraction:
Language register is the level of formality with which you speak.

Different situations and people call for different registers. These are the
different language registers according to Joo (1967).
 Frozen or Static
At this level, language is literally ―frozen‖ in time and form. It does not change. This
type of language is often learned and repeated by rote. Examples are biblical verse,
prayers, the Pledge of Allegiance, and others.
 Formal
This style is impersonal and often follows a prescriptive format. The speaker uses
complete sentences, avoids slang and may use technical or academic vocabulary. This is
the register used for most academic and scientific publishing. This is the standard for
work, school, and business.
 Consultative
This is the register used when consulting an expert such as a doctor. The language used is
more precise. The speaker is likely to address the expert by a title such as ―Doctor‖,
―Mr.‖ or ―Mrs.‖.
 Casual
This register is conversational in tone. It is the language used among and between friends.
Words are general, rather than technical. This register may include more slang and
colloquialisms.
 Intimate
The language used by lovers. It is also the language used in sexual harassment. This is the
most intimate form of language. It is best avoided in public and professional situations.
Source: https://drsaraheaton.wordpress.com/2012/05/22/language-regist er-and- why-it-matters-

or-why-you-cant-write-an-academic-paper-in-gangsta-slang/
Application:
TASK 4: SCRIPT WRITING

The class will be divided into five groups. Each group will be
assigned with a language register. They are to create a script about a
conversation that depicts the language register assigned to them.
SCRIPT WRITING RUBRIC

Criteria 1 2 3 4
There are more
The final draft has There are three to There are no
than five grammar,
more than ten five grammar, grammar,
capitalization,
grammar, capitalization, capitalization,
spelling, or
Conventions capitalization,
punctuation errors
spelling, or spelling, or
spelling, and punctuation errors punctuation errors
in the final
punctuation errors. in the final draft. in the final draft.
draft.
The story is very

The plot is pretty
The plot is a little well organized. One well organized. One
Ideas and scenes idea or scene
hard to follow. The idea or scene may
seem to be randomly follows another in a
Clarity arranged.
transitions are seem out of place.
sometimes not clear. Clear transitions are logical sequence
used. with clear
transitions.
One or two lines are

No line is evident of Some lines are The lines are evident
the characteristics of evident of the evident of the of the characteristics
characteristics of the
Dialogue the language register characteristics of the of the language
assigned. language register language register register assigned.
assigned. assigned.
Source: https://godarddrama.wikispaces.com/file/view/Script+Writing+Rubric.doc
Assessment:
TASK 5: AND ACTION!

Present the script you have crafted. Be guided with the rubrics below.
PRESENTING THE SCRIPT RUBRIC

Exceptional Admirable Acceptable Attempted 1pt.
Criteria
4pts. 3pts. 2pts.
Understanding of  Indicates a clear

 Good  Fair
understanding of  Presentation is
Topic understanding of understanding of
topic off topic
topic topic
 All members  Few members  Group does not

 Some members
Cooperation contribute by contribute by work together in
contribute by
playing role playing role playing their
playing role well
well well roles
 Shows
 Unsure of
confidence  Shows some
responsibility  Portrayal stalls
 Informative confidence
 Somewhat  Lacks
 Entertaining;  Presents some
informative information
engages information
Presentation  Engages
 Engages  Audience bored
audience
audience  Mumbles
 Speaks loudly audience
intermittently  Body language is
and clearly  Can be heard
 Hard to hear lacking;
 Appropriate  Some use of body
 Some inappropriate
use of body language
movement
language
Source: cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Observing Others‟ Circumstances
The learner demonstrates understanding of hoe Anglo- The learner proficiently plays an active part in a
EN9LT-IIb-15: Analyze literature as a means of valuing other people and their various
Objectives:
1. Read the literary text and analyze the feeling it conveys
2. Explore the text and use it as a means of valuing other people and their situations in life
3. Recognize the importance of understanding other people‘s
circumstances

Lesson: “The Man with the Hoe” by Edwin Markham
Materials:
1. Copy of the Literary Text
2. LCD Monitor and Speaker
References:
3. Interactive English 9 - Anglo-American Literature (pp. 106-108)
III. LEARNING TASKS

Introduction: Hard physical labor without any reward completely dehumanizes a person.
Preliminary Activity
TASK 1: THOUGHT BUBBLE
Below is one of the most quotable quotes from Edwin Markham, the author of the poem that you
are about to read. React to his idea by writing on the thought bubble which will be handed out by
your teacher. Post your work on the board for sharing with the class.
―To throw oneself to the side of the oppressed is the

only dignified thing to do in life.‖ The message of the author in this quote is
Activity
TASK 2: RIGHT FROM THE CONTEXT
Pick out the context clues that point to the meaning of each of the italicized words then choose
the meaning of each word.
1. Growing up without a family caused her to distort her views on familial
relationships.
i. balance b. explain c. twist
2. In mythology, Hades has dominion over the dead.

i. control b. duty c. right
3. The thunder was a portent of an approaching storm.

i. announcement b. indication c. significance
4. If you are caught driving without a license, a censure from a police officer will be the least of
your worries.
i. full commitment b. favorable action c. official reprimand
5. Helen sought revenge on her perfidious friend who stole her lottery ticket.
i. doubtful b. treacherous c. vindictive
TASK 3: IMAGE CONNECTION

This is the image of L'Homme à la houe by
Jean Francois Millet – the painting which
inspired Edwin Markham in writing the poem
The Man with the Hoe. Examine the picture.
Then, with your group, complete the graphic
organizer below.
Words that I can The image reminds me of… Questions in my mind
connect…
Analysis:
Read The Man with the Hoe by Edwin Markham. Then accomplish the
comprehension tasks that will be given by your teacher.
TASK 5: DIVIDING THE TEXT

Your teacher will assign stanza/s from The Man with the Hoe to your group as well as the guide
questions for comprehension. Accomplish the task and be ready to share your answer with the
class.
Group 1:
Bowed by the weight of centuries he leans Upon

his hoe and gazes on the ground, The emptiness of
ages in his face,
And on his back the burden of the world.
Who made him dead to rapture and despair, A thing
that grieves not and that never hopes, Stolid and
stunned, a brother to the ox?
Who loosened and let down this brutal jaw?
Whose was the hand that slanted back this brow? Whose
breath blew out the light within this brain?
Describe the physical characteristics of the man.
Describe his life situation.
Explain the meaning of the following expressions:
―A thing that grieves not and that never hopes‖
―a brother to the ox‖
Examine the first four questions. To whom are these questions addressed?
Group 2:
Is this the thing the Lord God made and gave To have
dominion over sea and land;
To trace the stars and search the heavens for power; To feel the
passion of Eternity?
Is this the dream He dreamed who shaped the suns And marked
their ways upon the ancient deep?
Down all the stretch of Hell to its last gulf There
is no shape more terrible than this—
More tongued with censure of the world‘s blind greed— More
filled with signs and portents for the soul—
More fraught with menace to the universe.
What gulfs between him and the seraphim! Slave of
the wheel of labor, what to him Are Plato and the
swing of Pleiades?
What the long reaches of the peaks of song, The rift
of dawn, the reddening of the rose?
Through this dread shape the suffering ages look; Time‘s
tragedy is in that aching stoop;
Through this dread shape humanity betrayed,
Plundered, profaned and disinherited, Cries protest
to the Judges of the World,
A protest that is also prophecy.
In this stanza, the speaker contrasted the degraded being of the man with the original intention
of the Creator. Plot this idea in a graphic organizer like the one below.
Group 3:
O masters, lords and rulers in all lands, Is

this the handiwork you give to God,
This monstrous thing distorted and soul-quenched?
How will you ever straighten up this shape; Touch
it again with immortality;
Give back the upward looking and the light; Rebuild
in it the music and the dream; Make right the
immemorial infamies, Perfidious wrongs,
immedicable woes?
O masters, lords and rulers in all lands, How will

the Future reckon with this Man? How answer his
brute question in that hour
When whirlwinds of rebellion shake the world? How
will it be with kingdoms and with kings— With those
who shaped him to the thing he is— When this dumb
Terror shall reply to God,
After the silence of the centuries?
1. Discuss the author‘s appeal for the poor. Tell whether Markham‘s appeal for
the poor is still the same as the appeal of the labor groups today.
2. Explain the universal message of the poem. Is it still relevant today? Why do you think so?
3. Reflect on ―The Man with the Hoe.‖ What do you feel for him? What socio- economic
conditions shaped him? Do we still have ―men with the hoes‖ today? Explain your answer.
Abstraction:
TASK 6: HOW DID YOU DO IT?
Relate the experience of the persona in the poem with that of the modern man‘s situation.
Examine the infographic and read the informational text about the ―Philippine Job Challenge‖
below and then answer the questions that follow.
ThePhilippinesfaces an
enormouschallenge of
creating more and better jobs in the
country.
With strong macroeconomic
fundamentals, the country is in a good
position to accelerate reforms that will
help create
good jobs.
 Meeting the jobs challenge all

requires that sector work
together on a package of
reforms.
 What does the informational material say about the economic situation of the country?
 How can the generation of more jobs affect the Filipino workers?
 How should the jobs challenge be addressed?
TASK 7: SOCIAL ISSUES HODGEPODGE

What are some of the great challenges that Filipinos face
today?
With your partner, create a collage of the social issues that our
government should address.
Application:
TASK 8: THROUGH YOUR REFLECTION
Write a reflection:
―If I found myself in the same situation as the man with the hoe, how would I react, and what
would I do to improve my situation?
Assessment:
TASK 9: SIX WORDS, ONE STORY
Watch the video and summarize the main idea in six words.
Write your answer in your notebook.
Source: http://worldbank.org/en/news/video/2013/09/ 13/creating-
more-and-better-jobs-in-the-philippines-views- from-the-man-on-the-
street.
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Observing Other‟s Circumstances
EN9G-IIb-19: Use adverbs in narration
Objectives:
1. Identify the adverb and the word it modifies
2. Use adverbs of manner in constructing sentences to narrate
3. Appreciate the importance of adverb of manner in narration

Lesson: Adverb of Manner
Materials:
1. Worksheets
2. Illustrations
References:
III. LEARNING TASKS

Introduction: The use of all kinds of adverbs is important in telling a story. In this particular
lesson, you will get to know more of the adverb that when used appropriately can make your
narrative more effective.
TASK 1: REVIEW YOUR ADVERBS
From the box, take out the words and post them on the board. Use each adverb in
a sentence and identify its type.
Always
Now
Everywher
e too
Activity:
TASK 2: GUESSING GAME
Act out the following group of words.
1. Greedily ate
2. Spell correctly
3. Tiptoe silently
From the given group of words, identify the verb. What did you notice
4. Ask repeatedly about the remaining words?
5. Stand awkwardly
Analysis:
1. To which kind of adverbs do the words you identified in the previous activity belong?
2. How are they usually formed?
An adverb of manner describes how an action or activity is performed.

It usually answers the question how.
Source: https://learnenglish.britishcouncil.org/en/english- grammar/adverbials/adverbs- manner

Abstraction:
TASK 3: MAKE YOUR MATCH

Match the pictures on the right with the adverbs on the left.
Source: http://www.learnenglish.de/games/adverbs/adverbs.html
slowly, proudly, fast, fastly
angrily, naughtily, slowly, proudly
angrily, carefully, slowly, easily
happily, easily, loudly, carefully
angrily, carefully, prettily, happily
carefully, loudly, proudly, easily
Answer the following questions.

i. How did the ant shout?
ii. How did the tortoise walk?
iii. How did the music play?
iv. How did the bird sing?
v. How did the elephant balance?
Application:
TASK 4: TRY THIS!
A. Form adverbs of manner out of the given words.
hungry prompt
rapid reluctant
elegant right
fatal stern
inadequate victorious
B. Encircle the adverb of manner and underline the word it modifies.
1. She bought an expensive necklace cheaply.
2. Quickly, we gather our gear.
3. People who shop wisely can save a great deal of money.
4. The guard walked cautiously to the building.
5. She will proudly show her awards.
6. The worker walked carefully on the platform.
7. The man painted the room skilfully.
8. The man generously gave us a drink.
9. He kindly offered me to take his seat.
10. That old man replied rudely to the cashier.
Assessment:
TASK 5: ON YOUR OWN
Read each statement. Use the adjective in parentheses to make another statement with
an adverb.
Example: He is a responsible driver. (careful) He
always drives carefully.
1. The painters are messy workers. (sloppy)
2. She is a good thinker. ( quick)
3. Teachers are hard workers. (diligent)
4. Andrea Bocelli is a wonderful singer. (beautiful)
5. The President is a good speaker. (effective)

LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Feeling for Others

EN9LC-IIe-12: Make a stand based on the text listened to EN9LT-IIe-
2.2.1: Express appreciation for sensory images used
EN9LC-IId-11.2: Anticipate the points that will be made based on the speaker‘s purpose
Objectives:
1. Listen to the audio recording of the literary text and express a viewpoint based on it
2. Evaluate and anticipate the points that will be made based on the speaker‘s purpose
3. Express appreciation for sensory images used

Lesson: “The Lottery” by Shirley Jackson
Materials:
1. Audio File of the Literary Text
2. Tarpapel for the Activity
3. Copy of ―Writing a Short Essay‖ Rubric
References:
III. LEARNING TASKS
Introduction: We gain a lot of insights from the experiences of other people. At this point, you
will be exposed to opportunities wherein you will try to put yourself in other people‘s shoes and
imagine yourself undergoing their struggles and predicaments.
TASK 1: PIECE BY PIECE
Fill in the boxes with the missing letters in Column A to come up with
the word being defined in Column B. Do this in your notebook.
Column A Column B
1. b e e d - smiled very happily
2. c u g - held tightly
3. o s t e r u s - noisy and active
- end without being renewed

4. l a e
- delicately, in a lady-like
5. d i n t y fashion
6. p e u l n l y - with unreasonable irritation
7. o t e r - a contest in which tickets are

distributed or sold; the winning
ticket or tickets are selected in a
chance
drawing
TASK 2: IT‟S YOUR LUCKY DAY!

You just hit the lottery jackpot and won Php 10,000,000. What are you going to
do with the cash prize? List down 3 dreams that you wish to fulfill in the given
situation. Do this in your activity notebook and be ready to share your answer with
the rest of the class.
Activity:
TASK 3: SCRUTINIZE AND SPECULATE
Study the picture featuring the movie, The Hunger Games: Catching Fire. Based on the picture,
tell briefly what you think the story is all about.
Source: https://s-media-cache-ak0.pinimg.com/originals/8e/ae/c7/8eaec7dc9b062fdb126d33f747484284.jpg
Analysis:
TASK 4: AS YOU IMAGINE

Listen attentively as your teacher plays the audio recording of ―The
Lottery‖ by Shirley Jackson. As you listen, close your eyes and visualize
the story.
 With your group, draw what you have visualized on a short bond paper. Indicate the
paragraph number/s of the lines from the text you are sketching. Follow the format provided
below.
Visualization Sketches
The lines/lines from the text drawn is on paragraph .
TASK 5: Think Deeper

The class will be divided into five groups. Answer the question/s that will be
assigned to your group, and share it with the rest of the class.
 Group 1: Why doesn‘t Jackson tell us outright about the villagers‘ horrific ritual? What
effect does it have on the reader that this is only revealed at the story‘s end? Why do you
think Jackson chose to structure the story this way?
 Group 2: Where is ―The Lottery‖ set? Why do you think the village where the story
takes place remains unnamed? What are some other characteristics of this village? What
would be different about this story if it were set in a more specific place and time?
 Group 3: Discuss the use of irony in ―The Lottery‖. How does Jackson use irony for
dramatic effect, and how does it contribute to the story‘s deeper meaning?
 Group 4: Analyze the character of Tess, who nearly misses the drawing, then complains
it‘s unfair because her husband didn‘t have enough time to pick. What do her words and
actions say about the village and the nature of the ritual?
 Group 5: What do you think Jackson wanted the readers to take away from ―The
Lottery‖ after finishing it? Is there a deeper purpose to this story? What do you think
Jackson wanted to say about mankind, society or anything else?
Abstraction:
TASK 6: PONDER WONDER

Answer the following questions with a partner.
1. What does the lottery mean to the townspeople in the story? Do they
all have the same reaction? Do they question their obedience? Why or
Why not?
2. What does the story reveal about the place of men and women in this small town?
Give specific examples from the story.
3. What does the story‘s title reveal about our everyday lives?
4. What does the story reveal about human nature?
5. What makes the ending of the story so shocking?
6. Is the lottery a collective act of murder? Is it morally justified?
TASK 7: SOUND CHECK!

