English 9 Quarter 1

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the period, the teacher should be able to conduct a classroom orientation of classroom rules, policies and guidelines, computation of grades, election of classroom officers as well as introduce expected major outputs per quarter, Quarter: 1

II.

Week: 1

Day: 1

Date Conducted: _______________

Content: Subject Matter :

Classroom Orientation and Levelling of Expectations

Integration

:

(What specific skill in particular learning area?)

Strategies

:

Socratic Method (Q&A)

Materials

:

Powerpoint presentation

References

: School Policies and Guidelines Student Handbook

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III.

First Day/Class Opening Tasks: The teacher may just choose to do any of these activities.

Task 1.01.1.

Classroom Orientation & Levelling of Expectations

The teacher can prepare a Powerpoint Presentation or can utilize any visual aid for the Classroom Orientation (Please see attached Powerpoint Presentation in slides for your reference).

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Task 1.01.2.

Short Diagnostic Tests

Task 1.01.2a

Diagnostic Reading Test

The teacher should ask for a Diagnostic Reading Test Tool from the School’s Reading Coordinator. It would be to the advantage of the English subject teacher to conduct a Diagnostic Reading Test since the DRT data is required annually by the Department of Education as part of its School-based Management initiatives/directives.

Task 1.01.2b

Pre-Test for the First Quarter

In the absence of a pretest provided by the Department of Education, it is highly suggested for the teacher to utilize the previous year’s quarter exam given by the School or the Division (with items revised and refined by the teacher himself/herself)

Task 1.01.2c

What Kind of a Student Are You?

Print Attachment (in PDF) for Questionnaire.

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Source: http://www.educationplanner.org/students/self-assessments/kind-of-student.shtml

Task 1.01.2d

Learning Style Questionnaire (Visual, Kinesthetic or Auditory?)

Print Attachment (in PDF) for Learning Style Questionnaire.

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Source: http://www.educationplanner.org/students/self-assessments/kind-of-student.shtml

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future):

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________________________________________________________________________ ____________________________________________________________ Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to provide words or expressions appropriate for a given situation (EN9V-Iab-1). Quarter: 1

II.

Week: 1

Day: 2

Date Conducted: _______________

Content: Subject Matter :

Words or Expressions Appropriate for a Given Situation

Integration

(What specific skill in particular learning area?)

:

EsP (Values): Using appropriate expressions for various situations Strategies

:

group activity, dyads

Materials

:

worksheets

References

:

https://eslgold.com/practice-speaking/conversation-phrases/english-speakingphrases-forconversation/?fbclid=IwAR3imhWXUCuKZtV3EpeaCeQ3_4EOv7V0yTdIUTI4jiZ6DfxbtPAKfNNE7E https://www.bookwidgets.com/blog/2017/08/15-creative-lesson-ideas-for-the-firstday-of-school https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=CABXWB& 9|Page

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III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Preliminaries a. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Motivation

Task 1.02.1.

Nice M&M'ing you

Everyone loves M&Ms. Besides eating them, these could also be used for a fun back-to-school lesson. General Directions: 1. Divide the M&M’s over a few cups and share them with your students. 2. Students have to pick out an M&M candy blindfolded and tell a story or answer the question. Every color represents its own story.      

Red: something about yesterday Orange: something you do well Yellow: something about your childhood Blue: something you learned last week Brown: something you can’t live without Green: something you watch or listen to

Of course, the students may eat the candies after answering their assigned questions. 😉 NOTE: If M&M’s are not available, teacher may use any other available colored candies like Nips, Skittles, different colored jelly beans and gummy candies. B. During the Lesson 1. Introduction of the Lesson One of the policies here in our school is the Speaking in English Language Policy wherein students are required to use English as medium of communication in offices and/or inside the classrooms as much as possible. Oftentimes, too, you get a serious attack of nervousness to the point that you would push someone else to do the talking. What could be the reason for this awkwardness you feel? (Expected response: I don’t know what to do or what to say. Answers may also vary, the teacher is tasked to filter these responses and lead them to the right realization) Would you believe that there are actually some “scripted” words and expressions you can use for various situations? And all you have to do is to simply familiarize with them, and master them. 11 | P a g e

And before you know it, you’d have built that certain degree of confidence to face any kind of situation head-on. 2. Lesson Proper Here are some of our great phrases for appropriate for situations which you may meet during your first days in school.

Task 1.02.2.

Greetings

Below are some common phrases you can use in greeting people. What is the appropriate response for every greeting? At which situations will you use such greeting? GREETING

APPROPRIATE RESPONSE

LEVEL OF FORMALITY

1

Hi! Hello!

Hello! Hi!

Informal

Good morning. Good afternoon. Good evening.

Formal/Informal

2

Good morning. Good afternoon. Good evening.

I’m fine. Thank you.

3

How are you? How are you doing? How ya doing?

Formal Formal Informal

Fine. How about you?

I’m fine, too. Okay. Thanks for asking.

Formal Informal

4

Conversation Practice: Now, practice greeting your teacher and classmates in English. Remember to smile!

Task 1.02.3.

Introducing Yourself

When introducing yourself, you could combine it with a greeting (see Task 1.02.2 for common phrases for greetings). Below are some phrases you could use in introducing yourself: What do you think is the appropriate response you can give? At which situations can these expressions be used? INTRODUCTION

1

I’m Daniel. I’m Katherine.

APPROPRIATE RESPONSE (It’s) nice to meet you. (It’s) nice meeting you.

LEVEL OF FORMALITY Informal. First names are used 12 | P a g e

Nice to meet you, too

2

in informal situations

My name is Daniel Cruz. I’m Katherine Camino.

Task 1.02.4.

Formal/Informal

Introducing Others

Study the following generic conversation when introducing others. Remember, establish eye contact with the persons you are conversing with. SITUATION 1

1

2

SITUATION 2

Anna: This is my friend, Jacqui. Angel: Hi, Jacqui. I’m Angel May. Jacqui: Nice to meet you. Angel: Nice to meet you, too. Have you (two) met each other?

Have you (two) met each other.

No, we haven’t.

Yes, we have.

Ana, this is Maria. Maria, this is Ana.

3

Ruth: This is my friend, Samuel. Peter: Hi, Samuel. I’m Peter. Samuel: Nice to meet you, Peter. Peter: Nice to meet you, too.

Conversation Practice: Practice introducing your new friends to the class or to your other classmates. Remember to smile and use handshakes, hand waves where appropriate

Task 1.02.5.

Classroom Questions

Here are some helpful expressions you could use in classroom situations: WORDS/EXPRESSIONS

EXPECTED RESPONSE

`

My name is Roberto.

What is it?

You can call me Rob.

What is that?

It’s a sample scrapbook portfolio.

How do you say it in English?

Portfolio.

How do you spell it?

P-O-R-T-F-O-L-I-O

Please say it again.

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Please speak more slowly.

Okay. Listen carefully.

I don’t understand.

Let me explain.

I’m sorry.

That’s okay.

Can you think of more expressions you use in the classroom setting? What do you think are appropriate responses for these expressions?

Task 1.02.6.

Telephone

Here are some sample phrases and expressions for talking on the telephone. In the sample conversations, R is the “Receiver” and C is the “Caller.” Situation 1: RRRRRRRING… R

:

Hello?

C

:

Hello. Is Moses there?

R

:

I’m sorry. He’s not here right now.

C

:

What time will he be back.

R

:

Around five-thirty.

C

:

This afternoon?

R

:

Yes. May I ask who’s calling?

C

:

This is his friend, Greg.

R

:

Okay. I’ll tell him you called.

C

:

Thanks.

Situation 2: RRRRRRRING… R

:

Cristiano Residence.

C

:

Is this Naomi?

R

:

No, this is her sister, Magdalena.

C

:

You sure sound like Naomi,

R

:

Oh, yes. We do sound alike. Can I take a message?

C

:

Sure. Please tell her that Matthew called. 14 | P a g e

R

:

Okay. I’ll give her the message.

C

:

Thanks.

R

:

Is there anything else you’d like me to tell her.

C

:

No, that’s about it. Thanks again. Bye.

R

:

Bye

How do you handle your telephone conversations?

Task 1.02.7.

Commenting

During conversations, especially during classroom elections, you find yourself overflowing with ideas. However, you would not really want to offend anyone if you would like to make a comment or insert a remark in an ongoing conversation. It is considered polite to acknowledge what someone has just said before inserting your own ideas. Here are some phrases which you might find helpful: CATEGORY

General greetings and inquiries

WORDS/EXPRESSION How’s it going? (This means “How are you?” not “Where are you going?” How’s everything? How’s life?

Asking about present activities Asking and telling about recent events

Bringing up a serious topic

What’s up? (What are you doing now?) What’s happening? What’s new? (What interesting things has happened since I last saw you?) Guess what? (I want to tell you something. Ask me about it) Can I talk to you for a minute? Do you have a minute? Got a minute?

Which of these expressions do you use in formal situations? NOTE: Teachers have the option to choose their tasks by checking out all great phrases for conversation, categorized by skill level through this link: https://eslgold.com/practice-speaking/conversation-phrases/english-speakingphrases-forconversation/?fbclid=IwAR3imhWXUCuKZtV3EpeaCeQ3_4EOv7V0yTdIUTI4jiZ6DfxbtPAKfNNE7E 15 | P a g e

C. After the Lesson 1. Evaluation (Depends on the teacher on what to use) NOTE: The teacher may choose from any of these activities: a. Culminating activity of introducing themselves and their friends or whatever “get to know you” activities b. Oral participation/Conversation Practices. The teacher shall provide Rubrics for Grading the Activity. c. A teacher-made written assessment of about 10 items. 2. Enrichment Activities Have the students make an “Appropriate Expressions in Everyday Situations” compilation of expressions. Somewhat like a “How-to-act/What to Say” kind of booklet. Rubrics for Appropriate Expressions Booklet Needs Improvement

Fair

Good Work

Excellent Work

4 pts

6 pts

8 pts

10 pts

Focus on Topic Content Knowledge 35 %

The book is lacking in elements required. There are many gaps in information presented. Confusing.

Does not have all of the relevant information. There is not enough information presented. Information is presented in an unorganized fashion and may be hard to understand.

Book includes all relevant information; however, it is not well-organized or easily understood. Examples are included.

The book includes all information relevant to the topic. The book is creative, clear and concise. Examples are included. The student had all the information that was gained through diligent research required for the assignment.

Work quality/effort 35 %

Work is done with little effort, quality is not what the learner is capable of. It is evident that the work was rushed and little time was spent on the final product. Work is incomplete. Includes 0 - 3 NEAT illustrations or pictures. All images are black and white. Text is illegible and crooked/messy and tiny.

Work is done with fair effort, but the quality is still not what the learner is capable of. It is evident that the work was rushed. Includes a few NEAT illustrations or pictures. Text is to small, messy or crooked.

The work was done with good effort that shows what the learner is capable of. It is evident that time was put into this poster. Includes NEAT illustrations or color pictures. Text is clear, neat yet too tiny for presentation.

The work done exceeds all expectations and shows that the learner is proud of his/her work. The effort that was put into this task is the best it can be by the learner. Includes NEAT illustrations or color pictures. Text is clear and neatly presented.

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Needs Improvement

Fair

Good Work

Excellent Work

4 pts

6 pts

8 pts

10 pts

Creativity 10 %

Lacks original creativity. Not good use of space on poster. Messy. Lacks color, texture.

Not very appealing. Limited use of creative materials. Not alot of color/shapes/desig n. Most of the drawings/writing is the student's own ideas.

Contains students own ideas. Lots of colors, shapes, and appealing design. Shows the student spent time creating an artistic piece.

Eye catching. Great use of colors, texture, shapes, and spacing on poster. Creativity is shown to in every area on the poster. Writing is easy to read. Shows the student can express ideas through art.

Format/prese ntation 20 %

Not on required paper and/or submitted 2 days late.

The book is damaged, poorly presented. The book was possibly submitted 1 day later than original due date.

The book is clean and neatly displayed. Submitted on due date.

The book is of exceptional quality and presentation. Submitted on time.

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ 18 | P a g e

________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to perform a task by following directions (EN9LC-Ia-3.6). Quarter: 1

II.

Week: 1

Day: 3

Date Conducted: _______________

Content: Subject Matter :

Performing A Different Task by Following Directions

Integration

:

EsP: (Values) Trust and being sport in the different games

Strategies

:

lecture, simulation game, group activity, pair up, team building

Materials

:

activity sheets

References: https://www.pinterest.ph/pin/445363850620033554/ https://bizfluent.com/info-12050168-team-building-activities-followingdirections.html https://bizfluent.com/info-12050168-team-building-activities-followingdirections.html https://study.com/academy/popular/following-directions-activities-games.html

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III.

Learning Tasks/Procedure: A. Before the Lesson 1. Preliminaries a. Classroom Management (Prayer, greeting of the students, checking of attendance and other routine classroom activities) b. Review of the previous lesson 2. Motivation

Task 1.03.1

Silent Line Up

General Directions/Guidelines of the Game: 1. 2. 3. 4.

5.

6.

7.

The class will be divided into four (4) groups. Each group will choose a leader/organizer. Teacher will also assign student assistants to ensure order and fairness. The teacher will set rules such as: a) Keep the noise to a minimum. Points will be deducted from groups who are unnecessarily loud. The teacher will call out instructions such as: (The teacher may customize the instructions given) “Form a line…” a) …according to age (from youngest to oldest or from oldest to youngest) b) …according to height (from tallest to shortest or from shortest to tallest) c) …according to GPA (in any subject from last year) d) …according to the number of siblings e) …according to distance of home from school The group who finish the instruction first will be given corresponding points: 4 for the first one to finish, 3 for the second, 2 for the 3rd and 1 for the last one to finish. The group with the highest points will be declared winners.

B. During the Lesson 1. Lesson Proper a. Presentation/Introduction of the Topic Directions are steps given to complete a job. Sometimes directions are written and sometimes they are spoken. It is important to follow directions exactly as they are given in order to do work properly. Following directions can be very difficult, or even impossible, if the person receiving directions doesn't listen or isn't focused. b. Activities/Tasks: 21 | P a g e

NOTE: The teacher may just choose from any of the following activities depending on the time available and preference. Whichever activity is chosen, the teacher need to provide feedback.

Task 1.03.2a

Back-to-Back Drawing

Back-to-back drawing stresses both creativity and following directions. Split the group into pairs and instruct the pairs to sit back to back. Give one person a pad of paper and a pencil, and give their partner a picture of a simple shape. That person then instructs his partner on how to draw the shape without saying the shape’s name. After the drawing is complete, have the partners trade roles and give them a new shape. Afterward, analyze how well instructions were given and received in each group and how well the instructions translated to clear drawings. Source: https://bizfluent.com/info-12050168-team-building-activities-following-directions.html

Task 1.03.2b

Following Directions

IMPORTANT: See Attachment 1.03.2b (in pdf)

FOLLOWING DIRECTIONS 1.

Read through all the instructions first.

2.

Write your name at the top of this paper.

3.

Underline all capital letters found on this sheet.

4.

Stand up and clap your hands 3 times.

5.

On the bottom of this page list your top 2 favorite movies.

6.

Raise your hands in the air and wave them like you just don’t care.

7.

Are you a female?

8.

Will the answer to that question be the same as the answer to this question?

9.

Turn to your neighbor and ask them if they prefer McDonalds or Jollibee

10.

If they prefer Jollibee, then draw a heart somewhere on this sheet.

11.

Do problem number 1 ONLY When you’re done turn it in. Source: https://www.pinterest.ph/pin/445363850620033554/

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Task 1.03.2c

Following Directions

IMPORTANT: See Attachment 1.03.2c (in pdf) for reproducible copies NAME ____________________________

SCORE ______

FOLLOW DIRECTIONS 1.

Read everything carefully before doing anything.

2.

Put your name in the upper right-hand corner of this page.

3.

Circle the word NAME in sentence two.

4.

Draw five small squares in the upper left-hand corner.

5.

Put an “X” in each square.

6.

Put a circle around each square.

7.

Sign your name under the title of this paper.

8.

After the title write, “yes, yes, yes.”

9.

Put a circle completely around sentence number seven.

10.

Put an “X” in the lower left corner of this paper.

11.

Draw a triangle around the “X” you just put down.

12.

On the back of this paper, multiply 703 by 66.

13.

Draw a rectangle around the word “corner” in sentence four.

14.

Loudly call out your first name when you get this far along.

15.

If you have followed directions carefully to this point, call out, “I have.”

16.

On the reverse side of this paper, add 8950 and 9305.

17.

Put a circle around your answer and put a square around the circle.

18.

Punch three small holes in the top of this paper with your pencil point.

19.

If you are the first person to reach this point, LOUDLY, call out, I AM THE FIRST PERSON TO REACH THIS POINT, AND I AM THE LEADER IN FOLLOWING DIRECTIONS.”

20.

Underline all even numbers on the left side of this paper.

21.

Loudly call out, “I AM NEARLY FINISHED. I HAVE FOLLOWED DIRECTIONS.”

22.

Now that you have finished reading everything, do sentences 1 and 2! Keep busy so that others will continue to read without disturbance from you. Do not make any sign to give a clue to your having completed the assigned task.

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Task 1.03.2d

Mine Field

Mine field is a direction-following game that is best played outside on a wide open soft surface such as a field. Set up a field of “mines” consisting of items such as chairs, construction cones or boxes. Be sure to leave a pathway among the “mine field” items for people to walk through. Divide the team into partners and blindfold one person in each partnership. The partner who can see is responsible for guiding her partner safely through the mine field using only verbal directions; she may not touch him in any way. Source: https://bizfluent.com/info-12050168-team-building-activities-following-directions.html

Task 1.03.2e

Hunting for Treasure

Students love a treasure hunt! Split students into teams or small groups Give each team a set of clues. Students follow one clue to the next until the treasure is found at the end of the game. The treasure will only be found by those who are following directions properly and can be anything you desire, such as a special pencils, stickers or books. Source: https://study.com/academy/popular/following-directions-activities-games.html

C. After the Lesson

Task 1.03.3

Can You Follow Directions

IMPORTANT: Refer to Attachment 1.03.3 (in pdf) for reproducible copies. This is a time-pressured test! Do this for three (3) minutes ONLY! 1.

Read everything carefully before doing anything.

2.

Put your name in the upper right-hand corner of this paper.

3.

Loudly call out your first name.

4.

Circle the word NAME in sentence two.

5.

If you have followed directions carefully to this point, call out "I have.” 24 | P a g e

IV.

6.

Draw five small squares in the upper left-hand corner.

7.

Put an "X" in each square.

8.

In your normal speaking voice, count from ten to one backwards.

9.

Put a circle around each square.

10.

Sign your name under the title of this paper.

11.

After the title write, "Yes, yes, yes.”

12.

Put a circle completely around the sentence number seven.

13.

When you reach this point, LOUDLY call out, “I AM THE LEADER IN FOLLOWING DIRECTIONS."

14.

Put an "X" in the lower left-hand corner of this paper.

15.

Draw a triangle around the "X" you just put down.

16.

On the back of this paper, multiply 703 by 66.

17.

Loudly call out, "I AM NEARLY FINISHED. I HAVE FOLLOWED DIRECTIONS.”

18.

Draw a rectangle around the word “corner” in sentence six.

19.

On the reverse side of this paper, add 8950 and 9805.

20.

Put a circle around your answer, and put a square around the circle.

21.

Punch three small holes in the top of this paper with your pencil point.

22.

Underline all even numbers on the left side of this paper.

23.

Now that you have finished reading everything carefully, do only sentences one and two!

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: 25 | P a g e

________________________________________________________________________ ____________________________________________________________

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[ ] Other remarks, please specify A. B. C. D. E. F. G.

No. of learners achieve 80%: _____ No. of learners who require additional activities for remediation: _____ Did the remedial lessons work? _____ No. of learners who have caught up the lesson: _____ No. of learners who continue to require remediation: _____ Which of my teaching strategies worked well? Why did these work? _____ What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to infer thoughts, feelings, and intentions in the material viewed (EN9VC-Iab-3.8). Quarter: 1

II.

Week: 1

Day: 4

Date Conducted: _______________

Content: Subject Matter :

Infer thoughts, feelings and intentions in material viewed

Integration

(What specific skill in particular learning area?)

:

EsP (Values Education) Strategies

:

Dyads, lecture

Materials

:

video clip

References

:

https://www.youtube.com/watch?v=e7szJbRv9Hc https://www.youtube.com/watch?v=nqy3iBsfFwI III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson

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3. Motivation

Task 1.04.1.

Paint Me A Picture



The class will be divided into four (4) groups.



Each group will be given the same list of professions.



Each group will select a member who will act out the profession in front of their groupmates.



For every item on the list, a different member should be asked to act out.



The group who guesses the profession acted out first will earn 1 point.



The group who guessed the most professions will be declared winner

B. During the Lesson

1. Presentation/Introduction of the Lesson Though it is never stated, the readers/viewers can infer thoughts, feelings and intention based on the details of information presented in photos/pictures and/or drawing. To do this, readers may focus on the lines, angles, colors, and even shapes of the objects/images presented. Then these can be related to real life experiences for them to understand its message/meaning. (The teacher supplements the discussion with a video clip about inference. The video clip may be downloaded from this link https://www.youtube.com/watch?v=e7szJbRv9Hc) 2. Lesson Proper

Task 1.04.2. 

A Mother’s Story

Follow this link to watch a value-laden video clip:

Source: https://www.youtube.com/watch?v=nqy3iBsfFwI.

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

After watching the video, the teacher post the question: What are your thoughts or feelings about the video? (student responses may vary)

30 | P a g e

Task 1.04.3. 

Ten-Minute Image Talk

Pair up and look closely at the drawing below: What can you tell about the picture? (Possible literal answer: The boy is looking intently at the incoming giant ship full of people wearing different costumes; smiling people are waving to the teenager) What do you think the boy is thinking? (Answers vary) What do you think the people are thinking? (Answers vary)

Source: English 9 Learner’s Material, p. 7

NOTE: The teacher may also use any other appropriate image for inferring C. After the Lesson

Task 1.04.4.

What It Has to Say

(NOTE TO THE TEACHER: For this activity any material may be chosen. It is preferable to choose those dealing with localized topics/issues) 

The class will be divided into 4-5 groups.



Each group will be given an image/video clip to analyze: What do you think the image is trying to tell you? Why do you say so?



Representative groups are called to present their output to the class. 31 | P a g e



Feedback and discussion follows.

32 | P a g e

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): ________________________________________________________________________

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____________________________________________________________ __________________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 1. Analyze literature as a means of discovering the self (EN9LT-Ia-14) 2. Identify the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories (EN9LT-Ia-14.1) Quarter: 1

II.

