Republic of the Philippines

Department of Education
Region XII
Division of Sarangani
M A L A N D A G I N S T I T U T E, INC.
Malandag, Malungon, Sarangani Province
Government Recognition No. 145- S. 1970
FIRST QUARTER

PROGRAM STANDARD The learner demonstrates communicative competence through his/her understanding of literature and other
text types for a deeper appreciation of Philippine Culture and those of other countries
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his /her understanding of British-American
Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture
and those of other countries.
CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other text types serve as a
means of enhancing the self; also how to use processing, assessing, summarizing information, word
derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable
him/her to participate actively in a speech choir.
PERFORMANCE STANDARD The learner actively participates in a speech choir through using effective verbal and non-verbal strategies
based on the following criteria: Focus, Voice, Delivery, Body Movements/Gestures and Audience Contact
 TIME CONTENT/ CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ ASSESSMENT LEARNING
FRAME TOPICS STANDARD STANDARD COMPETEN- INTEGRATION ACTIVITIES MATERIALS
CIES
From the Old The learner The learner A. Identify Activity #1:
S English to the demonstrates actively distinguishing Name That
E Middle English understanding participates in a features of an Epic Quiz
P Literature of how Anglo- speech choir Anglo-Saxon
T American through using Epic
E Literature study: literature and effective verbal B. Discover Activity#2:
M (Beowulf) other text and non-verbal literature as a Peruse and
B types serve as strategies based means of Read Oral recitation
E Language and a means of on the following connecting to
R Grammar: enhancing the criteria: Focus, the past
self; also how Voice, Delivery, C. Explain the Activity#3
(Normal and to use Body literary device Probe word Reflection writing
Inverted word) processing, Movements/Gest D. Infer meanings
assessing, ures and thoughts,
Learning strategy: summarizing Audience Contact feelings, and
Signal words in information, intentions in a Activity#4:
idea development word derivation material viewed Probing an epic
and formation E. Skim for key
strategies, Ideas
appropriate F. Use the Activity #5:
word order, normal and the Pairing word
punctuation invented word orders
marks and order correctly
interjections to
enable him/her Activity #6:
to participate Grammar
actively in a Practice
speech choir.

Performance Tasks: Write a memorable experience you have encountered in your English
class. Construct your own words in inverted word order and share it with your partner. In a
separate sheet of paper, write your partner’s journal in a normal word order sentence
construction. Submit your output to your teacher.

