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Walking Through Grade 9

English
Learning Module 1

Session Objectives
In this learning session, the participants should
be able to:
1. gain clearer understanding of the contents and
processes in teaching Grade 9 English
2. discuss difficulties / concerns related to the
teaching of Grade 9 English and give
recommendations

DEPARTMENT OF EDUCATION

Walking Through Grade 9 English

GROUP ACTIVITY
1. Choose a facilitator and a rapporteur.

2. Examine the contents of the Leaners Material


(LM) and Teachers Guide (TG). Copy the
Learners Material Matrix in a manila paper,
and fill it out with entries called for.
DEPARTMENT OF EDUCATION

Walking Through Grade 9 English


Learners Material Matrix
Modu
le

The
me

Lesson
No. &
SubTheme

Gramm
ar
/
Langua
ge
Focus

Enabling
Activities

Culminat
ing
Activity

FINDINGS

RECOMMENDATIONS

Write your groups findings and recommendations on how


the LM and TG carried out the language learning
processes specifically on:
a.spiral progression
d. learner-centeredness
b.interaction
e. contextualization
c.integration
f. construction
DEPARTMENT OF EDUCATION

ANALYSIS
On the Activity
1.What discoveries have you
come up with after doing the
activity?

On the Groups Outputs


1.What are the points of
agreement and disagreement?
2.What are the common
discoveries youve made?

On the Topics / Competencies

On Maximizing the LM & TG

1.What topics/competencies
do you think will the teachers
find difficult to teach? Why?

1.What other concerns


regarding the LM and TG have
been surfaced after the
activity?

DEPARTMENT OF EDUCATION

Understanding the Connection among the


Curriculum Framework (CuF), Conceptual
Framework (CF), Curriculum Guide (CG),
Learners Material (LM) and Teachers
Guide (TG)

Connection among CuF, CF, CG, LM & TG

S
S
T
S

DEPARTMENT OF EDUCATION

E
N

Enabling
Activities

Culminati
ng
Activity

Performanc
e
Standard

Learning
Competenci
es

Content
Standard

Your Journey
Your
Objectives
Your Initial
Task
Your Text
Your
Discovery
Task
Your Final
Task
My Treasure

LANGUAGE

The K to 12
Philippine
Basic
Education
Curriculum
Framework

Holistic
Filipino
Learner/
Child

English Grade 9

ENGLISH
CONCEPTUAL
FRAMEWORK

ANALYSIS
Assessment can be done in various ways to address different abilities,
interests and motivation of learners and is built into instructional process;
moves from judgmental to developmental.( self-assessment, reflective,
informal, diagnostic, formative, peer assessment and portfolio
assessment) generates input to inform and guide
Continuous Assessment ( CA) is an on going, informal assessment
and evaluation ( process of making a judgment of a product, a response and a
performance based on criteria )

combined.

-- McTighe and Ferrara ( 1994)

DEPARTMENT OF EDUCATION

ANALYSIS
Continuous assessment effectively demonstrates
and reflects the actual learning in the classroom. It
is a process of gathering and integrating
information
affirms high-order, creative and critical thinking;
and because it embraces not only cognitive
outcomes but behavioral and affective outcomes
as well.
---- Carol A. Puhl
DEPARTMENT OF EDUCATION

ANALYSIS
- directs instructional attention
- authentic, real-life tasks
- holistic and heavy on critical thinking and integration
- multi-dimensional
- typically done in a range of tasks
- provide feedback/ comments(from peers, teachers)
that happens during the process while there is still
time to change and feedback happens quickly
- learners , parents are invited to help assess

DEPARTMENT OF EDUCATION

Connection among CuF, CF, CG, LM & TG


The Learning Standards and Learning Competencies
Reading
Comprehension

Listening
Comprehension

Viewing
Comprehension

Le
ar
ni
ng

Vocabulary
Development

Content
Standard

Co
m
pe
te
Performance
nc
ie
Standard
s

Literature

Writing &
Composition

DEPARTMENT OF EDUCATION

Oral
Language &
Fluency

Grammar
Awareness

The Grade 9 Learning


Standards
(Module 1)

The Learning Standards


Program Standard (Kinder to Grade 12):
The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.