A character from The Lottery will be assigned to you and your partner whom you will portray.
 Interview each other using the following guide questions:
 Why is the lottery important?
 Why does it continue?
 What if you were the one drawn? Why is it fair or unfair?
Reference: https://95b2.https.cdn.softlayer.net/0095B2/studysync/library/443/lesson_plan.pdf
Application:
TASK 8: PICKING OUT ILLUSIONS
Simple Recall
Sensory Images are images created in your head from a very detailed description of something,
often using more than one of the five senses (sight, smell, taste, touch and hearing).
Sight: The muddy socks were piled on top of the rug. Smell: The perfumed smelled like
flowers and vanilla. Taste: The pizza tasted like cardboard.
Touch: The mud felt silky and cold between my toes.
Hearing: The buzzing sound filled the air.
 With your group, identify the sensory images in the story ―The Lottery‖. Explain
how these images help make the story realistic.
Sight Smell Taste Touch Hearing
Assessment:
TASK 9: LET‟S TAKE IT TO WRITING
―The Lottery‖ shows how people follow a particular tradition, although some thinks of it as
unfair or inhumane.
As your final task, write an essay about the following:
Choose one.
 Give an example of a tradition your parents or grandparents observe that you don‘t. Why
don‘t you follow this tradition? Why do you think some traditions disappear from
generation to generation? Discuss these points comparing your real-world experiences to
those of the villagers in ―The Lottery‖.
 Predict what will become of this lottery fifty years from now. Discuss whether the
townspeople still practice this tradition, and why (or why not). Explain why the tradition
would continue or vanish using both evidence from the text and real-world examples.
ESSAY WRITING RUBRIC
Trait 4 3 2 1
There is one clear,
There is one clear,
well-focused topic.
well-focused topic.
Main ideas are clear
Main ideas are clear There is one topic. The topic and main
Focus & and are well
but are not well Main ideas are ideas are not clear.
Details supported by detailed
supported by detailed somewhat clear.
and
information.
accurate information.
The introduction is
inviting, states the
main topic, and The introduction states
provides an overview the main topic and The introduction
There is no clear
of the paper. provides an overview states the main topic.
introduction,
Organization Information is of the paper. A A conclusion is
structure, or
relevant and presented conclusion is included.
conclusion.
in a logical order. The included.
conclusion is strong.
The author‘s purpose The author‘s purpose The author‘s purpose

of writing is very of writing is of writing is
clear, and there is somewhat clear, and somewhat clear, and
strong evidence of there is some evidence there is evidence of
attention to audience. of attention to attention to audience.
The author‘s purpose
The author‘s extensive audience. The The author‘s
Voice knowledge and/or author‘s knowledge knowledge and/or
of writing is unclear.
experience with the and/or experience experience with the
topic is/are with the topic is/are topic is/are
evident. evident.. limited.
The author uses

The author uses vivid
vivid words and The writer uses a
words and phrases. The author uses
phrases. The limited vocabulary.
The choice and words that
choice and Jargon or clichés
placement of words communicate clearly,
Word Choice seems accurate,
placement of
but the writing lacks
may be present and
words is detract from the
natural, and not variety.
inaccurate at meaning.
forced.
times and/or seems
overdone.
Most sentences are Sentences sound
Most sentences are
well constructed and awkward, are
well constructed, but
All sentences are well have varied structure distractingly
they have a similar
constructed and have and length. The author repetitive, or are
Sentence structure and/or
varied structure and makes a few errors in difficult to
Structure, length. The author
length. The author grammar, mechanics, understand. The
makes several errors
Grammar, makes no errors in and/or spelling, but
in grammar,
author makes
Mechanics, & grammar, mechanics, they do not interfere numerous errors in
mechanics, and/or
Spelling and/or spelling. with grammar, mechanics,
spelling that interfere
understanding. and/or spelling that
with understanding.
interfere with
understanding.
Source: http://wid.ndia.org/about/Documents/WID_EssayRubric.pdf
THE LOTTERY
by Shirley Jackson
(1) The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers
were blossoming profusely and the grass was richly green.
The people of the village began to gather in the square, between the post office and the bank, around ten
o‘clock; in some towns there were so many people that the lottery took two days and had to be started on June 20th,
but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so
it could begin at ten o‘clock in the morning and still be through in time to allow the villagers to get home for noon
dinner.
(2) The children assembled first, of course. School was recently over for the summer, and the feeling of liberty
sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous
play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already
stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and
roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name ―Dellacroy‖—
eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys.
The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small
children rolled in the dust or clung to the hands of their older brothers or sisters.
(3) Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and
taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled
rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They
greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by
their husbands, began to call to their children, and the children came reluctantly, having to be called four or five
times. Bobby Martin ducked under his mother‘s grasping hand and ran, laughing, back to the pile of stones. His
father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.
(4) The lottery was conducted—as were the square dances, the teen club, the Halloween program—by Mr.
Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the
coal business, and people were sorry for him because he had no children and his wife was a scold. When he arrived
in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he
waved and called. ―Little late today, folks. ‖ The postmaster, Mr. Graves, followed him, carrying a three- legged
stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers
kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, ―Some of you
fellows want to give me a hand?‖ there was a hesitation before two men. Mr. Martin and his oldest son, Baxter, came
forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.
(5) The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool
had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke
frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was
represented by the black box. There was a story that the present box had been made with some pieces of the box that
had preceded it, the one that had been constructed when the first people settled down to make a village here. Every
year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to
fade off without anything being done. The black box grew shabbier each year: by now it was no longer completely
black but splintered badly along one side to show the original wood color, and in some places faded or stained.
(6) Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had
stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr.
Summers had been successful in having slips of paper substituted for the chips of wood that had been used for
generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now
that the population was more than three hundred and likely to keep on growing, it was necessary to use something
that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up
the slips of paper and put them in the box, and it was then taken to the safe of Mr. Summers‘ coal company and
locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put
way, sometimes one place, sometimes another; it had spent one year in Mr. Graves‘s barn and another year
underfoot in the post office; and sometimes it was set on a shelf in the Martin grocery and left there. There was a
great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up–of
heads of families, heads of households in each family, members of each household in each family. There was the
proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people
remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless
chant that had been rattled off duly each year; some people believed that the official of the lottery
used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but
years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the
official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had
changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr.
Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the
black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.
(7) Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came
hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the
crowd. ―Clean forgot what day it was,‖ she said to Mrs. Delacroix, who stood next to her, and they both laughed
softly. ―Thought my old man was out back stacking wood,‖ Mrs. Hutchinson went on, ―and then I looked out the
window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running. ‖ She dried
her hands on her apron, and Mrs. Delacroix said, ―You‘re in time, though. They‘re still talking away up there.‖
(8) Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing
near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd.
The people separated good humoredly to let her through: two or three people said, in voices just loud enough to be
heard across the crowd, ―Here comes your, Missus, Hutchinson,‖ and ―Bill, she made it after all. ‖ Mrs.
Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully. ―Thought we were
going to have to get on without you, Tessie.‖
Mrs. Hutchinson said, grinning, ―Wouldn‘t have me leave m‘dishes in the sink, now, would you, Joe?‖ and
soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson‘s arrival.
(9) ―Well, now. ‖ Mr. Summers said soberly, ―guess we better get started, get this over with, so‘s we can go
back to work. Anybody ain‘t here?‖ (10) ―Dunbar, ‖ several people said.
―Dunbar. Dunbar.‖
(11) Mr. Summers consulted his list. ―Clyde Dunbar, ‖ he said. ―That‘s right. He‘s broke his leg, hasn‘t he?
Who‘s drawing for him?‖
(12) ―Me. I guess,‖ a woman said, and Mr. Summers turned to look at her. ―Wife draws for her husband,‖ Mr.
Summers said. ―Don‘t you have a grown boy to do it for you, Janey?‖ Although Mr. Summers and everyone else in
the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions
formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.
(13) ―Horace‘s not but sixteen yet,‖ Mrs. Dunbar said regretfully. ―Guess I gotta fill in for the old man this
year.‖
(14) ―Right. ‖ Mr. Summers said. He made a note on the list he was holding. Then he asked,
―Watson boy drawing this year?‖
(15) A tall boy in the crowd raised his hand. ―Here,‖ he said. ―I‘m drawing for my mother and me. ‖ He
blinked his eyes nervously and ducked his head as several voices in the crowd said things like ―Good fellow, lack.
‖ and ―Glad to see your mother‘s got a man to do it. ―
(16) ―Well,‖ Mr. Summers said, ―guess that‘s everyone. Old Man Warner make it?‖
(17) ―Here,‖ a voice said, and Mr. Summers nodded.
(18) A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list.
―All ready?‖ he called. ―Now, I‘ll read the names–heads of families first–and the men come up and take a paper
out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything
clear?‖
(19) The people had done it so many times that they only half listened to the directions: most of them were
quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, ―Adams. ‖ A man
disengaged himself from the crowd and came forward. ―Hi.
Steve. ‖ Mr. Summers said, and Mr. Adams said. ―Hi, Joe.‖
(20) They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and
took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd,
where he stood a little apart from his family, not looking down at his hand.
(21) ―Allen,‖ Mr. Summers said. ―Anderson… Bentham. ―
(22) ―Seems like there‘s no time at all between lotteries any more. ‖ Mrs. Delacroix said to Mrs. Graves in the
back row.
(23) ―Seems like we got through with the last one only last week. ―
(24) ―Time sure goes fast‖ Mrs. Graves said.
(25) ―Clark… Delacroix. ―
(26) ―There goes my old man. ‖ Mrs. Delacroix said. She held her breath while her husband went forward.
(27) ―Dunbar,‖ Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said.
―Go on, Janey,‖ and another said, ―There she goes. ―
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
(28) ―We‘re next,‖ Mrs. Graves said. She watched while Mr. Graves came around from the side of the box,
greeted Mr. Summers gravely and selected a slip of paper from the box. By now, all through the crowd there were
men holding the small folded papers in their large hand, turning them over and over nervously. Mrs. Dunbar and her
two sons stood together, Mrs. Dunbar holding the slip of paper.
(29) ―Harburt… Hutchinson. ―
(30) ―Get up there, Bill,‖ Mrs. Hutchinson said, and the people near her laughed.
(31) ―Jones. ―
(32) ―They do say,‖ Mr. Adams said to Old Man Warner, who stood next to him, ―that over in the north
village they‘re talking of giving up the lottery. ―
(33) Old Man Warner snorted. ―Pack of crazy fools,‖ he said. ―Listening to the young folks, nothing‘s good
enough for them. Next thing you know, they‘ll be wanting to go back to living in caves, nobody work any more, live
hat way for a while. Used to be a saying about Lottery in June, corn be heavy soon. ‗ First thing you know, we‘d all
be eating stewed chickweed and acorns. There‘s always been a lottery,‖ he added petulantly. ―Bad enough to see
young Joe Summers up there joking with everybody.‖
(34) ―Some places have already quit lotteries,‖ Mrs. Adams said.
(35) ―Nothing but trouble in that,‖ Old Man Warner said stoutly. ―Pack of young fools.‖
(36) ―Martin. ‖ And Bobby Martin watched his father go forward. ―Overdyke… Percy.‖
(37) ―I wish they‘d hurry,‖ Mrs. Dunbar said to her older son. ―I wish they‘d hurry.‖
(38) ―They‘re almost through,‖ her son said.
(39) ―You get ready to run tell Dad,‖ Mrs. Dunbar said.
(40) Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box.
Then he called, ―Warner. ―
(41) ―Seventy-seventh year I been in the lottery,‖ Old Man Warner said as he went through the crowd.
―Seventy-seventh time.‖
(42) ―Watson. ‖ The tall boy came awkwardly through the crowd. Someone said, ―Don‘t be nervous, Jack,‖
and Mr. Summers said, ―Take your time, son.‖
(43) ―Zanini. ―
(44) After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the
air, said, ―All right, fellows. ‖ For a minute, no one moved, and then all the slips of paper were opened. Suddenly,
all the women began to speak at once, saving. ―Who is it?,‖
―Who‘s got it?,‖ ―Is it the Dunbars?,‖ ―Is it the Watsons?‖ Then the voices began to say, ―It‘s Hutchinson. It‘s
Bill,‖ ―Bill Hutchinson‘s got it.‖
(45) ―Go tell your father,‖ Mrs. Dunbar said to her older son.
(46) People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at
the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers. ―You didn‘t give him time enough to
take any paper he wanted. I saw you. It wasn‘t fair!‖
(47) ―Be a good sport, Tessie,‖ Mrs. Delacroix called, and Mrs. Graves said, ―All of us took the same
chance. ―
(48) ―Shut up, Tessie,‖ Bill Hutchinson said.
(49) ―Well, everyone,‖ Mr. Summers said, ―that was done pretty fast, and now we‘ve got to be hurrying a
little more to get done in time. ‖ He consulted his next list. ―Bill,‖ he said, ―you draw for the Hutchinson family.
You got any other households in the Hutchinsons?‖ ―There‘s Don and Eva,‖ Mrs. Hutchinson yelled. ―Make them
take their chance!‖ ―Daughters draw with their husbands‘ families, Tessie,‖ Mr. Summers said gently. ―You know
that as well as anyone else. ―
(50) ―It wasn‘t fair,‖ Tessie said.
(51) ―I guess not, Joe,‖ Bill Hutchinson said regretfully. ―My daughter draws with her husband‘s family;
that‘s only fair. And I‘ve got no other family except the kids. ―
(52) ―Then, as far as drawing for families is concerned, it‘s you,‖ Mr. Summers said in explanation, ―and as
far as drawing for households is concerned, that‘s you, too. Right?‖
(53) ―Right,‖ Bill Hutchinson said.
(54) ―How many kids, Bill?‖ Mr. Summers asked formally.
(55) ―Three,‖ Bill Hutchinson said.
(56) ―There‘s Bill, Jr., and Nancy, and little Dave. And Tessie and me.‖
(57) ―All right, then,‖ Mr. Summers said. ―Harry, you got their tickets back?‖
(58) Mr. Graves nodded and held up the slips of paper. ―Put them in the box, then,‖ Mr.
Summers directed. ―Take Bill‘s and put it in. ―
(59) ―I think we ought to start over,‖ Mrs. Hutchinson said, as quietly as she could. ―I tell you it wasn‘t fair.
You didn‘t give him time enough to choose. Everybody saw that.‖
(60) Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those
onto the ground, where the breeze caught them and lifted them off.
(61) ―Listen, everybody,‖ Mrs. Hutchinson was saying to the people around her.
(62) ―Ready, Bill?‖ Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and
children, nodded.
(63) ―Remember,‖ Mr. Summers said, ―take the slips and keep them folded until each person has taken one.
Harry, you help little Dave. ‖ Mr. Graves took the hand of the little boy, who came willingly with him up to the box.
―Take a paper out of the box,
Davy,‖ Mr. Summers said. Davy put his hand into the box and laughed. ―Take just one paper.
‖ Mr. Summers said. ―Harry, you hold it for him. ‖ Mr. Graves took the child‘s hand and removed the folded paper
from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.
(64) ―Nancy next,‖ Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went
forward switching her skirt, and took a slip daintily from the box ―Bill, Jr. ,‖ Mr. Summers said, and Billy, his face
red and his feet overlarge, near knocked the box over as he got a paper out. ―Tessie,‖ Mr. Summers said. She
hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper
out and held it behind her.
(65) ―Bill,‖ Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand
out at last with the slip of paper in it.
(66) The crowd was quiet. A girl whispered, ―I hope it‘s not Nancy,‖ and the sound of the whisper reached the
edges of the crowd.
(67) ―It‘s not the way it used to be,‖ Old Man Warner said clearly. ―People ain‘t the way they used to be.‖
(68) ―All right,‖ Mr. Summers said. ―Open the papers. Harry, you open little Dave‘s.‖
(69) Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and
everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and
laughed, turning around to the crowd and holding their slips of paper above their heads.
(70) ―Tessie,‖ Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and
Bill unfolded his paper and showed it. It was blank.
(71) ―It‘s Tessie,‖ Mr. Summers said, and his voice was hushed. ―Show us her paper, Bill. ―
(72) Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it,
the black spot Mr. Summers had made the night before with the heavy pencil in the coal company office. Bill
Hutchinson held it up, and there was a stir in the crowd.
(73) ―All right, folks,‖ Mr. Summers said. ―Let‘s finish quickly. ―
(74) Although the villagers had forgotten the ritual and lost the original black box, they still remembered to
use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the
blowing scraps of paper that had come out of the box Delacroix selected a stone so large she had to pick it up
with both hands and turned to Mrs. Dunbar.
―Come on,‖ she said. ―Hurry up. ―
(75) Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. ―I can‘t run at all. You‘ll
have to go ahead and I‘ll catch up with you.‖
(76) The children had stones already. And someone gave little Davy Hutchinson a few pebbles.
(77) Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as
the villagers moved in on her. ―It isn‘t fair,‖ she said. A stone hit her on the side of the head. Old Man Warner was
saying, ―Come on, come on, everyone. ‖ Steve Adams was in the front of the crowd of villagers, with Mrs. Graves
beside him.
(78) ―It isn‘t fair, it isn‘t right,‖ Mrs. Hutchinson screamed, and then they were upon her.
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Feeling For Others
EN9WC-IIc-10: Distinguish the features present in poetry and in prose
Objectives:
1. Distinguish the features present in prose
2. Identify the elements of a short story
3. Collaborate with the group to report on the elements of a certain short story