TIME SUBJECT CONTENT LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING

FRAME CONTENT STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
PERFORMANCE TION
STANDARD
From the Old The learner The learner A. Identify the Bravery Activity #1: English in
S English to the demonstrates actively distinguishing Boxing Ring Perspective 9
E Middle English understanding participates in a features of notable Quiz (Anglo-American
P Literature of how Anglo- speech choir Anglo- American Activity#2: Literature) pp.17-
T American through using lyric poetry, songs, Peruse and 27
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
From the Old The learner The learner A. Discover Bravery Activity #1: English in
S English to the demonstrates actively literature as a Frayer Model Perspective 9
E Middle English understanding participates in a means of Quiz (Anglo-American
P Literature of how Anglo- speech choir connecting to the Activity#2: Literature) pp28-
T American through using significant past. Peruse and 32
E Literature study: literature and effective verbal B. Explain how the Read
M Caedmon’s Hymn other text and non-verbal elements specific to English in
B types serve as strategies based a genre contribute Activity#3 Oral recitation Perspective 9
E Language and a means of on the following to the theme of a Probe word (Anglo-American
R Grammar: enhancing the criteria: Focus, particular literary meanings Literature) pp. 86-
Inversions in self; also how Voice, Delivery, selection. 88
Questions and to use Body C. Arrive at Activity#4: Reflection writing
Commands processing, Movements/Gest meaning of words Searching for English in
assessing, ures and through word Translations Perspective 9
Learning Strategy: summarizing Audience Contact formation. (Anglo-American
Eponyms information, D. Note type of Activity #5: Literature)
word derivation context clues used Interpreting pp.109-110
and formation for a given words or Hymns
strategies, expressions
appropriate E. Explain the Activity #6:
word order, literary devices Grammar
punctuation used. Practice
marks and
interjections to Activity#7:
enable him/her Asking other’s
to participate people
actively in a reflections
speech choir.
Performance Tasks: In five to ten minutes, give directions on how to get to your school from
your house. Observe the proper use of inverted word order in your sentences.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
From the Old The learner The learner A. Explain how a Bravery Activity #1: English in
O English to the demonstrates actively selection may be Your Destiny Perspective 9
C Middle English understanding participates in a influenced by Quiz (Anglo-American
T Literature of how Anglo- speech choir culture, history, Activity#2: Literature) pp 33-
O American through using environment, or Peruse and 42
B Literature study: literature and effective verbal other factors. Read
E Excerpts from Le other text and non-verbal B. Determine how English in
R Morte d’Arthur types serve as strategies based the elements Activity#3 Oral recitation Perspective 9
(Book 1) a means of on the following specific to a genre Dictionary dig (Anglo-American
enhancing the criteria: Focus, contribute to the Literature) pp. 89-
Language and self; also how Voice, Delivery, theme of the Activity#4: 101
Grammar: to use Body selection. Making a Reflection writing
Punctuation Marks processing, Movements/Gest C. Arrive at Character
assessing, ures and meaning of words Profile
summarizing Audience Contact through formation.
information, D. Use appropriate Activity #5:
word derivation punctuation marks Acting the Part
and formation and capitalization to
strategies, convey meaning. Activity #6:
appropriate Grammar
word order, Practice
punctuation
marks and Activity#7:
interjections to Discussing
enable him/her Viewpoints
to participate
actively in a
speech choir.
Performance Tasks: Based on your Discussing Viewpoints, write a report on how you
discussed the given topic. Observe the rules in using the period, comma, and semi-colon.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
From the Old The learner The learner A. Explain how a Affection Activity #1: English in
O English to the demonstrates actively selection may be Getting Ready Perspective 9
C Middle English understanding participates in a influenced by other 3…2…1… Quiz (Anglo-American
T Literature of how Anglo- speech choir culture, history, Literature) pp 43-
environment, or other
O American through using Activity#2: 52
factors.
B Literature study: literature and effective verbal B. Make a connection Peruse and
E Excerpts from Le other text and non-verbal between the present Read English in
R Morte d’Arthur types serve as strategies based text and previously Oral recitation Perspective 9
(Book XXI) a means of on the following read text. Activity#3 (Anglo-American
enhancing the criteria: Focus, C. Summarized the Deciphering Literature) pp. 89-
Language and self; also how Voice, Delivery, contents of material Middle English 101
Grammar: to use Body viewed Reflection writing
Punctuation Marks processing, Movements/Gest D. Determine how the Activity#4:
assessing, ures and elements specific to a Analyzing
genre contribute to
summarizing Audience Contact Mood in A
the theme of the
information, selection. scene
word derivation E. Analyze the
and formation common elements Activity #5:
strategies, found in a legend and Delivering a
appropriate how these give speech
word order, credence to the main
punctuation theme Activity #6:
marks and F. Explain the literary Grammar
interjections to devices used Practice
G. Process
enable him/her
information mention
to participate in a text listened to. Activity#7:
actively in a Reading a
speech choir Script.
. Performance Tasks: Create a print ad on how you would sell a mini-Excalibur. Write a
Something about the product, the price, and the benefits of purchasing it. Make use of the
correct punctuation in your advertisement. Present your work in the class.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
From the Old The learner The learner A. Identify the Affection Activity #1: English in
O English to the demonstrates actively distinguishing Word Perspective 9
C Middle English understanding participates in a features of notable Association Quiz (Anglo-American
T Literature of how Anglo- speech choir Anglo-American Literature) pp 53-
O American through using lyric poetry, songs, Activity#2: 58
B Literature study: literature and effective verbal poems, sermons, Peruse and
E Excerpts from other text and non-verbal and allegories. Read English in
R Sermon Lupi and types serve as strategies based B. Determine the Oral recitation Perspective 9
Anglos:1014 a means of on the following tone, mood , Activity#3 (Anglo-American
enhancing the criteria: Focus, technique, and Identifying Literature) pp. 89-
Language and self; also how Voice, Delivery, purpose of the Words 93
Grammar: to use Body Author. Reflection writing
Punctuation processing, Movements/Gest C. Accept or reject Activity#4: English in
Marks(Comma) assessing, ures and ideas mentioned Creating a Perspective 9
summarizing Audience Contact D. Show Timeline (Anglo-American
Learning Strategy: information, understanding of Literature) pp.
Hand gestures in word derivation how the elements Activity #5: 118-119
Public Speaking. and formation specific to a Delivering a
strategies, selection (a sermon
appropriate sermon) build its
word order, theme. Activity #6:
punctuation E. Produce the Grammar
marks and correct beat and Practice
interjections to rhythm in delivering
enable him/her lines from the Activity#7:
to participate selection. Retelling a Part
actively in a of the legend.
speech choir
. Performance Tasks: Write what has transpired to your discussion with your partner. Observe
the rules in punctuating sentences you have learned in this unit. Submit your work to your
teacher.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
From the Old The learner The learner A. Discover Affection Activity #1: English in
O English to the demonstrates actively literature as a Seven Deadly Perspective 9
C Middle English understanding participates in a means of Sins Quiz (Anglo-American
T Literature of how Anglo- speech choir connecting to the Literature) pp 59-
O American through using past Activity#2: 75
B Literature study: literature and effective verbal B. Determine the Peruse and
E The Pardoner’s other text and non-verbal tone, mood, Read English in
R Tale types serve as strategies based technique, and Oral recitation Perspective 9
a means of on the following mood of the author. Activity#3 (Anglo-American
Language and enhancing the criteria: Focus, C. Note the types of Dictionary Dig Literature)
Grammar: self; also how Voice, Delivery, context clue pp.102-105
Capitalization to use Body (restatement, Activity#4: Reflection writing
processing, Movements/Gest synonyms, Viewing
assessing, ures and definition, antonym) Adaptions
summarizing Audience Contact Used for a given
information, word or Activity #5:
word derivation expressions Reading in
and formation D. Compose forms Chorus
strategies, of writing
appropriate Activity #6:
word order, Grammar
punctuation Practice
marks and
interjections to Activity#7:
enable him/her Debating your
to participate way.
actively in a
speech choir
. Performance Tasks: Compose a letter of request to your school administrator or principal for
the improvement of the garden, comfort room, or any other facility in your school. Observe
the proper rules in capitalization.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
From the Old The learner The learner A. Observe the Affection Activity #1: English in
N English to the demonstrates actively correct use of Interpreting a Perspective 9
O Middle English understanding participates in a interjections to Nursery Rhyme Quiz (Anglo-American
V Literature of how Anglo- speech choir convey meaning. Literature) pp 76-
E American through using B. Explain how a Activity#2: 79
M Literature study: literature and effective verbal selection may be Peruse and
B Spring Song other text and non-verbal influenced by Read English in
E types serve as strategies based culture, history, Oral recitation Perspective 9
R Language and a means of on the following environment, or Activity#3 (Anglo-American
Grammar: enhancing the criteria: Focus, other factors. Drawing Literature)
Interjections self; also how Voice, Delivery, C. Use literary Meanings pp.106-107
to use Body devices and Reflection writing
Learning Strategy: processing, Movements/Gest techniques to craft Activity#4:
Journalistic writing assessing, ures and poetic forms. Comparing English in
summarizing Audience Contact traditional Perspective 9
information, poems (Anglo-American
word derivation Literature)
and formation Activity #5: pp.116-117
strategies, Composing a
appropriate Song
word order,
punctuation Activity #6:
marks and Grammar
interjections to Practice
enable him/her
to participate Activity#7:
actively in a Reacting to
speech choir pictures
. Performance Tasks: On a ¼ illustration board, draw emoticons that you think have
corresponding interjections. Put as many as you can and present your work in class.
 TIME SUBJECT CONTENT PERFORMANC LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD E STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
From the Old The learner The learner A. The learner Affection Activity #1: English in
N English to the demonstrates actively transfers learning Delivering Perspective 9
O Middle English understanding of participates in a by: Persuasive Quiz (Anglo-American
V Literature how Anglo- speech choir The learner actively speech Literature) pp
E American through using participates in a 120-121
M Unit 1 Integrative literature and effective verbal speech choir Activity#2:
B Culminating other text types and non-verbal through using Preparation for
E Activity serve as a strategies effective verbal and the speech Oral recitation
R means of based on the non-verbal
enhancing the following strategies based on
self; also how to criteria: Focus, the following Activity#3
use processing, Voice, Delivery, criteria: Focus, Evaluating the Reflection writing
assessing, Body Voice, Delivery, performance
summarizing Movements/Ge Body
information, stures and Movements/Gestur
word derivation Audience es and Audience
and formation Contact Contact
strategies,
appropriate word
order,
punctuation
marks and
interjections to
enable him/her
to participate
actively in a
speech choir Performance Tasks: The students will have a Persuasive speech per group. The students will
. evaluate each group’s presentation using the rubrics given.
Rating Scale
4 3 2 1
Criteria Exemplary Highly Satisfactory Poor
Satisfactory
A. Introduction
The speaker
uses a striking
attention-getter
that stimulates
the interests of
the audience.