English Grade 9
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.

DEPARTMENT OF EDUCATION

The Learning Standards


English Grade 9 Module 1
Answer the Unpacking CS/PS Worksheet.

DEPARTMENT OF EDUCATION

The Learning Standards


English Grade 9 Module ___
Content Standard:

Performance Standard:

answers the
question: What
should students
know (knowledge)
and do (skills)?
shares the most
important and
enduring ideas,
issues, principles,
skills and habits of
mind
expresses the
desired results

answers the question: How well


must students do their work?
presents product or performance
as evidence of learning or
attainment of content standard
adds value to what students
learned
demonstrates conceptual
understanding of content and skill
acquisition
represents real life, authentic task
encompasses the standard

DEPARTMENT OF EDUCATION

The Learning Standards


English Grade 9 Module 1
Content Standard:

Performance Standard:

The learner demonstrates


understanding of how AngloAmerican literature and other text
types serve as means of enhancing
the self; also how to use processing,
assessing, summarizing information,
word derivation and formation
strategies, appropriate word order,
punctuation marks and
interjections to enable him/her to
participate actively in a speech
choir.

The learner actively


participates in a
speech choir through
using effective verbal
and non-verbal
strategies based on the
following criteria:
Focus, Voice, Delivery,
Facial Expressions,
Body Movements/
Gestures and Audience
Contact.

DEPARTMENT OF EDUCATION

The Learning Standards


English Grade 9 Module 1
Content Standard Key Concepts

AngloAmerican
literature

other
text
types

Word
derivation
and
formation
strategies

ENHANCING
THE SELF
Participate
actively in a
Speech
Choir
Interjections
Punctuation
marks
DEPARTMENT OF EDUCATION

Appropriate
word order

Processing,
assessing,
summarizing
information

The Learning Standards


English Grade 9 Module 1
Performance Standard Key Concepts

Delivery
Focus

Voice

Verbal &
Non-verbal
Strategies

Facial
Expressions

Audience
Contact
active
participation in a
Body
Movements/
Gestures

DEPARTMENT OF EDUCATION

SPEECH
CHOIR

The Grade 9 Learning


Competencies
(Module 1)

The Learning Competencies (LCs)


English Grade 9 Module 1: Lesson 1
RC
Reading
Comprehensio
n
EN9RC-Ia16:Share prior
knowledge
about a text
topic

LC
Listening
Comprehensi
on
EN9LC-Ia8:Process
information
mentioned in
the text
listened to
EN9LC-Ia3.6:Perform
a task by
following
instructions

VC
Viewing
Comprehensio
n
EN9VC-Ia3.8:Infer
thoughts,
feelings, and
intentions in
the material
viewed

V
Vocabulary
Developme
nt
EN9V-Ia1:Provide
words or
expressions
appropriate
for a given
situation

LT
Literature
EN9LT-Ia14:Analyze
literature as
a means of
discovering
the self
EN9LT-Ia14.1:
Identify the
distinguishin
g features of
notable
AngloAmerican
lyric poetry,
songs,
poems,
sermons,
and
allegories

WC
Writing and
Compositio
n
EN9WCIa-8:
Distinguish
between
and among
informative
,
journalistic,
and literary
writing.

F
Oral Language
and
Fluency
EN9OL-Ia1.15:Use the
appropriate
segmentals
(sounds of
English) and
the
suprasegmenta
ls or prosodic
features of
speech when
delivering lines
of poetry and
prose in a
speech choir,
jazz chants and
raps.