Lesson: Elements of Prose
Materials:
1. Crossword Puzzle
2. Manila paper and Marker
References:
III. LEARNING TASKS

Introduction: What is prose? What are the features of a prose?
TASK 1: BRAIN EXERCISE
Solve the following crossword puzzle.
Across: Down:
1. the main subject or issue in a story 2. the place and conditions in which
3. a particular attitude or way of something happens
considering a matter. 4. the struggle
5. the persons involved in a story 6. term used to describe the events that
make up a story
Activity:
TASK 2: REVISITING THE

TEXT
Read again the story ―The Lottery‖.
Analysis:
TASK 3: PAIR ANALYSIS

With a partner, answer the following questions regarding the text that you have
read.
1. When and where the story happened?
2. Give the sequence of incidents of the story.
3. What type of conflict did the story have (person vs. person, person vs. nature,
person vs. self)?
4. Who are the main characters?
5. Who is telling the story?
6. What is the central and unifying concept of the story The Lottery?
Abstraction:
Let us discuss further the terms you acquired from the crossword
puzzle to which your answers to the previous activity each fall
under.
ELEMENTS OF PROSE
1. Plot and Structure - The sequence of incidents or events through which an author constructs
a story. The plot is not merely the action itself, but the way the author arranges the action
toward a specific end (structure). The main problem or struggle in a story is called the
conflict.
2. Characterization - Analyzing characterization is more difficult than describing plot; human
nature is infinitely complex, variable and ambiguous. It is much easier to describe what a
person has done instead of who a person is. •In commercial fiction, characters are often two-
dimensional, and act as vehicles to carry out the plot. The protagonist must be easily
identified with and fundamentally decent, if he has vices they are of the more ‗innocent‘
type, the kind the reader would not mind having. Characters are presented in two different
ways- directly and indirectly. The reader is told straight out what the character is like in direct
presentation. The author shows the character through their actions; the reader determines
what the character is like by what they say or do in indirect presentation. In dramatization,
characters are shown speaking and behaving, as in a play.
3. Theme - The theme of a piece of fiction is its controlling idea or its central insight. It is the
unifying generalization about life stated or implied by the story. While theme is central to a
story, it is not the whole purpose. The function of a literary writer is not to state a theme by to
show and describe it. Theme does not equal ―moral‖, ―lesson‖, or ―message‖.
4. Setting - The setting of a story is its overall context- where, when and in what circumstances
the action occurs.
5. Point of View - Point of view is simply who is telling the story. To determine POV ask,
―who is telling the story‖, and ―how much do they know?‖
Source: http://literaturenotesforyou.weebly.com/elements-of-prose.html
Application:
TASK 4: ORGANIZING IDEAS

This time, work in groups of five. Create a graphic organizer
containing the elements of the story ―The Lottery‖. Place your
graphic organizer in manila paper and be ready to report your
output to the class.
GRAPHIC ORGANIZER RUBRIC

Using the following criteria, choose the appropriate number from the following scale that
reflects your assessment of the student‘s work.
1 = Weak 4 = Moderately Strong
2 = Moderately Weak 5 = Strong
3 = Average
Criteria Rating
1. The graphic organizer has an appropriate title and labels.
2. The graphic organizer‘s lines, boxes, and text are neat and legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the graphic
organizer are accurate.
5. The graphic organizer presents the information in a manner that is
easy to follow.
6. The relationships presented in the graphic organizer are correct and
clear.
7. The form in which the graphic organizer portrays the information is
appropriate to the relationships being represented.
8. The graphic organizer demonstrates an understanding of the topic, its
relationships & related concepts.
9. The graphic organizer fulfills all the requirements of the assignment.
10. Overall, the graphic organizer represents the students‘ creativity in
presenting ideas.
TOTAL
Source: https://www.nps.gov/apco/learn/education/upload/Grading%20Rubrics.pdf
Assessment:
TASK 5: ON YOUR OWN

Encircle the letter of your answer.
1. The time and location in which a story takes place
A. Plot B. Setting C. Conflict D. Characterization
2. What is the genre name that uses characters, settings, and plots, that aren't real but could
resemble the truth?
A. Non-Fiction B. Fantasy C. Fiction D. Historical Fiction
3. The underlying meaning or main idea of a story is called the .
A. Theme B. Mood C. Plot D. Setting
4. The angle from which the story is told
A. Camera view B. Character view C. Point of view D. None of the above
5. The central, main character of a story is called the .
A. Antagonist B. Protagonist C. Antagonizer D. Instigator
6. The opposition of forces, essential to the plot is called ?
A. Setting B. Conflict C. Character D. Climax
7. The most exciting part of the story is called the .
A. Setting B. Exposition C. Climax D. Rising action
8. What is a person or animal which takes part in the action of a story called?
A. Setting B. Plot C. Character D. Narrator
9. What is the sequence of events involving characters and a central conflict called?
A. Setting B. Plot C. Character D. Conflict
10. The character who opposes the main character is called the .
I. Protagonist B. Antagonist C. Lead D. Narrator
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Feeling for Others

II. LEARNING COMPETENCY

EN9F-IIc-3.11.1: Use the correct production of English sounds: vowels sounds, consonant
sounds, diphthongs, etc.
EN9WC-IIc-10: Distinguish the features present in poetry and in prose
Objectives:
1. Identify the same vowel sounds, consonant sounds, and diphthongs in a poem/song
2. Determine the rhyme scheme of given lines in poetry
3. Compose a limerick with specific rhyme scheme
III. LEARNING CONTENT

Lesson: Rhyme Scheme
Materials:
1. Worksheets
2. Markers
References:
3. Teacher‘s Guide
IV. LEARNING TASKS
Introduction: Most of us love to listen to music. Some do so because the rhyme and rhythm
some can bring the same connected feelings. Let us see how we are caught by these rhyme and
rhythm in songs and even in poems.
TASK 1: JAZZ CHANT
The class will be divided into two. The right half would first ask the
questions, and the left half would answer them in melody through a
jazz chant.
Do bakers sell us rice? No, they don‘t. No, they don‘t.

Do bakers sell us cakes? Yes, they do. Yes, they do.
Do bakers sell us pies?Yes, they do. Yes, they do.
They sell us cakes, they sell pies, they do, they do.
Do butchers sell us pies? No, they don‘t. No, they don‘t.

Do butchers sell us pork? Do butchers sell us meat? Yes, they do. Yes, they do. Yes, they
do. Yes, they do.
They sell us pork, they sell meat, they do, they do.
Do grocers sell us meat? Do grocers sell us eggs? No, they don‘t. No, they don‘t.
Yes, they do. Yes, they do.
Do grocers sell us rice?Yes, they do. Yes, they do.
They sell us eggs, they sell rice, they do, they do.
Activity:
TASK 2: SOUND ALIKE
From the jazz chant, note all the words that sound the same. Write them in metacards and be
ready to present in class. Also, identify if the words have the same vowel sound or consonant
sounds.
rice - pies
yes - they
do - butchers
no – don‘t
sell - eggs
us - pies
Analysis:
TASK 3: READING POETRY

Why do you think most words in poetry rhyme? Read aloud Edgar Allan Poe‘s
Annabel Lee. Identify the words that rhyme at the end of the lines. List down
the words in your notebook.
Annabel Lee
by Edgar Allan Poe
It was many and many a year ago, In a

kingdom by the sea,
That a maiden there lived whom you may know By the
name of Annabel Lee;
And this maiden she lived with no other thought Than to
love and be loved by me.
I was a child and she was a child, In this

kingdom by the sea,
But we loved with a love that was more than love— I and my
Annabel Lee—
With a love that the wingèd seraphs of Heaven Coveted
her and me.
And this was the reason that, long ago, In this

kingdom by the sea,
A wind blew out of a cloud, chilling My
beautiful Annabel Lee;
So that her highborn kinsmen came And
bore her away from me,
To shut her up in a sepulchre In
this kingdom by the sea.
The angels, not half so happy in Heaven, Went

envying her and me—
Yes!—that was the reason (as all men know, In this
kingdom by the sea)
That the wind came out of the cloud by night, Chilling
and killing my Annabel Lee.
But our love it was stronger by far than the love Of those
who were older than we—
Of many far wiser than we—
And neither the angels in Heaven above Nor the
demons down under the sea Can ever dissever
my soul from the soul Of the beautiful Annabel
Lee;
For the moon never beams, without bringing me dreams Of the

And the stars never rise, but I feel the bright eyes Of the
And so, all the night-tide, I lie down by the side Of my
darling—my darling—my life and my bride, In her
sepulchre there by the sea—
In her tomb by the sounding sea.
Abstraction:
When a poem rhymes (or even when it doesn‘t), we sometimes use what is called a rhyme
scheme to keep track of which lines rhyme together. We do this by using letters.
The first line is labeled ―A,‖ and then any lines which rhyme with it are also labeled ―A.‖ The
next different line is labeled as ―B,‖ as are any lines which rhyme with it, and so on. So to take a
simple example, consider the poem below:
Homework Limerick
Why do we have homework after school?
This is so uncool. I so want to cry I want to deny
All of this homework after school.
Source: https://www.familyfriendpoems.com/poem/homework-limerick
A Fish Who Could Talk

There once was a fish who could talk.
He wanted to learn how to walk.
He got out from the sea,
Fell right onto me,
And I nearly died from great shock.
Source: https://www.familyfriendpoems.com/poem/a-fish-who-could-talk
The given examples are called limericks. A limerick is a five-line witty poem with a distinctive
rhythm. The first, second and fifth lines, the longer lines, rhyme. The third and fourth shorter
lines rhyme (AABBA). What effect does the rhyme scheme give the poem?
Application:
Task 3: LIMERICKS ABOUT ME
Make an autobiographical limericks. In other words, you will create a poem of five lines about
yourself. Observe the use of rhyme scheme. To be sure, label each line with corresponding letters.
For example:
I seem to be as prickly as a cactus spike A
But really I am as soft as the juicy flesh inside A
Suggested beginnings:
• I'm good at.../ I'm not good at... • I know a lot about... / I know nothing
• I used to be.../ But now I'm... about...
• I am.../ I am not... • I admire.../ I don't respect...
• If you.../ Then I'll… • I believe in... / I don't believe in...
• I like.:./ But I don't like...
LIMERICKS RUBRIC
4 3 2 1
Poem is unfinished
Poem contains 5 Poem lacks 2
Line Count Poem lacks 1 line. with 1 to 2 lines
lines. lines.
only.
Great word choice.
Words help reader
Words are Limited use of No descriptive words
see the meaning
Word Choice appropriate, juicy
of the poem.
descriptive words to in the poem.
with create ideas.
Original.
description
There were no 1-2 grammatical or 3-4 grammatical or
More than 4
Grammar/ grammatical or spelling errors were spelling errors were grammatical or
Spelling spelling errors found found throughout found through the spelling errors in the
throughout the the poem. poem. poem.
poem.
Uses a few
Uses rhyming words, Rhyming words are
Uses rhyming rhyming word
but not in a logical not used clearly.
word at the end clearly/logically.
Rhyme manner. Can't really Does not use
of each line. Has a The structure of tell the rhyme rhyming words at
Scheme
good rhyming the rhyme scheme. all. No rhyme
scheme structure. scheme is missing scheme.
pieces.
Reference: http://www.rcampus.com/rubricshowc.cfm?code=Y4WC9A&sp=true
Assessment:
TASK 4: CHECKPOINT
Identify the rhyme scheme of the poems given below.
Source: http://www.cobblearning.net/kimberlyjones/files/2017/01/rhyme-scheme-2-worksheet- 27n1yoa.pdf

LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Feeling For Others

information strategies, different forms of adverbs and following criteria: Focus, Voice, Delivery, and Facial
EN9F-IIc-3.11.1: Use the correct production of English sounds: vowel sounds, consonant
sounds, diphthongs, etc.
Objectives:
1. Use correct production of sounds in English such as diphthongs
2. Identify words with diphthongs
3. Demonstrate confidence in reading a poem containing words with diphthongs
II. LEARNING
CONTENT Lesson:
Diphthongs Materials:
1. Metacards
2. Handouts
3. Paper and Pen
References:
1. A Journey through Anglo-American Literature Learner‘s Manual
3. Speech Oral Communication Text-Workbook
III. LEARNING TASKS

Introduction: ―Nature has given to man one tongue, but two ears that we may hear from
twice as much as we speak.‖
~Epictetus
TASK 1: THE PROBLEM OF PRONUNCIATION

Read the poem aloud observing correct pronunciation.
When the English tongue we speak, Why is break not rhymed
with freak?
Will you tell me why it‘s true? We sat sew, but likewise few,
And the maker of the verse
Cannot cap his horse with worse?
Board sounds not then same as heard; Cord is different from
word;
Cow is cow, but low is low; Shoe is never rhymed with foe‘
Think of hose and dose and lose, And of goose and yet of
choose,
Think of comb and tomb and bomb, Doll and roll, and home
and some, And since pay is not rhymed with say, Why not
paid with said, I pray?
We have blood and food and good; Would is not pronounced
like could Therefor done, but gone and lone?
Is there any reason known? And, in short, its seems to me
Sounds and letter disagree.
Activity:
TASK 2: JUST ADD E
Add an e to the end of these short vowel words to make new long vowel words
Tub Can kit tap

Pin man
Rob Cub
TASK 3: WORDS ENDING IN Y

All of the words in the word box end in y. If the y word has a long e sound, like baby, write the
word under the baby. If the y word has a long i sound, like spy, write the word under the spy.
bunny very my sky happy
fly cry shiny penny shy
baby spy
Analysis:
Task 4: MADE-SOUND
A. Finish the sentences with one of the words below.
saucetaughtautumnfault
1. always arrives before winter.

2. We were the ABC‘s in kindergarten.
3. I like tomato on my spaghetti.
4. It wasn‘t my that the glass broke.
V. Finish the sentences with one of the words below.

join spoil soil voice
1. The scary witch had a screechy .

2. I planted the watermelon seeds in the .
3. I would like to the Boy Scouts.
4. If you leave the milk out, it will .
VI.Finish the sentences with one of the words below.

pound loud mountain mouth
1. The dentist said, ―Open your .‖
2. We got our new dog from the .
3. I love to hike on the .
4. Turn down the music! It‘s too .
VII. Finish the sentences with one of the words below.

blouse ground bouncy shout
1. My mom said, ―Don‘t . I can hear you.‖
2. For my birthday, I got a red ball.
3. I spilled juice all over my new .
4. During recess, I tripped and fell to the .
VIII. Finish the sentences with one of the words below.

lawn yawn hawk crawl
1. The baby just learned to .
2. We watched a circle in the sky.
3. To get allowance, I have to mow the .
4. During math class, I try not to .
IX. Finish the sentences with one of the words below.

cows clown meow flowers
1. I like to pick in the garden.

2. Our new little kitten said !
3. A funny performed at the circus.
4. Black and white grazed in the field.
X. Finish the sentences with one of the words below.

joyfulroyal enjoy loyal
1. The queen led the parade.

2. Christmas is a holiday!
3. I sleeping in late on Saturday.
4. My dog is a friend to me.
Abstraction:
TASK 5: TAKE NOTE

Diphthong is a close combination of two vowel elements pronounced as one
vowel with gliding articulation. It forms one syllable.
A. “AU” makes the sound in “AUTO.”

Find and circle the words with the AU sound.
B. “OI” makes the sound in “BOIL.”

Find and circle the words with the OI sound.
C. “OU” makes the sound in “CLOUD.”

Find and circle the words with the OU sound.
D. “AW” makes the sound in “SAW.”

Find and circle the words with the AW sound.
E. “EW” makes the sound in “JEWEL.”
Find and circle the words with the EW sound.
F. “OW” makes the sound in “OWL.”

Find and circle the words with the OW sound.
G. “OY” makes the sound in “TOY.”