B. Body
1. The speaker
clearly sates
his/her
argument or
 Republic of the Philippines
Department of Education
Region XII
Division of Sarangani
M A L A N D A G I N S T I T U T E, INC.
Malandag, Malungon, Sarangani Province
Government Recognition No. 145- S. 1970
SECOND QUARTER

PROGRAM STANDARD The learner demonstrates communicative competence through his/her understanding of literature and other
text types for a deeper appreciation of Philippine Culture and those of other countries
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his /her understanding of British-American
Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture
and those of other countries.
CONTENT STANDARD The learner demonstrates understanding of how British-American literature and other text types serve as a
means of valuing other people; also how to use processing information strategies, different form of adverbs
and conditionals for him/her to play an active part in a Chamber Theatre Presentation.
PERFORMANCE STANDARD The learner actively 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, Body
Movements/Gestures and Audience Contact

THEME: CROSSING BOUNDARIES

 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
Crossing The learner The learner A. Share prior Service Activity #1: English in
N Boundaries demonstrates actively plays an knowledge about a Predicting Perspective 9
O understanding active part in a text topic Through Quiz (Anglo-American
V Literature study: of how British- Chamber Theatre B. Explain how the Picture Literature) pp
E The Inevitable Day American Presentation elements specific to 133-140
M literature and through a genre contribute Activity#2:
B Language and other text employing to a theme of a Peruse and English in
E Grammar: types serve as effective verbal particular literary Read Oral recitation Perspective 9
R Adverbial Degrees a means of and non-verbal selection. (Anglo-American
valuing other strategies based C. Use adverbs in Activity#3 Literature)
Learning Strategy: people; also on the following narration. Solving a pp.208-210
Employing how to use criteria: Focus, D. Identify the Crossword Reflection writing
effective verbal processing Voice, Delivery, distinguishing Puzzles
and non-verbal information Body features of notable
strategies to strategies, Movements/Gest Anglo-American Activity#4:
create Impact on different form ures and dramatic poetry Watching
the audience while of adverbs and Audience Contact Interpretations
delivering lines in conditionals for
a reader’s theatre. him/her to play Activity #5:
an active part Delivering your
in a Chamber own
Theatre interpretations
Presentation.
Activity #6:
Grammar
Practice

Activity#7:
Comparing
Favorites
Performance Tasks: Based on your discussion with your partner in Comparing Favorites,
write a comparative review about the two books. Use comparative form of adverbs in your
review.

TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING

FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Distinguish the Service Activity #1: English in
N Literature study: demonstrates actively plays an features present in Think-Pair- Perspective 9
O Sonnet XVIII understanding active part in a poetry and prose. Share Quiz (Anglo-American
V of how British- Chamber Theatre B. Identify the Literature) pp
E Language and American Presentation distinguishing Activity#2: 127-132
M Grammar: literature and through features of notable Peruse and
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Distinguish the Service Activity #1: English in
Literature study: demonstrates actively plays an features present in Comparing Perspective 9
D The Tyger understanding active part in a the story Animals Quiz (Anglo-American
E The Lamb of how British- Chamber Theatre B. Use the correct Literature) pp
C American Presentation production of Activity#2: 141-146
E Language and literature and through English Sounds, Peruse and
M Grammar: other text employing vowel sounds, Read English in
B Adverbial Phrases types serve as effective verbal consonant sounds, Oral recitation Perspective 9
E a means of and non-verbal diphthongs, etc. Activity#3 (Anglo-American
R Learning Strategy: valuing other strategies based C. Get information Giving meaning Literature)
Distinguishing the people; also on the following from various print and using it in pp.211-213
features of lyric how to use criteria: Focus, like, media, a sentence Reflection writing
poetry processing Voice, Delivery, pamphlets,
information Body periodicals and Activity#4:
strategies, Movements/Gest audio-video Listening to
different form ures and recordings song
of adverbs and Audience Contact D. Explain how the interpretations
conditionals for elements specific to
him/her to play a genre of a lyric Activity #5:
an active part poem contribute to Interpreting
in a Chamber the theme of the through a song
Theatre selection
Presentation. Activity #6:
Grammar
Practice

Activity#7:
Describing your
Family
Performance Tasks: For one week, keep a collection of advertisements you hear, read, or
see that are specifically made for people for your age. List the traits of young people who find
these ads appealing. What do advertisers seem to think you really want? Are they right? How
do I appeal to you? Use adverbs to describe whether you believe them or they just made to
catch your attention.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Agree or Service Activity #1: English in
D Literature study: demonstrates actively plays an disagree with the Think-Pair- Perspective 9
E La Belle Dame understanding active part in a ideas presented in Share Quiz (Anglo-American
C Sans Merci of how British- Chamber Theatre the selection Literature) pp
E American Presentation B. Use the correct Activity#2: 147-153
M Language and literature and through production of Peruse and
B Grammar: other text employing English sounds, Read English in
E Problems with types serve as effective verbal vowel sounds, Oral recitation Perspective 9
R Modifiers a means of and non-verbal consonant sounds, Activity#3 (Anglo-American
valuing other strategies based diphthongs, etc. Matching Literature)
people; also on the following C. Get information Meanings pp.214-217
how to use criteria: Focus, from audio, video Reflection writing
processing Voice, Delivery, recordings Activity#4:
information Body D. Explain how the To Agree or
strategies, Movements/Gest specific to a genre Disagree
different form ures and contribute to theme
of adverbs and Audience Contact of the selection. Activity #5:
conditionals for Writing a Love
him/her to play Poem
an active part
in a Chamber Activity #6:
Theatre Grammar
Presentation. Practice

Activity#7:
Sharing within
a Group

Performance Tasks: In a world separated by mountains and oceans, you stay in touch with
your loved ones through the use of modern technology. One of which is the electronic mail or
email. Compose an e-mail to a friend about your best day ever. Remember not to use double
negatives and double comparatives. Screenshot your e-mail, print, and then paste it.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Determine Service Activity #1: English in
J Literature study: demonstrates actively plays an mood, tone, Telling Ghost Perspective 9
A The Tell-Tale understanding active part in a technique and Stories Quiz (Anglo-American
N Heart of how British- Chamber Theatre purpose of the Literature) pp
U American Presentation author. Activity#2: 161-169
A Language and literature and through B. Draw Peruse and
R Grammar: First other text employing conclusions based Read English in
Y Conditionals types serve as effective verbal on the text listened Oral recitation Perspective 9
a means of and non-verbal to Activity#3 (Anglo-American
Learning Strategy: valuing other strategies based C. Use conditionals Identifying Literature)
Types of Listening; people; also on the following in expressing Images, or pp.222-224
Listening for the how to use criteria: Focus, arguments. Emotions Reflection writing
Main processing Voice, Delivery, D. Determine the evoked by the English in
Idea/Listening for information Body vocabulary or lines. Perspective 9
details strategies, Movements/Gest jargons expected of (Anglo-American
different form ures and a communicative Activity#4: Literature) pp.232
of adverbs and Audience Contact style Reviewing
conditionals for E. Share personal History Role Playing
him/her to play opinion about the
an active part ideas presented in Activity #5:
in a Chamber the material viewed Role-playing a
Theatre or listened to Court Trial
Presentation.
Activity #6:
Grammar
Practice

Activity#7:
Signing in First
Conditionals
Performance Tasks: Keeping tracks your plans. Use the first conditional to state what actions
you would possibly make in the near future and their respective outcome.

TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING

FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Share prior Service Activity #1: English in
J Literature study: demonstrates actively plays an knowledge about a Identifying the Perspective 9
A My Last Duchess understanding active part in a text topic. Hierarchy of Quiz (Anglo-American
N of how British- Chamber Theatre B. Explain how the Royalty Literature) pp
U Language and American Presentation elements specific to 154-160
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Determine the Affection Activity #1: English in
J Literature study: demonstrates actively plays an vocabulary or Reading Travel Perspective 9
A Shooting an understanding active part in a jargon expected of Blogs Quiz (Anglo-American
N Elephant of how British- Chamber Theatre a communicative Literature) pp
U American Presentation style Activity#2: 189-202
A Language and literature and through B. Use the Peruse and
R Grammar: Third other text employing conditionals in Read English in
Y Conditionals types serve as effective verbal expressing Oral recitation Perspective 9
a means of and non-verbal arguments Activity#3 (Anglo-American
valuing other strategies based C. Judge the Defining in Literature)
people; also on the following relevance and Context pp.228-230
how to use criteria: Focus, worth of ideas Reflection writing
processing Voice, Delivery, presented. Activity#4:
information Body D. Get information Mapping out
strategies, Movements/Gest from various media Connections
different form ures and like audio/video
of adverbs and Audience Contact recordings Activity #5:
conditionals for E. Organize Interviewing
him/her to play information in Policeman
an active part various ways
in a Chamber (outline, graphic Activity #6:
Theatre representations, Grammar
Presentation. etc.) Practice

Activity#7:
Thinking
Outside the
Box
Performance Tasks: Writing a Journal Entry. Select one moment in your life which could
have caused a big difference had you taken different action. Write a journal entry sharing
your thoughts on what could /would/might have been. Observe the correct use of third
conditionals.

TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING

FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Determine the Affection Activity #1: English in
F Literature study: demonstrates actively plays an vocabulary or Reading Travel Perspective 9
E Shooting an understanding active part in a jargon expected of Blogs Quiz (Anglo-American
B Elephant of how British- Chamber Theatre a communicative Literature) pp
R American Presentation style Activity#2: 189-202
 Republic of the Philippines
Department of Education
Region XII
Division of Sarangani
M A L A N D A G I N S T I T U T E, INC.
Malandag, Malungon, Sarangani Province
Government Recognition No. 145- S. 1970
THIRD QUARTER

PROGRAM STANDARD The learner demonstrates communicative competence through his/her understanding of literature and other
text types for a deeper appreciation of Philippine Culture and those of other countries
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his /her understanding of British-American
Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture
 and those of other countries.
CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other text types serve as a
means of Connecting to the world; also how to use ways of analyzing one-act play and different forms of
verbals for him/her to skillfully perform in a one act play.
PERFORMANCE STANDARD The learner skillfully performs in a one-act play through utilizing effective verbal and non-verbal strategies
and ICT resources based on the following criteria: Focus , Voice, Delivery, and Dramatic Conventions.
THEME: ENGLISH LITERARY TRADITION IN
THE COLONIES
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Analyze a one-act Affection Activity #1: English in
F Literature study: demonstrates skillfully performs in play Think-Pair-Share Perspective 9
E Riders to the Sea understanding a one-act play B. Get familiar with Quiz (Anglo-American
B of how Anglo- through utilizing technical vocabulary Activity#2: Literature) pp 242-
R Language and American effective verbal and for a drama and Peruse and 256
Grammar: Verbals: literature and non-verbal theatre Read
U
Gerunds other text types strategies and ICT C. Identify types and English in
A serve as a resources based features of a play Activity#3 Oral recitation Perspective 9
R Learning Strategy: means of on the following sypnosis Identifying Irish (Anglo-American
Y Sypnosis Connecting to criteria: Focus , D. Extract important Expressions Literature) pp.338-
the world; also Voice, Delivery, information from text 340
how to use ways and Dramatic E. Use Verbals Activity#4: Reflection writing
of analyzing Conventions. F. Produce the Identifying the English in
one-act play and English Sounds Scenes Drama Perspective 9
different forms correctly and (Anglo-American
of verbals for effectively when Activity #5: Literature) pp.364
him/her to delivering lines in a Staging a
skillfully perform one-act play Reader’s
in a one act G. Reflect on the Theatre
play. ideas of the speaker
H. Use literary
devices and Activity #6:
techniques to craft a Grammar
play synopsis Practice
I. Express
appreciation for Activity#7:
sensory images Conducting an
used. Interview

Performance Tasks: Writing a Play Review. Write a play review on the production of Riders to the
Sea by watching this link: www.youtube.com/watch?v=yidleaEGSNU.
Be guided with the following tips on how to write a play review:
 Analyze the production in terms other than likes and dislikes
 See the production’s value and appeal
 Offer evidence to support your opinions
 Acknowledge the audience reaction particularly if it differs from their own reaction.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Explain how the Affection Activity #1: English in
Literature study: demonstrates skillfully performs elements specific Concept Web Perspective 9
M The Monkey’s understanding in a one-act play to a one-act play Quiz (Anglo-American
A Paw of how Anglo- through utilizing contribute to the Activity#2: Literature) pp
R American effective verbal development of its Peruse and 257-277
C Language and literature and and non-verbal theme. Read
H Grammar: other text strategies and B. Get familiar with English in
Verbals: Gerund types serve as ICT resources the technical Activity#3 Oral recitation Perspective 9
Phrases a means of based on the vocabulary for Identifying Irish (Anglo-American
Connecting to following criteria: drama and theatre Expressions Literature)
Learning Strategy: the world; also Focus , Voice, (like stage pp.341-344
Stage Directions how to use Delivery, and directions) Activity#4: Reflection writing
ways of Dramatic C. Identify the Identifying English in
analyzing one- Conventions. distinguishing Meanings Drama Perspective 9
act play and features Anglo- (Anglo-American
different forms American one-act Activity #5: Literature)
of verbals for plays Analyzing a pp.365-366
him/her to D. Employ Movie Version
skillfully appropriate
perform in a listening strategies Activity#6:
one act play. suited to type text Role-playing a
E. Use Verbals Scene

Activity #7:
Grammar
Practice

Activity#8:
Talking on the
Phone
Performance Tasks: A news report is a written composition about an event that happens,
happened, or will happen. The first paragraph of a news report tells what happened, who
were involved, when, where, why and how the event happened. The rests of the paragraphs
give details about the event.

TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING

FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Analyze literature Affection Activity #1: English in
M Literature study: demonstrates skillfully performs as a means of Picturing Death Perspective 9
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME
TIME CONTENT
SUBJECT STANDARD
CONTENT STANDARD
PERFORMANCE COMPETENCIES
LEARNING INTEGRA-
VALUES ACTIVITIES
STRATEGIES/ MENT
MOV/ASSESS- MATERIALS
LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES TION
INTEGRA- ACTIVITIES MENT MATERIALS
The learner The learner A. Employ Affection
TION Activity #1: English in
A Literature study: demonstrates
The learner skillfully performs
The learner appropriate
A. Express Affection What the#1:
Activity Perspective
English in 9
MP Chicago
Literature study: understanding
demonstrates in a one-act play
skillfully performs listening strategies
appreciation for Pictures
Parts of the Quiz (Anglo-American
Perspective 9
AR The Brain- Is of how Anglo-
understanding through utilizing
in a one-act play suitrd
sensory images of
to the type Depicts
Brain Quiz Literature) pp
(Anglo-American
RI Language
Wider Thanandthe American
of how Anglo- effective verbal
through utilizing text
usedand interpret 290-295
Literature) pp
CL Grammar:
Sky More literature
Americanand and non-verbal
effective verbal intonation
B. Providelistened Activity#2:
Activity#2: 296-301
H About Participial other text and
literature strategies and
and non-verbal to
appropriate and Peruse
Peruse and
and English in
Phrase
Language and types
other serve
text as ICT resources
strategies and B. Express
critical Read
Read Oral recitation Perspective
English in 9
Grammar: Present atypes
meansserveof as based on the
ICT resources appreciation
feedback/reactionfor Oral recitation (Anglo-American
Perspective 9
Participle Connecting
a means of to following
based oncriteria:
the sensory images
to a specific context Activity#3
Activity#3 Literature)
(Anglo-American
the world; also
Connecting to Focus , Voice,
following criteria: used
or situations. Using words in
Supplying pp.349-350
Literature)
how to usealso
the world; Delivery, and
Focus , Voice, C.
C. Explain
Explain thethe Sentences
Literal and Reflection writing pp.351-353
ways
how to ofuse Dramatic
Delivery, and literary
Literarydevices
Devices Connotative Reflection writing
analyzing
ways of one- Dramatic .
Conventions used
used. Activity#4:
Meanings
act play and
analyzing one- D.
D. Analyze
Used the Identifying
Conventions.
different
act play forms
and information
appropriatecontain Meanings
Activity#4:
of verbalsforms
different for in the material
multimedia Analyzing an
him/her
of verbalsto for viewed
resourcesor listened
to Activity
Analysis#5:
of a
skillfully
him/her to to use verbals
accompany the oral Searching
Poem for
perform
skillfully in a E. Analyze
delivery the lines
of the Context
one in a.
act play
perform information
E. Draw similarities Activity #5:
contained in the of
and Differences Activity#6:
Listening to
one act play.
material viewed
the featured or Writing a Free
and reciting
listened
selectionsto use
in Verse
PoetryPoem
verbals
relation to the
F. Use the
theme Activity #7:
appropriate Grammar
Activity #6:
prosodic features Practice
Grammar
of speech when Practice
delivering lines Activity#8:
Looking for
Activity#7:
Riddles
Talking About
Performance Tasks :Based on what have you learned about the features of a sypnosis, write
the Picture
a sypnosis for the play “The Monkeys Paw”.
Performance Tasks: An Autobiographical essay talks about the life of the writer. In this kind of
essay. The writer gives the reader pieces of information like his/her name, his/her family
background, where he/she was born, and his/her education background. Look for an
autobiographical essay. Study its structure and write your own autobiographical essay.

TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING

FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
A The learner The learner A. Determine tone, Affection Activity #1: English in
P Literature study: demonstrates skillfully performs mood, technique, Everything Perspective 9
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
A The learner The learner A. Get familiar with Affection Activity #1: English in
P Literature study: demonstrates skillfully performs the technical Criminal Case Perspective 9
R Trifles understanding in a one-act play vocabulary for Quiz (Anglo-American
I of how Anglo- through utilizing drama and Activity#2: Literature) pp
L Language and American effective verbal theatre(like stage Peruse and 306-322
Grammar: Verbals: literature and and non-verbal directions) Read
Infinitives other text strategies and B. Determine English in
types serve as ICT resources mood, tone, Activity#3 Oral recitation Perspective 9
a means of based on the technique, and Finding More (Anglo-American
Connecting to following criteria: purpose of the Synonyms Literature)
the world; also Focus , Voice, author. pp.357-359
how to use Delivery, and C. Explain how a Activity#4: Reflection writing
ways of Dramatic selection may be Researching
analyzing one- Conventions. influenced by About the
act play and culture, history, Feminist
different forms environment, or Movement
of verbals for other factors
him/her to D. Use literary Activity #5:
skillfully devices and Making a
perform in a techniques to craft Slogan
one act play. a play sypnosis
E. Share personal Activity #6:
opinion about the Grammar
ideas listened to Practice
F. Provide critical
feedback to the Activity#7:
idea presented in Writing About
the material viewed Yourself
or read.
G. Use Verbals