G
Grammar
Awareness
EN9G-Ia1.6/1.7:Use
appropriate
punctuation
marks and
capitalization
to convey
meaning

Refer to your copy of the Curriculum Guide for a complete list of the LCs.
What have you observed on the list of LCs? What does it mean?
DEPARTMENT OF EDUCATION

The Learning Competencies (LCs)


English Grade 9 Module ___

You should notice that:


1. The Learning Competencies (LCs) are coded. This was initiated in order
to identify learning competencies that are connected and exhibited spiral
progression (from Kinder to Grade 10). These LCs bear the same code
number. This is also connected to the creation of the LRMDS or Learning
Resources Management and Development System.
EN9RC-Ia-16: Share prior knowledge about a text topic

DEPARTMENT OF EDUCATION

The Learning Competencies (LCs)


Domain

EN9RC-Ia-16:
Grade Level

Subject
Subjec
t

Grade
Level

English Grade
Grade
Grade
Grade

Quarter
Competency
Week

7
8
9
10

Domain
Reading Comprehension
Listening Comprehension
Viewing Comprehension
Vocabulary Development
Literature
Writing Composition
Oral Language and Fluency
Grammar Awareness

Quarte
r
I
II
III
IV

DEPARTMENT OF EDUCATION

Week
a
b
c
d
e
f
g
h
i
j

Competen
cy
1
2
2.1
2.1.1
(sample)

The Learning Competencies (LCs)


English Grade 9 Module ___

You should notice that:


2. There are deliberate iteration of LCs. Iteration of learning competencies
was done to give teachers ample time to tackle the LCs and also to develop
mastery among the learners. Spiral progression was taken into account in
the iteration by identifying a focus on a particular segment of the LC
and/or by the use of the sub-competencies, for a suggested time period.
EN9WC-Ia-8: Distinguish between and among informative,
journalistic, and literary writing (Lesson 1 Week 1)
EN9WC-Ib-8: Distinguish between and among informative,
journalistic, and literary writing (Lesson 2 Week 2)
DEPARTMENT OF EDUCATION

The Learning Competencies (LCs)


English Grade 9 Module ___

You should notice that:


3. The Learning Competencies (LCs) are distributed within a nine-week
period. The 10th week of the quarter is reserved for the periodical tests
and for some interruptions in the school days (e.g. typhoon, regular
holidays, etc.).

(Refer to your copy of the Curriculum Guide)

DEPARTMENT OF EDUCATION

The Grade 9 Learners Material


(LM) & Teachers Guide (TG)
(Module 1)

Parts of the Learners Material (LM) and


Teachers Guide (TG)
English Grade 9 Module 1
Answer the LM and TG Identification Worksheet.

DEPARTMENT OF EDUCATION

Parts of the Learners Material (LM)


will enable learners to express their
insights, learnings, and realizations on
the lesson. This part contains prompts
and other graphic organizers that will
help learners to synthesize what they
have learned
has the culminating task/s
for the week and could
serve as enabling task for
the main
product/performance at the
end of each module. The
tasks included in this part
are essential for learners
development and are
based on real life situations

My
Treasure

Your Final
Task/s

Your
Journey

LEARNERS
MATERIAL

Your
Discovery
Tasks

includes tasks that will prompt learners to


have discussions beyond the context of
the main reading material. It also includes
other activities for expansion of
understanding, and enabling activities for
the final task

gives a birds eye view of what learners


should discover, learn, and develop in
the lesson

Your
Objectives

Your
Initial
Tasks
Your Text

contains the main reading


material learners will read
and analyze; this also
contains vocabulary
development tasks
necessary for text
understanding and
grammar integration

DEPARTMENT OF EDUCATION

states the concepts and


skills learners need to
develop as well as the
contents of the lesson they
will encounter

introduces tasks that will hook


learners interest in the lesson
and prepare them for higher
level tasks

Parts of the Teachers Guide (TG)