Week: 1

Day: 5

Date Conducted: _______________

Content: Subject Matter :

Features of Anglo-American Lyric Poetry, Songs, Poems, Sermons & Allegories

Integration

(What specific skill in particular learning area?)

:

EsP (Living life to the fullest and maximizing one’s potential) Strategies

:

Discussion, Collaborative Learning

Materials

:

Activity Sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1, Lesson 4: Coping with Challenges.” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 416. 35 | P a g e

https://www.enotes.com/homework-help/describe-features-anglo-saxon-poetrydetail-272314 https://www.slideshare.net/jmpalero/english-9-angloamericanallegories?from_action=sav III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Yesterday, you have learned about inferring thoughts, feelings, and intentions in the material viewed. Can you tell me what it means when we “infer thoughts, feelings, and intentions”? (Expected answer: We can infer thoughts, feelings and intentions from a material viewed if we can understand the message it conveys. Not all messages are written but can be understood through universal symbols used by the material) 3. Motivation

Task 1.05.1.

Literary Legacy

(NOTE: This activity can be done individually or by group. This activity can also reinforce “following directions” and enhance listening skills) The following are some trivia questions about Anglo-American literature. How much do you know of Anglo-American literature? (Answers vary) If done as individually: In a one-fourth sheet of writing paper, listen carefully to the following items and choose the correct answer. Write both the letter and the choice. 1. What is the oldest surviving epic poem in the English language? A. Iliad and Odyssey

B. Beowulf

C. Paradise Lost

2. He is known as the “once and future king.” A. King Alfred

B. King Arthur

C. King Edward

3. The heroic narratives told in the Anglo-Saxons communal halls were recited by skilled storytellers called _____. A. warriors

B. bards

C. monks

4. He is an English poet, playwright and actor, widely regarded as the greatest writer in the English language and the world’s greatest dramatist. A. William Shakespeare

B. Edgar Allan Poe

C. Geoffrey Chaucer

5. It is one of the most well-known poems of William Shakespeare, describing the circle of human life. 36 | P a g e

A. A Psalm of Life

B. Seven Ages of Man

C. The Road Not Taken

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A. During the Lesson 1. Introduction of the Lesson Today, we are going to tackle about the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories. One of the features that can be found in Beowulf, our literary selection, is a type of words called kennings.

Task 1.05.2.

Tic-Tac-Toe

(NOTE: This activity can be done individually or by group. This activity can also reinforce “following directions” and enhance listening skills) The words inside the board below are examples of kennings. TIC-TAC-TOE BOARD

battle-sweat slaughter-dew

evil-doer life-evil

horrible hermit devil from hell sin-stained demon

battle-dress mail-shirt fighting-gear

dragon-slayer war trooper's leader chief of the strangers

ring-giver gold giver

light of battle

whale road whale's way swan road

wave floater swirling surf

Let’s play a game. Each box is worth 5 points. To earn points, you must give a more familiar and common word for the kenning without looking at any dictionary. To double the score, you must choose three kennings in a row to explain. Keep in mind that these kennings are from Beowulf. The game can also be played by group. RULES FOR TIC-TAC-TOE (Group Game). The game begins only at the teacher’s signal. 1. The class will be divided into groups with 3 members. 2. Each group will be given a Tic-Tac-Toe Handout. (Please see attached file in PDF for reproducible copies) 3. Each group shall be given 5 minutes to form three kennings in a row to double the points. 4. No dictionaries are allowed, either online or offline. 38 | P a g e

2. Lesson Proper

Task 1.05.3.

Features of Anglo-American Lit

Terms You Ought to Remember A song is a lyric poem with a number of repeating stanzas (called refrains), written to be set to music in either vocal performance or with accompaniment of musical instruments. A sermon, also known as homily, is a short, exhortatory work meant to give spiritual or moral instruction. Examples include Saint Augustine’s sermons. An allegory is a story which represents an idea or belief. It can be religious or political. Examples of allegorical works in English literature are John Bunyan’s Pilgrim’s Progress and H. G. Orwell’s Animal Farm. An epic poem is a long, narrative poem concerning weighty moral or historical themes. Source: https://web.cn.edu/kwheeler/lit_terms_H.html#homily_anchor

Some Distinguishing Features of Anglo-Saxon Poetry 1.

Anglo-Saxon poetry is written in blank verse. The term blank verse means that there is no end rhyme occurring from line or more specifically poetry with unrhymed iambic pentameter lines.

2.

Anglo-Saxon poetry typically depicts the problems which arise as the theology of the Church (Christianity) and the theology of the Pagan world are played off of, and against, each other.

3.

The use of caesura (a pause in the middle of a line of poetry—like taking a breath) is very common. The caesura allowed for the scop, a bard/singer, to breathe while reciting long and detailed poems and epics.

4.

A common used poetic device was alliteration, which is the repetition of a consonant sound within the line of poetry. This added to the sing-song effect of the time.

5.

Kennings were another poetic device commonly used in Anglo poetry. The kenning is a metaphorical phrase used to compare a figurative description to something less elegant in regards to verbiage. A kenning is typically combine two words to create an evocative and imaginative alternative word.

6.

Like many epics during this time, the poetry of the Anglos was meant to be a moral lesson. The poems also taught lessons on life and righteousness. 39 | P a g e

Source: https://www.enotes.com/homework-help/describe-features-anglo-saxon-poetry-detail-272314

Task 1.05.4.

Your Text: Beowulf

The epic poem Beowulf is an Old English poem consisting of 3,182 long lines and is considered to be one of the most important in Anglo-Saxon literature. Recognized as the national epic of the Anglo-saxon, the poem, which deals with war and adventure, also shows an interplay of Christian and pagan beliefs. Like many epic poems, the original writer remains unknown. It has been said that Burton Raffel’s translation from the original Old English is the most celebrated and most read by students and general readers alike. The following text is an excerpt from Beowulf which is one of the most famous battles in English literature.

The Battle With Grendel from Beowulf (translated by Burton Raffel) Epic 4 Out from the marsh, from the foot of misty Hills and bogs, bearing God’s hatred, Grendel came, hoping to kill

395

Anyone he could trap on this trip to high Herot. He moved quickly through the cloudy night, Up from his swampland, sliding silently Toward that gold-shining hall. He had visited Hrothgar’s Home before, knew the way—

400

But never, before nor after that night, Found Herot defended so firmly, his reception So harsh. He journeyed, forever joyless, Straight to the door, then snapped it open, Tore its iron fasteners with a touch

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405

And rushed angrily over the threshold. He strode quickly across the inlaid Floor, snarling and fierce: His eyes Gleamed in the darkness, burned with a gruesome Light. Then he stopped, seeing the hall

410

Crowded with sleeping warriors, stuffed With rows of young soldiers resting together. And his heart laughed, he relished the sight, Intended to tear the life from those bodies By morning; the monster’s mind was hot

415

With the thought of food and the feasting his belly Would soon know. But fate, that night, intended Grendel to gnaw the broken bones Of his last human supper. Human Eyes were watching his evil steps,

420

Waiting to see his swift hard claws. Grendel snatched at the first Geat He came to, ripped him apart, cut His body to bits with powerful jaws, Drank the blood from his veins, and bolted

425

Him down, hands and feet; death And G6rendel’s great teeth came together, Snapping life shut. Then he stepped to another Still body, clutched at Beowulf with his claws, Grasped at a strong-hearted wakeful sleeper

430

—And was instantly seized himself, claws 41 | P a g e

Bent back as Beowulf leaned up on one arm. That shepherd of evil, guardian of crime, Knew at once that nowhere on earth Had he met a man whose hands were harder;

435

His mind was flooded with fear—but nothing Could take his talons and himself from that tight Hard grip. Grendel’s one thought was to run From Beowulf, flee back to his marsh and hide there: This was a different Herot than the hall he had emptied.

440

But Higlac’s follower remembered his final Boast and, standing erect, stopped The monster’s flight, fastened those claws In his fists till they cracked, clutched Grendel Closer. The infamous killer fought

445

For his freedom, wanting no flesh but retreat, Desiring nothing but escape; his claws Had been caught, he was trapped. That trip to Herot Was a miserable journey for the writhing monster! The high hall rang, its roof boards swayed,

450

And Danes shook with terror. Down The aisles the battle swept, angry And wild. Herot trembled, wonderfully Built to withstand the blows, the struggling Great bodies beating at its beautiful walls;

455

Shaped and fastened with iron, inside And out, artfully worked, the building 42 | P a g e

Stood firm. Its benches rattled, fell To the floor, gold-covered boards grating As Grendel and Beowulf battled across them. 460

Hrothgar’s wise men had fashioned Herot To stand forever; only fire, They had planned, could shatter what such skill had put Together, swallow in hot flames such splendor Of ivory and iron and wood. Suddenly

465

The sounds changed, the Danes started In new terror, cowering in their beds as the terrible Screams of the Almighty’s enemy sang In the darkness, the horrible shrieks of pain And defeat, the tears torn out of Grendel’s

470

Taut throat, hell’s captive caught in the arms Of him who of all the men on earth Was the strongest. That mighty protector of men Meant to hold the monster till its life Leaped out, knowing the fiend was no use

475

To anyone in Denmark. All of Beowulf’s Band had jumped from their beds, ancestral Swords raised and ready, determined To protect their prince if they could. Their courage Was great but all wasted: They could hack at Grendel

480

From every side, trying to open A path for his evil soul, but their points Could not hurt him, the sharpest and hardest iron Could not scratch at his skin, for that sin-stained demon Had bewitched all men’s weapons, laid spells 43 | P a g e

485

That blunted every mortal man’s blade. And yet his time had come, his days Were over, his death near; down To hell he would go, swept groaning and helpless To the waiting hands of still worse fiends.

490

Now he discovered—once the afflictor Of men, tormentor of their days—what it meant To feud with Almighty God: Grendel Saw that his strength was deserting him, his claws Bound fast, Higlac’s brave follower tearing at

495

His hands. The monster’s hatred rose higher, But his power had gone. He twisted in pain, And the bleeding sinews deep in his shoulder Snapped, muscle and bone split And broke. The battle was over, Beowulf

500

Had been granted new glory: Grendel escaped, But wounded as he was could flee to his den, His miserable hole at the bottom of the marsh, Only to die, to wait for the end Of all his days. And after that bloody

505

Combat the Danes laughed with delight. He who had come to them from across the sea, Bold and strong-minded, had driven affliction Off, purged Herot clean. He was happy, Now, with that night’s fierce work; the Danes

510

Had been served as he’d boasted he’d serve them; Beowulf, A prince of the Geats, had killed Grendel, Ended the grief, the sorrow, the suffering Forced on Hrothgar’s helpless people 44 | P a g e

By a bloodthirsty fiend. No Dane doubted

515

The victory, for the proof, hanging high From the rafters where Beowulf had hung it, was the monster’s Arm, claw and shoulder and all. And then, in the morning, crowds surrounded Herot, warriors coming to that hall

520

From faraway lands, princes and leaders Of men hurrying to behold the monster’s Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for his suffering, Went tracing his bloody footprints, his beaten

525

And lonely flight, to the edge of the lake Where he’d dragged his corpselike way, doomed And already weary of his vanishing life. The water was bloody, steaming and boiling In horrible pounding waves, heat

530

Sucked from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky darkness his miserable End, as hell opened to receive him. Then old and young rejoiced, turned back

535

From that happy pilgrimage, mounted their hard-hooved Horses, high-spirited stallions, and rode them Slowly toward Herot again, retelling Beowulf’s bravery as they jogged along. And over and over they swore that nowhere

540

On earth or under the spreading sky Or between the seas, neither south nor north, 45 | P a g e

Was there a warrior worthier to rule over men. (But no one meant Beowulf’s praise to belittle Hrothgar, their kind and gracious king!) . . .

46 | P a g e

Task 1.05.5.

Literary Analysis: Unearthing the Salient Features

After reading the story, fill the table with the best/correct answer. QUESTION

YOUR ANSWER

PROOF/EVIDENCE

1. What is the rhyme scheme of the poem?

Blank verse

(Any lines in Beowulf)

2. What is the conflict in Beowulf?

3. Which lines employ caesura? Can you read these lines for the class? 4. Which lines employ alliteration?

5. What moral lesson(s) have you learned from Beowulf? (It is highly suggested that the teacher make a worksheet for the students) C. After the Lesson 1. Enrichment Activities

Task 1.05.6.

My Kenning Collection

Read the full text of Beowulf and look for at least 10 unique kennings. Write the kenning on the first column and its common or everyday meaning on the second column. Finally, on the third column, write the sentence/line(s) where you found the kenning.

KENNING

COMMON MEANING

SENTENCE

1. 2. 3. 4. 5. 6. 7. 8. 47 | P a g e

9. 10. IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

48 | P a g e

C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

49 | P a g e

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to distinguish between and among informative, journalistic, and literary writing (EN9WC-Ia-8) Quarter: 1

II.

Week: 2

Day: 6

Date Conducted: _______________

Content: Subject Matter :

Informative, Journalistic, and Literary Writing

Integration

(What specific skill in particular learning area?)

:

AP: Solutions About Social Issues in the Philippines Strategies

:

Discussion, Pair & Share

Materials

:

Powerpoint Presentation, manila paper/cartolina

References

:

(print and non-print)

Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 48-50. Lapid, M.G.; Serrano, J.B.(2018). English Communication Arts and Skills through Anglo-American and Philippine Literatures, English 9 (Eight Edition). Quezon City: Phoenix Publishing House, Inc., pp. 106-108.

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Natividad, V. R. (2017). English in Perspective Anglo-American Literature, English 9 (Second Edition). Quezon City: Abiva Publishing House, Inc., pp. 116-117. https://www.youtube.com/watch?v=oCmzoYxl9LA https://www.youtube.com/watch?v=CKKDH2whXzw http://www.wams.org/characteristics-of-a-literary-text/ III.

Learning Tasks/Procedure: A. Before the Lesson  Classroom Management  Review of the Previous Lesson B. During the Lesson 1. Motivation

Task 1.06.1.

Type the Text

Show to the class sample texts through a power point presentation or texts written on a Manila paper/cartolina. Have them read the texts aloud. Text A They walked downtown in the light of mother-of-pearl, to the Majestic, and their way to seats by the light of the screen, in the exhilarating smell of stale tobacco, rank sweat, and dirty drawers, while the piano played fast music and galloping horses raised a grandiose lag of dust. A Death in the Family by James Agee Text B A fire of undetermined origin razed to the ground a three-story apartment of Juana de la Cruz 456 Lapulapu St., Valencia City last night. Five fire companies subdued it within an hour. The damage, estimated at P5 million, was covered by insurance. Which of the following texts can be classified as news? Text A or Text B? (Text B) What makes a news story? (It is factual, truthful, etc.) Where you do you usually find this type of writing? (In the newspapers, journals) What do you call this type of writing? (journalistic writing) 51 | P a g e

52 | P a g e

2. Lesson Proper

Task 1.06.2.

Type the Text

Before doing the exercise shown in this page, first review some tidbit facts that would hopefully jog your memories about the following types of text: informative, journalistic, and literary. A text is a piece of writing that you read or create. The informative text serves to inform or discloses information. It is instructive and/or instructional. The journalistic text also presents information but are those that are found in radio, print, television and online journalism. The literary text is defined as a wide variety of imaginative and creative writing that leads to the appreciation of the cultural heritages of students. Literary is defined as something related or associated with literature or scholarly learning and writing. Look at the sample texts below. Identify which are examples of an informative text, a journalistic text, or a literary text. TEXT So the thing to do when working on a motorcycle, as in any other task, is to cultivate the peace of mind which does not separate one’s self from one’s surroundings. When that is done successfully then everything else follows naturally. Peace of mind produces right values, right values produce right thoughts. Right thoughts produce right actions and right actions produce work which will be a material reflection for others to see of the serenity at the center of it all.

TYPE OF TEXT Informative

—Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance With an artistic drama, we empathize with one or more of its characters, but there’s also a distance between us and their situation—a safety valve that allows us to express a range of emotions, but also to say, “It’s only a movie,” “It’s only a play,” “It’s only a novel.” Work is based upon problem solving, how to eliminate conflict and get the job done. Episodic is fine for work. We want dayby-day not confrontational trauma—even if it would lead to lifechanging revelation. But drama exaggerates conflict, pushes situations to their extreme, and leads us to a big turning point.

Literary/Informative

In a poem entitled Four Great Poets, Robert Francis puts his finger on the heart of Frost’s greatness: “His head carved out of granite O / His hair wayward drifts of snow / He worshipped the great God of Flow / By holding on and letting go.” Here’s an example from part of one of Frost’s lesser known pieces, For Once, Then, Something. In the first half he says friends rebuke him for looking into a well and seeing only himself, reflected in the water godlike in a wreath of ferns and cloud puffs. It’s a criticism that could be aimed at any writer, but what is as

Literary

53 | P a g e

TEXT

TYPE OF TEXT

interesting as the meaning of Frost’s reply is this sense of movement that carries the reader forward to the climatic end. http://lehmaninfo.wordpress.com/sample-business-literary-articles/ DHAKA: Hosts Bangladesh will meet Pakistan in the opening match of the four-nation Asia Cup cricket tournament starting in Dhaka in March, an official said on Monday. Old rivals Pakistan and India will meet in a mouth-watering clash on March 18. The Sher-e-Bangla National stadium will host all the matches, including the inaugural tie on March 12 and the final on March 22, Asian Cricket Council chief executive Syed Ashraful Huq said. “All teams including India and Pakistan have confirmed their participation,” he said. India won the last edition of the tournament in Dambulla in Sri Lanka in June 2010.

Journalistic

http://www.paper-articles.com/ Literary

From Beowulf And then, in the morning, crowds surrounded Herot, warriors coming to that hall 520

From faraway lands, princes and leaders Of men hurrying to behold the monster’s Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for his suffering, Went tracing his bloody footprints, his beaten

525

And lonely flight, to the edge of the lake Where he’d dragged his corpselike way, doomed And already weary of his vanishing life. The water was bloody, steaming and boiling In horrible pounding waves, heat

530

Sucked from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky darkness his miserable End, as hell opened to receive him. Then old and young rejoiced, turned back

535

From that happy pilgrimage, mounted their hardhooved Horses, high-spirited stallions, and rode them Slowly toward Heorot again, retelling Beowulf’s bravery as they jogged along.

Task 1.06.2.

Round Robin: Sharing What I Know

Divide the class into three (3) large groups. 54 | P a g e

Each group will select a Discussion Group Leader, who will expound on the topics (Informative Writing, Journalistic Writing and Literary Writing) to their respective groups for five (5) minutes. After five (5) minutes the Discussion Group Leader, or the group will choose another Discussion Group Leader, who will go to the next group to discuss what he/she has learned. The previous DGL will now sit with the group. The process repeats until all topics have been discussed with all groups. (NOTE: Teacher will give respective DGLs a copy of Task 1.06.2a, Task 1.06.2b and Task 1.06.2c)

55 | P a g e

Task 1.06.2a

Informative Writing

Informative writing gives readers straightforward information about a topic. It is usually non-fiction. Purpose:  to inform or present information  to raise awareness and to do so objectively  to educate (use resources that are reliable and scholarly) Structure:  Introduction paragraph with thesis statement  Body paragraphs with support  Conclusion with a unique and engaging restatement of thesis Organization:  Logically – by date or time; by order of importance  Categorically – by definition; by theme  Contextually – by comparison and contrast; by historical or contemporary Types of Informative Writing a

Factual recount – a type of informative text that has an objective of retelling a true event that happened in the past

a

Procedural – a type of informative text that has procedures to do one thing

a

Diary – a type of informative text that records the daily experiences of a person

Sample Informative Text The most popular tourist attraction is the capital city Rome itself, with its rich cultural heritage. The Colosseum, Castle Sant'Angelo, Fontana di Trevi, the Pantheon, and the Vatican are some of the most visited sites in Rome. Venice is another city in Italy that is famous for its beautiful canals and gondolas. And if you are a lover of Italian art, the Uffizi Gallery in Florence is a place you cannot afford to miss. The city of Naples is known around the world for its architectural beauty and surely it is a photographer's delight. The Leaning Tower of Pisa, being on of the Seven Wonders of the World, attracts the highest number of visitors, not only in Italy, but in the whole of Europe. Source: https://penlighten.com/informative-essay-sample

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Task 1.06.2b

Journalistic Writing

Journalistic writing is different from the other forms of literary texts. Unlike a short story, poem, or novel, a journalistic text is more closely related to essay. News reports, features, editorial, sports, and other columns in a newspaper or magazine are considered journalistic texts. Purpose:  To quickly inform (news articles)  To entertain (comics section, lifestyle column, feature)  To persuade (editorial, opinion, column) Structure:  Inverted pyramid

https://i2.wp.com/d1fcpxzix8mbyc.cloudfront.net/wp-content/uploads/2016/03/invertedpyramid.png?resize=1080%2C1250

Organization:  The essential and most interesting elements of a story are put at the beginning, with supporting information following in order of diminishing importance. Types of Journalistic Text a a

Print journalism – type of journalism that focuses on print media, such as newspapers and magazines Broadcast journalism – type of journalism that is being broadcast, i.e. radio and television 57 | P a g e

a

Yellow journalism – type of journalism that uses exaggerating words or sensationalism; uses eye-catching headlines

Task 1.06.2c

Literary Writing

Literary writing may not be entirely factual or timely. It may also cover imaginary events or ideas. It also tends to be subjective where the most important point may be found anywhere in the text. Purpose:  To express  To entertain  To communicate or appeal to the emotions Structure:  Depends on the form Organization:  Logically – by date or time; by order of importance  Categorically – by definition; by theme  Contextually – by comparison and contrast; by historical or contemporary Types of Literary Text a a

Prose Poetry

C. After the Lesson 1. Evaluation

Task 1.06.3. A.

Informative vs. Journalistic vs. Literary Writing

Fill the table with the needed information ELEMENT/FEATURE

INFORMATIVE

JOURNALISTIC

LITERARY

Purpose

Manner of reading (formal, informal, entertaining/dramatic) Format (where do you find the text?)

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Other Features

B.

Identify whether the item is journalistic, informative or literary. 1. Novel 2. Factual recount 3. Sports news 4. Editorial column 5. A recipe for quesadillas 6. Movie review 7. A social etiquettes article 8. A brochure on the detecting signs of drug abuse 9. Poem 10. Local news article

2. Enrichment Activities

Task 1.06.4.