Performance Tasks: Write a short descriptive paragraph about a place that could be the
setting for a story or drama. You may use infinitives as nouns, adjectives, or adverbs.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
The learner The learner A. Share prior Affection Activity #1: English in
M Literature study: demonstrates skillfully performs knowledge about Anticipation Perspective 9
A A Rose for Emily understanding in a one-act play text topic. Guide Quiz (Anglo-American
Y of how Anglo- through utilizing B. Explain how the Literature) pp.
Language and American effective verbal elements specific to Activity#2: 323-336
Grammar: Infinitive literature and and non-verbal a genre (elements Peruse and
Phrase other text strategies and of gothic fiction) Read English in
types serve as ICT resources contribute to the Oral recitation Perspective 9
a means of based on the theme of a Activity#3 (Anglo-American
Connecting to following criteria: particular literary Choosing the Literature)
the world; also Focus, Voice, selection Correct pp.360-362
how to use Delivery, and C. Analyze the Meaning Reflection writing
ways of Dramatic content and feeling
analyzing one- Conventions. level of utterances Activity#4:
act play and in the narrative. Remembering
different forms D. Determine the Mothers in
of verbals for tone, mood Films
him/her to technique and
skillfully purpose of the Activity #5:
perform in a author Reenacting the
one act play. E. Explain how a Scene in the
selection may be Story
affected by culture,
history, Activity #6:
environment, or Grammar
milieu Practice
F. Use Verbals
Activity#7:
Reporting an
Interview
Performance Tasks: A Tanka is a Japanese poem which has five lines. The first and third
lines have five syllables each while the rest of the lines have seven syllables. Look up for an
example of Tanka. Then write your own Tanka. Note that Tanka poems are usually about
nature, seasons, and love.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
.The learner The learner The learner Affection Activity #1: English in
Culminating demonstrates skillfully performs A. skillfully Wall of Frames Perspective 9
Activity understanding in a one-act play performs in a one- (Anglo-American
M of how Anglo- through utilizing act play through Drama Literature) pp
A American effective verbal utilizing effective Activity#2: 373-375
Y literature and and non-verbal verbal and non- Producing a
other text strategies and verbal strategies One-Act Play
types serve as ICT resources and ICT resources
a means of based on the based on the
Connecting to following criteria: following criteria:
the world; also Focus, Voice, Focus, Voice,
how to use Delivery, and Delivery, and
ways of Dramatic Dramatic
analyzing one- Conventions. Conventions
act play and .
different forms
of verbals for
him/her to
skillfully
perform in a
one act play

Performance Tasks: Presentation of a One-Act Play

Attribute Exceptional Good Fair Poor Score
5 4 2 1
Script The text The text The text The text
adaption adaption adaptation adaptation
proficiently portrays the accurately presents
portrays the dialogue and portrays the some
dialogue and actions from dialogue and inaccuracies
actions from the play well. the actions in the
the play. Accurate from the dialogue or
Very staging is play, but the actions; they
accurate evident. presentation do not
staging is Both the may be closely
evident. dialogue and missing match the
Both the the staging appropriate play.
dialogue help in the staging that Paraphrase
and overall maintains or omission
understandin the original of details
g of the meaning of change the
 Region XII
Division of Sarangani
M A L A N D A G I N S T I T U T E, INC.
Malandag, Malungon, Sarangani Province
Government Recognition No. 145- S. 1970
FOURTH QUARTER

PROGRAM STANDARD The learner demonstrates communicative competence through his/her understanding of literature and other
text types for a deeper appreciation of Philippine Culture and those of other countries
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his /her understanding of British-American
Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture
and those of other countries.
CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and other text types serve as a
means of preserving unchanging values in changing world; also how to use the features of a full-length play,
tense, consistency, modals, active and passive constructions plus direct and indirect speech to enable
him/her competently performs in a full-length play.
PERFORMANCE STANDARD The learner competently performs in a full-length play through applying effective verbal and non-verbal
 strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic
Conventions.

THEME: PRESERVING UNCHANGING VALUES

IN A CHANGING WORLD
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
Respect Activity #1: English in
Literature study: The learner The learner A. Use active and Think-Pair- Perspective 9
M Excerpt from the demonstrates competently Passive Share Quiz (Anglo-American
A Corpus Christi understanding performs in a full- constructions. Literature)
Y Plays of how Anglo- length play B. Relate text Activity#2: pp.379-385
American through applying content to particular Peruse and
Language and literature and effective verbal issues, concerns, Read English in
Grammar: Passive other text and non-verbal or dispositions in Oral recitation Perspective 9
and Active Voice types serve as strategies and real life Activity#3 (Anglo-American
a means of ICT resources C. Get familiar with Finding Literature)
Learning strategy: preserving based on the the technical Meanings pp.467-469
Analytical listening unchanging following criteria: vocabulary for Reflection writing
values in Focus, Voice, drama and theatre Activity#4: English in
changing Delivery and (e.g. stage Comparing Perspective 9
world; also Dramatic directions) adaptions (Anglo-American
how to use the Conventions. D. Used varied Literature)
features of a verbal and non- Activity #5: pp.497-498
full-length play, verbal Learning how
tense, communication to speak in
consistency, strategies when Middle English
modals, active performing in a play
and passive Activity #6:
constructions Grammar
plus direct and Practice
indirect speech
to enable Activity#7:
him/her Learning more
competently about each
performs in a other
full-length play. Performance Tasks: A reaction paper expresses your views and opinions about issues that
you read in the newspapers, hear over the radio, or watch on TV. When writing a reaction
paper, always begin discussing the issue that has caught your attention. Then write about
your reaction to the issue. Using the active and passive voice, write a reaction paper on any
of the following issues:
1. How the following affects the environment.
a. Air pollution
b. Water pollution
c. Land pollution
2. The threat of depleting sources of energy
3. Possible substitutes for gasoline.

TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING

FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
Honesty Activity #1: English in
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
F Honesty Activity #1: English in
E Literature study: The learner The learner A. Use appropriate Making Perspective 9
B Story of an hour demonstrates competently words to express Predictions Quiz (Anglo-American
R understanding performs in a full- evaluation Literature)
U Language and of how Anglo- length play B. Determine tone, Activity#2: pp.449-454
A Grammar: Using American through applying mood, technique Peruse and
R words to express literature and effective verbal and the purpose of Read English in
Y evaluation other text and non-verbal the author Oral recitation Perspective 9
types serve as strategies and C. Relate text Activity#3 (Anglo-American
a means of ICT resources content to particular Searching for Literature)
preserving based on the social issues, same pp.489-491
unchanging following criteria: concerns, or meanings Reflection writing
values in Focus, Voice, dispositions in real
changing Delivery and life Activity#4:
world; also Dramatic D. Formulate Knowing more
how to use the Conventions. predictions based about
features of a on the material Feminism
full-length play, viewed
tense, Activity #i5:
consistency, Making a music
modals, active video
and passive
constructions Activity #6:
plus direct and Grammar
indirect speech Practice
to enable
him/her Activity#7:
competently Analyzing a
performs in a movie
full-length play. Performance Tasks: Browse the internet for examples of a reflection paper. Study how a
reflection paper is written. Then write your own reflection paper about a movie or play that
you watched or book that you read. Remember to use evaluative words in your reflection
paper.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
M Honesty Activity #1: English in
A Literature study: The learner The learner A. Determine tone, Think-Pair- Perspective 9
R Let America be demonstrates competently mood, technique Share Quiz (Anglo-American
C America Again understanding performs in a full- and purpose of the Literature)
H of how Anglo- length play author Activity#2: pp.455-465
Language and American through applying B. Explain the Peruse and
Grammar: Tenses literature and effective verbal literary devices Read English in
Consistency other text and non-verbal used Oral recitation Perspective 9
types serve as strategies and C. Provide Activity#3 (Anglo-American
a means of ICT resources appropriate and Finding Literature)
preserving based on the critical feedback/ Meanings pp.492-495
unchanging following criteria: reaction to a Reflection writing
values in Focus, Voice, specific context or Activity#4:
changing Delivery and situation Comparing
world; also Dramatic D. Judge the Literary texts
how to use the Conventions. relevance and
features of a worth of ideas, Activity #i5:
full-length play, soundness of Reading in
tense, author’s reasoning, Chorus
consistency, and the
modals, active effectiveness of the Activity #6:
and passive presentation Grammar
constructions E. Take a stand on Practice
plus direct and critical issues
indirect speech brought up in the Activity#7:
to enable material viewed. Showing and
him/her F. Use appropriate Telling
competently multimedia
performs in a resources
full-length play. appropriately and
effectively
Performance Tasks: Think of a topic that you enjoy talking about with your family or friends.
Write about it on a sheet bond of paper. Make sure that you are consistent with the use of
your tenses as you write your personal essay.
 TIME SUBJECT CONTENT PERFORMANCE LEARNING VALUES STRATEGIES/ MOV/ASSESS- LEARNING
FRAME CONTENT STANDARD STANDARD COMPETENCIES INTEGRA- ACTIVITIES MENT MATERIALS
TION
M .The learner The learner Affection English in
A Culminating demonstrates competently The learner Activity#1: Perspective 9
R Activity understanding performs in a full- competently Producing a (Anglo-American
C of how Anglo- length play performs in a One-Act Play Drama Literature) pp
H American through applying A. full-length play 507-510
literature and effective verbal through applying
other text and non-verbal effective verbal and
types serve as strategies and non-verbal
a means of ICT resources strategies and ICT
preserving based on the resources based
unchanging following criteria: on the following
values in Focus, Voice, criteria: Focus,
changing Delivery and Voice, Delivery and
world; also Dramatic Dramatic
how to use the Conventions. Conventions.
features of a
full-length play,
tense,
consistency,
modals, active
and passive
constructions
plus direct and
indirect speech
to enable
him/her
competently Performance Tasks: Presentation of a Full-Play
performs in a Attribute Exceptional Good Fair Poor Score
full-length play 5 4 2 1
Projection Lines are Most of the Some of the Most of the
Speaks always clear lines are lines are lines are not
clearly so and clear and clear and clear and
lines are understanda understanda understanda understanda
understood ble ble. ble ble
Expression Puts the Puts the Puts the Do not put
Deliver lines appropriate appropriate appropriate much
with expression expression expression expression
expression into all of into most of into few of into his/her
to bring life his/her lines his/her lines his/her lines lines.
to the
character
Memorizat- Has learned Has learned Has learned Does not .
ion all lines from many of the some of the learn any
Learned the script- lines from lines from lines from