Find and circle the words with the OW sound.
Source: file:///D:/from%20C/Downloads/phonics-fun-vowels-diphthongs-workbook[1].pdf
Application:
TASK 6: BRAINSTORMING LISTS
Work by groups. Come up with a list of words that contain diphthong(s).
Afterwards, present your output to the class.
For example, words toy, boy, soy, loyal, and royal for the "oy"
diphthong, and boil, foil, soil, coin, and noise for the "oi"
diphthong.
Assessment:
TASK 7: CHECKPOINT
In ach set of words below, encircle the word with a different diphthong.
1. rate late time Kate

2. out shout toil about
3. ride pray nice ice
4. joy borrow toy boy
5. line boil fine quite
6. life file lame smile
7. widow annoy employ destroy
8. place same crime name
9. soil loud proud cloud
10. fate race point base
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Supporting Others‟ Advocacies
EN9LT-IId-15: Analyze literature as a means valuing other people and their various
EN9VC-IId-22: Agree or disagree with the ideas presented in the material viewed EN9G-IIe- 20:
Use conditionals in expressing arguments
Objectives:
1. Read and analyze the literary text as a means of appreciating other people and their
situations
2. Share personal opinion about the ideas presented in the material viewed
3. Appreciate the significance of supporting other people‘s advocacies for the good of
society

Lesson: “Ida B. Wells-Barnett and Her Passion for Justice” by Lee D. Baker
Materials:
2. TV Monitor and Speaker
3. Copy of ―Advocacy Advertisement‖ Rubric
References:
3. Patterns and Practices in the Learning- Focused Classroom by Lipton & Wellman
III. LEARNING TASKS
Introduction: Concerned and active citizens of a community usually champion certain policies
for the good of society. Their cry for help would be heard and acted upon with urgency if they
could solicit the support of the greater majority
– as the support of every individual would count.
Preliminary Activity
TASK 1: STICKY
NOTES!
 The teacher will hand out post-it notes to everyone in the class. In your sticky notes, write
your thoughts, comments, reactions regarding the following quotation:
―It's not enough to have lived.

We should be determined to live for something. May I suggest that it be
creating joy for others,
sharing what we have for the betterment of personkind, bringing hope to
the lost and love to the lonely.‖
-Leo Buscaglia
 Post your notes on the board and be ready to share your thoughts with the class as your
teacher picks your work.
Activity:
TASK 2: WORTH CONTEMPLATING

Watch the video clip about justice. Share with the class your personal opinion
about the ideas presented in the video clip.
Source: http://www.youtube.com/watch?v=JDaJa8LansM
TASK 3: THE FIRST WORD

 Work on the concept of justice with your group.
 Write the word JUSTICE vertically down the side of a page.
 Make a short phrase or sentence that begins with each letter of the word and offers important
characteristics about the topic.
JUSTICE
Sample First Word:
Sun is the star at the end of the solar system.

Orbits are the paths that planets take around the Sun.
Lunar eclipses occur when the Moon is blocked by the Earth.
Asteroids are big rocks that orbit the Sun.
Rings – the planet Saturn has them.
Saturn is the sixth planet from the Sun.

You can see some planets with your naked eye.
Some other planets are: Earth, Venus, Mars, Jupiter, Pluto and Neptune
The Earth is the only planet with life on it. Every year, the Earth orbits the Sun once. Mercury
is the planet closest to the Sun.
Analysis:

Read ―Ida B. Wells-Barnett and her Passion for Justice‖ by Lee D. Baker on
p. 173 of your learner‘s material and then answer the following questions in
your notebook.
Who was Ida B. Wells-Barnett and how did she contribute to the Civil Rights Movement?
What does ―lynching‖ means? How did she respond to it?
Why was her case against the railroad company so important even though in the end, she lost the
case?
TASK 5: ALL ABOUT IDA

With your group, accomplish the following tasks that will be assigned by your teacher.
Group 1: Construct a timeline of significant events in the life of Ida B. Wells- Barnett.
Group 2: Identify various civil rights issues that concerned Ms. Wells-Barnett
Group 3: Examine and evaluate Miss Wells‘ responses to discrimination.
Group 4: Analyze the impact that Miss Wells had on history.
Abstraction:
TASK 6: AD-VOCACIES
Below is a list of advocacies. Choose one from the list that your group
would like to support.
 No to Violence Against Women
 Environmental Advocacy – protecting the air and water
 Anti-Bullying
 No to Drugs
Create an advertisement for your chosen advocacy based on the medium that will be assigned to
your group.
Group 1 Group 2
Group 3 Group 4
Application:
TASK 7: IN FOCUS
Based from the issue you have chosen previously, make use of or watch out for
the following conditionals in expressing your arguments and fallacies.
 Hasty generalization
Definition: Making assumptions about a whole group or range of cases based on a sample that
is inadequate (usually because it is atypical or too small). Stereotypes about people
(―librarians are shy and smart,‖ ―wealthy people are snobs,‖ etc.) are a common example of
the principle underlying hasty generalization.
Example: ―My roommate said her philosophy class was hard, and the one I‘m in is hard, too.
All philosophy classes must be hard!‖ Two people‘s experiences are, in this case, not enough
on which to base a conclusion.
 Missing the point

Definition: The premises of an argument do support a particular conclusion — but not the
conclusion that the arguer actually draws.
Example: ―The seriousness of a punishment should match the seriousness of the crime.
Right now, the punishment for drunk driving may simply be a fine. But drunk driving is a
very serious crime that can kill innocent people. So the
death penalty should be the punishment for drunk driving.‖ The argument actually supports
several conclusions—‖The punishment for drunk driving should be very serious,‖ in particular
—but it doesn‘t support the claim that the death penalty, specifically, is warranted.
 Post hoc (also called false cause)

This fallacy gets its name from the Latin phrase ―post hoc, ergo propter hoc,‖ which
translates as ―after this, therefore because of this.‖
Definition: Assuming that because B comes after A, A caused B. Of course, sometimes one
event really does cause another one that comes later—for example, if I register for a class,
and my name later appears on the roll, it‘s true that the first event caused the one that came
later. But sometimes two events that seem related in time aren‘t really related as cause and
event. That is, correlation isn‘t the same thing as causation.
Examples: ―President Jones raised taxes, and then the rate of violent crime went up. Jones is
responsible for the rise in crime.‖ The increase in taxes might or might not be one factor in the
rising crime rates, but the argument hasn‘t shown us that one caused the other.
 Slippery slope
Definition: The arguer claims that a sort of chain reaction, usually ending in some dire
consequence, will take place, but there‘s really not enough evidence for that assumption. The
arguer asserts that if we take even one step onto the ―slippery slope,‖ we will end up sliding
all the way to the bottom; he or she assumes we can‘t stop partway down the hill.
Example: ―Animal experimentation reduces our respect for life. If we don‘t respect life, we
are likely to be more and more tolerant of violent acts like war and murder. Soon our society
will become a battlefield in which everyone constantly fears for their lives. It will be the end
of civilization. To prevent this terrible consequence, we should make animal experimentation
illegal right now.‖
Since animal experimentation has been legal for some time and civilization has not yet ended,
it seems particularly clear that this chain of events won‘t necessarily take place. Even if we
believe that experimenting on animals reduces respect for life, and loss of respect for life
makes us more tolerant of violence, that may be the spot on the hillside at which things stop
—we may not slide all the way down to the end of civilization. And so we have not yet been
given sufficient reason to accept the arguer‘s conclusion that we must make animal
experimentation illegal right now.
Like post hoc, slippery slope can be a tricky fallacy to identify, since sometimes a chain of
events really can be predicted to follow from a certain
action. Here‘s an example that doesn‘t seem fallacious: ―If I fail English 101, I won‘t be
able to graduate. If I don‘t graduate, I probably won‘t be able to get a good job, and I may
very well end up doing temp work or flipping burgers for the next year.‖
 Weak analogy
Definition: Many arguments rely on an analogy between two or more objects, ideas, or
situations. If the two things that are being compared aren‘t really alike in the relevant
respects, the analogy is a weak one, and the argument that relies on it commits the fallacy of
weak analogy.
Example: ―Guns are like hammers—they‘re both tools with metal parts that could be used to
kill someone. And yet it would be ridiculous to restrict the purchase of hammers—so
restrictions on purchasing guns are equally ridiculous.‖ While guns and hammers do share
certain features, these features (having metal parts, being tools, and being potentially useful
for violence) are not the ones at stake in deciding whether to restrict guns. Rather, we restrict
guns because they can easily be used to kill large numbers of people at a distance.
This is a feature hammers do not share—it would be hard to kill a crowd with a hammer.
Thus, the analogy is weak, and so is the argument based on it.
If you think about it, you can make an analogy of some kind between almost any two things
in the world: ―My paper is like a mud puddle because they both get bigger when it rains (I
work more when I‘m stuck inside) and they‘re both kind of murky.‖ So the mere fact that you
can draw an analogy between two things doesn‘t prove much, by itself.
Arguments by analogy are often used in discussing abortion—arguers frequently compare
fetuses with adult human beings, and then argue that treatment that would violate the rights of
an adult human being also violates the rights of fetuses. Whether these arguments are good or
not depends on the strength of the analogy: do adult humans and fetuses share the properties
that give adult humans rights? If the property that matters is having a human genetic code or
the potential for a life full of human experiences, adult humans and fetuses do share that
property, so the argument and the analogy are strong; if the property is being self-aware,
rational, or able to survive on one‘s own, adult humans and fetuses don‘t share it, and the
analogy is weak.
 Appeal to authority
Definition: Often we add strength to our arguments by referring to respected sources or
authorities and explaining their positions on the issues we‘re discussing. If, however, we try
to get readers to agree with us simply by
impressing them with a famous name or by appealing to a supposed authority who really isn‘t
much of an expert, we commit the fallacy of appeal to authority.
Example: ―We should abolish the death penalty. Many respected people, such as actor Guy
Handsome, have publicly stated their opposition to it.‖ While Guy Handsome may be an
authority on matters having to do with acting, there‘s no particular reason why anyone should
be moved by his political opinions—he is probably no more of an authority on the death
penalty than the person writing the paper.
Source: http://writingcenter.unc.edu/handouts/fallacies/
Assessment:
TASK 8: WHAT ARE YOU THINKING RIGHT NOW?
 Think of an advocacy that you personally want to support.
 Post your support on your chosen advocacy on your Facebook timeline.
 Tag as many friends as you can (including your teacher).
ADVOCACY ADVERTISEMENT RUBRIC

Criteria 1 2 3
There were a sufficient
There were very little, if any, There were very few
facts and/or opinions given convincing facts and opinions number of facts and
Content about the advocacy given about the advocacy opinions to support why
people should buy your
product.
It was clear who your audience
Your advertisement did not
It was unclear who your was.
connect with your intended
audience was. You connected well with
Audience audience
Nothing about the your audience and provided a
Persuasion advertisement was convincing
Very little of the
advertisement was convincing argument as to
or useful for promoting the why they should support your
convincing to promote your
advocacy advocacy
advocacy
The slogan was not effective in The slogan was mildly The slogan was very
Slogan describing effective in describing and effective in describing and
promoting the advocacy. promoting the advocacy. promoting the advocacy.
The team did not work together
There is sufficient evidence of
during the creating process.
There is very little evidence to the creation process of the
The final product was
the creation process. The team advertisement.
unorganized, messy, and was
worked well together at times, The team worked well together
not suitable for this task.
Final Presentation There is no evidence of the
but was not consistent. and stayed on task consistently.
The final presentation was The final production was a great
process taken for
average. example of a successful
promoting the advocacy.
advertisement.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=E29556&
IDA B. WELLS-BARNETT AND HER PASSION FOR JUSTICE
by Lee D. Baker
Ida B. Wells-Barnett was a fearless anti-lynching crusader, suffragist, women's rights advocate,
journalist, and speaker. She stands as one of our nation's most uncompromising leaders and most ardent
defenders of democracy. She was born in Holly Springs, Mississippi in 1862 and died in Chicago, Illinois
in1931 at the age of sixty- nine.
Although enslaved prior to the Civil War, her parents were able to support their seven children
because her mother was a "famous" cook and her father was a skilled carpenter. When Ida was only
fourteen, a tragic epidemic of Yellow Fever swept through Holly Springs and killed her parents and
youngest sibling. Emblematic of the righteousness, responsibility, and fortitude that characterized her life,
she kept the family together by securing a job teaching. She managed to continue her education by
attending nearby Rust College. She eventually moved to Memphis to live with her aunt and help raise her
youngest sisters. It was in Memphis where she first began to fight (literally) for racial and gender justice.
In 1884 she was asked by the conductor of the Chesapeake & Ohio Railroad Company to give up her seat
on the train to a white man and ordered her into the smoking or "Jim Crow" car, which was already
crowded with other passengers. Despite the 1875 Civil Rights Act banning discrimination on the basis of
race, creed, or color, in theaters, hotels, transports, and other public accommodations, several railroad
companies defied this congressional mandate and racially segregated its passengers. It is important to
realize that her defiant act was before Plessy v. Ferguson (1896), the U.S. Supreme Court decision that
established the fallacious doctrine of "separate but equal," which constitutionalized racial segregation.
Wells wrote in her autobiography:
I refused, saying that the forward car [closest to the locomotive] was a smoker, and as I was in the
ladies' car, I proposed to stay. . . [The conductor] tried to drag me out of the seat, but the moment he
caught hold of my arm I fastened my teeth in the back of his hand. I had braced my feet against the seat in
front and was holding to the back, and as he had already been badly bitten he didn't try it again by
himself. He went forward and got the baggage man and another man to help him and of course they
succeeded in dragging me out.
Wells was forcefully removed from the train and the other passengers—all whites-- applauded. When
Wells returned to Memphis, she immediately hired an attorney to sue the railroad. She won her case in the
local circuit courts, but the railroad company appealed to the Supreme Court of Tennessee, and it reversed
the lower court's ruling. This was the first of many struggles Wells engaged, and from that moment
forward, she worked tirelessly and fearlessly to overturn injustices against women and people of color.
Her suit against the railroad company also sparked her career as a journalist. Many papers wanted to
hear about the experiences of the 25-year-old school teacher who stood up against white supremacy. Her
writing career blossomed in papers geared to African American and Christian audiences.
In 1889 Wells became a partner in the Free Speech and Headlight. The paper was also owned by Rev.
R. Nightingale-- the pastor of Beale Street Baptist Church. He "counseled" his large congregation to
subscribe to the paper and it flourished, allowing her to leave her position as an educator.
In 1892 three of her friends were lynched –Thomas Moss, Calvin McDowell, and Henry Stewart.
These three men were owners of People's Grocery Company, and their small grocery had taken away
customers from competing white businesses. A group of angry white men thought they would "eliminate"
the competition so they attacked People's grocery, but the owners fought back, shooting one of the
attackers. The owners of People's Grocery were arrested, but a lynch-mob broke into the jail, dragged
them away from town, and brutally murdered all three. Again, this atrocity galvanized her mettle. She
wrote in The Free Speech.
The city of Memphis has demonstrated that neither character nor standing avails the Negro if he
dares to protect himself against the white man or become his rival. There is nothing we can do about the
lynching now, as we are outnumbered and without arms. The white mob could help itself to ammunition
without pay, but the order is rigidly enforced against the selling of guns to Negroes. There is therefore
only one thing left to do; save our money and leave a town which will neither protect our lives and
property, nor give us a fair trial in the courts, but takes us out and murders us in cold blood when accused
by white persons.
Many people took the advice Wells penned in her paper and left town; other members of the Black
community organized a boycott of white owned business to try to stem the terror of lynchings. Her
newspaper office was destroyed as a result of the muckraking and investigative journalism she pursued
after the killing of her three friends. She could not return to Memphis, so she moved to Chicago. She
however continued her blistering journalistic attacks on Southern injustices, being especially active in
investigating and exposing the fraudulent "reasons" given to lynch Black men, which by now had become
a common occurrence. In Chicago, she helped develop numerous African American women and reform
organizations, but she remained diligent in her anti-lynching crusade, writing Southern Horrors: Lynch
Law in All Its Phases. She also became a tireless worker for women's suffrage, and happened to march in
the famous 1913 march for universal suffrage in Washington, D.C. Not able to tolerate injustice of any
kind, Ida B. Wells-Barnett, along with Jane Addams, successfully blocked the establishment of
segregated schools in Chicago.
In 1895 Wells married the editor of one of Chicago's early Black newspapers. She wrote: "I was
married in the city of Chicago to Attorney F. L. Barnett, and retired to what I thought was the privacy of a
home." She did not stay retired long and continued writing and organizing. In 1906, she joined with
William E.B. DuBois and others to further the Niagara Movement, and she was one of two African
American women to sign "the call" to form the NAACP in 1909. Although Ida B. Wells was one of the
founding members of the National Association for the Advancement of Colored People (NAACP), she
was also among the few Black leaders to explicitly oppose Booker T. Washington and his strategies. As a
result, she was viewed as one the most radical of the so-called "radicals" who organized the NAACP and
marginalized from positions within its leadership. As late as 1930, she became disgusted by the nominees
of the major parties to the state legislature, so Wells-Barnett decided to run for the Illinois State
legislature, which made her one of the first Black women to run for public office in the United States. A
year later, she passed away after a lifetime crusading for justice. Lee D. Baker, April 1996. (ldbaker at
acpub.duke.edu) Source: Franklin, Vincent P. 1995 Living Our Stories, Telling Our Truths:
Autobiography and the Making of African American Intellectual Tradition. 1995: Oxford University
Press.
Source: http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Seeking Justice for Others
EN9LT-IIg-15: Analyze literature as a means of valuing other people and their circumstances in
life
EN9LT-IIg-2.2.3: Determine tone, mood, technique, and purpose of the author
Objectives:
1. Analyze the speech as a means of looking closely at situations the country is facing at
present
2. Determine the tone, mood, technique and purpose of the author/speaker his piece
3. Create a poster depicting one‘s dreams for the Philippines