Types of Writing Sampler

In a 9x12in paper, mount 1 example each of journalistic writing, informative writing, and literary writing. Be sure to write below each sample, the purpose why the article/text is written. Submit a presentable and creative output. IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ 59 | P a g e

________________________________________________________________________ ____________________________________________________________

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[ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to distinguish between and among informative, journalistic, and literary writing (EN9WC-Ibc-8). Quarter: 1

II.

Week: 2

Day: 7

Date Conducted: _______________

Content: Subject Matter :

Types of Texts (Informative, Journalistic, Literary)

Integration

(What specific skill in particular learning area?)

:

AP: Solutions About Social Issues in the Philippines Strategies

:

Discussion, Collaborative Learning

Materials

:

Powerpoint presentation, manila paper/cartolina, worksheets

References

:

(print and non-print)

Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 48-50. Lapid, M.G.; Serrano, J.B.(2018). English Communication Arts and Skills through AngloAmerican and Philippine Literatures, English 9 (Eight Edition). Quezon City: Phoenix Publishing House, Inc., pp. 106-108. Jordan, N. (2016). Voyage Through Anglo-American Literature, English 9.Sta. Ana, Manila: Aklat at Dunong Publishing, Inc., pp. 19-29. 62 | P a g e

Natividad, V. R. (2017). English in Perspective Anglo-American Literature, English 9 (Second Edition). Quezon City: Abiva Publishing House, Inc., pp. 116-117. https://www.google.com/search?q=editorial+cartoon+on+reproductive+health+bill&sou rce=lnms&tbm=isch&sa=X&ved=0ahUKEwif7czVtIXiAhUQgUsFHWWBBzMQ_AUIDigB&bi w=1350&bih=640#imgrc=xwv5yU7AypS7lM: III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.07.1.

Name Game

(NOTE: Teacher may print the attached PDF file to produce flashcards for this activity)

editorial

feature article

lyric poetry

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B. During the Lesson 1. Introduction of the Lesson

Task 1.07.2.

What Say You?

Look closely and study the editorial cartoon below.

 What is the issue being discussed?  What is your stand about it?  In what way are you affected by it?  What traits/characters/beliefs/values do you have that helped you in forming your convictions and/or stand about the issue?  How important are your values and other character traits in developing your personal stand on various social issues?

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2. Lesson Proper

Task 1.07.3.

Lyrics Galore

Lyric poetry is also a type of literary text. To familiarize yourself with this type of writing, practice your hand at creating literary texts by doing this task: Form groups with 4-5 members. Think of the melody of your favorite English song. Change the lyrics of the song and create something that talks about a certain fascination with or devotion to something or someone. Present your lyric poem to the class. C. After the Lesson 1. Evaluation

Task 1.07.4. Directions:

How Well Do You Know? Identify whether the statement described is informative, journalistic or literary writing.

____________________ 1.

It uses a wide variety of imaginative and creative writing that leads to the appreciation of a variety of subjects. (literary)

____________________ 2.

It is the style of writing used to report news stories in newspapers, television broadcasts, on radio and on the Internet. (journalistic)

____________________ 3.

These are texts which intend to inform the reader or viewer. They use facts to describe and explain people, animals, objects, events, or phenomena. (informative)

____________________ 4.

It is a piece of written material, such as a book or poem, that has the purpose of telling a story or entertaining, as in a fictional novel. Its primary function as a text is usually aesthetic, but it may also contain political messages or beliefs. (literary)

____________________ 5.

The purpose of this text is to educate and enlighten the reader. It is a very straightforward piece of writing. (informative)

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2. Enrichment Activities

Task 1.07.4.

Community Services Brochure

The Community Services Brochure is your major output for this lesson. This brochure specifically informs the public of the services available in your community. As a form of informative writing, the brochure should present factual information and details about any club, organization, center or key persons offering services in your barangay/community which you would like to feature. Other forms of informative writing include letters, reports, speeches, review and instruction pamphlet. The criteria for assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity and Language Mechanics. Here are some ideas which might help you in the preparation and presentation of a Community Services Brochure. Keep these points in mind as you go through the process. Planning Stage Meet with your group and plan for the preparation of the brochure where the following points should be covered: 

    

Assign a specific role to each member, e.g. leader, researcher, illustrator, compiler, layout artist, writer, interviewer, editor, concept artist, presenter. Clarify the functions of each member. Clarify the main requirements of the brochure which are the topic, purpose, and audience. Identify the topic of the brochure. Clarify the purpose of the brochure. Answer these questions: Who will be interested in reading the brochure? Who needs it? Identify the key persons, clubs, organizations, centers, and the services that will be highlighted in the brochure.

Gathering Information Before you gather information, be sure that you have secured a letter of permission to conduct an interview with the key persons, organization or club you planned to feature.      

Look for the key persons, clubs, centers, and organizations in the barangay that offer services that make a difference. Prepare questions (interview schedule) and put them in a logical order. Call or visit and interview at least three (3) people to learn more about their services. Make a list of their accomplishments/achievements and specialization. Find out what they consider important to their success. Collect photos, drawings, illustrations, or videos (if possible) showing ordinary people making a difference by performing their roles in life willingly and graciously.

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Drafting       

Consolidate the information you have gathered, and choose what will be used in your brochure. Use few, simple, short, catchy but meaningful sentences and captions Think of the order you will use to organize the factual information. Point out the help, support, and benefits the organization, club, or key persons receive as well as the specialization or services they offer. Explain the significance of the services to the target readers. Through speaking and writing, report the services and needs of the organization. Use photos and charts in the presentation.

Writing and Presenting     

Ask other schoolmates to read and evaluate your brochure Ask for comments and suggestions Look over the first draft and rewrite it. Polish your draft incorporating the suggestions made by your evaluators Do the finishing touches and present your Community Services Brochure.

Rating Your Community Services Brochure Your grade for the Community Services Brochure shall be taken from the following: A)

Teacher’s Rating You will be graded by the teacher using the rubrics for Community Services Brochure. (Please print attached PDF of rubrics for reproducible copies)

B)

Organization’s Rating Part of the grade for your Community Services Brochure is a satisfaction rating from the chosen organization/club. Cut out the form (Rating Sheet for Organizations, please see attached PDF file for reproducible copies), and have it filled out by at least three (3) representatives of the organization. Furthermore, you are to have the Receipt of Brochures signed by the organization as proof that they have received the brochures.

Deadline for Submission of Community Services Brochure The teacher and the class shall agree on a deadline date for submission. 67 | P a g e

A.

Teacher’s Rating (Rubrics)

B.

Organization’s Rating (Rating Sheet for Organization)

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____

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H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to examine sample texts represented of each type (EN9WC-Id-8.1) Quarter: 1

II.

Week: 2

Day: 8

Date Conducted: _______________

Content: Subject Matter :

Types of Texts (Informative, Journalistic, Literary)

Integration

(What specific skill in particular learning area?)

:

AP (Current Events) Strategies

:

Group Discussion, Brainstorming, Collaborative Learning

Materials

:

Visual Aid, Powerpoint Presentation

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 48-50. 71 | P a g e

III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson What are the different types of text? What are some of its features? (Expected Answer: The informative text serves to inform or discloses information. It is instructive and/or instructional. The journalistic text also presents information but are those that are found in radio, print, television and online journalism. The literary text is defined as a wide variety of imaginative and creative writing that leads to the appreciation of the cultural heritages of students. Literary is defined as something related or associated with literature or scholarly learning and writing.) B. During the Lesson 1. Learning Tasks

Task 1.07.1.

Type the Text

Have them look at the sample texts below. Identify which are examples of an informative text, a journalistic text, or a literary text. TEXT 1

TYPE OF TEXT

So the thing to do when working on a motorcycle, as in any other task, is to cultivate the peace of mind which does not separate one’s self from one’s surroundings. When that is done successfully then everything else follows naturally. Peace of mind produces right values, right values produce right thoughts. Right thoughts produce right actions and right actions produce work which will be a material reflection for others to see of the serenity at the center of it all. —Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance

2

With an artistic drama, we empathize with one or more of its characters, but there’s also a distance between us and their situation—a safety valve that allows us to express a range of emotions, but also to say, “It’s only a movie,” “It’s only a play,” “It’s only a novel.” Work is based upon problem solving, how to eliminate conflict and get the job done. Episodic is fine for work. We want day-by-day not confrontational trauma—even if it would lead to lifechanging revelation. But drama exaggerates conflict, pushes situations to their extreme, and leads us to a big turning point.

3

In a poem entitled Four Great Poets, Robert Francis puts his finger on the heart of Frost’s greatness: “His head carved out of granite O / His hair wayward drifts of snow / He worshipped the great God of Flow / By holding on and letting go.” Here’s an example from part of one of Frost’s lesser known pieces, For Once, Then, Something. In the first half he says friends rebuke him for looking into a well and seeing only himself, reflected in the water godlike in a wreath of 72 | P a g e

TEXT

TYPE OF TEXT

ferns and cloud puffs. It’s a criticism that could be aimed at any writer, but what is as interesting as the meaning of Frost’s reply is this sense of movement that carries the reader forward to the climatic end. http://lehmaninfo.wordpress.com/sample-business-literary-articles/ 4

DHAKA: Hosts Bangladesh will meet Pakistan in the opening match of the four-nation Asia Cup cricket tournament starting in Dhaka in March, an official said on Monday. Old rivals Pakistan and India will meet in a mouth-watering clash on March 18. The Sher-e-Bangla National stadium will host all the matches, including the inaugural tie on March 12 and the final on March 22, Asian Cricket Council chief executive Syed Ashraful Huq said. “All teams including India and Pakistan have confirmed their participation,” he said. India won the last edition of the tournament in Dambulla in Sri Lanka in June 2010. http://www.paper-articles.com/

5

From Beowulf And then, in the morning, crowds surrounded Herot, warriors coming to that hall 520

From faraway lands, princes and leaders Of men hurrying to behold the monster’s Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for his suffering, Went tracing his bloody footprints, his beaten

525

And lonely flight, to the edge of the lake Where he’d dragged his corpselike way, doomed And already weary of his vanishing life. The water was bloody, steaming and boiling In horrible pounding waves, heat

530

Sucked from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky darkness his miserable End, as hell opened to receive him. Then old and young rejoiced, turned back

535

From that happy pilgrimage, mounted their hardhooved Horses, high-spirited stallions, and rode them Slowly toward Heorot again, retelling Beowulf’s bravery as they jogged along. 73 | P a g e

C. After the Lesson

Task 1.08.2.

Radio Broadcasting Beowulf

Divide the class into groups with 5-7 members Write a 5-7 minute script for Beowulf covering the following sections: o

2 News Article

o

1 Entertainment Article

o

1 Informercial

o

1 Sports Article

Present your output to the whole class. You will be graded using the following rubrics: RUBRICS FOR RADIOBROADCASTING BEOWULF

CRITERIA Focus & Organization

Delivery & Voice

Content – Accuracy

5 Extremely well organized; logical format that was easy to follow; organization enhanced the effectiveness of the project All DJs correctly uses each of the following in the radio production: stress, intonation, pitch, volume, rate of speaking, pronunciation Completely accurate; all facts were precise and explicit

Content – Inclusion

All content required are present

Sound effects

Sound effects were relevant and enhanced the presentation

4 Presented in a thoughtful manner; there were signs of organization and most transitions were easy to follow, but at times ideas were unclear DJs correctly uses voice items, except 1

3 Somewhat organized; ideas were not presented coherently and transitions were not always smooth, which are sometimes distracting DJs uses three voice items correctly

2 Choppy and confusing; format was difficult to follow; transitions of ideas were abrupt and seriously distracting

Mostly accurate; a few inconsistencies or errors in information Content required are present except 1

Somewhat accurate; more than a few inconsistencies or errors in information; Content required are present except 2

Completely inaccurate; the information were misleading Project is lacking 3 or more content required Sound effects were either irrelevant or lacking

Some of the sound effects were irrelevant

DJS make too many errors using voice items

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Editing

There are one or two noticeable editing errors Time Time requirement is not met by 15 seconds Teacher’s Comments/Remarks/Suggestions for Improvement:

IV.

There are no noticeable editing errors 5-7 min requirement is met.

There are several noticeable editing errors Time requirement is not met by 30 seconds

Time requirement is not met by 45 seconds or more

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ __________________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ 75 | P a g e

B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 1. Compose forms of literary writing (EN9WC-Ie-9). Quarter: 1

II.

Week: 2

Day: 9

Date Conducted: _______________

Content: Subject Matter :

Forms of Literary Writing

Integration

:

(What specific skill in particular learning area?)

Strategies

:

Lecture/Discussion, Writeshop, Collaboration, Peer Evaluation

Materials

:

Powerpoint Presentation

References

:

(print and non-print)

https://www.academia.edu/27992041/INTRODUCTION_TO_LITERATURE_FORMS_DI VISIONS_AND_SUBDIVISIONS?auto=download https://study.com/academy/lesson/literary-forms-genres-how-they-affectmeaning.html

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III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Motivation How many of these are you familiar with? Can you give me their titles? How about their authors? (NOTE: Teacher may use any other image for this activity) TITLE

AUTHOR

Twilight Saga: Twilight New Moon Eclipse Breaking Dawn

Stephenie Meyer

Harry Potter

J. K. Rowling

The Hunger Games

Suzanne Collins

https://images.gr-assets.com/books/1388184702l/8726744.jpg

https://is2-ssl.mzstatic.com/image/thumb/Video128/v4/59/f0/84/59f0849073bb-218c-c7a6-1c8c02065a5f/pr_source.lsr/268x0w.png

https://static1.srcdn.com/wordpress/wpcontent/uploads/2018/09/Hunger-Games-tributes.jpg

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Movie: Game of Thrones

George R. R. Martin

Book: Song of Ice and Fire Saga

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcS19PSfQK9pcnffeTQUW0tPd0Ng4TnhB2mLcJ0Z6BfUEBpx4xt

B. During the Lesson 1. Introduction of the Lesson In the previous grades, you probably learned that there are two broad types of literature: oral literature and written literature. Today, we will find out another way of classifying literature. 2. Lesson Proper

Task 1.09.1.

Literature: Its Forms and Divisions

LITERATURE

ORAL LITERATURE

WRITTEN LITERATURE

POETRY

PROSE

Fiction

VISUAL LITERATURE

Nonfiction

Narrative

Lyric

Drama

Form vs. Genre The form of a piece of writing is simply its structure—how it is constructed and organized. A genre is a specific style or category of writing. 79 | P a g e

The Major Literary Forms 1. Fiction is the form of any narrative or informative work that deals with information or events that are not factual, are imaginary and are invented by the author. a. Fairytale – story about kings, queens, princes and princesses with a touch of magic b. Mythology – story about gods and goddesses c. Legend – story about the origin of a place or a thing d. Novel – a long narrative with an organized plot usually with a maximum of 500 pages e. Novelette – a narrative with an organized plot usually with a maximum of 300 pages f.

Short Story – a narrative with an organized plot usually with a maximum of 100 pages

g. Fable – story that uses animals as characters and with moral lesson h. Parable – story used by Jesus in teaching the Good News i.

Allegory – story that uses symbolism to represent an idea

2. Nonfiction is the form of any narrative or account, which deals exclusively with factual (or assumed factual) events, descriptions and observations. Nonfiction can also be written about fiction, giving information about these other works. a. Autobiography – life story of a person written by himself b. Biography – life story of a person written by another person c. Newspaper – collection of news articles about various current events d. Magazine – collection of articles regarding the lifestyle of man e. Journal – daily record of personal events f.

Planner – daily record of business commitments

g. Anecdote – a brief, revealing account of an individual person or an incident. 3. Poetry is a form of literary art which uses metrical language with lots of rhythm and rhyme to create word pictures. Poetry employs all kinds of word play, figurative language, and imagery to send its messages. a. Narrative poetry is a form of poetry which tells a story. 80 | P a g e

 Epic – a narrative poem about supernatural powers possessed by heroes and heroines  Ballad – a narrative poem with harmony and rhythm b. Lyric poetry is a form of poetry which expresses personal and emotional feelings. Originally, lyric poems were sung accompanied by a lyre..  Song – a lyric poem intended to be sung, with melodious harmony and rhythm  Sonnet – a lyric poem consisting of 14 iambic pentameter lines  Ode – a lyrical poem praising or glorifying an event or individual, describing nature intellectually as well as emotionally  Elegy – a lament for the dead 4. Drama combines elements of prose and poetry into plays that are usually intended to be performed on stage.  Historical – a theatrical play with historical plot  Comedy – a theatrical play with a happy ending  Tragedy – a theatrical play with the death of some major characters 5. Media is the newest type of literature that has been defined as a distinct genre. This categorization was created to encompass the many new and important kinds of texts in our society today, such as movies and films, websites, commercials, billboards, and radio programs. Any work that particularly relies on recently developed technologies can be considered as media. Source: https://www.academia.edu/27992041/INTRODUCTION_TO_ LITERATURE_FORMS_DIVISIONS_AND_SUBDIVISIONS?auto=download,, https://study.com/academy/lesson/literary-forms-genres-how-they-affect-meaning.html, https://www.brighthubeducation.com/homework-help-literature/100292-the-five-main-genres-of-literature/

Task 1.09.2.

Accordion Tale

Materials Needed: A3 sized paper, permanent markers The class will be divided into groups with 8-10 members per group. The members of the group should sit in columns. Each group will be given one A3-sized paper, pre-folded into an accordion.

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Guidelines for Accordion Tale: 1. Group members are not allowed to talk with each other or brainstorm a topic. 2. Each member is given 1-2 minutes (depends on time left and number of members per group) to write as many sentences as time allows, then he/she should pass the accordion to the next group member. 3. The next group member should read and add to the accordion story by writing on the next folded strip. The teacher gives the form of literary writing expected: o

Song: The teacher gives the melody to which they would have to write their own lyrics

o

Fairytale: All fairytales begin with “Once upon a time..” Teacher may give out this clue to help move the activity.

o

Any other writing: The teacher may give out the first few sentences for the accordion tale.

The group/team presents their Accordion Tale to class. C. After the Lesson (Teacher can also revise the activities to fit the kind of students they have)

Task 1.09.3.

A World of My Imagination: Creative Writing

(This learning task can be done by individually, in pairs, or in groups. To maximize the student’s creativity, it is suggested that he/she chose the form of literary writing to work on.) GENERAL DIRECTIONS: 

The class will be divided into groups with 4-6 members for the purpose of peer evaluation.



If time is constrained, teacher shall suggest literary forms which can be done within time limit such as: poetry, anecdote, autobiography, journal entry, song, fairytale, fable, allegory

Your Task: The student shall choose from any form of literary writing, which he/she is comfortable working with. The student is not expected to finish the whole composition, rather he/she should be able to show the first few paragraphs, or whatever he/she is able to finish within the time allotted As soon as the time is up, he/she will exchange his/her work with any of the group members for peer evaluation. Only the “best work” will be presented to the class.

Task 1.09.4.

The Seven Ages of Man (from As You Like It) 82 | P a g e

Reading a poem paves the way to making meaning in life. It allows you to share certain experiences. Oftentimes, you find you share something more in common with the poem’s content than you originally thought; this makes the poem meaningful. Now, find out how the poem The Seven Ages of Man from the comedy As You Like It by William Shakespeare provides cherished pieces of information about the human condition Have students research/secure a copy of The Seven Ages of Man (Teacher may use the PDF file attached and have students photocopy it) Extra points may be given to students who have a copy of the poem. Encourage them to mount the poem in their Portfolio. RUBRICS FOR CREATIVE WRITING APPROACHING TARGET (3)

COMPONENT

TARGET (4)

Conveys a theme or a message

 Skillfully combines all story elements around a controlling idea to reveal a thought provoking theme

 Combines story elements around a controlling idea to reveal a thought provoking theme

 Skillfully reveals the significance of the writer’s attitude about the subject

 Theme is fairly broad, yet author’s purpose is clear

 Skillfully develops plot line with complex major and minor characters and a definite setting

 Develops a standard plot line with complex major and minor characters and a lessdeveloped setting

Plot, Setting, Characters & Development

 A range of devices such as suspense, dialogue and action (gestures, expressions) skillfully advances the plot, gives insight into characters, and keeps the reader continually informed/entertained

Organization

BASELINE (1)

 Several topics & messages emerge; any might become central theme or main idea

 No main idea, purpose, or central theme exists; reader must infer this based on sketchy or missing details

 Story elements may or may not reveal a controlling idea/theme

 No clear controlling idea and/or theme

 Overly simplistic  Provides a minimally developed plot line

 Lacks a developed plot line

 Attempts to use details and/or anecdotes, suspense, dialogue, and action, but with minimal effectiveness

 Fails to use details, anecdotes, dialogue, suspense, and/or action

Skillful structure

Effective structure

Weak structure

Little to no structure

 Strong, engaging exposition (beginning)

 Engaging exposition (beginning)

 Logical and effective sequencing of ideas based on purpose and skillfully linked to theme

 Logical sequencing of ideas based on purpose and linked to theme

 Exposition, sequencing of ideas in body and/or resolution/denouement need some revision

 Exposition, conflict and/or resolution/denouement may not exist

 Resolution and denouement (the ending) reinforce theme and give closure Language and Style

 A range of devices such as suspense, dialogue and action (gestures and expressions) advances the plot, gives insight into characters, and keeps the reader informed/entertained

EMERGING (2)

 Consistently uses precise vocabulary and

 May be isolated events with weak sequencing

 Resolution and denouement reinforce theme and give closure

 Uses some precise vocabulary and strong

 Uses words that are dull or uninspired, or tries too hard to

 Uses words that are dull and/or uninspired,

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strong word choice to convey their ideas

word choice but not consistently

 Sentence structures enhance understanding and engage the reader

 Sentence structures enhance understanding and engage the reader but with occasional awkwardness

 Consistently uses an appropriate tone for the task  Writer’s voice is authentic, clever and entertaining Conventions

 Few or no errors in grammar, punctuation, and/or spelling

impress (possibly using vocabulary incorrectly or out of context)  Sentence structures sometimes hinder understanding and/or result in awkwardness

 Uses and appropriate tone but may lack consistency

 Demonstrates difficulty in establishing and maintaining an effective tone

 Some errors in grammar, punctuation, and/or spelling, but not enough to hinder reading of essay

 Abundant errors in grammar, punctuation, and/or spelling, which are enough to confuse or distract reader

or uses the same words repeatedly  Sentence structures hinder understanding and/or result in awkwardness  Tone is inappropriate for the task

 Glaring number of errors in grammar, punctuation, and/or spelling, which distract the reader and impede understanding

Source: https://tfadeltaela.files.wordpress.com/2012/07/creativewritingrubric.png

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ 84 | P a g e

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps (EN9OL-Ia1.15). Quarter: 1

II.