states the types of
assessment for the
lesson
Assessment
Plan

contains the target


concepts and the
skills to be
developed

Overview of
Content &
Objectives

TEACHERS
GUIDE

Activities

presents the
description and
ways to process
the tasks

DEPARTMENT OF EDUCATION

Resources

contains the list of


materials and
equipment needed
for the lesson

How LM is Crafted

Theme is literature - based

Sub themes are broken down from main theme

Learning competencies address the macro skills and


multi - intelligences

Progression of activities is from simple to complex

Enabling activities are prerequisites to the Culminating


Activity

Culminating activity (product/performance) addresses the


Performance Standard

Development of skills progresses from the self and


radiated to others and the community

Grammar/language is functional
DEPARTMENT OF EDUCATION

Learners Material Matrix


English Grade 9 LM Module 1
Module 1
Theme

Lesson & Sub


Theme

Enhancing
the Self

Lesson 1: Recognizing
Roles in Life

Grammar/Languag
e Focus

Enabling
Activities

Culminatin
g Activity

Lesson 1: Using
Capitalization and
Punctuation Marks

Lesson 1:
Community Services
Brochure

Lesson 2: Maximizing
my Strength

Lesson 2: Using Colon


and Semi Colon

Lesson 2: Perform a
Rap

Perform in a
Speech
Choir
Presentatio
n

Lesson 3: Leaving a
Legacy

Lesson 3: Using
Dashes

Lesson 3: Perform a
Choral Recital

Lesson 4: Coping with


Challenges

Lesson 4: Using
Contractions

Lesson 4: Info-Ad
Campaign on
Positive ways to
cope with challenges

Lesson 5: Living with


a Purpose

Lesson 5: Using
Quotation Marks

Lesson 5: Poetry
Reading

Lesson 6: Celebrating
Self-worth

Lesson 6: Using
Ellipses
DEPARTMENT OF EDUCATION

The Learners Material (LM)


Your Journey
Module 1
Enhancing the Self
Lesson 1
___________________________________________________________________________________________________
_
RECOGNIZING ROLES IN LIFE
YOUR JOURNEY
You, like others, have important roles to play that make you interested in shaping yourself to become a healthy and
developed young adult. Learning how to recognize and to perform your roles effectively is a good indicator that youre a
responsible individual using even your past experiences to make difference in your life. This can enhance your understanding
of the world. Somehow you have to continue finding out what it is that fits you. So whatever it is that you do of significance,
willingly and graciously, you have to prove to yourself and to others that you can excel. Try your best. Concentrate on ways to
perform well. Youll surely feel better if you do.
In this lesson, you will find a poem, an informative article and tasks/activities that will build your understanding of the value of
recognizing and performing roles in life, at the same time, develop your listening, speaking, reading, writing, viewing,
grammar and literary skills. Hopefully, this can be demonstrated through a Community Services Brochure.

Introduction,
statement about
the sub-theme

Overview of
the lesson
DEPARTMENT OF EDUCATION

The Learners Material (LM)


Your Objectives
are taken from the
Curriculum Guide (CG)
Charting the courses of your journey in this lesson, you are expected to:
address the enabling
share prior knowledge about the topic
knowledge and skills to
process information mentioned in the text you have heard
perform tasks by following instructions
develop/achieve the
infer thoughts, feelings and intentions in the material viewed
desired content and
provide words or expressions appropriate for a given situation
analyze literature as a means of discovering the self
performance standard
point out the distinguishing features of a poem
clarify expectations in
determine the features of informative writing
use the appropriate stress in delivering lines of poetry and prose
terms of what students
use capitalization and punctuations correctly
should know, understand
present a well-prepared Community Services Brochure
YOUR OBJECTIVES

Be reminded that your expected output is a well-prepared Community Services Brochure and the criteria for
assessment will be: Focus, Content, Organization, Visuals, Clarity and Language Mechanics.

clarify expectations in terms of what students should be


able to do, produce/perform as evidence of transfer of
learning
criteria for assessment
DEPARTMENT OF EDUCATION

The Learners Material (LM)


Your Initial Tasks
YOUR INITIAL TASKS
Task 1

Three Minutes Letter Search Riddle Game (EN9RC-Ia-16)

Task 2

All for the BEST (EN9LC-Ia-8)

Task 3

INSPIRATIONS (EN9RC-Ia-16)