Lesson: “I Have a Dream” by Langston Hughes
Materials:
1. Illustrations
2. Laptop
3. Speaker
References:
III. LEARNING TASKS
Introduction: How do we seek justice for others? Who will seek justice for them? When is the
right time to liberate our brothers from injustices and discrimination? How do you contribute to
an equitable, respectful, and just society for everyone?
TASK 1: THINK TANK
Listen to the song ―Imagine‖ by John Lennon. Some lines will be lifted
from the song. You will be continuing those lines with your own answers.
Source: https://www.youtube.com/watch?v=RwUGSYDKUxU
Imagine there's no heaven… Imagine there's no countries…
http://weknowyourdreams.com/image.php?pic=/i https://cdn.theculturetrip.com/wp-content/
mages/heaven/heaven-08.jpg uploads/2017/01/flag-map-denmark-puerto.jpg
Imagine no possessions… Imagine all the people…
https://www.timedoctor.com/blog/images/2015/03/ Time-
Doctor-Whats-the-Cheapest-Way-to-Send- Money-to-the- http://salvationist.ca/wp-content/uploads/2012/10
Philippines.jpg /diversity.jpg
Activity:
TASK 2: LISTENING CORNER
Listen to the song ―I Have a Dream‖ by Westlife. Pay attention to its lyrics.
Then, look at the pictures presented below.
Source: https://
Sources: https://glemmelo.com/2014/07/28/povertyinthephilippines/ http://philippineslifestyle.com/blog/2015/01/20/study-shows-

traffic-philippines-ranks-9th-worst-world/
Sources: http://www.philstar.com/opinion/2014/04/15/1312780/editorial-citizen-engagement
http://www.rappler.com/nation/55127-education-goals-updates-unesco
Look closely at the pictures depicting current situations in the

Philippines. What social problems are depicted in the pictures? What
kind of changes would you want for the country?
Analysis:
TASK 3: YOUR TEXT
Read Martin Luther King Jr.‘s speech entitled ―I Have A
Dream‖ on pages 186 to 190 of Learner‘s Material in English.

Catch Martin Luther King‘s dreams in the graphic organizer. Highlight his most
important dreams about change, liberation, and social justice. (LM, P.190)
Abstraction:
TASK 5: IN HIS SHOES
Read the speech once again. Determine the tone, mood, technique, and purpose of the
author. (LM, p.191)
Tone of my speech…. Mood of my speech….
Technique used in my speech…. My purpose in writing the speech….
Application:
TASK 6: SAY IT IN A POSTER

Look back to the pictures you have analyzed earlier.
You were asked what kind of changes you would
want for the country. This time, make a representation
of your dreams for the country in a poster.
POSTER MAKING RUBRIC
CRITERIA 10 8 6 4
Relevance All graphics are All graphics are All graphics Graphics do not
related to the related to the relate to the relate to the
topic and make topic and most topic. Most topic OR several
it easier to make it easier to borrowed borrowed
understand. All understand. All graphics have a graphics do not
borrowed borrowed source citation. have a source
graphics have a graphics have a citation.
source citation. source citation.
Originality Several of the One or two of the The graphics are No graphics made
graphics used on the graphics used on the made by the student, by the student are
poster reflect a poster reflect but are based on the included.
exceptional degree student creativity in designs or ideas of
of student creativity their creation and/or others.
in their creation display.
and/or display.
Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in acceptably distractingly
attractive in terms of design, attractive messy or very
terms of design, layout and though it may be poorly designed.
layout, and neatness. a bit messy. It is not
neatness. attractive.
Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1357669&
Assessment
TASK 7: SIGNS AND SYMBOLS

Consider Martin Luther King‘s I Have a Dream as a sample piece
of Reader‘s Theater. Draw two (2) columns in your notebook.
Pick ten (10) lines or sentences which you would like to deliver.
Write these lines on the left column of your notebook and indicate
on the right column nonverbal communication tools such as facial
expressions, gestures, and poses appropriate to these lines.
I HAVE A DREAM
by Martin Luther King Jr.
I am happy to join with you today in what will go down in history as the greatest demonstration for
freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of
Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to
end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred
years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of
discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a
vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners
of American society and finds himself an exile in his own
land. And so we've come here today to dramatize a shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects of our republic
wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a
promissory note to which every American was to fall heir. This note was a promise that all men, yes,
black men as well as white men, would be guaranteed the unalienable rights of life, liberty and the pursuit
of happiness. It is obvious today that America has defaulted on this promissory note, insofar as her
citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro
people a bad check, a check which has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are
insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check,
a check that will give us upon demand the riches of freedom and the security of justice.
We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no
time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the
time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of
segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of
racial injustice to the solid rock of brotherhood.
Now is the time to make justice a reality for all of God's children. It would be fatal for the nation to
overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not
pass until there is an invigorating autumn of freedom and equality – 1963 is not an end, but a beginning.
Those who hope that the Negro needed to blow off steam and will now be content will have a rude
awakening if the nation returns to business as usual.
There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights.
The whirlwinds of revolt will continue to shake the foundations of our nation until the bright days of
justice emerge. And that is something that I must say to my people who stand on the worn threshold
which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of
wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness
and hatred.
We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow
our creative protests to degenerate into physical violence. Again and again we must rise to the majestic
heights of meeting physical force with soul force.
The marvelous new militancy which has engulfed the Negro community must not lead us to distrust
of all white people, for many of our white brothers, as evidenced by their presence here today, have come
to realize that their destiny is tied up with our destiny.
They have come to realize that their freedom is inextricably bound to our freedom. We cannot walk
alone. And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back.
There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never
be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality.
We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging
in the motels of the highways and the hotels of the cities.
We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one.
We can never be satisfied as long as our children are stripped of their adulthood and robbed of their
dignity by signs stating "For Whites Only."
We cannot be satisfied as long as the Negro in Mississippi cannot vote and the Negro in New York
believes he has nothing for which to vote.
No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters, and
righteousness like a mighty stream.
I am not unmindful that some of you have come here out of great trials and tribulations. Some of you
have come fresh from narrow jail cells. And some of you have come from areas where your quest for
freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You
have been the veterans of creative suffering.
Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go
back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the
slums and ghettos of our Northern cities, knowing that somehow this situation can and will be changed.
Let us not wallow in the valley of despair.
I say to you today, my friends, though, even though we face the difficulties of today and tomorrow, I
still have a dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We
hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia sons of former slaves and the sons of former
slave-owners will be able to sit down together at the table of brotherhood.I have a dream that one day
even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of
oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will not be judged
by the color of their skin but by the content of their character. I have a
dream…
I have a dream that one day in Alabama, with its vicious racists, with its governor having his lips
dripping with the words of interposition and nullification, one day right there in Alabama little black boys
and black girls will be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today…I have a dream that one day every valley shall be exalted, and every hill and
mountain shall be made low. The rough places will be made plain, and the crooked places will be made
straight. And the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope.
This is the faith that I go back to the South with. With this faith we will be able to hew out of the
mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of
our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to
pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that
we will be free one day.
This will be the day when all of God's children will be able to sing with new meaning.
―My country 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the
pilgrim's pride, from every mountainside, let freedom ring.‖ And if America is to be a great nation, this
must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring
from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of
Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the
curvaceous slopes of California.
But not only that. Let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout
Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi, from every
mountainside. Let freedom ring…
When we allow freedom ring – when we let it ring from every village and every hamlet, from every
state and every city, we will be able to speed up that day when all of God's children, black men and white
men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the
old Negro spiritual,
―Free at last, Free at last, Great God a-mighty, We are free at last.‖
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Seeking Justice For Others
Content Standard:
The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means
of valuing other people; also how to use processing
information strategies, different forms of adverbs and
conditionals for him/her to play an active part in a
Performance Standard:
The learner proficiently plays an active part in a
Chamber Theatre presentation through employing
effective verbal and non- verbal strategies based on the
following criteria: Focus, Voice, Delivery, Facial
Expressions, Style and Body Movements or Gestures.
EN9LT-IIe-2.2.2: Explain the literary devices used
Objectives:
1. React and share personal opinion about a viewed video and ideas listened to
2. Explain the literary devices used
3. Show self-confidence when expressing opinion

Lesson: Literary Devices - Repetition, Parellelism, Metaphor, Analogy
Materials:
1. Speaker
2. Handouts
3. Pen and Paper
References:
III. LEARNING TASKS

Introduction: How do we seek justice for others? Who will seek justice for them? When is the
right time to liberate our brothers from injustices and discrimination?
Task 1: Share your opinions on Martin Luther King‘s quotation.
“Now is the time to make real promises of democracy. Now is the time to rise from the
dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to
open the doors of opportunity to all of God’s children. Now is the time to lift our nation from the
quick sands of racial injustice to the solid rock of brotherhood.”
~ Martin Luther King Jr., I Have a Dream
Activity:
TASK 2: BLACK OUT!

Two friends were trapped in the school library for twelve hours
without light. Think about of five things the two friends might be
deprived of. Write your answer in your notebook.
TASK 3: IMAGINE
View and listen to the song Imagine by John Lennon. List five (5) lines from the song and five (5)
photos from the video that strike you the most. Cite your opinion about these lines.
Source: https://www.youtube.com/watch?v=t_YXSHkAahE
TASK 3: FOUR PICTURES, ONE IDEA

Identify the words being described by the photos below. All of these words have to do with
social injustice.
How do you contribute to an equitable, respectful and just society for everyone?
Analysis:
TASK 4: GEOGRA-TURE (GEOGRAPHY AND LITERATURE)

Read again Martin Luther King Jr.‘s ―I Have a Dream‖. Notice how
Martin Luther King Jr. used geographical orientations as vehicles of idea.
Match Column A with Column B to complete King‘s characterization of
social injustice in his time.
COLUMN A COLUMN B
1. island a. ( of poverty)
2. ocean b. ( of racial justice)
3. valley c. ( despair)
4. sunlit path d. ( of prosperity)
5. quick sands e. ( of racial injustice)
6. rock f. ( justice)
7. waters g. ( of brotherhood)
8. a mighty stream h. ( of freedom and justice)
9. an oasis i. ( righteousness)
10. mountain j. ( of segregation and later, of despair)
Abstraction:
TASK 5: DREAM CATCHER

Catch Martin Luther King‘s dream in your own graphic organizer. Highlight his
most important dreams about change, liberation and social justice.
Application:
TASK 6: DEVICE DELIVERED
Scan the text I Have a Dream once again. Locate the following literary devices used in the text.
LITERARY DEVICES EXAMPLES STATED IN THE TEXT
Repetition
Parallelism
Metaphor
Analogy
Repetition - a literary device that repeats the same words or phrases a few times to make an idea
clearer.
Examples:
1.I‘m nobody! Who are you? Are
you nobody too?
Then there‘s a pair of us-don‘t tell!
They‘d banish us you know.
2. Because I do not hope to turn again
Because I do not hope
Because I do not hope to turn…
Parallelism - is the use of components in a sentence that are grammatically the
same; or similar in their construction, sound, meaning or meter.
Examples: 1. Like father, like son
2. Flying is fast, comfortable and safe
Metaphor - is a figure of speech which makes an implicit, implied or hidden comparison between
two things that are unrelated but share some common characteristics.
Examples: 1. My brother was boiling mad.
2. The assignment was a breeze.
Analogy- a comparison in which an idea or a thing is compared to another thing that is quite different
from it.
Examples: 1. Just like a sword is the weapon of a warrior, a pen is the weapon of a writer.
2. ―The white mares of the moon rush along sky
Beating their golden hoofs upon the glass Heavens.‖
Assessment:
TASK 7: CHECKPOINT
Explain what literary device is used in the following passages and lines.
1. ―They crowded very close about him, with their hands always on him in a careful, caressing grip, as
though all the while feeling him to make sure he was there. It was like men handling a fish which is still
alive and may jump back into the water.‖
2. ―Shall I compare Thee to a summer‘s Day‖
3. What‘s in a name? That which we call a rose By any
other word would smell as sweet.
So Romeo would, were he not Romeo called
4. ―She is all states, and all princes, I.‖
5. ―It was the best of times, it was the worst of times, it was the age of wisdom, it was the age
of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of
Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair.‖
6. I looked upon the rotting sea, And
drew my eyes away;
I looked upon the rotting deck, And
there the dead men lay.
7. ―What the hammer? What the chain? In
what furnace was thy brain?
What the anvil? What dread grasp Dare
its deadly terrors clasp?‖
8. ―A horse is a horse, of course, of course, And
no one can talk to a horse of course
That is, of course, unless the horse is the famous Mister Ed.‖
9. ―Henry was a lion on the battlefield.‖
10. ―This flea is you and I, and this
Our marriage bed, and marriage temple is‖
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Seeking Justice for Others
EN9G-IIe20: Use conditionals in expressing arguments
Objectives:
1. Differentiate real from unreal conditionals
2. Use the correct form of real and unreal conditionals
3. Use conditionals in expressing arguments about social and environmental issues

Lesson: Present Real Conditionals and Present Unreal Conditionals
Materials:
1. Illustrations
2. Activity Sheets
3. Powerpoint Presentation
References:
III. LEARNING TASKS

Introduction: “The only way forward, if we are going to improve the quality of the environment, is to get
everybody involved.‖ - Richard Rogers
TASK 1: PONDER ON
Give your comments about the following quotations.
Sources:
https://s-media-cache-ak0.pinimg.com/originals/f1/66/15/f16615b2876a4141bf586fb83efaa45b.jpg
http://i.quoteaddicts.com/media/q1/1556180.png
https://quotefancy.com/quote/3247/Mahatma-Gandhi-Earth-provides-enough-to-satisfy-every- man-s-needs-but-
not-every-man-s
Activity:
TASK 2: THINK TANK

Provide possible solution/s for the following situation.
1. At home you have collected bags of old receipts, used papers, worn out
clothes, plastic bottles, and damaged toys.
2. Your nearby vacant lot has full of trash.
3. You watch from a TV program that there is a drive for cleaning the beach in Lucena City.
Analysis:
TASK 3: WEIGHING SITUATION

Which of the following is considered to be a real situation? unreal situation? Add more
situations to the list and categorize them.
1. I have a billion dollar account.