Week: 2

Day: 10

Date Conducted: _______________

Content: Subject Matter :

Segmentals (Critical Sounds of English)

Integration

:

(What specific skill in particular learning area?)

Strategies

:

Lecture/Discussion, Role Playing, Dramatic Reading

Materials

:

Flashcards

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, p. 5-6.

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III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.10.1.

Say It Right

TO THE TEACHER: You may model these words by uttering the phrases following the IPA transcription in the second column. The third column contains the correct transcription. Filipinos have a way of uttering words which is different from the native American speaker. A major factor which makes us pronounce these words differently is our cultural and linguistic background. Consider the following words/phrases you might hear being spoken either mistakenly or aesthetically. Word/Phrase

Incorrect

Better

is

/Is/

/Iz/

these

/dis/

/ðiz/

superintendent

/ʃupərɪntɛndənt/

/supərɪntɛndənt/

garage

/gɑradʒ/

/gærɑʒ/

measure

/mɛʃur/

/mɛʒər/

B. During the Lesson 1. Introduction of the Lesson Historically, our abakada developed by the renowned Lope K. Santos has only 20 letters representing the sounds of the Tagalog language and do not contain some of the English sounds. In 1987, the Commission of the Filipino Language (Komisyon ng Wikang Filipino) reformed the Filipino alphabet to the form we know today in order to accommodate the nuances in spelling and pronunciation of existing languages in the Philippines. Thus, critical sounds such as /z/ and /dʒ/ are now represented. Today, we will learn how to produce some of English sounds that Filipinos generally have difficulty with: /s/-/z/ and /ʃ/- /ʒ/ 87 | P a g e

88 | P a g e

2. Lesson Proper

Task 1.10.2.

Articulation & Orthography of /s/, /z/, /ʃ/, /z/

(In teaching the students to produce the sounds properly, the teacher should go over the directions for articulation while modelling)

Task 1.10.2a. I.

The Fricative (Sibilant) Sound /s/

ARTICULATION

Lips

:

Parted

Tongue

:

Sides of tongue blade on tooth ridge; air passes through narrow groove over tip of tongue.

Soft palate

:

Raised

Nasal passage

:

Closed

Vocal cords

:

Not vibrating

The obstruction

:

Incomplete

The release

:

Gradual

II.

ORTHOGRAPHY

s - song

z - waltz

ce - fence

ss - miss

sch - schism

se - home

c - cent

ps - psychology

sc - scent

st - Christmas

x - /ks/ six

Pronouncing the letter <s> as /z/ or /iz/ 1. When <s> is in between two vowel sounds: music, reason, season, cousin, easy, disease 2. When <se> is after a vowel: use, these, lose, cause, choose, phase, tease Exceptions: promise, house, hose, mouse, lease 3. Pronunciation of the final <s> in plural words and verbs in the third person depend on the final consonant sound preceding it. The ending is pronounced /s/ after a voiceless sound, it is pronounced /z/ after a voiced sound, and is pronounced as /iz/ after a sibilant sound. Source: http://www.englishpronunciationpod.com/podcast_44.html

Task 1.10.2b. I. Lips

The Fricative (Sibilant) Sound /z/

ARTICULATION :

Parted

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Tongue

:

Sides of tongue blade on tooth ridge; air passes through narrow groove over tip of tongue. The passage between the center of the tongue and the gum ridge is larger than for /s/

Soft palate

:

Raised

Nasal passage

:

Closed

Vocal cords

:

Vibrating

The obstruction

:

Incomplete

The release

:

Gradual

90 | P a g e

II.

ORTHOGRAPHY

z - zigzag

se - cause

zz - blizzard

ss - dissolve

s - was

Task 1.10.2c. I.

x - xylophone sc - discernment ze - glaze

The Fricative Sound /ʃ/

ARTICULATION

Lips

:

Protruding

Tongue

:

Blade spread near tooth ridge and hard palate.

Soft palate

:

Raised

Nasal passage

:

Closed

Vocal cords

:

Not vibrating

The obstruction

:

Incomplete

The release

:

Gradual

II.

ORTHOGRAPHY

sh - shade s - sure

ch - Chicago

sch - Schick

ci - spacious

chsi - fuchsia

ti - action

ssi - passion

sc - Fascist

ce - ocean

ss - tissue

se - nauseous xi - anxious

Task 1.10.2d. I.

The Fricative Sound /ʒ/

ARTICULATION

Lips

:

Protruding

Tongue

:

Blade spread near tooth ridge and hard palate.

Soft palate

:

Raised

Nasal passage

:

Closed

Vocal cords

:

Vibrating 91 | P a g e

The obstruction

:

Incomplete

The release

:

Gradual

II.

ORTHOGRAPHY

ge - rouge s - pleasure

si - Asia

j - bijou

g - regime

z - azure

zi - brazier

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C. After the Lesson 1. Evaluation

Task 1.10.3.

Sound Search: /s/, /z/, /ʃ/, /z/

Get your copy of the poem Seven Ages of Man by William Shakespeare. Search the poem for words containing the discussed critical sounds and write these under the appropriate columns. Make sure to underline the letter/letters containing the sound. CRITICAL SOUNDS IN “The Seven Ages of Man” /s/ (e.g. sooth) (33 pts)

/z/ (e.g. zoo) (20 pts)

/$/ (e.g. shoe) (6 pts)

/g/ (e.g. measure) (1 pt)

stage, exits, entrances, parts, acts, seven, first, nurse’s, schoolboy, satchel, snail, school, furnace, mistress, soldier, strange, oaths, jealous, seeking, justice, severe, saws, instances, so, sixth, slippered, spectacles, side, saved, voice, pipes, whistles, sound, last, scene, history, second, sans, taste

shining, shifts, reputation, shrunk, shank, childish/childishness

world’s, players, exits, entrances, his, plays, ages, nurse’s, arms, this, mistress’s, cannon’s, eyes, wise, saws, instances, spectacles, pantaloons, nose, hose, whistles, sans

strange

NOTE: This activity can be done both individually, by pair or by groups. 2. Enrichment Activities

Task 1.10.4.

IPA Chart

Be as creative as you can in finishing this task. A. Research for the symbols of the rest of the English sounds (IPA Chart). You may search for an infographic or an IPA Chart and mount this in your English Portfolio/Scrapbook. B. Transcribe your full name using IPA.

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ 94 | P a g e

________________________________________________________________________ ____________________________________________________________

95 | P a g e

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 2. Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps (EN9OL-Ia-1.15) Quarter: 1

II.

Week: 3

Day: 11

Date Conducted: _______________

Content: Subject Matter :

Suprasegmentals or Prosodic Features of Speech

Integration

:

NDEP

Strategies

:

Lecture/Discussion, Dramatic Reading/Speech Choir/Reader’s Theater

Materials

:

Flashcards

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, p. 5-7. Dorotheo, P. R. Speech Improvement. Cebu City, Philippines, pp. 120-132.

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III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation (Teacher models a sentence, word or phrase with incorrect stress. For example: Sing the following lines from popular songs stressing the syllables in capital letters: Puff, the magic draGOON/ lived by the sea Welcome to the hotel CaLIfornia/ Such a lovely place, such a lovely place or Write student’s names on the board putting the stress on different syllables: AnamaRIE

AnaMArie

anaMArie

anamaRIE

aNAmarie

or Can you tell me why these sentences seem different? MY god is an AWEsome GOD my GOD is an AWEsome GOD my GOD is an aweSOME god B. During the Lesson 1. Introduction of the Lesson To be able to properly express our feelings and to convey what we want to say, we must be able to both produce sounds correctly and use appropriate stress to words. Meanings often change if we stress the wrong syllable. Stress is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence. In English, stressed syllables are louder than non-stressed syllables. Also, they are longer and higher pitched. Source: http://www.learning-english-online.net/pronunciation/stress-and-intonation/ Malicsi, J. (2005). The ELP Series. Quezon City: The Classics Foundation for the English Linguistic Project

2. Lesson Proper 97 | P a g e

Task 1.11.1.

A Short Lecture in Pronunciation: Stress

Pronunciation does not only involve knowing the sounds contained in the words. It also involve prosodic elements like stress and intonation. How we say something is as important as what we say because: 1. It can change/affect the meaning of a sentence. 2. It can cause misunderstandings. 3. It is as important as your choice of words. For this lesson, we will focus on word stress. Word stress means putting a greater emphasis on one syllable of a multisyllabic word. Here are four general rules to keep in mind about word stress as you practice pronunciation: 1. Stress the first syllable of: a

Most two-syllable nouns Example:

a

CLImate

KNOWledge

PROgress

PREsent

Most two-syllable adjectives Example:

FLIPpant

SPAcious

HANDsome

2. Stress the last syllable of: a

Most two-syllable verbs Example:

reCORD anNOUNCE deCIDE

preSENT beGIN ofFEND

inCREASE arRANGE

adMIT imPRESS

3. Usually stress the second last syllable of a

Words ending in –TION, -SION, -CIAN Example:

Exception: a

eduCAtion intuItion demonsTRAtion

concenTRAtion

perMISsion

muSIcian techNIcian

obSESsion

TElevision

Words ending in –IC Example:

ecoNOmic geoGRA-phic poEtic

rea-LIS-tic draMAtic eLECtric

staTEgic pessiMIStic

meCHAnic acaDEmic

kangarOO shampOO

employEE

guarantEE

degrEE

tattOO

tabOO

comMIT-tee

COF-fee

4. Usually stress the last syllable of a

Words ending in –EE or -OO Example:

Exception:

Caution: When in doubt, don’t stress at all. It is better to not put stress on a syllable than to put stress on the wrong syllable.

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Task 1.11.1.

Reading It the Right Way: Stress for Meaning

Fill each column below with words that receive their primary stress (;) in the indicated syllables. Literature to be used for this exercise is The Seven Ages of Man by William Shakespeare. Be sure to capitalize the syllable with the stress. USING APPROPRIATE STRESS IN “The Seven Ages of Man” Stress in 1st syllable (e.g. séven)

Stress in 2nd syllable (e.g. oblívion)

(at least 17 pts)

(6 pts)

Stress in the 3rd/last syllable (e.g. ceremóny) (2 pts)

1.

18.

24.

2.

19.

25.

3.

20.

4.

21.

5.

22.

6.

23.

7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Answer Key women, merely, exits, entrances, many, infant, mewling, puking, nurse’s, whining, schoolboy, satchel, shining, morning, creeping, lover, sighing, furnace, woeful, ballad, mistress’ eyebrow, soldier, bearded, jealous, honor, sudden, quarrel, seeking, bubble, even, cannon’s, justice, capon, formal, modern, instances, slippered, spectacles, youthful,

unwillingly, severe, well-saved, again, eventful, oblivion

reputation, pantaloon

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manly, turning, toward, childish, treble, whistles, history, second, childishness, everything

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Task 1.11.3.

On Dreams: A Dialogue

Divide the class into two (2) large groups. Assign the part of the “Persian” to Group 1, and the part of the Filipino to the other group. Practice reading the poem employing proper word stress. The teacher models the dialogue first. On Dreams Persian

: Tell me, do you believe in mirage and dreams?

Filipino

: I wouldn’t know much about mirage…but dreams—yes, to a reasonable measure!

Persian

: We would regard dreams as indirect intrusions into man’s subconscious!

Filipino

: You mean that the division between reality and fantasy is not too well defined?

Persian

: We interpret the symbols in one’s visual illusions and usually get at casual findings.

Filipino

: ---or occasional revelations of personality and character.

The two groups swap roles/parts. While reading teacher should point out mistakenly stressed words and incorrectly pronounced words. C. After the Lesson 1. Evaluation

Task 1.11.4.

Dramatic Reading

The class will be divided into three (3) large groups. The teacher will choose the piece the students will use for their presentation. Here are some suggested literary pieces o

Seven Ages of Man by William Shakespeare

o

The Battle with Grendel from Beowulf (Epic)

o

NDEP Integration: Poem or Essay about drug abuse prevention

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The students are tasked to prepare a speech choir/jazz chant script out of the suggested literary pieces. RUBRICS FOR PERFORMANCE ASSESSMENT

CRITERIA

4 (Excellent)

3 (Satisfactory)

2 (Fair)

1 (Poor)

Focus

Effective presentation of the theme

Good presentation of the theme

Sustainable interpretation of the theme

Not sustainable interpretation of the theme

Voice (diction and vocal expression)

Excellent diction and impressive use of vocal expression

Satisfactory diction and good use of vocal expression

Fair interpretation and sustainable presentation of the theme

Poor interpretation and not sustainable presentation of the theme

Satisfactory presentation

Fair presentation

Poor presentation

Excellent Delivery (Interpretation) presentation

Facial Expressions

Impressive variety use of emotions in exemplary way

Good variety use of emotions in competent way

Fair variety use of emotions in acceptable way

Limited variety use of emotions in developing way

Body Movements/ Gestures

Impressive variety use of movements and unity in exemplary way

Good variety use of movements and unity in competent way

Fair variety use of movements and unity in acceptable way

Limited variety use of movements and unity in developing way

Audience Contact

Sustained the interest and attention of the audience 90-100% of the time

Sustained the interest and attention of the audience 75-89% of the time

Sustained the interest and attention of the audience 50-74% of the time

Barely sustained interest and attention of audience

Props and costumes

Use and choice of props and costumes is effective that enhances and attracts the audience

Use and choice of props and costumes is good that attracts the audience

Use and choice of props and costumes is sustainable and satisfies the audience

Use and choice and pros and costumes is limited and does not satisfy the audience

Source: http://chomskys3angels.blogspot.com/2013/02/rubricsfordifferentspeaking.html

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic.

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[ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners in a heterogeneous class are expected to use normal and inverted word order in creative writing. Quarter: 1

II.

Week: 3

Day: 12

Date Conducted: _______________

Content: Subject Matter :

Normal and Inverted Word Order

Integration

:

AP( Egypt’s Pyramid) Values Integration, NDEP

Strategies

:

lecture discussion, collaborative (pairing)

Materials

:

PowerPoint presentation

References

:

(print and non-print)

http://medium.com/english-explanations/inverted -word-order-9a49631b5078 III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson

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3. Motivation

Task 1.12.1.

Pyramids

The teacher will show pictures of a pyramid, the first photo is a normal pyramid while the other is an inverted one and allows the students to share their observations.

(Possible answers: pyramid and inverted pyramid) Then, a question follows, “Does the structure of the pyramid affects its function?” (Expected Answer: Yes) The teacher leads the students to the connection of the pyramid pictures to the lesson. B. During the Lesson 1. Introduction of the Lesson A sentence is in natural order when the subject comes before the verb. Example:

Natural:

You

+

will

+

never

(subject)

+

(auxiliary verb)

+

(negative word)

+ get the crown again. (predicate)

In an inverted word order, the verb or part of the verb comes before the subject. If the sentence begins with negative word, the auxiliary verb comes first before the subject.

Inverted:

Never

+

will

+

you

(negative word)

+

(auxiliary verb)

+

(subject)

+ get the crown again. (predicate) 105 | P a g e

Certain sentence types require inverted word order, in which a verb is placed before the subject:  Interrogative sentences (questions) Example:

What is referred to as a complex, and often chronic, brain disease characterized by excessive drug craving, seeking, and use?

 Conditional clauses without if Example:

Had I run with the right crowd, I would not have become addicted to drugs.

 Declarative sentences that begin with negative or restrictive words such as never, rarely, scarcely, hardly ever, and not only. Example:

Not only is my family very supportive, they are also good listeners.

2. Lesson Proper

Task 1.12.2.

What am I?

Identify whether the following sentences is in the normal or inverted order. Do it by pair. Use ½ crosswise sheet of paper. STATEMENT/SENTENCE

ANSWER

1. Should inhalants be abused slurred speech, hallucinations and delusions are experienced by the user.

inverted

2. Can drug use lead to abuse?

inverted

3. In the Philippines, Marijuana is illegal.

natural

4. Drug addicts suffer from frequent mood swings.

naturall

5. The drug problem in the Philippines is being addressed by the government.

natural

6. Are drugs legal in Philippines?

inverted

7. One of the severe penalties of using illegal drugs is life imprisonment.

natural

8. Had I suspected my friend using drugs, I would have talked to him/ her and let him/her knew I cared.

inverted

9. There is that sick feeling abusers feel when the effects of stimulants wear off

inverted

10. Republic Act 9165 or the Dangerous Drugs Act is the blueprint of the Philippine government against illegal drugs.

natural

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Task 1.12.3.

Change Me

Write the inverted version of the following sentences in normal word order. Do it by pair. Use ½ crosswise sheet of paper. NORMAL ORDER

INVERTED ORDER

1. My favorite store is around the corner.

Around that corner is my favorite store.

2. I have never seen so many pairs of shoes.

Never have I seen so many pairs of shoes.

3. My backpack is here.

Here is my backpack.

4. The student sat in the first row.

In the first row sat the student.

5. The floundering ship sank beneath the waves.

Beneath the waves sank the floundering ship Sank beneath the waves the floundering ship

C. After the Lesson

Task 1. 12.4

It’s Writing Time!

Students will write at least two paragraphs about the topic assigned to them. Each paragraph must contain at least five sentences. Underline the sentences which are written in an inverted order. These are the following topics: Group 1: How did I Solve My Biggest Problem? Group 2: My Biggest Achievement as a Student Group 3: The Most Valuable Gift I have Given Rubric in evaluating students’ work CRITERIA

5

4

3

2

Sentences

All sentences are in inverted order

4 sentences are in inverted order

3 sentences are in inverted order

1-2 sentences in inverted order

Organization of Ideas

All sentences have both unity and coherence.

One sentence seem unrelated

Two sentences is not coherent with the other sentences

Clearly no organization of ideas; unity and coherence not observable

Technicality

0-1 error in grammar, spelling and punctuation

2-3 errors in grammar, spelling and punctuation

4-5 errors in grammar, spelling and punctuation

Too many errors in grammar,

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spelling and punctuation

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use appropriate punctuation marks and capitalization to convey meaning (EN9G-Iae-1.6/1.7). Quarter: 1

II.

Week: 3

Day: 13

Date Conducted: _______________

Content: Subject Matter :

Capitalization and Punctuation

Integration

:

Values (Self-Expression)

Strategies

:

Lecture/Discussion, Collaborative Learning, Individual Activity

Materials

:

PowerPoint Presentation, Video clips, Punctuation marks banner, Activity Sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1, Recognizing Roles in Life.” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition, 2014). Philippines: Vibal Group, Inc., pp. 18-19 Campomanes, IPJ. (2017). “Module 1, Lesson 1: Recognizing Roles in Life.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 17-18 (Task 1.8)

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“Punctuation Marks .” Retrieved on February 21, 2019 from http://grammar.youdictionary.com/punctuation/what/FourteenPunctuation-Marks.html “Capitalization Rules.” Retrieved on February 21, 2019 from http://www.youtube.com/watch?v-=24DIKKXy_5Zw III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Last time, we tackled about “Normal and Inverted Word Order”. Who would like to give a generalization about inverted word order? (Expected Answer: In inverted word order, the verb is placed before the subject. If the sentence begins with negative word, the auxiliary verb comes first before the subject.) Can you give an example? (Example: Rarely do I watch TV all day.) Thank you for giving examples. Now, talking about sentences how do you define a sentence? (Expected Answer: A sentence is a group of words that expresses a complete thought and ends with a punctuation mark.) What are the punctuation marks usually found at the end a sentence? (Expected Answer: The punctuation marks that end a sentence are period, exclamatory, and a question mark.) What else do you notice in a sentence? (Expected Answer: There is a proper capitalization. The first letter of the sentence is capitalized. 3. Motivation (For this activity, teacher should prepare flashcards of different punctuation cards. Please see PDF attachment. Teacher may add more.)

Task 1.13.1.

Who Am I? .

…

!

n’

:

‘n’

;

–

—

“n”

?

\

What do you think is our topic for today?

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(Expected Answer: Our topic today is about punctuation marks and capitalization) B. During the Lesson 1. Introduction of the Lesson Punctuation marks help you find the sensible meaning of what you’re reading. Clarity of expressions in poetry or prose composition exists if the sentences are appropriately punctuated and the words are properly capitalized. 2. Lesson Proper

Task 1.13.2.

On Using Capitalization and Punctuation Marks

Consider this sample informative article about punctuation. A SHORT HISTORY OF PUNCTUATION by Polly M. Robertus EARLYGREEKSHAD HARDLYANYPUNCTUATION FONOITCERIDEHTDEGNAHCNEVEDNA* THEIRWRITINGATTHEENDOFEACHLINELATER GNITIRWFOYAWAOTDEGNAHCYEHT* THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED WHEREANEWPARAGRAPHBEGANBYUNDERLINING THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE THEREADERSSHOULDTAKEBREATH: THE . ROMANS . MADE . WRITING . MUCH . EASIER . TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS . AND . BY . MOVING . THE . FIRST . LETTER . OF. A . PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY . ADAPTED . SOME . OF . THE . GREEK . MARKS . SUCH . AS . THE . COLON . MARK . TO . INDICATE . PHRASE . ENDINGS: INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS EVENTUALLY WORDS WERESEPARATED AGAIN AND 112 | P a g e

NEW SENTENCES BEGAN WITH A LARGER LETTER *Hint: Try reading from right to left The educational reforms of Charlemagne led to the invention of lowercase letters which could be written and read much faster. Phrases and sentence endings were indicated either by ... or by a slash (/). As time went on writers looked for more ways to clarify meaning/In medieval music notation they found a way to indicate how a voice should rise or fall at the end of a sentence or phrase. Can you hear your voice rise at the end of a question? Our question mark came directly from medieval music notation. When a long sentence broke in the middle > they put a new mark that became our semi colon and colon. The hyphen appeared as two lines (=) instead of one. Around A.D. 1500 the indented paragraph appeared, as did the comma and period as we know them. Printers of the Renaissance invented new marks like the exclamation points and quotation marks. By that time, people were commonly reading silently, and punctuation came to depend more on grammatical groups than breath groups. (Parentheses and dashes appeared with the advent of printing.) By the end of the seventeenth century, our punctuation system was in place for the most part, though sometimes details varied. Just think, though: After only a few lessons in school—and with lots of practice reading and writing—you can boast that you’ve mastered a system that took westerners many centuries to develop.