Task 4

EFFECTIVE? PARTIALLYINEFFECTIVE? (EN9LC-Ia-3.6)

Task 5

LOOKING BACK (EN9RC-Ia-16)

Task 6

FOCUS QUESTIONS (EN9RC-Ia-16)

Task 7

What do I expect/need/hope to learn? (EN9RC-Ia-16)

diagnose and activate


prior knowledge

hook and engage


learners interest

ask questions;
encourage student
questions; welcome
tentative responses as
guide to further
exploration
clarify expectations
and how learning shall
be assessed

(Refer to your copy of the LM for full text of this part)


DEPARTMENT OF EDUCATION

The Learners Material (LM)


Your Text
YOUR TEXT
Task 8
Task 9
Task 10

Ten Minutes IMAGE Talk (EN9VC-Ia-3.8)


For SIGNIFICANT HUMAN EXPERIENCES (EN9OL-Ia-1.15)
SGDW (EN9LT-Ia-14.1)

Make sense of information,


develop, reflect, rethink,
validate ,and revise
understandings of the lesson

Looking for Rhymes (EN9LT-Ia-14.1)


The Best CLUE (EN9LT-Ia-14.1)
A2 & C (EN9LT-Ia-14.1)
IMAGERY (EN9LT-Ia-14.1)
WORD Bank (EN9V-Ia-1)
Meaningful Encounter (EN9LT-Ia-14)
Connect to Life (EN9LT-Ia-14)

Check for understanding;


provide feedback; check
against content standard
(content to content)

Task 11
Task 12

Ask questions that will enable


the students to construct
their own
meanings/understandings

Assess students skills


(checking learners learning
progress and interest)

On Using Expressions Appropriate to Situations (EN9V-Ia-1)


On Using Capitalization and Punctuation Marks (EN9G & EN9WC)

Connect (EN9G-Ia-1.6/1.7)
Sensible Role Plan (EN9WC-Ia-8)

Provide a variety of learning


resources

(Refer to your copy of the LM for full text of this part)


DEPARTMENT OF EDUCATION

The Learners Material (LM)


Your Discovery Tasks
enrich understanding
ask provocative questions

YOUR DISCOVERY TASKS


Task 12

INVOLVEMENT

Task 13

Give me Eight

Yes, its Simple, but its Too Good To Miss


Fan Letter to a Role Model
PERSONAL HEROES
Leading Light
Poetic Music Video
Dance Duo
Roles and Concerns
High/Low Points

provide a variety of learning


resources and differentiated
activities/learning experiences in
similar contexts to further validate
student understanding
express understanding
provide feedback; check against
content standard (content to
context)
check student readiness
(ASSESSMENT AS question,
checklist, etc.)

(Refer to your copy of the LM for full text of this part)


DEPARTMENT OF EDUCATION

The Learners Material (LM)


Your Final Tasks

presents the
culminating task/s
for the lesson

serves as enabling
task for the main
product/
performance at the
end of each module

includes tasks that


are essential for
learners
development

is based on real life


situations

GRASPS-based
assessment criteria

YOUR FINAL TASKS


As evidence of your understanding and learning the target concepts
and enhancing the target skills, you have to try your hand on your major output
for this lesson, and that is, Community Services Brochure and the criteria for
assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity and
Language Mechanics. You will do this by groups.
Form five big groups, and perform your assigned tasks.
Here are some ideas for the preparation and presentation of a
Community Services Brochure, Look them over before you plunge into it. Keep
these points in mind as you go through the process.
You probably know of clubs, organizations, centers or even key
persons offering services in your barangay/community. Consider them as those
who have performed extraordinary roles in life.
Scout for and present sample brochures.
Bear in mind that a brochure like a letter, report, speech, review, instruction
pamphlet and any other form of informative writing presents factual information
and details.

