Isabela Colleges, Inc.

LEARNING PLAN
IN
ENGLISH 9
Subject: English 9 Subject Teacher: Ms. Maricar C. Langcay
Quarter: FIRST QUARTER
Content Standards Performanc Formation Transfer Goal Learning Assessments Strategies Resources Core
e Standard Standard Competencie Value
s s
The learner demonstrates The learner The learner The students 1. Share  Pair work  Think-pair-share English
understanding of how actively will learn that transfer learning by prior activity  Question and Communicatio
Anglo-American participates through actively knowledge  Recitation Answer n Arts and
literature and other text in a speech his/her participating in a about a text  composition  Song analysis Skills Through
types serve as means of choir through understanding speech choir topic  composition  Guided Anglo-
enhancing the self; also using of Anglo- through using  illustration generalization American and
how to use processing, effective American effective verbal and 2. Evaluate a  Product  Reflection paper Philippine
assessing, summarizing verbal and literature nonverbal strategies song assessment  Mind-mapping Literatures 9
information, word non-verbal including based on the adaptation of (Photo-collage)  Group-sharing with ICT
derivation and formation strategies Philippine following criteria: an epic  Oral recitation integration
 Word/sound
strategies, appropriate based on the literature and focus, voice,  board work analysis (various links
word order, punctuation following other text delivery, facial a. Process for resource
 seatwork  Minimal Pair-
marks and interjections criteria: types is expressions, body information materials)
(ECAS page 13) drills
to enable him/her to Focus, significant, so movements/gestures mentioned in
 group work  Game
participate actively in a Voice, that in the , and audience the text
listened to  seatwork  skill-building
speech choir. Delivery, long-run, the impact.
b. Compare (ECAS page exercises
Facial learners will
and 16,18-19)
Expressions, be able to
Content/Topic Body demonstrate contrast
Movements/ communicativ information
Lesson 1: The Gestures and e competence listened to
Beginnings of English Audience for a deeper
Literature: The Old Contact. appreciation of 3. Analyze
English Period Philippine literature as a
culture and means of
those of other discovering
countries. the self.
Featured Selections: 4. Visualize
-The Story of Beowulf: A poetic
Summary imagery.
-The Ruined City
-The History of Caedmon 5. Infer
thoughts,
 Beowulf feelings and
 Song adaptation intentions in
of an epic the material
 Elegiac Lyrics of viewed.
the Pagan Age
 Poetic imagery 6. Produce
 Sounds of the correct
English- /ᾱ/ sound of
and English.
/α/
 Idiomatic 7. Determine
expressions the meanings
of idiomatic
 Punctuation
expressions
marks
by noting
 Sentences
context clues
and fragments
and
collocations

8. Construct
good
sentences

a. Use
appropriate
punctuation
marks and
capitalization
to convey
meaning
b. Distinguish
between
 sentences and
fragments
English
Lesson 2: The Middle Recognize Communicatio
English Period characteristic n Arts and
s of ballad  Oral recitation  Question and Skills Through
Featured Selections: 1.Identify  Differentiated Answer Anglo-
-Lord Randal types and Group work  Poem analysis American and
- Bonny Barbara Allan features of  Graphic  Guided Philippine
-Get up and Bar the poetry Organizer Generalization Literatures 9
Door (chart)  Brainstorming with ICT
-The Death of Arthur 2. Identify the  Compositions  Application integration
The Prologue distinguishing (with rubric) (Writing a (various links
-The Knight features of  Oral sharing ballad) for resource
-The Pardoner’s Tale Anglo-  Reflection materials)
American
 Ballad lyric poetry,
 Characteristics of songs, poems,
Ballad sermons and
 Ballads set to allegories
music
 Contribution of 3. Explain
Knights to Early how the
English elements
Literature specific to a
 Notable authors selection
-Sir Thomas build its
Malory theme.
-Geoffrey
Chaucer 4. Write a
simple ballad

a. compose
forms of
literary
writing
b. use literary
devices and
techniques to
 craft poetic
forms

5. Explain
how a
selection may
be influence
by culture,
history,
environment
and other
factors

Lesson 3: Renaissance 1. Assess the  Group work  Film-viewing

in England relevance and  Insight-sharing  Reflection
Featured Selections: worth of ideas  Group task  Speech choir
presented in  Group game  Game
-Who is Sylvia?
the material  Individual  Paper-pencil
- Blow, Blow, Thou
viewed seatwork  Application
Winter Wind
-Romeo and Juliet  Product (Drawing comic
2. Use the assessment strips and using
-Hamlet
appropriate (comic strips) interjections in
-Merchant of Venice
and effective  Seatwork (page the dialogues)
-Shakespeare’s Sonnets:
speech 69)  Minimal-pair
XVIII, XXIX, CXVI
conventions drills
expected in
 William speech choir
Shakespeare presentations
 Drama/Plays
 Speech Choir 3. Interpret
 Idioms and use
 Interjections idioms
 Sounds of
English- /ä/, 4. Use
/ə/ and /ō/ interjections
to convey
meaning
 5. Produce the
correct sounds
of English

1. Analyze  Composition  internalization

Lesson 4: Other Works literature as a (letter)  poetry recitation
from the Renaissance means of  Individual oral  textual analysis
Period discovering communication  in-depth
the self task (with discussion
Featured Selections: rubric)  idea organization
-Song to Celia 2. Make  Constructed
- Rosalind’s Madrigal decisions response
-Cherry-Ripe based on  Seatwork (page
-Virtue what is 88-89)
-Art Thou Poor listened to  outline
-Of Studies
3. Arrive at
 Notable authors the meaning
-Ben Jonson of words
-Thomas Lodge through word
-Thomas formation
Campion
-George Herbert 4. Organizing
Thomas Dekker an outline
-Francis Bacon
 Renaissance
Poems
 Word Formation
-clipping
-blending
-acronym,
-compounding
-folk etymology
 Outline
Prepared by: MARICAR C. LANGCAY, LPT Checked by: Eden R. Galdonez, LPT
Teacher Principal