Task 1.13.2a

Revealing the Message

 Divide the class into four (4) groups.  Let the students go through the text again and rewrite the selection in one whole sheet of manila paper to get the hidden message about the history of punctuation. (Teacher may also reproduce the worksheet attached) o

Make sure to rewrite line by line

 Key to Corrections: (See Powerpoint Presentation for Instructions) o

There are about 150 words in the text, which means you have also 150 points total.

o

One mistake in these areas would mean point deductions:    

Missing or improper punctuation Misspelling Improper capitalization Lines not matching (for carelessness)

1 pt each 1 pt each 1 pt each 5 pts per line

 After 10 minutes of rewriting, read again the entire article. 113 | P a g e

 The teacher processes the students answer and guide them in knowing the importance of punctuation marks and proper capitalization by giving emphasis on the difference of reading it from the original form and from the rewritten one. Guide Questions: 1. What is the article all about? 2. What punctuation marks are described in the article? 3. What problems in writing and reading are caused by improper use of capitalization and punctuation marks? 4. Are these problems encountered even in today’s word? Cite a situation/event. 5. How do we solve such problems? C. After the Lesson 1. Evaluation

Task 1.13.3.

Checking Its Veracity

Direction: Write T is the sentence is true and F if otherwise. 1. Greeks changed to a way of writing that favored the left- handed people. F 2. Aristophanes invented marks to show where the readers should take breath. T 3. The Greeks put dots between words to make writing much easier. F 4. The Romans move the first letter of a paragraph into the left margin. T 5. Aristophanes is a Greek playwright. T 6. Colon mark is one of the Roman marks used to indicate phrase ending. F 7. In the educational reforms of Charlemagne, lowercase letters were invented. T 8. Endings of phrase and sentences were indicated by ellipsis or by a slash. T 9. The slash came directly from medieval music notation to indicate a question. F 10. The Greeks showed where a new paragraph began by underlining the first line. T

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ 115 | P a g e

________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use appropriate punctuation marks and capitalization to convey meaning (EN9G-Iae-1.6/1.7) Quarter: 1

II.

Week: 3

Day: 14

Date Conducted: _______________

Content: Subject Matter :

Capitalization

Integration

:

Science

Strategies

:

Lecture/Discussion, Collaborative Learning, Individual Activity

Materials

:

Presentation Slides, Worksheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1, Lesson1: Recognizing Roles in Life .” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition, 2014). Philippines: Vibal Group, Inc., pp. 18-19, Campomanes, IPJ. (2017). “Module 1, Lesson 1: Recognizing Roles in Life.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp.

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“Punctuation Marks .” Retrieved on February 21, 2019 from http://grammar.youdictionary.com/punctuation/what/FourteenPunctuation-Marks.html “Capitalization Rules.” Retrieved on February 21, 2019 from https://grammar.yourdictionary.com/capitalization/free-capitalizationworksheet.html “Capitalization Rules.” Retrieved on February 21, 2019 from https://www.youtube.com/watch?v=RZtvW2MUz1k III.

Learning Tasks/Procedure: A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Can anyone share to the class what you have learned yesterday? (Expected Answers: We rewrote an informative article about punctuation) 3. Motivation

Source: https://www.poetrysoup.com/poem/capitalization_364054

B. During the Lesson 1. Introduction of the Lesson What are the guidelines in having proper capitalization in writing?

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2. Lesson Proper

Task 1.14.1.

Rules in Capitalization

1. Capitalize the first letter in a sentence or speech.

2. Always capitalize the “I” personal pronoun.

3. Always capitalize the first letter of the days of the week and months of the year.

4. Capitalize the first letters of countries, nationalities and languages.

5. Capitalize the first letters of towns, states, continents, and other geographical divisions.

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6. Capitalize the first letters of rivers, lakes, canals and mountains.

7. Capitalize the first letters of monuments, buildings, streets, and parks.

8. Capitalize the first letters of peoples’s names and titles.

9. Capitalize the first letters of holidays and festivals.

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10. Capitalize the first letters of names of religions.

11. Capitalize the first letters of companies, organizations and trademarks.

12. Abbreviations and acronyms

13. Capitalize the first letters of titles of the books, articles, films, songs, poems, and plays

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C. After the Lesson

Task 1.14.2.

Caps It!

Distribute the capitalization worksheet to be answered by the students or print the attached worksheet Capitalization Worksheet

The following worksheet provides you with ten sentences with no capital letters at all. Identify which letters should be capitalized, and then use the answer key to check and see if you are correct and if you get them all. 1. i visited mr. smith, the chairman of the board, on september 10. I visited Mr. Smith, the chairman of the board, on September 10. 2. president smith gave a speech in which he said "resigning is not an option." President Smith gave a speech in which he said, “Resigning is not an option.” 3. may i visit the oval office, mr. president? May I visit the Oval Office, Mr. President? 4. he loved the book, which was called "a day in france." He loved the book, which was called “A Day in France.” 5. the federal bureau of investigations (f.b.i.) looks into crimes, and the bureau also protects america. The Federal Bureau of Investigations (FBI) looks into crimes, and the Bureau also protects America. 6. i am originally from the south but i drove north now i live in the north. I am originally from the South but I drove North now I live in the North. 7. my courses this semester include english, science, and math 100. My courses this semester include English, Science, and Math 100. 8. the state board collects state and federal taxes. The State Board collects state and federal taxes. 9. september and october are the prettiest months of autumn. September and October are the prettiest months of autumn. 10. the book, "the big red dog" is a hit among children: they enjoy reading about the dogs adventures.

The book, “The Big Red Dog” is a hit among children: they enjoy reading about the dog’s adventures. 122 | P a g e

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ 124 | P a g e

________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use appropriate punctuation marks and capitalization to convey meaning (EN9G-Iae-1.6/1.7) Quarter: 1

II.

Week: 3

Day: 15

Date Conducted: _______________

Content: Subject Matter :

Punctuation Marks

Integration

:

Values: Self- Expression

Strategies

:

Lecture/Discussion, Collaborative Learning, Individual

Materials

:

PowerPoint Presentation, Video clips, Punctuation marks banner, Activity Sheets

References

:

(print and non-print)

Activity

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1, Lesson1: Recognizing Roles in Life .” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition, 2014). Philippines: Vibal Group, Inc., pp. 18-19, Campomanes, IPJ. (2017). “Module 1, Lesson 1: Recognizing Roles in Life.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 17-18, 44-47, 59-62 (Task 1.8)

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“Punctuation Marks .” Retrieved on February 21, 2019 from http://grammar.youdictionary.com/punctuation/what/FourteenPunctuation-Marks.html “Capitalization Rules.” Retrieved on February 21, 2019 from http://www.youtube.com/watch?v-=24DIKKXy_5Zw III.

Learning Tasks/Procedure: A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Ask anybody from the class to give a short recap about the previous topic.  What is the essence of using punctuation marks in writing? (Expected Answer: Punctuation marks help to find the important meaning from the written text.)  How does the capitalization of letters affect the process of reading? (Expected Answer: There is clarity of expressions in the composition is observed especially if the sentences are appropriately punctuated and if the words are capitalized properly.) 3. Motivation

Task 1.15.1.

Why Punctuate?

Differentiate the two sets of sentences: SET A

SET B

 Jian said I am good in class.

 Let us cook Dad.

 Jian said, “I am good in the class.”

 Let us cook, Dad.

(NOTE: Guide the students to understand the different punctuation marks and their usage) Do you notice the difference between the sentences? (Expected Answer: Punctuation marks may change the meaning of the sentence if improperly used.)

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B. During the Lesson 1. Introduction of the Topic/Lesson The punctuations we are going to tackle today are the following:

(NOTE: It is highly suggested for teachers to make presentation slides for this lesson) Punctuation is a commonly accepted set of symbols used in writing to convey specific directions to the reader. 2. Lesson Proper

Task 1.15.2.

The Colon (:) and the Semicolon (;)

Among the confusing punctuations are colons and semicolons. Do you know when to use these punctuations? Uses of Colon 1. Use a colon to introduce a list, quote or statement that you want to draw attention to in a complete sentence. This weekend, we will attend a variety of events: a concert, a fair, a football game, and church. 2. Use a colon to separate numbers in various instances, such as time (12:30:01 a.m.), a ratio (2:1), or a scripture (John 3:16). 128 | P a g e

3. Use a colon to separate a title from a subtitle in a book, lecture, or other body of work. Home: A Novel 4. Use a colon in memos or after a salutation in a formal/business letter. To Whom It May Concern: TO: John Adams FROM: Eve Maybury DATE: June 29, 2008 SUBJECT: June’s Meeting 5. Use a colon after a summarizing word. Example: babies

Answer: chicken

6. Use a colon in dialogue writing, such as in a script. Lady Macbeth Macduff :

: Help me hence, ho! Look to the lady.

Uses of Semicolon 1. Use a semicolon to separate two complete, but related sentences. I asked Mary to go to the game with me last week; she told me no. 2. Use a semicolon to separate two, often contradictory, complete sentences with a conjunctive adverb like however or therefore. Sherry and I went to the movies earlier today; however, we missed the film that we wanted to see. 3. Use a semicolon in in a series, usually when the series calls for multiple commas that could confuse the reader. The county high school’s homecoming court include: Sandy May, senior; Tiffany Bills, junior; Leslie Maddox, sophomore; and, Lisa June, freshman.

Do you capitalize after colon or semicolon? As a general rule, you should not capitalize a word after a colon or semicolon unless it is a proper noun, or the first word of a direct quotation.

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Task 1.15.2a

Exercise/Drill: Colon & Semicolons

Rewrite the following sentences with the correct punctuation (comma, colon and semicolon). You may also insert a period and capitalize where necessary. 1. My sister excels at art I can barely draw a straight line. My sister excels at art; I can barely draw a straight line. 2. The Old Testament reading came from Psalms 1305 The Old Testament reading came from Psalms 130:5. 3. We studied a number of classical literary pieces all of it were great reads. We studied a number of classical literary pieces; all of it were great reads. 4. Warning pull the plug after you finish using the iron. Warning: Pull the plug after you finish using the iron. 5. I read Caring for the Livestock A Guide for Beginners. I read Caring for the Livestock: A Guide for Beginners. 6. I live in Purok 14 Poblacion Valencia City Bukidnon. I live in Purok 14, Poblacion, Valencia City, Bukidnon. 7. Walking home from the store I found an injured frightened cat. Walking home from the store, I found an injured, frightened cat. 8. The movie starts at 730 p.m. The movie starts at 7:30 p.m.. 9. A cloudless blue sky dawned that morning however rain was expected. A cloudless, blue sky dawned that morning; however, rain was expected. 10. Today the most difficult yoyo trick is the whirlwind it requires performing inside and outside loop the loops. Today, the most difficult yoyo trick is the whirlwind; it requires performing inside and outside loop the loops.

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Task 1.15.3.

Bite the Dash (—)

Study the following sentences below. Notice that they are punctuated with a dash (―) 1. When in 1960 the stockpile was sold off—indeed, dumped as surplus—natural rubber sales were hard hit. –Barry Commoner 2. The presentations—and especially the one by Ms. Ramos—impressed the audience. 3. Oil, steel, and wheat—these are the sinews of industrialization. 4. My foot is on my native heath... –Sir Walter Scott 5. Your question—it was your question, wasn’t it, Mr. Jones?—just can’t be answered. Studying the examples above, what are some uses of the dash? (NOTE: Teacher may use the presentation slides included in this package)

Task 1.15.3a

Write a Dash

Using the rules you inferred from the previous activity, let us now practice using the dash. For this exercise, punctuate the sentences below with a dash. 1. I am under the impression that she has no instruction at all and doesn’t need any. I am under the impression that she has no instructions at all—and doesn’t need any. 2. Strauss favors as does sotto voce the Administration the early admission of Russia to the International Monetary Fund. Strauss favors as does—sotto voce—the Administration the early admission of Russia to the International Monetary Fund. 3. To feed, clothe, and find shelter for the needy these are real achievements. To feed, clothe, and find shelter for the needy—these are real achievements. 4. The motion was then tabled that is, removed indefinitely from consideration. The motion was then tabled—that is, removed indefinitely from consideration. 5. If we don’t succeed and the critics say we won’t then the whole project is in jeopardy. 131 | P a g e

If we don’t succeed—and the critics say we won’t—then the whole project is in jeopardy. 6. We ordered tuna pies that’s what you wanted, right? to be served this afternoon. We ordered tuna pies—that’s what you wanted, right? —to be served this afternoon. 7. You said and I distinctly remember you saying so that you wanted to be an entrepreneur. You said—and I distinctly remember you saying so—that you wanted to be an entrepreneur. 8. Internet games, selfies, and the social media these may be addictive if unsupervised. Internet games, selfies, and the social media—these may be addictive if unsupervised. 9. Caffeine as does marijuana keeps people alert if taken in small doses but is addictive. Caffeine—as does marijuana—keeps people alert if taken in small doses but is addictive. 10. It is of my opinion and I suppose everybody else’s, too that she is a most beautiful muse. It is of my opinion—and I suppose everybody else’s, too—that she is a most beautiful muse.

Task 1.15.4.

Type the Hype (-)

Study these hyphenated words: 1. anti-inflammatory

6. one hundred thirty-eight

2. over-the-counter

7. a two-thirds majority of the vote

3. a come-as-you-are party

8. pages 40-98

4. a six- or eight-cylinder engine

9. the New York-Paris flight

5. the ruling-passion of his life

10. Cutting a word by syllabi-cation is called hyphenation

From the examples above, when do you use a hyphen? (NOTE: The teacher may also use the attached presentation slides for discussion)

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Task 1.15.4a

Let’s Hype

Punctuate the words/phrases below with a hyphen. 1.

coopted co-opted

2.

good for nothing good-for-nothing

3.

She has gray green eyes She has gray-green eyes

4.

pre and post adolescent trauma pre- and post-adolescent trauma

5.

forty five forty-five

6.

pp. 65 69 (pages 65 through 69) pp. 65-69

7.

A one hundred year old painting A one-hundred year old painting

8.

Office of the Vice President of the Philippines Office of the Vice-President of the Philippines

9.

She is a milk and water miss. She is a milk-and-water miss.

10.

a student of Anglo American literature a student of Anglo-American literature

C. After the Lesson 1. Reading Assignment Research for a copy of Mother to Son by Langston Hughes. (Teacher may use the attached PDF file for reproducible copies) Teacher may also give bonus points to students who secure a copy for themselves. Encourage students to mount poem in their Portfolio.

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 134 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use appropriate punctuation marks and capitalization to convey meaning (EN9G-Iae-1.6/1.7). Quarter: 1

II.

Week: 4

Day: 16

Date Conducted: _______________

Content: Subject Matter :

Punctuation Marks (Contractions, Ellipsis, Quotation Marks)

Integration

:

(What specific skill in particular learning area)

Strategies

:

Lecture/Discussion, Collaborative Learning, Individual Activity

Materials

:

Presentation Slides, Worksheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1, Lesson1: Recognizing Roles in Life .” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition, 2014). Philippines: Vibal Group, Inc., pp. 18-19, Campomanes, IPJ. (2017). “Module 1, Lesson 1: Recognizing Roles in Life.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 75-76, 84, 92. Punctuation marks. https://www.slideshare.net/mapadisu/punctuation-marksexercises?from_action=save 136 | P a g e

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III.

Learning Tasks/Procedure: A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Can anyone share to the class what have been discussed so far? (Expected Answer: We have learned about the usage of colons, semicolons, dash and hyphen.) 3. Motivation

Task 1.16.1.

The Rubber Band

(With a rubber band, demonstrate the concept of expanding and contracting.) Contracting words is much like letting go of a stretched rubber band. When you stretch the rubber band, it expands and the band is longer. When you let it go, it contracts and, thus, becomes shorter. B. During the Lesson 1. Introduction of the Lesson Read the following quotation which relates to the message of Mother to Son by Langston Hughes (the poem given to you as assignment in the previous lesson). “Our struggles, efforts to face difficulties in life, sacrifices, charity and fervent prayers are the seeds of our success. To be strong for storms that last not fore’ver as seasons change with God in control keep us standin’.” Look closely at the two underlined words.  What do they have in common?  What punctuation mark is used in each of them?  What do you call the expressions that use apostrophe in place of an omitted letter(s)? Today, we will not only learn contractions, but we will also tackle quotations and ellipsis.

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2. Lesson Proper

Task 1.16.2.

Contractions Poster

(Note: For this lesson, the teacher may reproduce the contractions poster. See attached PDF file) A contraction is formed by removing a letter or letters from an expression and replacing the missing letters with an apostrophe. The most common type of contraction involves verbs.

Source: https://blog.maketaketeach.com/wp-content/uploads/2014/10/Contractions-Poster.pdf

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Contractions should be used sparingly in formal writing. Reserve them for those times when they are necessary for the flavor of the dialogue. In other cases, write out words. Contractions with Numbers and Poetry. A contraction used in informal writing is one for the name of the year. EXAMPLES: the class of ’83 the blizzard of ‘88 Another type of contraction is occasionally found in poetry (poetic contractions). Poetic contractions suggesst a different culture, language use and other nuances of language. EXAMPLES: e’en (for even) o’er (for over) Contractions with o’, d’, and I’. These letters followed by an apostrophe make up the abbreviated from of the and the as they are spelled in different languages. These contractions are used more often with surnames. EXAMPLES: o’clock O’Sullivan d’Martino l’Abbe Contractions with dialogues. When writing dialogue, contractions may be used to capture speaking style. EXAMPLES: ‘Tis a long way you’ll have to be goin’ Don’ you be afoolin’ me. CAUTION:

Task 1.16.2a.

Overuse of the apostrophe reduces its effectiveness.

“Mother to Son” by Langston Hughes

Source: The Collected Poems of Langston Hughes (Vintage Books, 1994)

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Find the contractions in the poem Mother to Son by filling out the table below: LINE #

POETIC CONTRACTION

TRANSLATES AS…

1

I’ll

I will

2

ain’t

is not, am not; “has not been”

3

it’s

it is

9

I’se

literal: “I is”

a-climbin’

climbing

reachin’

reaching

landin’s

landings

11

turnin’

turning

12

goin’

going

14

don’t

do not

16

‘Cause

Because

10

Task 1.16.2b.

To Use or Not to Use: A Short Exercise

Imagine that you are an editor for your school paper. In five (3) minutes, correct each error in the use of contraction and possessive pronoun. To edit, cross out the erroneous word(s) and write the correct form on the space above the word itself. 1. Who’se it’s author? Who’s its author? 2. Have you accepted they’re opinion about coping challenges? Have you accepted their opinion about coping challenges? 3. Their here to demonstrate they’re understanding. They’re here to demonstrate their understanding. 4. It’s too late for you to go they’re. It’s too late for you to go there. 5. They’re here to stay and its about time too. They’re here to stay and it’s about time, too. 141 | P a g e

Task 1.16.3.

On Using Quotation Marks

Quotation marks (“ ” or ‘ ’) are used to enclose the exact words of the speaker/persona. Commonly used in narrative prose, these can also be found in dramatic or narrative poems. Study closely these lines:

They say, “Time assuages.”

1

―Emily Dickinson, Verse 13

He met a pilgrim shadow― “Shadow,” said he, “where it can be― This land of El Dorado?”

2

―Edgar Allan Poe, El Dorado

Questions to Ponder:  How are the quotation marks used in Verse No. 1? In Verse No. 2?  Where are they (open and close quotation marks) positioned in the sentences?  What are enclosed in quotation marks?  How do the uses of the quotation marks in Verse No. 1 differ from Verse No. 2?  When do we use a set of single quotation marks (‘ ’)?  What are the other uses of quotation marks?

Task 1.16.4.

On Using Ellipsis

Ellipsis (...) is also a part of everyday conversation. It’s normal that one speaker may cut off what he/she is saying, another speaker may trail off, or his/her train of thought may wander. The use of ellipsis makes the conversation natural and realistic even in poems. Look at the statements below. What is common to these expressions? 1. Share your talents... 2. Aaaahhh...you’re interested 142 | P a g e

3. Yippeee...We can help. The ellipsis are punctuation marks that are used to show that something has not been expressed. It usually indicates any of the following:    

Words that have been left out of a quotation. Words that are being thought of instead of spoken. A series that continues beyond the items mentioned. Time passes or action occurs in a narration.

(Note: The teacher may also use the attached presentation slides for discussion)

Task 1.16.4a

On Using Ellipsis

Rewrite each sentence by omitting text and using ellipsis. Be sure to maintain the main idea. Example:

The parade had clowns, floats and a brass band, which wore blue uniforms. The parade had clowns, floats, and a brass band…

1. We were cautioned by the 9th grade class adviser Mrs. Cruz not to run in the halls. We were cautioned by…Mrs. Cruz not to run in the halls. We were cautioned by the 9th grade class adviser not to run in the halls. 2. The important statement to make, and I cannot say it too often, is that music and art are salient in a culture. The important statement to make…is that music and art are salient in a culture. 3. He couldn’t run fast enough, although he tried with all his might, to catch the carriage as it traveled down the road. He couldn’t run fast enough…to catch the carriage as it traveled down the road. He couldn’t run fast enough…to catch the carriage…. 4. When we think about it carefully, and we should be careful to think about it, the use of pronunciation is a science and an art. When we think about it carefully…the use of pronunciation is a science and an art. …the use of pronunciation is a science and an art 5. The children played on all the playground equipment including the swings, the slide, the monkey bars, and the merry-go-round. The children played on all the playground equipment…. The children played on…the swings, the slide, the monkey bars, and the merrygo-round.

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C. After the Lesson 1. Evaluation

Task 1.16.5.

Capitalize and Punctuate Me, Please

perhaps you do not always need to use commas periods colons etc to make sentences clear when i am in a hurry tired cold lazy or angry i sometimes leave out punctuation marks grammar is stupid i can write without it and dont need it my uncle harry once said he was not very clever and i never understood a word he wrote to me i think ill learn some punctuation but not too much enough to write to uncle harry he needs some help

2. Enrichment Activity

Task 1.16.6.

Write Me A Story

 Let the students work in pairs or individually (according to the preference of students).  The students will write a fan fiction or spin-off of any of their favorite stories.  Let them decide their own title.  Decide on a reasonable deadline.  Students will be graded according to the following rubrics: Punctuation Rubric

Source: https://www.google.com/url?q=http://www.cpalms.org/Uploads/resources/37983/1/6/docs/Punctuation%

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2520rubric.pdf&sa=U&ved=0ahUKEwiVhZytjePhAhXVW3wKHQFaCYAQFggEMAA&client=internal-udscse&cx=partner-pub-5781527619515485:9558497883&usg=AOvVaw2IDsc8RuxX54hS2vF3_m20

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ 145 | P a g e

C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use interjections to convey meaning (EN9G-Iai-18). Quarter: 1

II.