2. The weather is nice.
3. My classmate has a mental telepathy.
4. Our classroom is fully air conditioned.
Abstraction:
PRESENT CONDITIONAL
The Present Real Conditional is used to talk about what you normally do in real-life situations.
Form
[If / When ... Simple Present ..., ... Simple Present ...] [...
Simple Present ... if / when ... Simple Present ...]
Examples:
When I have a day off from work, I often go to the beach. If the
weather is nice, she walks to work.
Jerry helps me with my homework when he has time.
The Present Unreal Conditional is used to talk about what you would generally do in imaginary
situations
FOR
M [If ... Simple Past ..., ... would + verb ...]
[... would + verb ... if ... Simple Past ...]
Examples:
She would travel around the world if she had more money. But she doesn’t have much money.
I would read more if I didn't watch so much TV. Mary would
move to Japan if she spoke Japanese.
Application:
TASK 4: ON YOUR OWN
A. Below are three important social and environmental issues today. We
all know for a fact that in one way or another, these issues do not benefit
people, but also bring harm to others. What is your stand in each of the
illustrated issue? USE PRESENT REAL CONDITIONALS in presenting
your arguments.
MINING
https://3c1703fe8d.site.internapcdn.net/new man/gfx/news/hires/2012/residentssay.jpg
OIL EXPLORATION
http://tafteastgate.ph/wp-content/uploads/
2015/02/oil-flare-cebu.jpg
QUARRYING
/2014/06/Kalibutan-Quarrying-in-Montalban- Rizal-1.jpg
B. Below are optimistic expressions of the status of social justice today. Do you agree or disagree
with the expressions below. Present your arguments using PRESENT UNREAL
CONDITIONALS.
1. We live in a fair and just society. I agree/I disagree because…
2. It is important to treat others with justice and fairness. I agree/disagree because…
3. Revenge can sometimes be justified. I agree/disagree because…
4. There is justice and fairness in my school. I agree/disagree because
Assessment:
TASK 5: CHECKPOINT
A. Conjugate the verb in parentheses in the correct tense used in the second
conditional sentence.
1. If he (work) more, he would finish in time.
2. They would do well on the test if they (study) more.
3. If I (be) you, I would run for president!
4. Mary (buy) a new jacket if she had enough money.
5. If Jason flew to New York, he (visit) the Empire State Building.
6. We (take) a break, if our boss weren't so nervous today.
7. If Sally (go), she wouldn't return!
8. Alan wouldn't know if you (ask) him.
9. Jennifer (refer) you for the position if she thought you were qualified.
10. Alison wouldn't help them if they (not ask) for help.
B. Complete the following sentences using either real or unreal conditional clauses.
1. If I felt better today, .
2. If you get sick, .
3. If you had done what I told you, .
4. If anyone asks for me, .
5. If anyone insults me, .
6. If we have time, .
7. If everybody feels this is a good idea, .
8. If the world population continues to grow, .
9. He would be happy if .
10. He would learn English faster if .
11. We would have been there by now if .
12. You should exercise more often if .
13. We wouldn‘t have run out of gas if .
14. If I won the lottery, .
15. I would give some money to the charities if .
Source: http://www.azargrammar.com/assets/advanced/UUEGTeacher-Created
Worksheets/Worksheets20/RealUnrealCondClauses.pdf
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Overcoming Indifference

EN9LT-IIf-15: Analyze literature as a means of valuing other people and their various
EN9VC-IIf-23: Share personal opinion about the ideas presented in the material viewed
Objectives:
1. Read the literary text and analyze the feeling it conveys
2. Make a judgment on circumstances that may be encountered in school, home or
community
3. Recognize that one‘s character can have an effect on others

Lesson: “By the Railway Side” by Alice Meynell
Materials:
2. Tarpapel for the Activity
3. Copy of ―Writing a Short Essay‖ Rubric
References:
III. LEARNING TASKS
Introduction: Indifference can hinder harmonious relationship among people – as it entails not
caring about what other people do. Human relationships will definitely not survive if people will
become indifferent toward each other. Therefore, indifference is a challenge that we all have to
overcome.
TASK 1: UNLIKELY RAFFLE
Life is no longer possible on Earth. A rocket ship has been built to carry
six people to another planet and start a new life. A raffle was done to
select the final ten people whom you can choose the final six from.
Which six would you take and which four would you leave behind and
why?
Yes No
A. A classmate who bullies you since grade school
B. Your teacher whom you find terrible
C. Your snobbish crush
D. A corrupt politician
E. Your family doctor with a fake professional license
F. Your nagging neighbor
G. A famous terrorist
H. A former convict
I. Your stubborn sister or brother
J. Your lazy best friend
Activity:
TASK 2: TIME POD

Our indifference today can create an unknown impact in the future.
With your group, decide what you would like to upload in your TIME
POD that, when opened in 3,000 years, would let the future know
what our present society was like.
TASK 3: HANDS DO THE

TALKING
Say something about the picture. Have
you ever encountered the same
experience in school, at home or in your
community? Be ready to share your
answer with the class.
Source: http://4.bp.blogspot.com/nZJ6czGH5UE/T
qOFwsaY9ZI/AAAAAAAAAB0/7RgY_sOoftM/s400/in
difference1.jpg
TASK 4: VOCABULARY DEVELOPMENT
Read the sentences below, and choose the meaning of the highlighted word from the choices that
follow. Encircle the letter of your answer.
To say that God doesn't exist is blasphemous according to Christianity.
disrespectfulb. religiousc. godly
The audience ignored the man‘s clamor for change on social injustice.
silenceb. cryc. agreement
They were spoken by a man who had false ideas as to what is convincing in
elocution.
inarticulationb. mispronouncementc. delivery
My signature is extremely hard to counterfeit.
imitateb. authenticc. valid
The lady was wearing a bourgeois dress just like any other woman in their locale.
imaginativeb. traditionalc. adventurous
He can never forget the entreaties made which was agreed upon for quite some time.
commandb. demandc. request
Analysis:
TASK 5: DRAIN IN A TRAIN
Read “By the Railway Side” by Alice Meynell with your
group. The teacher will assign ―train stations‖ in the text
– which means your group will stop reading when you
reach the assigned station and discuss the answer to the
question
assigned in each station.
What would you do if you were in the train?
What would you feel if you were in that woman‘s shoes?
TASK 6: IN LINE WITH THE TEXT

Answer the following questions:
Group 1:
What is implied by these lines found in the first paragraph – ―the sea was burning blue and
there were somberness and a gravity in the excesses of the sun?
How is the setting described?
Group 2:
Why was the man speaking at the top of his voice In the station? What
was his purpose?
How do you think people reacted to him? What do they feel and why?
Group 3:
Why do you think was the woman trying to stop the man from talking nonsense?
What can you say about the man‘s character based on his actions?
Group 4:
If that man was a known person, for example, he is a politician, a priest, or a teacher, do you
think people would listen to him? Why?
If you were one of the passengers on that train who saw the incident, how would you react?
Explain your answer.
Group 5:
How was indifference shown in the news article?
How can your group help change the indifference of the people in the text?
Abstraction:
TASK 6: WHAT A FEELING

Scan the text once again and list at least three (3) people in the train. Analyze
how the author described and felt as they witnesses what happened. Write
your answers in your notebook by copying the chart below.
Character Description of how they felt Analysis in terms of implications to

real life
Application:
TASK 7: MUCH ADO ABOUT WHAT TO DO
What would you do if you got witnessed any of the situation below? With your group, create a
skit depicting the situation which will be assigned to your group. Show how you will react or
what you will do in the given condition.
 Two students beating up a classmate

 A classmate cheating in the periodical
examinations
 A classmate stealing another person’s purse
 A gang smoking inside the school premises
 A student vandalizing school property
TASK 8: CASE CLOSED
Pair up with a classmate and discuss your answer to the following tasks. Be ready to share your
answers with the class.
Case 1: Analyze the nutritional facts of the food on the

left. It is be served by a mother to her six-month old
baby. Would you recommend this food to her? Why or
why not? Justify your answer.
Case 2: You and your friends have been waiting for the
sequel of your most favorite movie series. However,
you found out that the movie is not restricted to an
audience 18 years and above. Your friends who are all
under 18 presented fake IDs just to see the movie.
Would you go with them?
Case 3: You have volunteered in the relief operations

of your school organization. Since the goods are
limited, you have to give one pack of goods per
family. You have noticed that a mother told her eight
children to stand in line so that each one of them
would get one pack of goods each. What would you
do?
Assessment:
TASK 9: ENDURING UNDERSTANDING
After accomplishing several activities in this lesson, it‘s now time to give an answer to this
question.
How can your character affect others?
Write a short essay about your insights on how one‘s character can affect others. Create a title that
best suits the theme of the essay.
SHORT ESSAY RUBRIC
Criteria 4 3 2 1
There is one clear, well
focused topic. Main There is one clear, well
ideas are clear and are focused topic. Main
There is one topic. Main
Focus and well supported by ideas are clear but are The topic and main
ideas are somewhat
Details detailed and accurate not well supported by ideas are not clear.
clear.
information. detailed information.
The introduction is
inviting, states the main
topic, and provides an The introduction states
overview of the paper. the main topic and The introduction states There is no clear
Organization Information is relevant provides an overview of the main topic. A introduction, structure,
and presented in a the paper. A conclusion conclusion is included. or conclusion.
logical order. The is included.
conclusion is strong
The author uses vivid The author uses vivid

The writer uses a limited
words and phrases. The words and phrases. The The author uses words
Word vocabulary. Jargon or
choice and placement of choice and placement of that communicate
clichés may be present
Choice words seems accurate, words is inaccurate at clearly, but the writing
and detract from the
natural, and not times and/or seems lacks variety
meaning.
forced. overdone.
Sentences sound
Most sentences are well Most sentences are well
awkward, are
constructed and have constructed, but they
All sentences are well distractingly repetitive,
varied structure and have a similar structure
Sentence constructed and have or are difficult to
length. and/or length. The
varied structure and understand. The author
Structure, The author makes a few author makes several
length. makes numerous errors
Grammar, The author makes no
errors in grammar, errors in grammar,
in grammar, mechanics,
Mechanics, mechanics, and/or mechanics, and/or
errors in grammar, and/or spelling that
& Spelling spelling, but they do not spelling that interfere
mechanics, and/or interfere
interfere with with understanding. with understanding.
spelling.
understanding.
Source: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
BY THE RAILWAY SIDE
by Alice Meynell
My train drew near to the Via Reggio platform on a day between two of the harvests of a hot
September; the sea was burning blue, and there were a somberness and a gravity in the very excesses of
the sun as his fires brooded deeply over the serried, hardy, shabby, seaside ilex-woods. I had come out of
Tuscany and was on my way to the Genovesato: the steep country with its profiles, bay by bay, of
successive mountains grey with olive-trees, between the flashes of the Mediterranean and the sky; the
country through the which there sounds the twanging Genoese language, a thin Italian mingled with a
little Arabic, more Portuguese, and much French.
I was regretful at leaving the elastic Tuscan speech, canorous in its vowels set in emphatic L's and m's
and the vigorous soft spring of the double consonants. But as the train arrived its noises were drowned by
a voice declaiming in the tongue I was not to hear again for months--good Italian.
The voice was so loud that one looked for the audience: Whose ears was it seeking to reach by the
violence done to every syllable, and whose feelings would it touch by its insincerity? The tones were
insincere, but there was passion behind them; and most often passion acts its own true character poorly,
and consciously enough to make good judges think it a mere counterfeit.
Hamlet, being a little mad, feigned madness. It is when I am angry that I pretend to be angry, so as to
present the truth in an obvious and intelligible form. Thus even before the words were distinguishable it
was manifest that they were spoken by a man in serious trouble who had false ideas as to what is
convincing in elocution.
When the voice became audibly articulate, it proved to be shouting blasphemies from the broad chest
of a middle-aged man--an Italian of the type that grows stout and wears whiskers. The man was in
bourgeois dress, and he stood with his hat off in front of the small station building, shaking his thick fist
at the sky. No one was on the platform with him except the railway officials, who seemed in doubt as to
their duties in the matter, and two women.
Of one of these there was nothing to remark except her distress. She wept as she stood at the door of
the waiting-room. Like the second woman, she wore the dress of the shopkeeping class throughout
Europe, with the local black lace veil in place of a bonnet over her hair. It is of the second woman--O
unfortunate creature!--that this record is made--a record without sequel, without consequence; but there is
nothing to be done in her regard except so to remember her. And thus much I think I owe after having
looked, from the midst of the negative happiness that is given to so many for a space of years, at some
minutes of her despair. She was hanging on the man's arm in her entreaties that he would stop the drama
he was enacting. She had wept so hard that her face was disfigured. Across her nose was the dark purple
that comes with overpowering fear. Haydon saw it on the face of a woman whose child had just been run
over in a London street.
I remembered the note in his journal as the woman at Via Reggio, in her intolerable hour, turned her
head my way, her sobs lifting it. She was afraid that the man would throw himself under the train. She
was afraid that he would be damned for his blasphemies; and as to this her fear was mortal fear. It was
horrible, too, that she was humpbacked and a dwarf.
Not until the train drew away from the station did we lose the clamour. No one had tried to silence the
man or to soothe the woman's horror. But has any one who saw it forgotten her face? To me for the rest of
the day it was a sensible rather than a merely mental image.
Constantly a red blur rose before my eyes for a background, and against it appeared the dwarf's head,
lifted with sobs, under the provincial black lace veil. And at night what emphasis it gained on the
boundaries of sleep! Close to my hotel there was a roofless theatre crammed with people, where they
were giving Offenbach. The operas of Offenbach still exist in Italy, and the little town was placarded with
announcements of La Bella Elena.
The peculiar vulgar rhythm of the music jigged audibly through half the hot night, and the clapping of
the town's-folk filled all its pauses. But the persistent noise did but accompany, for me, the persistent
vision of those three figures at the Via Reggio station in the profound sunshine of the day.
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Overcoming Indifference
EN9G-IIe- 20: Use conditionals in expressing arguments
Objectives:
1. Identify present, past, and future conditional verbs in sentences
2. Supply the correct form of conditional verbs in sentences
2. Use conditionals in expressing arguments
3. Show cooperation in group activities involving forming conditionals

Lesson: Present, Past and Future Conditionals
Materials:
1. Tarpapel
2. Pen and Paper
3. Metacards
References:
4. Interactive English (pp. 119-125)
III. LEARNING TASKS
Introduction: Every action may result to a possible outcome or hypothetical situations and
consequences. Consider the following sentences:
“If a certain condition is true, then a particular result happens.” “I would
travel around the world if I won the lottery.”
“When water reaches 100 degrees, it boils.”
TASK 1: POSSIBLE OUTCOME
Show a likely or possible outcome that will probably happen if a specific condition is
met.
Source: http://primer.com.ph/tips-guides/wp-content/uploads/sites/5/2016/02/filipino-time-1.jpg
Activity:
TASK 2: DIFFERENTIATED ACTIVITIES
You will be divided into five (5) groups. Work together for the task that will be assigned to you.
Group 1
The boy wanted a pair of blue suede shoes, so he tried to snatch Mrs. Jones‘ purse or pocketbook. What he
did was wrong, of course. If you were the boy‘s friends, what advice would you give him so that he would
get his pair of blue suede shoes without violating the rights of other people.
Group 2
Discuss the causes of juvenile delinquency and how you can help young people like you to be responsible
and law-abiding. Specify the activities that the youth can organize or participate in.
Group 3
Write a script based on the first part of the story when the boy snatched Mrs. Jones‘ purse.
Group 4
Interpret the diagram about the social problems in the country. What do these
images show?
.
Group 5
Express your opinion about the images above. Share output to class.
Analysis:
TASK 3: LET‟S GO BACK

Imagine you have a time machine. If you go back in time, what will you change?
TASK 4: IF ONLY
A. Complete the phrases below.
1. If Luisa had eaten less, …
2. If Joanne had watered the plants, …
3. If Shiela had gone home early, …
4. If cooler heads had not intervened, …
5. If conditions had not been different, …
6. The swimming would have been more enjoyable if …
7. We would not have been late if …
8. The business would have prospered if …
9. The house would have been completely demolished …
TASK 5: IN FOCUS
Have you been specific with the verbs you used? Go over the discussion of
conditionals. Afterwards, go back to the previous activity and change the verbs if
you have not formed them correctly.
Study the following sentences:
If I go to my friend’s house for dinner, I usually take a bottle of wine or some flowers.
If I go to my friend’s house for dinner, I usually will take a bottle of wine or some flowers.
If I went to my friend’s house for dinner, I usually took a bottle of wine or some flowers.
PRESENT CONDITIONAL
USE
The Present Real Conditional is used to talk about what you normally do in real-life situations.
FORM
[If / When ... Simple Present ..., ... Simple Present ...]
[... Simple Present ... if / when ... Simple Present ...]
Examples:
1. When I have a day off from work, I often go to the beach.
2. If the weather is nice, she walks to work.
3. Jerry helps me with my homework when he has time.
USE
The Present Unreal Conditional is used to talk about what you would generally do in imaginary
situations
FORM
[If ... Simple Past ..., ... would + verb ...]
Examples:
1. She would travel around the world if she had more money. But she doesn't have much
money.
2. I would read more if I didn't watch so much TV.
3. Mary would move to Japan if she spoke Japanese.
PAST CONDITIONALS
USE
The Past Real Conditional describes what you used to do in particular real-life situations. It suggests
that your habits have changed and you do not usually do these things today.
FORM
[If / When ... Simple Past ..., ... Simple Past ...]
[... Simple Past... if / when ... Simple Past ...]
Examples:
1. When I had a day off from work, I often went to the beach. Now, I never get time off.
2. If the weather was nice, she often walked to work. Now, she usually drives.
3. Jerry always helped me with my homework when he had time. But he doesn't do that
anymore.
USE
The Past Unreal Conditional is used to talk about imaginary situations in the past. You can describe what
you would have done differently or how something could have happened differently if circumstances had
been different.
FORM
[If ... Past Perfect ..., ... would have + past participle ... ] [... would
have + past participle ... if ... Past Perfect ...]
Examples:
1. If I had owned a car, I would have driven to work. But I didn't own one, so I took the bus.
2. I would have read more as a child if I hadn't watched so much TV. Unfortunately, I
did watch a lot of TV, so I never read for entertainment.
3. Mary would have gotten the job and moved to Japan if she had studied Japanese in
school instead of French.
FUTURE CONDITIONAL
USE
The Future Real Conditional describes what you think you will do in a specific situation in the future.
It is different from other Real Conditional forms because, unlike the present or the past, you do not
know what will happen in the future. Although this form is called "real", you are usually imagining or
guessing about the future. It is called "real" because it is still possible that the action might occur in the
future.
FORM
[If / When ... Simple Present ..., ... Simple Future ...]
[... Simple Future ... if / when ... Simple Present ...]
* Notice that there is no future in the if- or when-clause.