(Refer to your copy of the LM for full text of this part)


DEPARTMENT OF EDUCATION

The Learners Material (LM)


My Treasure
MY TREASURE
Clearly, youve actively engaged in various tasks that helped you
improve your understanding of the target concepts, at the same time, develop
your language communication and literary skills.
Your Community Services Brochure informing the public on the
services available in your community serves as a major proof/evidence of your
understanding of concepts and skills.
To further prove your successful and exciting learning experiences
that you obviously enjoyed learning, it is just but fitting that you think back and
focus on the following essential points.
Which task / activity have you
enjoyed? ______________________________________________________
found helpful? __________________________________________________
would like to work on further? ______________________________________
____________________________________________________________

(Refer to your copy of the LM for full text of this part)


DEPARTMENT OF EDUCATION

provides opportunity
for reflection of
learning

valuing

The Teachers Guide (TG)


English Grade 9 Module ___
TGs are based on your LMs. They contain:

pre and post tests

resources/materials

sets of instructions

processing questions

alternative activities

alternative readings

connection between one activity to the next

purpose of the activity


DEPARTMENT OF EDUCATION

Point of Clarifications

LM and TG
On the Usage of the Learning
Package
the learning package is NON-CONSUMABLE
existing materials developed by DepEd can still be used vis-vis the Learning Package for English Grade 9
On the Tasks / Activities
highly modifiable, but no deviation from enabling activities
and CA
consider contextualization, localization, and differentiated
instruction
begin where students are, not where the content is
DEPARTMENT OF EDUCATION

LM and TG
On Assessment
embedded in the tasks / activities
to be recorded (if ASSESSMENT OF LEARNING
summative)
not to be recorded (formative, diagnostic)
varied (product / performance)
CA = PS non negotiable

DEPARTMENT OF EDUCATION

LM and TG
Teachers Guide
contains directions for each activity
reminders/tips about the topics
alternative materials for listening and viewing
key to corrections for summative assessment
no key to corrections for varied answers
DEPARTMENT OF EDUCATION

How to Use the Learning


Package

How to Use the Learning Package


Leaners Material (LM)
ideally 1 lesson = 6 days; extend if necessary
ideally Your Initial Tasks (KNOW) = Day 1, Your Text
(PROCESS) = Day 2 & 3, Your Discovery Tasks
(UNDERSTAND) = Day 4, Your Final Task ( TRANSFER) =
Day 5&6
ideally Day 1 = Diagnostic test (assessment for learning,
meaning recorded but not graded)

DEPARTMENT OF EDUCATION

How to Use the Learning Package


Leaners Material (LM)
Day 2,3,4 = Formative/developmental assessments
(assessment for and assessment as learning) on the
substantive content, big ideas, concepts and
understanding, operations on facts and information to
construct meaning
the results are recorded and use for improving
learning or changing, modifying strategies or
learning activities that have not been effective
Day 5 & 6 = evaluative/summative assessment
(assessment of / as learning) real life application of
understanding as evidenced by the learners
(independent) performance of authentic tasks
DEPARTMENT OF EDUCATION

Mo
ve
ne on t
wl
o
ess the
on

How to Use the Learning Package

Day
5-6

Day
1

Pre-Assess
Check for Learning

Day
2-3

Assess Learning
Grade

Enrich/

Move on

Teach
Check for Learning

Day
4

Teach
Check for Learning

Move on
DEPARTMENT OF EDUCATION

Move
on

Reflection and Application


Questions to Ponder:
As a trainer / teacher, how will you maximize the use
of LMs and TGs?
As a trainer how will you address the problem?

1. With the same learning groups, answer the


questions by preparing guidelines on
optimizing the use of LMs and TGs.
2. Post and present your groups answer.

DEPARTMENT OF EDUCATION

The field is wide open to:


provide objective feedback on instruction,
diagnose and solve instructional problems,
develop strategies to promote more effective
instructions and

develop a positive attitude toward continuous professional

development - continuous search for better ways of teaching;


thereby improve teachers and students performance where
possibilities are endless.
Fredrick L. Stroller and Caroll Covell Newton

DEPARTMENT OF EDUCATION

Lets call it a day

Thank you!

DEPARTMENT OF EDUCATION