Week: 4

Day: 17

Date Conducted: _______________

Content: Subject Matter :

Interjections

Integration

:

Values Education (Self-Expression)

Strategies

:

Lecture/ Discussion Individual/ Pair Activity, Brainstorming, Role Playing

Materials

:

Strips of papers with examples of interjections and their functions

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through Anglo146 | P a g e

American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc., p. 34

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III.

Learning Tasks/Procedure: (Depends on the strategy used) A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.17.1. Finding Partner Ten (10) volunteer students will be given strips of papers with examples of interjections in it, while another 10 students will have strips with their corresponding functions. They will match each strip for them to gain points. The first pair with correct answers will get 10 points and so on. The following interjections will be used: (Teacher may add more)

INTERJECTION FUNCTION Aw!

used to express mild disappointment

Wow!

used to show that you are very surprised

Ouch!

used to express sudden pain

Yuck!

used to express disgust

Huh?

used at the end of statement to ask whether someone agrees with you

Oh…

used in response to physical sensation

Ah…

used to express pleasure, relief, etc.

Eh…

used to ask someone to repeat something

Uh…

used to express hesitation

Shh!

used to tell someone to be quiet (Source: Merriam-Webster Dictionary)

B. During the Lesson 1. Introduction of the Lesson What is an interjection?

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An interjection is a spoken word, phrase or sound that expresses sudden or strong feeling. Expressing one’s feeling is important to avoid stress that will cause physical, mental and emotional burdens. So better shout it out than keeping it and be ruined. 2. Lesson Proper

Task 1.17.2.

Shout Out!

Other students who did not participate in the preliminary activity will be called, still in pair and do the following: Directions: Think of a situation that may use the given interjections. You are also encouraged to provide other interjections aside from those mentioned earlier. Please avoid vulgar situations or expressions. Presentation will follow. C. After the Lesson 1. Evaluation

Task 1.17.3.

Complete Me

On a one-fourth sheet of paper, write the correct interjection for the following sentences. Choose your answers from the interjections inside the box.

Oh, no!

Congrats!

Oops!

No!

Wow!

Goodness gracious!

Well!

OMG!

Shhh!

Oh, dear!

Really?!

What?!

1. ______ I forgot my wallet. Oh no! 2. ______ Please keep quiet. Shhh! 3. ______ I have made such a bad thing. Goodness Gracious! 4. ______ We are going to Cebu next week. Well! 5. ______, I agree to what they say. Yes 6. ______ The weather has not changed since last week. Oh dear! 7. ______ We won the game. Wow! 8. Do you think she’s worth fighting for? Really? 149 | P a g e

9. I don’t know about that. Oops! 10. You finally got your visa. Congrats!

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ 150 | P a g e

________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to analyze literature as a means of discovering self (EN9LT-Iab-14) Quarter: 1

II.

Week: 4

Day: 18

Date Conducted: _______________

Content: Subject Matter :

The Battle with Grendel (from Beowulf)

Integration

:

Values Education (Self-Discovery)

Strategies

:

Audio-visual presentation, Recitation

Materials

:

Audio clip of the song Hero by Maria Carey, Video clip of Beowulf 151 | P a g e

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc., pp. 34-38. https://www.youtube.com/watch?v=tLFfXTwdVbY https://www.youtube.com/watch?v=hm5CN8xSZK III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.18.1

What is a Hero?

Students will listen to the song Hero by Mariah Carey.

(Source: https://www.youtube.com/watch?v=ExNx4m4OXbE)

Task 1.18.2.

The Hero In Me

1. Students write their strengths and weaknesses through columns. A for their strengths and B weaknesses. 152 | P a g e

MY STRENGTHS

MY WEAKNESSES

2. Call 2-3 students to share their output to the class.

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B. During the Lesson 1. Introduction of the Lesson Beowulf is the oldest surviving manuscript by an Anglo-Saxon in 1000 AD and is considered one of the most important books in Anglo-Saxon literature. This epic poem is written in Old English and would most likely be unrecognizable to a modern reader. Beowulf has been featured in many novels, films and even computer games. However, the stories in these varies from its original written form. (Source: https://beowulfguay.wordpress.com/fun-facts/, https://www.coursehero.com/lit/Beowulf/things-you-didnt-know/, https://www.aresearchguide.com/beowulf-key-facts.html)

2. Lesson Proper

Task 1.18.3.

Beowulf: A Plot Summary

1. A plot summary on Beowulf will be presented. (Please see attached PDF file for plot summary of Beowulf) 2. A short video clip on important events happened in the adventures of Beowulf will follow.

(Source: https://www.youtube.com/watch?v=hm5CN8xSZKI)

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C. After the Lesson 1. Evaluation

Task 1.18.4.

Illustrate the Creations

Based on the poem, how do you imagine the entities in the poem? Describe each based on what is said in the text and based on how you imagined each.

Entities

Description from the Text

Your Own Description

Heorot

Hrothgar

Grendel

Beowulf

Task 1.18.5

Beowulf vs. Contrast

Fill out the Venn Diagram to show the similarities and differences of Beowulf and Grendel. (Individual Activity)

Beowulf

Grendel

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Rubrics in Rating the Individual/ Group Output

Criteria

5

4

3

2

Excellent

Very Good

Good

Poor

1. Composition (ideas are well organized; capitalization and proper punctuation is applied) 2. Voice and manner (loud, clear tone, timing and relaxed) Teacher’s Comments:

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ 156 | P a g e

E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to explain how the elements specific to a selection build its theme (EN9LT-Ib-14.2). Quarter: 1

II.

Week: 4

Day: 19

Date Conducted: _______________

Content: Subject Matter :

Theme

Integration

:

Strategies

:

Individual/Group Activity, Lecture/Discussion, Powerpoint presentation, Brainstorming

Materials

:

Fact sheets, Grade 9 Learner’s Materials

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc., pp. 40

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.19.1.

Unlocking the Lesson

Watch this short video clip.

(Source: https://www.youtube.com/watch?v=L0MK7qz13bU)

1. What is the main focus of the song? 2. What do you think is the purpose of the song? B. During the Lesson 1. Introduction of the Lesson

Task 1.19.2.

What is a Theme?

It is the main subject that is being discussed or described in a piece of writing, a movie, etc. As a literary device, theme is the central topic or idea explored in a text. Usually the theme of a work of literature can be stated in one word, such as “love” or “solitude.” A work of literature can, and often does, have more than one theme. 159 | P a g e

The theme is generally not stated explicitly in the text, but instead is expressed through the characters’ actions, words, and thoughts. Theme is:  the central, underlying, and controlling idea or insight of a work of literature.  the idea the writer wishes to convey about the subject—the writer’s view of the world or a revelation about human nature Theme is NOT:    

expressed in a single word the purpose of a work the moral the conflict

All works of literature contain some sort of theme. Themes are generally universal in nature, and relate to the condition of being human. The theme in a work of literature crosses boundaries and makes a story meaningful to people to any culture or age. While readers may not understand all the references and language in a book from a different time period or culture, the theme of the novel is what makes it comprehensible. To determine the theme of a book, you should select a word that expresses the subject of your book. Try to expand that word into a message about life. Source: http://www.thoughtco.com>common-b, https:/en.m.wikipedia.org>wiki>Them…

2. Lesson Proper

Task 1.19.3.

10 of the Most Common Book Themes

1. Judgment - Possibly one of the most common themes is judgment. In these books, a character is judged for being different or doing wrong, whether the infraction is real or just perceived as wrongdoing by others. Among classic novels, we can see this in "The Scarlet Letter," "The Hunchback of Notre Dame," and "To Kill a Mockingbird." As these tales prove, the judgment does not always equal justice, either. 2. Survival - There is something captivating about a good survival story, one in which the main characters must overcome countless odds just to live another day. Almost any book by Jack London falls into this category because his characters often battle nature. "Lord of the Flies" is another in which life and death are important parts of the story. Michael Crichton's "Congo" and "Jurassic Park" certainly follow this theme. 3. Peace and War - The contradiction between peace and war is a popular topic for authors. Quite often, the characters are gripped in the turmoil of conflict while hoping for days of peace to come or reminiscing about the good life before the war. Books such as "Gone With the Wind" show the before, during, and after of war, while others focus on the time of war itself. Just a few examples include 160 | P a g e

4.

5.

6.

7.

8.

9.

10.

"All Quiet on the Western Front," "The Boy in the Striped Pajamas," and "For Whom the Bell Tolls." Love - The universal truth of love is a very common theme in literature and you will find countless examples of it. They go beyond those sultry romance novels, too. Sometimes, it is even intertwined with other themes. Think of books like Jane Austen's "Pride and Prejudice" or Emily Bronte's "Wuthering Heights." For a modern example, just look at Stephenie Meyer's "Twilight" series. Heroism - Whether it is false heroism or true heroic acts, you will often find conflicting values in books with this theme. We see it quite often in classical literature from the Greeks, with Homer's "The Odyssey" serving as a perfect example. You can also find it in more recent stories such as "The Three Musketeers" and "The Hobbit." Good and Evil - The coexistence of good and evil is another popular theme. It is often found alongside many of these other themes such as war, judgment, and even love. Books such as the "Harry Potter" and "Lord of the Rings" series use this as the central theme. Another classic example is "The Lion, The Witch, and The Wardrobe." Circle of Life - The notion that life begins with birth and ends with death is nothing new to authors -- many incorporate this into the themes of their books. Some may explore immortality such as in "The Picture of Dorian Gray." Others, such as Tolstoy's "The Death of Ivan Ilych," shock a character into realizing that death inevitable. In a story like F. Scott Fitzgerald's "The Curious Case of Benjamin Button," the circle of life theme is turned completely upside down. Suffering - There is physical suffering and internal suffering and both are popular themes, often intertwined with others. A book such as Fyodor Dostoevsky's "Crime and Punishment" is filled with suffering as well as guilt. One like Charles Dickens' "Oliver Twist" looks more at the physical suffering of impoverished children, though there is plenty of both. Deception - This theme can also take on many faces as well. Deception can be physical or social and it's all about keeping secrets from others. For instance, we see many lies in "The Adventures of Huckleberry Finn" and many of Shakespeare's plays are centered on deception at some level. Any mystery novel has some sort of deception as well. Coming of Age - Growing up is not easy, which is why so many books rely on a "coming of age" theme. This is one in which children or young adults mature through various events and learn valuable life lessons in the process. Books such as "The Outsiders" and "The Catcher in the Rye" use this theme very well. Source: www.literarydevices.com>theme

Identifying the Theme in Five Steps 1.

2. 3.

4. 5.

Summarize the plot by writing a one-sentence description for the exposition, the conflict, the rising action, the climax, the falling action, and the resolution. Identify the subject of the work. Identify the insight or truth that was learned about the subject. • How did the protagonist change? • What lesson did the protagonist learn from the resolution of the conflict? State how the plot presents the primary insight or truth about the subject. Write one or more generalized, declarative sentences that state what was learned and how it was learned. 161 | P a g e

Source: www.readwritethink.org>files>lesson 800

C. After the Lesson

Task 1.19.4.

Themes in Beowulf

1. The class will be divided into groups with three (3) members. 2. Each group will identify the themes presented in the story of Beowulf. 3. After the allotted time, two representatives will be called to present their output.

Task 1.19.5.

What’s your Answer?

After getting the two major characters, Beowulf and Grendel, get to understand the poem better by answering the questions that follow. 1. Why did Beowulf go to Heorot? 2. Did he achieve his goal? Prove tour point. 3. What happened to Grendel after the fight? 4. What did King Hrothgar do to Beowulf? 5. How do this part of the epic poem Beowulf end? 6. If you were one of the Geats, what would you tell or give to Beowulf? Why? 7. Who among our present superheroes would you liken Beowulf to? Why? 8. What strengths did Beowulf put to use in his epic poem? 9. What are your strengths? How do you use them? 10. Give at least three reasons why you like or not like the epic poem Beowulf.

Rubrics in Rating the Individual/Group Output

5 Criteria Excellent

4 Very Good

3

2

Good

Poor

1. Composition (ideas are well organized; capitalization and proper punctuation is applied) 162 | P a g e

2. Voice and manner (loud, clear tone, timing and relaxed)

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: ________________________________________________________________________ 163 | P a g e

____________________________________________________________ __________________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to produce the correct beat and rhythm in delivering jazz chants and raps (EN9-lc- 3.1). Quarter: 1

II.

Week: 4

Day: 20

Date Conducted: _______________

Content: Subject Matter :

Beat and Rhythm in Song Compositions

Integration

:

MAPEH (Beat and rhythm in song compositions), Mathematics (Use of numbers in determining the beat)

Strategies

:

Activity Sheets, Laptop, OHP, Powerpoint presentation

Materials

:

References

:

(print and non-print) 164 | P a g e

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 24. https://ischoolsfritzie.wordpress.com/2010/07/22/tidbits-on-jazz-chant/ https://www.teachingvillage.org/2010/05/23/how-to-create-a-jazz-chant/ http://www.answerbag.com/qview/1729645#ixzz2RAKtdlOkJazz https://www.youtube.com/watch?v=9I7k30RASO8 III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.20.1.

The Hungry Monkeys Song

Show a video clip of a sample jazz chant. (Teacher may also use the video clip attached with this package)

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Source: https://www.youtube.com/watch?v=9I7k30RASO8

Ask the students 2-3 follow-up questions B. During the Lesson 1. Introduction of the Lesson

Task 1.20.2.

The Jazz Chant

A jazz chant is really just exercises where words and short phrases are repeated rhythmically to music. You could say that it is spoken American English with an awareness of natural rhythms. A jazz chant has a four-beat rhythm: 1, 2, 3, 4. Each beat will be either a stressed word (or syllable) or clap (or tap or pause). The first beat is the first stressed word, which may not be the first word. Jazz Chants are exercises when students repeat rhythmically words and short phrases to music. Almost anything can be jazz chanted. If you got the rhythm correct, you can’t help but move because of its rhythm. This rhythmic quality in jazz chants is its distinguishing mark from speech choir. Speech choir is merely reciting a piece. Jazz Chant is delivering a piece in a fast rhythm. It is almost like rap. It should be remembered, however, that the delivery should not become a rap. To deliver a piece correctly, one should not cut or pause word for word to create emphasis. Voices in the Jazz Chant 166 | P a g e

Light voice

Used if the piece calls for happiness or a young persona speaking

Medium voice

Recommended for refrains or lines that have to be repeated; and, those lines where neither the light or the dark voices are appropriate

Dark voice

Used for mourning or sad connotations or when the persona of the piece is an old person.

2. Lesson Proper

Task 1.20.3.

Simple Jazz Chants for Practice

Here are some examples of some simple jazz chants by Penny Ur, an English professor, taken from Carolyn Graham’s book Jazz Chants and Small Talk: More Jazz Chants.

Task 1.20.3a

Jazz Chant 1 SUNday, Monday, TUESday, WEDNESday, THURSday, Friday, SATurday (clap)

Task 1.20.3b

Jazz Chant 2 ZEBra, ELephant, COW (clap) ZEBra, ELephant, COW (clap) ZEBra, ELephant, ZEBra, ELephant, ZEBra, ELephant, COW (clap)

Task 1.20.3c

Jazz Chant 3 Do you like DANCing? YES, I DO! Do you like DANCing? YES, I DO! SHE likes DANCing, SHE likes DANCing, I like DANCing, TOO! Do you like TALKing? YES, I DO! Do you like TALKing? YES, I DO! HE likes TALKing, HE likes TALKing, I like TALKing, TOO!

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He DOESN'T like JEAN. NO! WHY, NO? WHY NOT? He DOESN'T like JEAN. NO! WHY, NO? WHY NOT? He DOESN'T like JEAN beCAUSE she's MEAN. But HE like DOT, A LOT.

She DOESN'T like BILLY. NO! WHY, NO? WHY NOT? She DOESN'T like BILLY. NO! WHY, NO? WHY NOT? She DOESN'T like BILLY beCAUSE he's SILLY. But SHE like DOT, A LOT.

Task 1.20.4.

Sh! Sh! Baby’s Sleeping!

Your task is to produce the correct beat and rhythm of the piece below. I said, Sh! Sh! Baby’s sleeping! I said, Sh! Sh! Baby’s Sleeping! What did you say? I said, Hush! Hush! Baby’s sleeping! I said, Hush! Hush! Baby’s sleeping! What did you say? What did you say? I said, Please be quiet, Baby’s sleeping! I said, Please be quiet, Baby’s sleeping! What did you say? What did you say? I said, Shut up! Shut up! Baby’s sleeping! WAAAAAAAAAAAAAAAAAA Not anymore. In judging a jazz chant, Dr. Sunga suggests the participants scattering the participants to determine whether they can really project their voices and still convey the accurate interpretation of their material

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C. After the Lesson 1. Evaluation

Task 1.20.5.

Chant, Chant, Chant

The class will be divided into four (4) large groups. The group will decide on how to best deliver the following in a creative and presentable jazz chant Meet Me Meet me in the morning Meet me at noon Meet me in September Meet me at midnight Meet me in the hall I’ll meet you anytime you want But please don’t be late.

Rubrics for Jazz Chants

Source: https://www.rcampus.com/rubricshowc.cfm?code=D45BW4&sp=yes&

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 170 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

171 | P a g e

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to take note of sequence signals or connectors to determine patterns of idea development given in a text (EN9RC-lc-13.2) Quarter: 1

II.

Week: 5

Day: 21

Date Conducted: _______________

Content: Subject Matter :

Sequence Signals

Integration

:

Science (Doing Experiments) Mathematics (Problem Solving)

Strategies

:

Discussion, Individual Activity

Materials

:

Activity Sheets, laptop, OHP

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program 172 | P a g e

(OHSP). A learning material submitted to the Division of Valencia City, pp. 43. http://www.englishdaily626.com/sentence_connectors.php?007 https://slideplayer.com/slide/2553815/ III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Ask somebody from the class to give a short recap about the previous topic: correct beat and rhythm in delivering jazz chants and raps. 3. Motivation Show these pictures to students. What are these pictures all about?

B. During the Lesson 1. Introduction of the Lesson

Task 1.21.1.

The Sequence Signals or Connectors

Sequence markers, also known as transitions or discourse markers, can signal how to interpret the relationship between sentences in a number of different ways. They can: 1. Indicate chronological order, order of importance; Ex. When I get up, first, I have breakfast and brush my teeth. Then, I get dressed and finally, I go to school. 2. Add to or reinforce what has already been said; 3. Indicate that two propositions have equal status; 4. Indicate cause-result relationships; 173 | P a g e

5. Indicate that a given proposition contradicts an earlier one; 6. Indicate concession, agreement, or emphasis; 7. Indicate spatial relationship. The next discussion will detail the sequence signals, its usage and purpose. 2. Lesson Proper

Task 1.21.2.

More on Sequence Signals and/or Connectors

Sometimes a distinction is made between internal and external sequencers, i.e., the use of these markers to indicate the ‘real world’ events (external) or ‘rhetorical organization’ (internal). For example, First of all…then…finally can indicate chronological sequence (external) or order of importance (internal). Sequence signals or Sequence connectors are group of letters or words used to link sentences and be able to discuss the order of events within a paragraph written. It's very useful especially for readers to determine which event happens first and last. The basic function of transition words is to connect words, phrases, and clauses. Transitions for Add, Compare, and Contrast Ex. Addition Comparison Contrast

: : :

We also visited Miami Beach. We like them have to study. Instead of riding, they walked.

Transitions for Example, Summary, and Sequence Ex. To illustrate : Summary : Time Sequence :

I will tell a story. In sum, you must try hard. At last, she said yes.

Transitions of Addition Common Words Power Terms

: :

and, also, besides, too, first, next, last, moreover, furthermore, in addition

:

also, too,

Transitions of Comparison Simple Ones

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Complex Ones

:

in the same way, likewise, similarly

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Transitions of Contrast Simple Contrast

:

but, yet, still, even so, instead, otherwise, regardless

Complex Contrast :

Although, At the same time, Despite that, In contrast, In spite of, Nevertheless, Notwithstanding, On the other hand

Transitions of Example Simple Example

:

Complex Example :

for example, for instance, indeed, in fact, of course as an illustration, in other words, in short, that is, to illustrate

Transitions of Summary Simple Ones

:

altogether, finally

Complex Ones

:

in brief, in conclusion, in other words, in particular, in short, in summary, on the whole, that is

Simple Ones

:

afterward, again, before , finally, lastly, lately, meanwhile, next, soon, then

Complex Ones

:

as long as, at last, at length, at that time, in addition, in the past, so far, until now

Sequence Transitions

Watch out for Transition Words Just like traffic signals on busy roads, transitions words tell good readers to watch out for a change of direction in the passage.“Good readers follow the signals. Hence, you will too!” Practicing Transitions in addition, likewise, even so, for instance, in general, finally

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C. After the Lesson

Task 1. 21. 2 Fill it in! A. Now, let’s check how well you understood sequence markers and/or transitions by filling in the blanks with the most suitable sequence connectors from the brackets. 1. My sister was in the dentist's office for ten minutes. ______, I sat in the waiting room with an old magazine in my hands. ( First, Meanwhile, Later) 2. An hour passed but there was no sign of Mike. ______, we decided to go home. (Until, Before, Finally) 3. We bumped into Salsa during our trip to Lang Island. A few weeks ______, we met him again (after, then, later) 4. The teacher had trouble telling the twins apart. ______ she realized one had a mole above her lips. (Subsequently, Finally, Meanwhile) 5. The men went to a nearby restaurant for breakfast. ______, they drove off towards the Penang Bridge (After, Afterwards, Meanwhile) 6. The football coach announced, "Today, we will begin practicing for the coming match." ______ he added, "Let's warm up first." (Then, After, Eventually) 7. ______, heat the oil in the frying pan. Then put in all the marinated chicken pieces. (Before, After, First) 8. Many customers bought the delicious chicken pies. ______ all the pies were sold out. (Eventually, Afterwards, Next) 9. Many people wanted to buy the tickets. ______ a while, the queue was quite long. ( Before, After, Finally ) 10. Zulina will be back in fifteen minutes. ______, make yourself at home. (Later, Subsequently, Meanwhile) B. Fill in the blanks with the words given below. Use each sentence connector only once. wherever

finally

however

in spite of

although

as if

unless

since

despite

so as not to

1. The dog eats the food hungrily ______ it has been starved for months. 2. ______ all good things must come to an end. 3. All the students have been miserable ______ Mrs. Tan left the school. 4. Always stand up for yourself ______ lose your integrity. 5. Her baby remains as skinny as ever ______ the vitamins and expensive food. 6. Agatha won't go out with you ______ you promise to pay for the lunch. 7. Do remember to keep in contact ______ you are. 8. ______ he is sick, he still continues working. 9. ______ tough he appears to be, he still loses to the short man. 10. The plane managed to land ______ the heavy rain, thunder and lightning. 177 | P a g e

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to paraphrase the text listened to (EN9LC-lc3.12). Quarter: 1

II.