Examples:
1. When I have a day off from work, I am going to go to the beach.
I have to wait until I have a day off.
2. If the weather is nice, she is going to walk to work.
It depends on the weather.
3. Jerry will help me with my homework when he has time.
I have to wait until he has time.
USE
The Future Unreal Conditional is used to talk about imaginary situations in the future. It is not as
common as the Future Real Conditional because English speakers often leave open the possibility that
anything MIGHT happen in the future. It is only used when a speaker needs to emphasize that something
is impossible.
FORM 1 (Most Common Form)
[If ... Simple Past ..., ... would + verb ...]

* Notice that this form looks the same as Present Unreal Conditional. Examples:
1. If I had a day off from work next week, I would go to the beach.
I don't have a day off from work.
2. I am busy next week. If I had time, I would come to your party.
I can't come.
3. Jerry would help me with my homework tomorrow if he didn't have to work.
He does have to work tomorrow.
USE
Form 2 of the Future Unreal Conditional is also used to talk about imaginary situations in the future.
Native speakers often prefer this form over Form 1 to emphasize that the conditional form is in the future
rather than the present.
FORM 2
[If ... were + present participle ..., ... would be + present participle ...] [... would
be + present participle ... if ... were + present participle ...]
Examples:
1. If I were going to Fuji next week, I would be taking my scuba diving gear with me.
2. If I were not visiting my grandmother tomorrow, I would help you study.
3. I am busy next week. If I had time, I would be coming to your party.
USE
Form 3 of the Future Unreal Conditional is a variation of Form 2 which is also used to talk about
imaginary situations in the future. Notice that this form is only different from Form 2 in the if-clause.
Native speakers use Form 3 to emphasize that the conditional form is a plan or prediction in the same way
"be going to" is used to indicate a plan or prediction.
FORM 3
[If ... were going to + verb ..., ... would be + present participle ...] [... would be +
present participle ... if ... were going to + verb ...]
Examples:
1. If I were going to go to Fuji next week, I would be taking my scuba diving gear with me.
2. I am not going to go to Fuji and I am not going to take my scuba gear with me.
3. If I were not going to visit my grandmother tomorrow, I would help you study.
Source: http://englishpage.com/
Abstraction:
TASK 6: MUCH ADO ABOUT WHAT TO DO

Read the situations presented. Create bubble strips or comic strips to explain
what you would say if given the chance to confront the person who committed
a wrong deed. Use past conditionals in expressing your answers.
1. A classmate who was suspended for etching his name on a wooden arm chair.
2. A student who was sent to the guidance office for asking for excessive change in a school
canteen.
3. A friend who was caught by the librarian trying to steal a journal from the library.
4. Your sibling who was scolded by your parents for cutting classes and playing online games
instead.
5. A classmate who was reprimanded for creating hearsays about a teacher.
COMIC STRIP RUBRIC
4 3 2 1
The pictures and
All but 1 of the pictures All but 2 of the pictures More than 2 of the
captions reflect an
and captions reflect an and captions reflect an pictures and captions
exceptional degree of
Creativity student creativity.
exceptional degree of exceptional degree of reflect little degree of
student creativity. student creativity. student creativity.
There is great
attention to detail.
The main characters are
The main characters are The main characters are
clearly identified, and
clearly identified, and identified but not well
their actions and It is hard to tell
Characters and their actions and developed and their
dialogue are well- who the main
Dialogue matched to each other.
dialogue match most of actions and dialogue are
characters are.
the time. too general.
There are no There are 1-3 There are 4-5 spelling, There are more than
Spelling,
spelling, spelling, punctuation, and 5 spelling,
Punctuation, punctuation, or punctuation, or grammar errors. punctuation, and
and Grammar grammar errors. grammar errors. grammar errors.
Class time was used Class time was used

Class time was used
wisely; however, the wisely; however, the
wisely. Much time and
Time and student could have put student could have put Class time was not
effort went into the
Effort in more time and effort more time and effort used wisely.
planning and design of
into the planning. into the design.
the comic.
Reference: teacherweb.com/NJ/ManchesterTownshipHighSchool/.../Rubric_for_Comic_Strip.doc
Application:
TASK 7: TEST YOURSELF
Answer the following drills in the use of conditional verbs.
A. Present Real and Unreal Conditional
Michael: Sharon, I am having some problems at work, and I was wondering if you might be able to
give me some advice.
Sharon: Sure, what's the problem?
Michael: The computer sales business is more difficult than I thought. When customers (come)
in to look at the new computer models, they often
(ask)me which model they should buy. If they (ask)
me to suggest a model, I (be) usually quite honest with them. Most
computer users don't need a very advanced computer; they just need a basic model which
they can use for word-processing, bookkeeping and Internet access. If I am honest and I
(recommend)
one of the cheaper models, my boss (get) angry
at me. He always says that a good salesperson can convince a customer to buy one of the
more expensive advanced models. I don't really feel comfortable doing that. What would
you do in my situation? Isn't it wrong to make them buy something which they don't
need?
Sharon: I think you should help your customers make an intelligent decision. If I (be)
you, I (educate) the customers. I (teach) them
how to make a good decision by themselves. I (make, not) the
decision for them. When a customer (ask) a question, answer it
honestly. You don't need to lie to the customer, and you don't need to make the decision for
them.
Michael: When I (sell) an inexpensive computer to a customer, my boss (complain)

that I am not trying hard enough. What would you tell him?
B. Past Real and Unreal Conditional
Clarence: Mary, have you ever had a teacher who changed your life or influenced
you greatly?
Mary: Yes. But the teacher influenced me in a very negative way. I have always had problems with
math, and I think it comes from my seventh grade math teacher, Mr. Harris. He thought girls couldn't
do math. When any girl (ask)
aquestion,healways(sigh) and(say)
, "Girls can't do math. It's a well-known fact." When a boy (ask)
a question, he (smile) and (ask) for his answer.
Clarence: That's terrible! Your teacher actually said that to you?
Mary: Yes. If he ever did let me answer a question, and I actually got it right, he
always (say) that it was a lucky guess.
Clarence: Your parents (should, do) something about him. They (could, go) to the principle of the
school and complained about the way Mr. Harris treated the girls. If you (be) my child, I (demand) that
such an irresponsible teacher be fired.
Mary: You're right! If somebody (force) Mr. Harris to treat the children equally, I (become) more
confident in math. His behavior (might, affect) every girl in that class.
Clarence: It might have. I'm glad our children don't have teachers like that!
C. Future Real and Unreal Conditional

Researchers are visiting Loch Ness next week to see if they can find signs of the Loch Ness Monster. I
seriously doubt they will find anything. If they did actually manage to find something, I am sure they
(become) world famous.
I am going to go to California next week on business. If I have enough time, I (visit) my friends in Los
Angeles.
Sally has always been interested in pre-Columbian cultures. When she (go) to Mexico, she (visit)
Chichen Itza, the most famous Mayan site in the Yucatan.
We are driving from Las Vegas to Death Valley next week by way of Pahrump, a town located on the
edge of the infamous Area 51. Area 51 is well known for its UFO sightings. If I (see) any aliens, I will
be sure to take a picture for you. Just kidding!
I am afraid I won't be able to come to your wedding next week because my company is sending me to
New York to attend a trade show. I (miss, never)
your wedding if I (have) a choice in the matter.
Assessment:
TASK 8: CHECKPOINT
Using the words in parentheses, complete the text below following the example
given with the appropriate conditional form.
1.a. She will take care of the children for us next weekend because her business trip was
canceled.
1.b. But, she (take, not) would not be taking care of the children for us next weekend if her
business trip (be, not) had not been canceled.
2.a. Tom is not going to come to dinner tomorrow because you insulted him yesterday.
2.b. But, he (come) if you (insult) _ him.
3.a. Marie is unhappy because she gave up her career when she got married.
3.b. But, Marie (be)
happy if she (give, not) up her career
when she got married.
4.a. Dr. Mercer decided not to accept the research grant at Harvard because he is going to take
six months off to spend more time with his family.
4.b. But, Dr. Mercer (accept) the research grant at Harvard if he
(take, not) six months off to spend more time with his family.
5.a. Professor Schmitz talked so much about the Maasai tribe because she is an expert on African
tribal groups.
5.b. But, Professor Schmitz (talk, not) so much about the Maasai tribe
if she (be, not) an expert on African tribal groups.
6.a. I am unemployed because I had a disagreement with my boss and I was fired.
6.b. But, I (be, not) _ unemployed if I (have, not) a
disagreement with my boss and I (be, not) fired.
7.a. Nicole speaks Chinese fluently because she lived in China for ten years.
7.b. But, Nicole (speak, not)
Chinese fluently if she (live, not)
in China for ten years.
8.a. I will not help you study for your test because you have spent the last two weeks partying
and wasting time.
8.b. But, I (help) you study for your test if you (spend, not)
the last two weeks partying and wasting time.
9.a. Eleanor and Ben are not going skiing with us this year because Eleanor just had a baby.
9.b. But, Eleanor and Ben (go) skiing with us this year if Eleanor (have,
not, just) a baby.
10.a. I am completely exhausted, so I will not go with you to the movies tonight.
10.b. But, if I (be, not)
completely exhausted, I (go) with
you to the movies tonight.
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: Working with Others
EN9LC-Iii-8.2: Judge the relevance and worth of ideas presented
EN9OL-IIa-3.7: Employ varied verbal and non-verbal strategies to create impact on the audience
while delivering lines in a Readers Theater or Chamber Theater
Objectives:
1. Identify the meaning of words taken from a literary text
2. Judge the relevance and worth of ideas presented in the video and the story
3. Perform a Chamber Theatre or Readers Theatre based from the crafted prose piece

Lesson: “Thank You, Ma’am” by Langston Hughes
Materials:
1. Laptop
2. Projector
3. Speaker
References:
III. LEARNING TASKS
Introduction: ―Beginning today, treat everyone you meet as if they were going to be dead by
midnight. Extend to them all the care, kindness and understanding you can muster, and do it with
no thought of any reward. Your life will never be the same again. ― - Og Mandino
TASK 1: RANDOM THOUGHTS
Do you agree with this quotation? Share your thoughts to the class.
Activity:
TASK 2: KINDNESS BEGETS KINDNESS
View the video entitled ―Life Vest Inside – Kindness Boomerang‖ through this
link: http://www/youtube.com/watch?v=nwAYpLVyeFU
Guide Questions:
 What is the video all about?
 In what way was ―working with
others‖ shown in the video?
 Why is it entitled Kindness
Boomerang?
 Do you believe that people nowadays can
actually help and work with each other
with kindness?
TASK 3: WORD CLIMB

Each of the numbered vocabulary words appears in Hughes‘s story.
Look at the four suggested definitions for each word and circle the
correct one.
1. tug a. force b. pull c. steal d. shoot
2. permit a. allow b. keep c. push d. worry
3. stoop a. forget b. run away c. bend over d. fool
4. frail a. strong b. tall c. athletic d. delicate
5. bothering a. whispering b. annoying c. stealing d. meeting
6. sweat a. perspiration b. cake c. dessert d. blasphemy
7. snatch a. trick b. watch c. grab d. follow
8. frowned a. grimaced b. discovered c. smiled d. laughed
Analysis:
TASK 4: SILENT READING

Read the story ―Thank You, Ma‘am‖ by Langston Hughes on
pages 219-223. You will be instructed by the teacher to read the
story by portion and the following questions will be inserted in
between those portions.
1. If you were Roger, would you trust Mr. Jones right away?
2. If you were Roger, would you run?
3. What did Roger feel at this moment?
4. Remember the most recent act of kindness you did for someone. Why did you do it?

Get a partner and discuss your common response to each question.
1. How did Mrs. Jones react when Roger try to steal her purse?
2. Was her reaction believable? Why or why not?
3. When they arrived at the boarding house, what do you think Roger was planning to do?
4. Did Mrs. Jones like the boy? Why? Why not?
5. Do you think Roger‘s encounter with Mrs. Jones altered his life? In what way?
6. Why did Hughes title the story, Thank You, Ma’am?
7. In what way did the characters show what they had accomplished at the end of the story?
Abstraction:
TASK 6: GROUP THOUGHT
GROUP 1
Think back of how Rudyard Kipling in his poem If inspired us in
leading a life with purpose (Module 1 Lesson 6). Imagine that Roger
in Thank You, Ma’am and Rudyard Kipling meet. If the two spoke
about how to work well with others, what could be the topic of their
conversation? Now, create a dialogue between Rudyard Kipling and
Roger about helping other people no matter what the consequences
are.
GROUP 2
The story ended the young boy leaving the room of the lady. Write a different ending to the
story.
GROUP 3
Have you ever had a purse or wallet stolen from you? Discuss the things one must do after
losing his/her wallet.
Step 1:
Step 2:
GROUP 4
Juvenile crime can be a problem anywhere in the world. Discuss such related
current problems here in the country.
GROUP 5
The chance encounter between Roger and Mrs. Jones is likely to change the course of his life. What
would Roger become in the future?
Application:
TASK 7: KIND DEEDS LOG
Are you up to a challenge? In one week, make a log of the random acts of kindness you have
done. No matter how big or small your act is, it‘s counted in. Place your deeds on each box of the
game board until you reach the last stop.
I lent my
classmate a
pen.
Assessment:
TASK 8: A PIECE TO READ
Continue the story, assuming that the characters meet again. From that, compose a
short prose piece for a Readers Theatre or Chamber Theatre using appropriate and
creative use of adverbs and conditionals.
CHAMBER THEATER/READERS THEATRE PIECE RUBRIC

4 3 2 1
Main idea Main idea Main idea Main idea
sentences are sentences are sentence are sentences are
clear, correctly either unclear or unclear and unclear and
placed, and are incorrectly incorrectly incorrectly
Main Topic
restated in the placed, and are placed, and placed, and are
closing sentence. restated in the restated in the not restated in
closing sentence. closing sentence. the closing
sentence.
Paragraph(s) Paragraph(s) Paragraph(s) Paragraph(s)
have three or have two have one have no
more supporting supporting supporting supporting
sentences that sentences that sentence that sentences that
Supporting relate back to the relate back to the relate back to the relate back to the
Sentences and main idea. main idea. main idea. main idea.
Elaborating Each supporting Each supporting Each supporting Each supporting
Details sentence has sentence has at sentence has sentence has no
several least two one elaborating elaborating
elaborating elaborating detail sentence. detail sentence.
detail sentences. detail sentences.
Ideas are very Ideas are quite Ideas are fairly Ideas are not
Coherence
clear. clear. clear. clear.
Paragraph has Paragraph has Paragraph has Paragraph has six
no errors in the one or two three to five or more adverbs,
use of adverbs, adverbs, adverbs, conditionals,
Mechanics and conditionals, conditionals, conditionals, punctuation,
Grammar punctuation, punctuation, punctuation, capitalization,
capitalization, capitalization, capitalization, and spelling
and spelling. and spelling and spelling errors.
errors. errors.
Source: English 9 Learner’s Material, p. 230
TASK 9: GRAND PERFORMANCE

You will deliver your written piece for a Readers Theatre or Chamber
Theater. Listen to your teacher‘s further instructions. Let the rubrics
below be your guide in performing the culminating activity.
CHAMBER THEATRE PRESENTATION RUBRIC

4 3 2 1
Beginner Satisfactory Proficient Excellent
Demonstrates variety
Demonstrates variety in volume, tone, pitch
Occasionally
Little verbal or in volume, tone, and voice quality
Vocal/ demonstrates variety
vocal use. pitch and voice appropriate to the
in one or two of the
Verbal Expression
criteria. Expression is
quality. character.
Expression monotone or Expression is Expression enhances
mostly
difficult to hear. interesting and character/situation.
understandable.
understandable.
Audience is deeply
Audience follows Audience clearly engaged, eager to
Effect on Audience is
performance politely. enjoys performance. follow performance and
Audience confused.
responds
enthusiastically.
Performance mostly Flashes of spontaneity Performance is alive
Performance consistent and and style enliven solid and explores the
Focus inconsistent. relatively smooth. performance. bounds of forms.
All words are clearly