Week: 5

Day: 22

Date Conducted: _______________

Content: Subject Matter :

Paraphrasing

Integration

:

Values (Self-expression)

Strategies

:

Discussion, Collaborative Learning, Individual Activity

Materials

:

Powerpoint presentation, video clips, activity/worksheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 27-28. 180 | P a g e

Escamillas,LP.,Nolasco, BP (2015). “Facets Grade 9: A Complete Integrated Worktext on Communication Skills”. Innovative Educational Materials, Inc. Sta. Ana, Manila. pp. 209-210. https://www.kibin.com/essay-writing-blog/examples-of-paraphrasing/ https://busyteacher.org/18241-how-to-teach-paraphrasing-5-ideas.html https://www.youtube.com/watch?v=CjxugyZCfuw III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Can anyone share to the class anything from our previous discussion? (Expected answer: sequence signals or connectors) 3. Motivation

Task 1.22.1. Mark the Lines Divide the class into 5 groups and let them watch and listen to a music video.

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(Source: https://www.youtube.com/watch?v=CjxugyZCfuw)

Ask them to write down at least three sets of lines that captured their attention. Once they’ve written them, discuss within their group how they understood each line. Limit their responses in the second column to 1-2 sentences only then let them present it to the class. Lines from the song

What are these lines saying to you?

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B. During the Lesson 1. Introduction of the Lesson PARAPHRASING Rewriting lines from songs, poems, stories, and other articles is one way of paraphrasing. Paraphrasing is often defined as putting into your own words texts that are originally from the author. It will make us own our ideas as inspired by other people’s work and will keep us from plagiarizing others’ works. In other words, paraphrasing means to tell the meaning of a message in your own words.

Paraphrasing 2. Lesson Proper

Task 1.22.2.

Paraphrasing vs. Summarizing

Now, what’s the difference between paraphrasing and summarizing?

Paraphrasing

Rewriting another writer’s words or ideas without changing the meaning

Summarizing

Writing tools Use ideas of others Provide support

Length stays the same

Rewriting only the main idea in your own words Length is always shorter

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Task 1.22.2a

Citing a Paraphrase

Do you have to cite a paraphrase? Yes. Always. There’s no question as to whether you should or shouldn’t cite. Always cite the author. When you paraphrase, you’re rewriting someone else’s words into your own words. You’re essentially using someone else’s ideas in your paper. If you claim the information as your own (which is what you do if you don’t cite a paraphrase) you’re plagiarizing. And, of course, plagiarism means you’ll fail the paper and may even get kicked out of school!

Task 1.22.2b

How to Paraphrase

First read the source carefully so you actually know what it means. You can’t use it as a source if you don’t understand it. Next find the part of the source you want to paraphrase. You’re not rewriting the entire source in your paper, so don’t paraphrase much more than a paragraph. Finally, and pay attention to this step because it’s important, set the source aside. Write your paraphrase without looking at the original source. This will help you write in your own words and help you resist the temptation to use the wording and sentence structure of the original source.

Task 1.22.3.

Let’s Paraphrase!

Here are some examples of paraphrasing taken from Harry Potter, Chronicles of Narnia, and Lord of the Rings.

ORIGINAL TEXT

PARAPHRASED

“Happiness can be found, even in the darkest of times, if one only remembers to turn on the light.” - Albus Dumbledore, Harry Potter and the Prisoner of Azkaban

There is happiness even during the most challenging times and we only need to look at the bright side.

To the glistening eastern sea, I give you Queen Lucy the Valiant. To the great western woods, King Edmund the Just. To the radiant southern sun, Queen Susan the Gentle. And to the clear northern skies, I give you King Peter the Magnificent. Once a king or queen of Narnia, always a king or

Presenting the kings and queens of Narnia: Queen Lucy the Valiant, King Edmund the Just; Queen Susan the Gentle and King Peter the Magnificent. They will forever be kings and queens of Narnia and may their wisdom be with us until the end of the world.

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queen of Narnia. May your wisdom grace us until the stars rain down from the heavens.” Aslan, Chronicles of Narnia In the common tongue it reads, “One Ring to Rule Them All. One Ring to Find Them. One Ring to Bring Them All and In the Darkness Bind Them.”

Task 1.22.4.

There is one ring to rule, to find, to bring, and to bind all evil.

Para-practice!

The class will be divided into three (3) groups. Each group will write paraphrases of short excerpts given to them. After a certain amount of time (at least 2-3 minutes), the group will give their text to another group to “paraphrase the paraphrase.” For example, the first group will give their paraphrased text to the second group; the second group gives their text to the third group, and so on. At the end of the activity, the class can compare the final paraphrase with the original and check to see if the original meaning has remained intact. (Teacher may revise the guidelines of the activity with consideration to the type of students the class has) Now, practice paraphrasing these excerpts. Limit your paraphrase to onetwo sentences only. ORIGINAL TEXT

YOUR PARAPHRASE

“It’s naughty to fret, but I do think washing dishes and keeping things tidy is the worst work in the world. It makes me cross, and my hands get so stiff, I can’t practice well at all.” - Beth, from Little Women by Louisa May Alcott (37 words)

paraphrased text should be about 25-40 words

“Therefore,” said King Arthur unto Sir Bedivere, “take thou here Excalibur my good sword and go with it to yonder water’s side: and when thou comest there I charge thee throw my sword in that water and come again and tell me what thou saw there.” (46 words)

paraphrased text should be about 35-50 words

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Hrothgar’s wise men had fashioned Herot To stand forever; only fire, They had planned, could shatter what such skill had put Together, swallow in hot flames such splendor Of ivory and iron and wood. (34 words)

paraphrased text should be about 25-40 words

- The Battle with Grendel, from Beowulf trans. by Burton Raffel C. After the Lesson

Task 1.22.5.

Pointing Out

Paraphrase the paragraphs, applying the concepts you have just learned.

ORIGINAL TEXT

YOUR PARAPHRASE

Long ago, native Americans developed a system of sign language. All tribes understood these signs. The signs were helpful way to understand each one since not all tribes shared the same spoken language. Many native Americans today will use the ancient form of sign language. Though it is no longer needed, it is n important link to the past.

paraphrased text should be about 25-40 words

The life of the play is the life of the unconscious, the protagonist represents ourselves, and the main action of the play constitutes the subject of the dream or myth. It is not the theme of the play to which we respond, but the action- the through- action of the protagonist, and the attendant support of the secondary characters, this support lent through their congruent actions. (Mamet, David. Writing in Restaurants)

paraphrased text should be about 25-40 words

Rubrics in Rating the Individual/ Group Output 5

4

3

2

Excellent

Very Good

Good

Poor

Criteria 1. Composition (ideas are well organized; capitalization and proper punctuation is applied) 2. Voice and manner (loud, clear tone, timing and relaxed) 186 | P a g e

3. Prosodic Features (use correct stressing, intonation, rhythm, appropriate pitch and projection)

Task 1.22.6.

Lit Research

To facilitate our next lesson, your task is to download the full text of the epic poem Beowulf. (Or the teacher may ask the students to photocopy the attached full text) Downloaded text must be printed for reference. Bring your copy for next meeting. (Teacher rewards those who brings copy) IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ __________________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ 187 | P a g e

________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to explain how words are derived from names of persons and place (EN9V-Ic-15): Quarter: 1

II.

Week: 5

Day: 23

Date Conducted: _______________

Content: Subject Matter :

Kennings

Integration

:

Strategies

:

Group Activity, Use of Games

Materials

:

Manila paper, Powerpoint slides

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc., pp. 33-38. Campomanes, IPJ. (2017). “Module 1, Lesson 1: Enhancing the Self.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 36

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Motivation

Task 1.23.1.

Tic-Tac-Toe

Beowulf is admired for the richness of its poetry. About a third of the words in Beowulf are words known as Kennings. Kennings combine two words to create an evocative and imaginative alternative word. The words inside the board below are examples of kennings. TIC-TAC-TOE battle-sweat slaughter-dew

evil-doer life-evil

blood

monster, devil, Grendel

battle-dress mail-shirt fighting gear

dragon slayer war trooper’s leader chief of the stranger

armor

Beowulf, hero

wave floater swirling surf

light of battle sword

ship

horrible hermit devil from hell sin-stained demon monster, devil, Grendel ring-giver gold giver king

whale road whale’s way swan road sea, ocean

Let’s play a game. Each box is worth 5 points. To earn points, you must give a more familiar and common word for the kenning without looking at any dictionary. To double the score, you must choose three kennings in a row to explain. Keep in mind that these kennings are from Beowulf. NOTE: This game can also be played by group. RULES FOR TIC-TAC-TOE (Group Game). a. The class will be divided into groups with 3 members. b. Each group will be given a TIC-TAC-TOE handout.

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c. Each group shall be given 5 minutes to form three kennings in a row to double the points. d. No dictionaries are allowed, either online or offline. e. The game begins at the teacher’s signal. B. During the Lesson

Task 1.23.2.

Your Text: Beowulf

Kenning – a metaphor that uses compound words. For example, “earth’s candle” may represent the sun. -it is a two-word phrase, such as “whale-road” for ‘sea’. The epic poem Beowulf is said to be the greatest poem ever written in a modern European language four centuries before the Norman conquest. The poem, which deals with war and adventure, also shows an interplay of Christian and pagan beliefs. Like many epic poems, the original writer remains unknown. For our tasks today, we will refer to the full text of Beowulf. (Please refer to attached PDF for full text.) C. After the Lesson

Task 1.23.3.

My Kenning Collection

Read again the excerpt text from Beowulf or watch a movie about Beowulf and look/listen for other kennings. Complete the table below: KENNING

COMMON MEANING

1. light-of-battle

sword

2. battle-gear

armor

3. battle-sweat

blood

4. gold-shining hall

Heorot

5. sin-stained demon

Grendel

6. battle-shields

weapons, armor

7. strong-hearted

brave

8. swirling surf

waves

9. mead-hall

Heorot

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10. high-spirited

enthusiastic, lively

NOTE: This activity can be done in groups. Teacher may also assign sections of the epic poem to groups in searching for kennings.)

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 193 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 1. Agree or (EN9lc-Id-8.4)

disagree

with

the

ideas

of

the

speaker

2. Accept of reject ideas mentioned (EN9LC-Id-8.5). Quarter: 1 II.

Week: 5

Day: 24

Date Conducted: _______________

Content: Subject Matter :

Expressing Agreement or Disagreement

Integration

:

Values Education (Polite Expressions)

Strategies

:

Individual Activity

Materials

:

Handouts, Powerpoint presentation

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc., p. 39.

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III.

Learning Tasks/Procedure: A. Before the Lesson 1. Classroom Management (Prayer, Greetings, Checking of Attendance) 2. Review of the previous lesson 3. Motivation

Task 1.24.1.

Say Yes or No

Write Yes or No to the given statement. Be sure to support your answer with details from the text.

1. Grendel was a greedy monster.

Yes

2. He was considered the foul enemy of God.

Yes

3. Beowulf and Grendel had enormous strength.

Yes

4. The weapons of the warriors could easily kill the monster.

No

5. Grendel was afraid of Hrothgar.

No

6. Grendel swallowed his victims.

No

7. The Danes were allowed to celebrate the defeat of Grendel.

Yes

8. Grendel was able to escape from Beowulf’s hands.

Yes

9. Hrothgar gave Beowulf gifts.

Yes

10. Beowulf was considered the hero of Heorot.

Yes

B. During the Lesson

Task 1.24.2.

Agree or Disagree?

1. The teacher will post the following questions and let the students give their sides and opinions if they agree or not. a. b. c. d. e.

I often find it difficult to buy a present for a friend. I like eating fast food. I often find it easy to make friends I like to listen to music but I hate going to concerts I find it difficult to learn English.

2. After answering each question, they will find a partner and try to compare their answers, if they are similar or not. Why do you think your answers vary? 196 | P a g e

(Possible student responses: Because we have different likes and dislikes;Because we don’t always agree on the same things.)

Task 1.24.3.

Expressing Agreement or Disagreement

When you talk about actions that you agree or disagree, you are expressing your likes and dislikes.

Expressing Agreement The simplest way to express agreement is with a statement: Ex.

Yes, it is./ It’s okay./ I believe it. This teddy bear is cute, isn’t it? Yes, it is.

Remember: If you want to use a partial agreement you could use BUT. I like ice cream BUT I love chocolate. The teddy bear is cute BUT that stuffed rabbit is the cutest. Expressing Disagreement The simplest way to express disagreement is with a statement: Ex.

No, it isn’t./ It’s wrong/ I don’t believe it. I disagree/ I don’t think so/ I’m afraid you are wrong.

Remember: If you want to soften your disagreement you could use expression WELL, PERSONALLY, AS A MATTER OF FACT, etc. 197 | P a g e

Ex.

I hate chocolate. Well, I hate chocolate.

Task 1.24.4. More on Expressing Agreement or Disagreement DIRECTIONS: To understand the lesson more, read and study each statement. Identify whether it expresses agreement or disagreement. If it expresses disagreement, write D; if it expresses agreement write A. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

It is not true. D It’s false. D That’s a good point. A It’s okay. A That exactly my opinion. A That exactly what I think. A Well, it depends. D It’s incorrect. D I am not so sure. D Do you think so? A I refuse it. D I don’t believe it! D That’s absolutely true! A That’s for sure. A Of course! A

Take Note: There are many ways of expressing agreement and disagreement. Special words/ expressions that clearly indicate the intention and their appropriateness to the situation. These words/expressions can be formal or informal. C. After the Lesson

Task 1.24.5.

Can You Spot Me?

A. Read these sample mini dialogues and spot the presence of words/ expressions indicating agreement or disagreement.

NO. STATEMENT 1

Angelo: You’re the only person who knows what really happened.

ANSWER That’s not quite true.

Malee: That’s not quite true. Sam was there, too

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NO. STATEMENT 2

May: Hey, that’s right. I remember he solved the problem for us.

ANSWER That’s good to know.

Joe: That’s good to know. We’ll give him a call. 3

4

Andrei: Okay, but I’m not good at it.

Okay, but I’m not good at it.

Bam: That’s what they say!

No, seriously.

Erick: We can play the game now.

Rom: No, seriously. I don’t play very well at all. 5

Connie: Do come. Can you stay for lunch? I’m afraid not. Vangie: I’m afraid not. We have to go somewhere.

6

Rina: Will you have lunch with me?

That would be nice.

Vangie: That would be nice. Thank you. 7

Millette: There’s something I have to tell you.

Not really.

Mila: Can’t it wait? Millette: Not really. It’s pretty important. 8

Nina: Let’s go grab something to eat.

No, thanks.

Tia: No, thanks. I just ate at Jaya’s house. 9

Dina: I think Pres. Duterto will not be able Oh, I beg to differ. to eradicate the problem in six months. Ana: Oh, I beg to differ. You see, even in the first week of his presidency the numbers of drug users and dealers turning themselves over to the government has been phenomenal. I say that what he says is doable.

10

Marco: Do you believe that the federalism is the best form of government for a country like the Philippines?

Yes, I do.

Monina: Yes, I do. Federalism would work best for a country like the Philippines.

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B. This task is to be done by pair. Each pair will create a dialogue that shows agreement and disagreement. You can choose any topic you are comfortable with. You will be given 3 minutes for this activity. Ex.

Alan: Do you think the man should pay the bill on the first date? Allen: If he wants to impress the girl, then perhaps he should.

(After three minutes, the teacher will call representative pairs to present their output)

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IV.

Remarks:

[ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ __________________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ 201 | P a g e

________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 3. Analyze literature as a means of discovering the self (EN9LT-Id-14); and 4. Express appreciation for sensory images used (EN9LT-Id-2.2.1). Quarter: 1

II.

Week: 5

Day: 25

Date Conducted: _______________

Content: Subject Matter :

Sensory Images, Le Morte D’Arthur (The Day of Destiny)

Integration

:

Values Education

Strategies

:

Group Discussion, Brainstorming

Materials

:

Visual Aid, pictures, Powerpoint presentation

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc., pp. 51-60

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation The teacher will show a picture and let the students analyze.

Task 1.25.1.

Picture Analysis

Look at the editorial collage. Can you tell the cause of these phenomena?

B. During the Lesson Task 1.25.2.

Your Text: “The Day of Destiny” (from Le Morte D’Arthur) by Sir Thomas Malory

What does it take to be a great man? (Students response may vary)

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“The Day of Destiny” from Le Morte D’Arthur by Sir Thomas Malory

Sir Thomas Malory’s Morte D’Arthur is the most complete single version of the tales of King Arthur and his court that has been written in English. “The Day of Destiny,” an excerpt from this work, describes the end of King Arthur’s reign and the dissolution of the order which he, along with his Knights of the Round Table, has established. This end grows out of the corruption within the royal court itself. Arthur’s illegitimate son Mordred knows of the secret love affair between Arthur’s wife, Queen Guinevere, and his best friend, Sir Lancelot. One night Mordred leads a band of knights to Guinevere’s chamber, where they find the Queen with Lancelot. Although he is reluctant, Arthur feels obligated to obey the law of the land and burn his wife at the stake. However, at the last minute Lancelot rescues her, killing two knights who are guarding her. Lancelot subsequently flees to a castle in France and Arthur forgives Guinevere. Sir Gawain, the brother of the dead knights, demands vengeance on Lancelot. His hatred forces Arthur to lead his men on an attack against Lancelot’s French fortress. In the ensuing battles Lancelot seriously wounds Gawain but refuses to kill him. And quickly King Arthur moved himself with his army along the coastline westward, toward Salisbury. And there was a day assigned betwixt King Arthur and Sir Mordred that they should not meet upon a field beside Salisbury and not far from the coast. And this day so assigned as Monday after Trinity Sunday (the eighth Sunday after Easter), whereof King Arthur was passing glad that he might be avenged upon Sir Mordred. So upon Trinity Sunday at night King Arthur dreamed a wonderful dream, and in his dream it seemed to him that he saw upon a platform a chair, and the chair was fast to a wheel, and thereupon sat King Arthur in the richest cloth of gold that might be made. And the King thought there was under him, far from him, and hideous deep black water, and therein was all manner of serpents, and worms, and wild beasts, foul and horrible. And suddenly the King thought that the wheel turned upside down, and he fell among the serpents, and every beast took him by a limb. And then the King cried as he lay in his bed, “Help, Help!” And then knights, squires, and yeomen awaked the King, and then he was so amazed that he knew not where he was. And then so he awaked until it was night day, and then he fell on slumbering again, not sleeping nor thoroughly waking. So it seemed to the King that there came Sir Gawain unto him with a number of fair ladies with him. So when King Arthur saw him, he said, “Welcome, my sister’s son. I weened ye had been dead. And now I see thee on – live, much am I beholden unto Almighty Jesu. Ah, fair nephew and my sister’s son, what been these ladies that hither be come with you?” “Sir,” said Sir Gawain, “all these be ladies for whom I have fought for when I was man living. And all these are those that I did battle for in righteous quarrels, and God had given them that grace, at their great prayer, because I did battle for them for their right, that they should bring me hither unto you. Thus much had given leave God, for to warn you of your death. If you fight tomorrow with Sir Modred, as ye both have assigned, doubt ye not ye must be slain, and the most party of your people 205 | P a g e

on both parties. And for the great grace And goodness that Almighty Jesu had unto you, and for pity of you and many more other good men there shall be slain, God had sent me to you of his special grace to give you warning that in no wise ye do battle as tomorn, but that ye take a treaty fora month from today. And you make generous offers , so that tomorn ye put in a delay. For within a month shall come Sir Lancelot with all his noble knights and rescue you worshipfully and slay Sir Modred and all that ever will hold with him. Then Sir Gawain and all the ladies vanished. And anon the King called upon his knights, squires, and yeomen, and charged them quickly to fetch his noble lords and wise bishops unto him. And when they were come the King told them of his dream, that Sir Gawain had told him and warned him that, and he fought on the morn, he should be slain. Then the King commanded Sir Lucan the Butler and his brother Sir Bedivere the Bold, with two bishops with them, and charged them in any wise to take a treaty for a month from today with Sir Modred. “And spare not: proffer him lands and goods as much as ye think reasonable.” So then they departed and came to Sir Modred where he had a grim host of a hundred thousand, and there they entreated Sir Modred long time. And at the last Sir Modred was agreed for to have Cornwall and Kent by King Arthur’s days, and after that, all England, after the days of King Arthur. Then they agreed that King Arthur and Sir Modred should meet betwixt both their hosts, and each of them should bring fourteen persons. And so they came with this word unto Arthur. Then said he, “I am glad that this is done,” so he went into the field. And when King Arthur should depart, he warned all his host that, and they see any sword drawn, “Look ye come on fiercely and slay that traitor Sir Modred, for I in no wise trust him.” In like wise Sir Modred warned his host that “ And ye see any manner of sword drawn, look that ye come on fiercely, and so slay all that ever before you standeth, for in no wise I will not trust for this treaty .” And in the same wise said Sir Modred unto his host, “For I know well my father will be avenged upon me.” And so they met as their arrangement was and were agreed and accorded thoroughly. And wine was fetched and they drank together. Right so came and adder out of a little heathbush, and it stung a knight in the foot. And so when the knight felt him so stung, he looked down and saw the adder. And anon he drew his sword to slay the adder, and thought none other harm. And when the host on both parties saw that sword drawn, then they blew beams, horns, and shouted grimly. And so both hosts dressed them together. And King Arthur took his horse and said, “Alas, this unhappy day!” and so rode to his party, and Sir Modred in like wise. And never since was there never seen a more dolefuller battle in no Christian land, for there was but rushing and riding, lunging and striking; and many a deadly stroke. But ever King Arthur rode throughout the battalion of Sir Modred many times and did full nobly, as a noble should do, and at all times he fainted never. And Sir Modred did his devoir that day and put himself in great peril. And thus they fought all the long day, and never stopped till the noble knights were laid to the cold earth. And ever they fought still it was near night, and then was there a hundred thousand laid dead upon the down. Then was King Arthur wild with rage out of measure when he saw his people so slain from him. And so he looked about him and could see no more of all his host, and good knights 206 | P a g e

left no more on – live, but two knights: the t’one was Sir Lucan the Butler and the other his brother Sir Bedivere. And yet they were full sore wounded. “Jesu, mercy,” said the King, “where are all my noble knights become? Alas that ever I should see this doleful day! For now, “ said King Arthur. “I am come to mine end . But would to God.” Said he , “that I wist now where were that traitor Sir Modred that has caused all this mischief.” Then King Arthur looked about and was ware where stood Sir Modred leaning upon his sword among a great heap of dead men. “Now give me my spear.” Said King Arthur unto Sir Lucan. “for yonder I have espied the traitor that all this woe hath wrought.” “Sir, let him be ,” said Sir Lucan, “for he is unhappy. And if ye pass this unhappy day ye shall be right well revenged upon him. And, good lord, remember ye of your night’s dream, and what the spirit of Sir Gawain told you tonight, and yet God of his great goodness had preserved you hitherto. And for God’s sake, my lord, leave off by this, for, blessed be God, ye have won the field: for yet we been here three on – live, and with Sir Modred is not one on – live. And therefore if ye leave off now, this wicked day of destiny is past.” “Now, befall me death, tide me life,” said the King, “now I see him yonder alone, he shall never escape mine hands. For at a better avail shall I never have him." “God speed you well!” said Sir Bedivere. Then the King got his spear in both his hands and ran toward his Modred, crying and saying, “Traitor. Now is thy deathday come!” And when Sir Modred saw King Arthur he ran until him with his sword drawn in his hand, and there King Arthur smote Sir Modred under the shield, with a thrust of his spear, throughout the body more than a fathom. And when Sir Modred felt that he had his death’s wound, he thrust himself with the might that he had up to hand guard of King Arthur´s spear, and right so he smote his father King Arthur with his sword holden in both his hands, upon the side of the head, that the sword pierced the helmet and the casting of the brain. And therewith Sir Modred dashed down stark dead to the earth. And noble King Arthur fell in a swough to the earth, and there he swooned oftentimes, and Sir Lucan and Sir Bedivere oftentimes heaved him up. And so, weakly betwixt them, they led him to a little chapel not far from the seaside, and when the King was there, him thought him reasonably eased. Then heard they people cry in the field. “Now go thou, Sir Lucan,” said the King, “and let me know what betokens that noise in the field.” So Sir Lucan departed, for he was grievously wounded in many places. And so as he walked he saw and harkened by the moonlight how that pillagers and robbers were come into the field to pill and to rob many a full noble knight of brooches and bracelets and of many a good ring and many a rich jewel. And who that were not dead all out there they slew them for their harness and their riches. When Sir Lucan understood this work, he came to the King as soon as he might and told him all what he had heard and seen. “Therefore by my advice,” said Sir Lucan, “it is best that we bring you to some town.” 207 | P a g e