Most words are clearly enunciated.
Some words are clearly
Words are not enunciated. Presentation is easily
enunciated.
clearly enunciated. Most of the understood. Volume
Enunciation and Some of the
presentation is
Presentation is projects well. All
Volume presentation is
incomprehensible. comprehensible. audience members
comprehensible.
Voice is inaudible. Volume is can easily hear the
Volume is too low.
adequate, presentation.
Students are well

Students have not Students have practiced
prepared It is obvious
practiced and/or Students have practiced and the outline is clear
from the polish and
planned presentation and a general outline and ordered. Most
ease of the
Preparedness thoroughly. with some details is in details are planned
performance that much
Attendance for place. Attendance for ahead. Attend nearly
and rehearsals and every rehearsal and every rehearsal and
practice and planning
Professionalism has taken place. On
performances performances late at every performance.
time in all
consistently late or times.
rehearsals and
not at all.
performances.
Total
Source: English 9 Learner’s Material, pp. 231-232
THANK YOU, MA‟AM
by Langston Hughes
She was a large woman with a large purse that had everything in it but hammer and nails. It had a
long strap, and she carried it slung across her shoulder. It was about eleven o‘clock at night, and she was
walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the
single tug the boy gave it from behind. But the boy‘s weight and the weight of the purse combined caused
him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the
sidewalk, and his legs flew up. The large woman simply turned around and kicked him right square in his
blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his
teeth rattled.
After that the woman said, ―Pick up my pocketbook, boy, and give it here.‖ She still held him. But
she bent down enough to permit him to stoop and pick up her purse.
Then she said, ―Now ain‘t you ashamed of yourself?‖ Firmly
gripped by his shirt front, the boy said, ―Yes‘m.‖ The woman
said, ―What did you want to do it for?‖ The boy said, ―I
didn‘t aim to.‖
She said, ―You a lie!‖
By that time two or three people passed, stopped, turned to look, and some stood watching.
―If I turn you loose, will you run?‖ asked the woman.
―Yes‘m,‖ said the boy.
―Then I won‘t turn you loose,‖ said the woman. She did not release him.
―I‘m very sorry, lady, I‘m sorry,‖ whispered the boy.
―Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain‘t you got
nobody home to tell you to wash your face?‖
―No‘m,‖ said the boy.
―Then it will get washed this evening,‖ said the large woman starting up the street, dragging the
frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.
The woman said, ―You ought to be my son. I would teach you right from wrong.
Least I can do right now is to wash your face. Are you hungry?‖
―No‘m,‖ said the being dragged boy. ―I just want you to turn me loose.‖
―Was I bothering you when I turned that corner?‖ asked the woman.
―No‘m.‖
―But you put yourself in contact with me,‖ said the woman. ―If you think that that contact is not
going to last awhile, you got another thought coming. When I get through with you, sir, you are going to
remember Mrs. Luella Bates Washington Jones.‖
Sweat popped out on the boy‘s face and he began to struggle. Mrs. Jones stopped, jerked him around
in front of her, put a half-nelson about his neck, and continued to drag him up the street. When she got to
her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear
of the house. She switched on the light and left the door open. The boy could hear other roomers laughing
and talking in the large house. Some of their doors were open, too, so he knew he and the woman were
not alone. The woman still had him by the neck in the middle of her room.
She said, ―What is your name?‖
―Roger,‖ answered the boy.
―Then, Roger, you go to that sink and wash your face,‖ said the woman, whereupon she turned him
loose—at last. Roger looked at the door—looked at the woman— looked at the door—and went to the
sink.
―Let the water run until it gets warm,‖ she said. ―Here‘s a clean towel.‖
―You gonna take me to jail?‖ asked the boy, bending over the sink.
―Not with that face, I would not take you nowhere,‖ said the woman. ―Here I am trying to get home
to cook me a bite to eat and you snatch my pocketbook! Maybe, you ain‘t been to your supper either, late
as it be. Have you?‖
―There‘s nobody home at my house,‖ said the boy.
―Then we‘ll eat,‖ said the woman, ―I believe you‘re hungry—or been hungry—to try to snatch my
pocketbook.‖
If you were Roger, would you trust Mrs. Jones right away?
―I wanted a pair of blue suede shoes,‖ said the boy.
―Well, you didn‘t have to snatch my pocketbook to get some suede shoes,‖ said Mrs. Luella Bates
Washington Jones. ―You could of asked me.‖
―M‘am?‖
The water dripping from his face, the boy looked at her. There was a long pause. A very long pause.
After he had dried his face and not knowing what else to do dried it again, the boy turned around,
wondering what next. The door was open. He could make a dash for it down the hall. He could run, run,
run, run, run!
The woman was sitting on the day-bed. After a while she said, ―I were young once and I wanted
things I could not get.‖
There was another long pause. The boy‘s mouth opened. Then he frowned, but not knowing he
frowned.
The woman said, ―Um-hum! You thought I was going to say but, didn‘t you? You thought I was
going to say, but I didn‘t snatch people‘s pocketbooks. Well, I wasn‘t going to say that.‖ Pause. Silence.
―I have done things, too, which I would not tell you, son—neither tell God, if he didn‘t already
know. So you set down while I fix us something to eat. You might run that comb through your hair so you
will look presentable.‖
In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and
went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she
watch her purse which she left behind her on the daybed. But the boy took care to sit on the far side of the
room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did not
trust the woman not to trust him. And he did not want to be mistrusted now.
―Do you need somebody to go to the store,‖ asked the boy, ―maybe to get some milk or something?
‖
―Don‘t believe I do,‖ said the woman, ―unless you just want sweet milk yourself. I was going to
make cocoa out of this canned milk I got here.‖
―That will be fine,‖ said the boy.
She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The
woman did not ask the boy anything about where he lived, or his folks, or anything else that would
embarrass him.
Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late, what the
work was like, and how all kinds of women came in and out, blondes, red-heads, and Spanish. Then she
cut him a half of her ten-cent cake.
―Eat some more, son,‖ she said.
When they were finished eating she got up and said, ―Now, here, take this ten dollars and buy
yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook
nor nobody else‘s—because shoes come by devilish like that will burn your feet. I got to get my rest now.
But I wish you would behave yourself, son, from here on in.‖
She led him down the hall to the front door and opened it. ―Good-night! Behave yourself, boy!‖ she
said, looking out into the street.
The boy wanted to say something else other than ―Thank you, m‘am‖ to Mrs. Luella Bates
Washington Jones, but he couldn‘t do so as he turned at the barren stoop and looked back at the large
woman in the door. He barely managed to say ―Thank you‖ before she shut the door. And he never saw
her again.
LESSON EXEMPLAR
Grade 9-English
Quarter: SECOND
Sub-Theme: "Working With Others”

EN9LT-IIe-2.2.2: Explain the literary devices used
EN9WC-IIi-9.3: Use literary devices and techniques to craft short prose forms
Objectives:
1. Identify the literary devices used in given passages and visual materials
2. Use literary devices and techniques to craft short prose forms
3. Exhibit cooperation with others in crafting a short story

Lesson: Literary Devices - Foreshadowing, Flashback, Medias Res
Materials:
1. Tarpapel (Literary Devices)
2. Photocopies of the Assessment Test
3. Video Clips
References:
III. LEARNING TASKS

Introduction: How are you motivated to watch a movie or to continue reading a story?
Preliminary Activities:
TASK 1: EYES HERE
Pay attention to the video clips that you will be asked to watch.
1 2
3
Sources:
1. https://www.youtube.com/watch?v=4aCTb_1gj08
2. https://www.youtube.com/watch?v=oUwjGTlACrI
3. https://www.youtube.com/watch?v=omu0lDUcMP4
Activity:
TASK 2: LOOKING CLOSELY
Form groups of 5 and discuss the videos you have watched earlier. Which clip
opens in the midst of action? Which gives an advance hint of what is to come
later? Which interrupts the normal chronological order of events? Justify your
answers.
Analysis:
TASK 3: IN FOCUS
Which of the videos you have identified earlier made use of the literary
devices discussed below?
Flashbacks are interruptions that writers do to insert past events in order to provide background
or context to the current events of a narrative. By using flashbacks, writers allow their readers to
gain insight into a character‘s motivation and provide a background to a current conflict. Dream
sequences and memories are methods used to present flashbacks.
Example: When I went out of the drawing room, first thing that came into view in the open
corridor way was the picture of my brother. [I just got the point why my mother used to see that
portrait hours after he was killed in the WWII, and she left only when she saw any one of us
coming to her.] I just heard steps and when I looked back, there was nothing that I could see. It
was just a feeling of the past.
In medias res is Latin for "into the middle of things." It usually describes a narrative that begins,
not at the beginning of a story, but somewhere in the middle — usually at some crucial point in
the action. The term comes from the ancient Roman poet Horace, who advised the aspiring epic
poet to go straight to the heart of the story instead of beginning at the beginning.
Example: The Iliad begins dramatically with the quarrel between Achilles and Agamemnon
during the Trojan War. In his Ars poetica, the Latin poet and critic Horace pointed out the
immediate interest created by this opening in contrast to beginning the story ab ovo (―from the
egg‖)—i.e., from the birth of Achilles, which is the story‘s earliest chronological point. Though its
roots are in ancient epic poems, in medias res can be found today across numerous fiction and
nonfiction narrative forms.
Foreshadowing is a literary device in which a writer gives an advance hint of what is to come
later in the story. It often appears at the beginning of a story or a chapter and helps the reader
develop expectations about the coming events in a story. There are various ways of creating a
foreshadowing. A writer may use dialogues of characters to hint at what may occur in future. In
addition, any event or action in the story may throw a hint to the readers about future events or
action. Even a title of a work or a chapter title can act as a clue that suggests what is going to
happen. Foreshadowing in fiction creates an atmosphere of suspense in a story so that the readers
are interested to know more.
Example: ―He had no idea of the disastrous chain of events to follow‖. In this sentence, while the
protagonist is clueless of further developments, the reader learns that something disastrous and
problematic is about to happen to/for him.
Sources: https://literarydevices.net/flashback/
https://andromeda.rutgers.edu/~jlynch/Terms/inmediasres.html
https://www.britannica.com/art/in-medias-res-literature
https://literarydevices.net/foreshadowing/
http://literary-devices.com/content/foreshadowing
Abstraction:
TASK 4: SUMMING UP!
Match the definition in Column A with the right term in Column B.
A B
…is a literary device in which a writer
gives an advance hint of what is to come Flashback
later in the story.
…is a transition in a story to an earlier
time that interrupts the normal In medias res
chronological order of events.
… a narrative work beginning opens in
Foreshadowing
the midst of action
Application:
TASK 5: GROUP WRITING

With the same groupings, write a short story that will utilize the literary
devices discussed. Using a highlighter, indicate the parts where each of the
literary devices has been used.
• Foreshadowing
• Flashback
• Medias Res
SHORT STORY RUBRIC
Criteria 4 3 2 1
The story is very well The story is pretty
organized. One idea or well organized. One The story is a little
Ideas and scenes
scene follows another idea or scene may hard to follow. The
Organization of seem to be
in a logical sequence seem out of place. transitions are
Plot randomly
with clear transitions Clear transitions are sometimes not clear.
arranged.
used.
The story contains The story contains a

The story contains a
many creative details few creative details There is little
few creative details
and/or descriptions and/or descriptions evidence of
and/or descriptions,
that contribute to the that contribute to the creativity in the
but they distract
reader's enjoyment. reader's enjoyment. story. The author
Creativity The author has really The author has used
from the story. The
does not seem to
author has tried to
used his/her his/her imagination. have used much
use his/her
imagination. imagination.
imagination.
Sentences lack
Most sentences are Most sentences are structure and
All sentences are well-
Sentence well- constructed well- constructed but appear incomplete
constructed with varied
with varied and have similar and or rambling.
Structure and interesting
interesting structure uninteresting
(Fluency) structure patterns.
patterns. structure patterns.
All three literary Two literary One literary device No literary

Use of Literary
devices have been devices have has been used. device has
Device
used. been used. been used.
Reference: http://www.d.umn.edu/~moor0145/storyrubric.htm
Assessment:
TASK 6: ON YOUR OWN

Tell whether the following statements is a foreshadowing,
flashback or medias res.
1. When an author jumps back to a scene or event that happened in the past.
2. When an author gives hints or clues that suggest what will happen later in the story.
3. Often appears at the beginning of a story or a chapter and helps the reader develop
expectations about the coming events in a story.
4. In my younger and more vulnerable years my father gave me some advice that I‘ve been
turning over in my mind ever since. ―Whenever you feel like criticizing any one,‖ he told me,
―just remember that all the people in this world haven‘t had the advantages that you‘ve had.‖
5. Many years later, as he faced the firing squad, Colonel Aureliano Buendía was to remember
that distant afternoon when his father took him to discover ice. At that time Macondo was a
village of twenty adobe houses, built on the bank of a river of clear water that ran along a bed
of polished stones, which were white and enormous, like prehistoric eggs. The world was so
recent that many things lacked names, and in order to indicate them it was necessary to point.
6. Bloody battle at the beginning that sets the pace of the story and immediately hooks the
viewers in.
7. The general eyed me coldly, greeted me without fashion and dismissed me to pay my respects
to his sister. It was clear that from somewhere money had been acquired. It works so well
because it immediately immerses us in the world of the protagonist, begging us to ask
questions, to turn the page and find out what is the story is all about.
8. Mike felt confident as ever when he started his boat engine that day. He noticed a few clouds
gathering overhead, but did not worry about them.
9. A scene within a story that interrupts the sequence of events to relate events that occurred in
the past.
10. The heavy coins made his pocket sag, so Alex quickly emptied the change into the table. He
didn't need them for the bus since his mother was driving him to school. Later, he would be
sorry he had done that.

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LESSON EXEMPLAR

Content Standard: Performance Standard:

II. LEARNING CONTENT

Introduction: How do we celebrate the ―greatness of the people we know? Who do we

TASK 2: READING WHILE LISTENING

TASK 4: FINDING SIMILARITIES AND DIFFERENCES

TASK 6: JAM TIME

RAP SONG RUBRIC

Performance Presenter(s) could not Presenter(s) was

Content Standard: Performance Standard:

II. LEARNING CONTENT

ages/thumb/5/52/Delacruz.j pg/180px- https://upload.wikimedia.org https://upload.wikimedia.org/wiki

TASK 2: GREATNESS REVISITED

TASK 3: DELVE DEEPER

DEFINTION WRITING RUBRIC

1. Choose a Filipino whom you consider great and

Information graphics or infographics are graphic visual

Well-written There are more than

Well-written Capitalization and

II. LEARNING CONTENT

III. LEARNING TASKS

ADVERB OF TIME – tells us when something is done. We use it at the beginning or at

TASK 5: EXERCISE ON ADVERBS

Content Standard: Performance Standard:

II. LEARNING CONTENT

 Who are involved?  Why did it happen?

NARRATIVE PARAGRAPH RUBRIC

II. LEARNING CONTENT

ROLE PLAY RUBRIC

TASK 3: LOOKING CLOSER

Language register is the level of formality with which you speak.

Source: https://drsaraheaton.wordpress.com/2012/05/22/language-regist er-and- why-it-matters-

TASK 4: SCRIPT WRITING

SCRIPT WRITING RUBRIC

The story is very

One or two lines are

TASK 5: AND ACTION!

PRESENTING THE SCRIPT RUBRIC

Understanding of  Indicates a clear

 All members  Few members  Group does not

II. LEARNING CONTENT

III. LEARNING TASKS

―To throw oneself to the side of the oppressed is the

2. In mythology, Hades has dominion over the dead.

3. The thunder was a portent of an approaching storm.

TASK 3: IMAGE CONNECTION

TASK 5: DIVIDING THE TEXT

Bowed by the weight of centuries he leans Upon

O masters, lords and rulers in all lands, Is

O masters, lords and rulers in all lands, How will

 Meeting the jobs challenge all

TASK 7: SOCIAL ISSUES HODGEPODGE

II. LEARNING CONTENT

III. LEARNING TASKS

An adverb of manner describes how an action or activity is performed.

Source: https://learnenglish.britishcouncil.org/en/english- grammar/adverbials/adverbs- manner

TASK 3: MAKE YOUR MATCH

slowly, proudly, fast, fastly

angrily, naughtily, slowly, proudly

angrily, carefully, slowly, easily

happily, easily, loudly, carefully

angrily, carefully, prettily, happily

carefully, loudly, proudly, easily