“I would it were so,” said the King, “but I may not stand , my head works so. Ah, Sir Lancelot,” said King Arthur, “this day have I sore missed thee. And alas that ever I was against thee, for now have I my death, whereof Sir Gawain me warned in my dream.” Then Sir Lucan took up the King the t’one side and Sir Bedivere the other party; and in the lifting Sir Lucan fell in a swoon that part of his guts fell out of his body, and therewith the noble knight´s heart burst. And when the King awoke he beheld Sir Lucan how he lay foaming at the mouth and part of his guts lay at his feet. “Alas,” said the King, “this is to me a full heavy sight to see this noble duke so die for my sake, for he would have helped me that had more need of help than I. Alas that he would not complain him for his heart was so set to help me. Now Jesu have mercy upon his soul.” Then Sir Bedivere wept for the death of his brother. “Now leave this morning and weeping, gentle knight,” said the King, “for all this will not avail me. For wit thou well, and I might live myself, the death of Sir Lucan would grieve me evermore. But my time passeth on fast,” said the King. “Therefore,” said King Arthur unto Sir Bedivere, “take thou here Excalibur my good sword and go with it to yonder water’s side: and when thou comest there I charge thee throw my sword in that water and come again and tell me what thou saw there”. “My lord,” said Bedivere, “your commandment shall be done, and I shall quickly bring your sword again.” So Sir Bedevere departed. And by the way he beheld that noble sword, that the hilt and hand guard was all precious stones. And then he said to himself, “If I throw this rich sword in the water, thereof shall never come good, but harm and loss.” And then Sir Bedivere hid Excalibur under a tree. And so, as soon as he might, he came again unto the King and said he had been at the water and had thrown the sword into the water. “What did you see there?” said the King. “Sir,” he said, “I saw nothing but waves and winds.” “That is untruly said of you,” said the King. “And therefore you go quickly again and do my commandment: as you are to me loved and dear, spare not, but throw it in.” Then Sir Bedivere returned again and took the sword in his hand. And yet he thought sin and shame to throw away that noble sword. And so again he hid the sword and returned again and told the King, that he had been at the water and done his commandment. “What did you see there?” said the King. “Sir,” he said, “I saw nothing but waters lap and waves grow.” “Ah, traitor unto me and untrue,” said King Arthur, “now you have betrayed me twice. Who would have weened that you have been to me so loved and dear, and you are named a noble knight, 208 | P a g e

and would betray me for the riches of this sword. But now go again lightly, for you long tarrying put me in great jeopardy of my life, for I have taken cold. And but if you do now as I bid you, if ever I may see you I shall slay you with my own hands, for you would for my rich sword see me dead”. Then Sir Bedivere departed and went to the sword and lightly took it up, and so he went to the water´s side; and there he bound the girdle about the hilts, and threw the sword as far into the water as he might. And there came an arm and a hand above the water and took it and clutched it, and shook it thrice and brandished; and then vanished away the hand with the sword into the water. So Sir Bedivere came again to the King and told him what he saw. “Alas,” said the King, “help me hence, for I dread me I have tarried overlong.” Then Sir Bedivere took the King upon his back and so went with him to that water´s side, even closer, by the bank floated a little barge with many fair ladies in it; and among them all was a queen; and all they had black hoods, and all they wept and shrieked when they saw King Arthur. “Now put me into that barge,” said the King; and so he did softly. And there received him three ladies with great mourning, and so they set them down. And in one of their laps King Arthur laid his head, and then the queen said, “Ah, my dear brother, why have ye tarried so long from me? Alas, this wound on your head had caught overmuch cold.” And anon they rowed fromward the land, and Sir Bedivere beheld all the ladies go forward him. Then Sir Bedivere cried and said, “Ah, my lord Arthur, what shall become of me, now you go from me and leave me here alone among my enemies?” “Comfort yourself,” said the King, “and do as well as you may, for in me is no trust in. For I must into the legendary valley to heal me of my grievous wound. And If you hear nevermore of me, pray for my soul.” For ever the queen and ladies wept and shrieked, that it was pity to hear. And as soon as Sir Bedivere had lost sight of the barge he wept and wailed, and so took the forest and went all that night. And in the morning he was ware, betwixt two bare woods, of a chapel and a hermitage. Then was Sir Bedivere glad, and thither he went, and when he came into the chapel he saw where lay a hermit groveling on all fours, close thereby a tomb was new dug. When the hermit saw Sir Bedivere he knew him well, for he was but little before Bishop of Canterbury, that Sir Modred put to flight. “Sir,” said Sir Bedivere, “what man is there here interred that you pray so fast for?” “Fair son,” said the hermit. “I wot not verily but by guessing. But this same night, at midnight, here came a number of ladies and brought here a dead corpse and prayed me to inter him. And here they offered a hundred tapers, and gave me a thousand gold coins.” Source: file:///C:/Users/User/Documents/english_9_lm_draft.pdf

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Task 1.25.3.

Mull Over in Groups!

Discuss and answer the questions below in groups. Write your answer on one whole sheet of paper. 1. How would you describe King Arthur as a king? Locate a part in the story that will support your answer. Best Answer: Arthur’s rise to kingship is unlike any other fictional or non-fictional figure. Because of his history of being exiled from his parents, who were the King and Queen of the kingdom, he developed unlimited virtues and abilities under the guidance of Merlin. Merlin, a great magician in his own right, is known for his intellectual ability that he passed on to Arthur, who later on became a popular king. Greatly famous for guiding and leading the Knights of the Round Table, King Arthur used creativity and wit rather than brute force in attacking and invading enemies. His courage and activity as a warrior were still evident because despite being a king, he did not stay behind attacking lines. Instead, he often led his people and his army in countless battles. Source: Read more on Brainly.ph - https://brainly.ph/question/43279#readmore

2. What hope is given to people in his tomb saying Arthur is the “once king and king that will be? Best Answer: It gives them the hope that someday King Arthur will rise again and fulfill his duty to Camelot as their once and future king. 3. Why do you think some men say in many parts of England that King Arthur is not dead, but carried by the will of our Lord Jesus into another place; and that he shall come again, and he shall win the Holy Cross? Best Answer: The reason people believe that King Arthur will come back someday is an interpretation of the last part of the story where he was fetch by 3 black hooded Queens who wept at his sight. These women were seen as angels sent by god to give this brave defender of England his proper rest. Normally being a Christian nation, such a man when taken to heaven can only be with god himself so they would be expected to say that he is with the Lord Jesus Christ. They know in their hearts that he will be back someday to defend England and Christianity from its enemies. Read more on Brainly.ph - https://brainly.ph/question/44414#readmore

4. What great deed did King Arthur as he lived his life? What was his greatest legacy? Best Answer : King arthur was a legend but he was the one who led the 12 knights in the round table. He shows how even a little kid can become great with just little faith in yourself. It was he who lifted the sword from the stone and who became king afterwards after being harshly treated by his master. 5. How do images or word pictures help you experience a scene in the excerpt, The Day of Destiny? Answers may vary. 6. What do you think are the lessons/morals you have learned from the story? Answers may vary. C. After the Lesson Task 1.25.4.

Write Me a Picture: A Group Work 210 | P a g e

Writers paint word pictures or images that appeal to our senses of sight, sound, smell, taste, and touch in poetry and in prose composition. Look for the images that you have located in the text. The class will be divided into 5 groups. Each group should have 5-7 members depending on the class size. Each group is tasked to copy the chart below on a manila paper and copy details from the story which appeals to the five senses. Write down these details in the appropriate column. If none can be found in the selection, the student may refer to the rest of the story. (Student responses may vary; Sample responses are shown)

Sight

Sound

1.

…he saw upon a platform a chair, and the chair was fast to a wheel, and thereupon sat King Arthur in the richest cloth of gold…

…and when the host on both parties saw that sword drawn, then they blew beams, horns, and shouted grimly…

Smell

Taste

2.

…for there was but rushing and riding, lunging and striking; and many a deadly stroke.

Then heard they people cry in the field.

…for I have taken cold.

3.

…upon the side of the head, that the sword pierced the helmet and the casting of the brain.

Then Sir Bedivere wept for the death of his brother.

Alas, this wound on your head had caught overmuch cold.

…and wine was fetched and they drank together.

Touch …and it stung a knight in the foot. And so when the knight felt him so stung, he looked down and saw the adder.

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 212 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 5. Illustrate… (Psychomotor) (LC Code); and 6. Explain… (Cognitive) (LC Code); and 7. Show awareness… (Affective) (LC Code). Quarter: 1

II.

Week: 6

Day: 26

Date Conducted: _______________

Content: Subject Matter :

Prosodic Features of Speech

Integration

:

Values Education

Strategies

:

Group Activity

Materials

:

Manila Paper, Powerpoint presentation

References

:

(print and non-print)

English Expressways III, pp. 106-107 Correct pronunciation for Filipino College Students, pp. 97-98

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Motivation

Task 1.26.1. Hear me out! The students are going to: (Options): The teacher will choose any of the suggested activities which she could download to arouse students’ interest. a. Listen/view to a newscast (English) b. A pre-recorded speech c. An interview After listening/viewing, the students are going to answer the following questions: a. b. c. d.

What can you say about the speaker? What have you noticed about the speaker’s way of delivery? Were you able to understand what the speaker says? What do you think are the good points that made you understand the speaker?

B. During the Lesson 1. Introduction of the Lesson

Task 1.26.1.

Different Prosodic Features of Speech

1. Pitch – the property of the sound and especially a musical tone that is determined by the frequency of the waves producing it. Highness or lowness of sound. Types of Pitch Level a. Shift – changes between two syllables - indicated by a vertical line connecting two different pitches Example:

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b. Inflection or Syllable Glide – change within a syllable - indicated by a diagonal line connecting two different pitches

God 2. Stress – refers to the prominence given to a syllable or which makes the word or syllable stand out above the adjacent syllable or word. Examples:

Object - obJECT

What are the differences in the given words? 3. Intonation – also known as inflection, is the movement of the voice up or down along the line of sound. When the voice rises, it indicates a question which is answerable by yes or no, that is rising intonation. And when the voice falls, it indicates a statement, that is falling intonation. Read the following examples: (1)

John told me to leave

(2)

JOHN told me to leave.

(3)

John TOLD me to leave.

(4)

John told ME to leave.

(5)

John told me to LEAVE.

4. Juncture – the manner of transition or mode of relationship between two consecutive sounds in speech. Read the following examples: might rain – my train keep sticking – keeps ticking he lies – heal eyes 2. Lesson Proper

Task 1.26.2.

Drill 1: Repeat After Me

Let the students read after the teacher with the correct stress indicated. 1. untruthful 2. alphabet

6. disbelief 7. unhappy 217 | P a g e

3. competition 4. garden 5. information

Task 1.26.3.

8. rebuild 9. dependability 10. discourage

Drill 1: Say It High and Low

The volunteer students will be paired (boy-girl) and to be called randomly. Allow pairs to read the dialogue with correct intonation. After each pair, the teacher processes by asking the students of their observation. Lastly, allow another pair to read the dialogue correctly. Jake

:

What did you think of the film?

Nadia :

I thought it was terrifying!

Jake

I’ve met a really nice girl.

:

Nadia :

What’s she like?

Jake

She’s really pretty.

:

Nadia :

Did you have a good time in Cambridge?

Jake

Yes, we had a great time!

:

Nadia :

I got 10 in my exam.

Jake

Well done! That’s brilliant!

:

This time, the teacher will have the generalization by asking the students the importance of employing stress, intonation and pitch in our everyday living. C. After the Lesson

Task 1.26.2.– Small Group Differentiated Activity SGDA The student will be grouped into 5. The group will write a dialogue /script of the following task then present to the class. Task will be assigned through draw lots. A rubric will be presented to the students. 1.

A family dined together talking about the achievement/performance in school during the first quarter.

children’s

2.

You will role play as the SSG of the school. One will act as the President. You will plan for an involvement of the group for school’s sports activity.

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3.

You are a circle of friends since Grade 7 and still friends until Grade 9. You are having a conversation sharing your experiences with your family.

4.

You are a group of students known as good friends/group in the school. Then, a member is involved in gang activity and she/he wanted to keep this from her parent and you like to give an advice.

5.

You are in an English class with the teacher. You are confronted and reminded of your incomplete performance and irregular attendance.

Assignment Advance reading: Search other factors to consider in delivering speech aside from the prosodic features we have discussed.

Rubrics in Rating the Group Presentation

5

4

3

2

Excellent

Very Good

Good

Poor

Criteria

1. Impact (Convinces the audience to accept the ideas and moves them to action) 2. Language Convention (uses simple, direct, concise, and clear expressions free from errors, articulates Clearly) 3. Preparedness (the group is completely prepared and has obviously rehearsed.) 4. Prosodic Features (use correct stressing, intonation, appropriate pitch and projection) 5. Over-all presentation (roles were clearly performed)

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________

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________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection when delivering lines of poetry and prose in dramatic and conventional speech choirs. (EN9OL-Ie-1.14): Quarter: 1

II.

Week: 6

Day: 27

Date Conducted: _______________

Content: Subject Matter :

Prosodic Features of Speech

Integration

:

Strategies

:

Group Activity

Materials

:

Manila Paper, Powerpoint Presentation

References

:

(print and non-print)

English Expressways III, pp. 106-107 Correct Pronunciation for Filipino College Students, pp. 97-98

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation The teacher will let the students read aloud the examples and drills given in the former lesson. B. During the Lesson

Tips in Reading Passages and Other Literary Compositions 1. Speak distinctly Pronounce your words clearly and distinctly. Do not drop the last letter of the words. 2. Express the mood Vary the intonation, volume, pitch and stress to signify the emotion expressed. Important words or phrases need more stress, excitement, anger, or lightheartedness can be shown through a rising intonation with a high pitch, fast rate, and a strong stress and volume. The low pitch, soft volume, weak stress, slow rate, and as overall falling intonation indicate sadness, resignation, nostalgia-homesickness, longing for the past or boredom. 3. Think of the connotation of words, rather than their denotation. 4. Put yourself in the shoes of the character or empathy, so to speak of the literary character. Maintain aesthetic distance.

Task 1.27.1.

Read aloud

Group Activity (pre-created group) Let the students read aloud the following passages from Jonathan Livingston Seagull using the correct stressing, intonation, volume, pitch and other prosodic features. 1. “How much more there is now to living! Instead of our drab slogging forth and back to the fishing boats, there’s a reason to life! We can lift ourselves 223 | P a g e

out of ignorance, we can find ourselves as creatures of excellence and intelligence and skill. We can be free! We can learn to fly!” 2. A seagull never speaks back to the Council Flock, but it was Jonathan’s voice raised. “Irresponsibility? My brother1” he cried. “Who is more responsible than a gull who finds and follows a meaning, a higher purpose of life? For a thousand years we have scrabbled after fish heads, but now we have a reason to live – to learn, to discover, to be free! Give me one chance, let me show you what I’ve found.” 3. Jonathan Livingston Seagull spent the rest of his days alone, but he flew out beyond the Far Cliffs. His one sorrow was not solitude, it was that other gulls refused to believe the glory of flight that awaited them; they refused to open their eyes and seas. 4. He learned more each day. He learned that a streamlined high-speed dive could bring him to find the rare and tasty fish that schooled 10 feet below the surface of the ocean; he no longer needed fishing boats and stale bread for survival. He learned to sleep in the air, setting a course at night across the offshore wind, covering the hundred miles from sunset to sunrise. With the same inner control, he flew through heavy sea-logs and climbed above them into dazzling clear skies. In the very times when every other gull stood on the ground, knowing nothing but mist and rain. He learned to ride the high winds far inland, to dine there on delicate insects. 5. What he had once hoped for the luck, he now gained for himself alone; he learned to fly, and was not sorry for the price that he had paid. Jonathan Seagull discovered that boredom and fear and anger are the reasons that a gull’s life is so short, and with these gone from his thought, he lived a long, fine life indeed. After all the groups have read their part, the teacher will give his/her feedback. C. After the Lesson

Task1.27.2.

Viva Voce!

Group Activity The teacher will assign eleven (11) paragraphs of “The Day of Destiny” from Le Morte D’Arthur by Sir Thomas Malory for each group and will present/read aloud their part employing the prosodic features. The rubrics for rating will be presented to the students.

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Rubrics in Rating the Group Presentation

Criteria

5

4

3

2

Excellent

Very Good

Good

Poor

1. Impact (catches the attention of the audience) 2. Voice and manner (loud, clear tone, timing and relaxed) 3. Preparedness (the group is completely prepared and obviously rehearsed.) 4. Prosodic Features ( use correct stressing, intonation, rhythm, appropriate pitch and projection) 5. Over-all presentation (roles were clearly performed) IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ __________________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ 225 | P a g e

F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

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V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to skim to determine key ideas and the author’s purpose (EN9SS-IF-1.5.1):. Quarter: 1

II.

Week: 6

Day: 28

Date Conducted: _______________

Content: Subject Matter :

Skimming for Ideas and Author’s Purpose

Integration

:

Values Education

Strategies

:

Group Activity

Materials

:

Manila paper, Powerpoint presentation

References

:

(print and non-print)

English Expressways III, pp. 106 – 107 Correct pronunciation for Filipino College Students, pp. 97 -98 https://difference.guru>difference between scanning and skimming https://student.unsw.edu.au>reading – strategy https://www.dummies.com> speed reading https://www.google.com/search?q=author%27s+purpose&aqs=chrome 228 | P a g e

https://www.ereadingworksheets.com III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.28.1- 1-2-3 Go! The teacher instructs the students to read the prologue of “The Day of Destiny” from Le Morte D’Arthur by Sir Thomas Malory then let them realize whether they have understood what they read by answering the table by group with five members. 1. word to describe the author

1.

2. words to describe the main character

1.

3. words to describe the text

1.

2

2. 3.

Then, ask students what are they going to do in order for them to understand the paragraph well. (Answers may vary) B. During the Lesson What is skimming? Skimming is a reding technique to look over or read quickly specially to find the main idea. It is also used in discovering the author’s purpose. It includes reading the introduction, the headlines, or the first phrase of the paragraph.

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Source: https://difference.guru>difference between scanning and skimming, https://student.unsw.edu.au>reading - strategy

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How to do the skimming technique? 1. 2. 3. 4. 5. 6. 7. 8.

Know what you want Read vertically as well as horizontally Think like the author Preread before you start skimming Try to detect the main idea in the introductory paragraphs Read the first sentence in each paragraph Don’t necessarily read complete sentences Skip examples and proofs Source: https://www.dummies.com> speed reading

Different Author’s Purposes in Writing      

to inform .to enlighten to entertain to persuade to criticize to address a problem

Source: https://www.google.com/search?q=author%27s+purpose&aqs=chrome

C. After the Lesson

Task 1.28.2-Let’s do it in 3-2-1! Skim through every paragraph assigned to each group on the “The Day of Destiny” from Le Morte D’Arthur by Sir Thomas Malory and complete the chart below. (Answers may vary) A rubric is presented to rate the students. 3 things we learned from the text

1. 2. 3.

2 things that interest us

1. 2

1 author’s purpose

1.

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Rubrics in Rating the Group Output

Criteria

5

4

3

2

Excellent

Very Good

Good

Poor

1. Composition (ideas are well organized) 2. Voice and manner (loud, clear tone, timing and relaxed) 3. Prosodic Features (use correct stressing, intonation, rhythm, appropriate pitch and projection) 4. The author’s purpose is discovered

Task 1.28.3. What’s the purpose? Read the descriptions of each item and determine the author’s main purpose (to entertain, persuade, or inform). 1. An instructional booklet describing how to operate a smart phone. (inform) 2. An article where the author argues that an iPhone is better than an Android phone. (persuade) 3. A poem about why the iPhone is the greatest consumer electronic device ever made. (inform) 4. A politician’s speech about how homes should be provided to families who cannot afford them. (persuade) 5. A story written about a boy who moves to a new school and is bullied, but he gains self- confidence by joining a sports team and learns to stand up for himself. (entertain) 6. A book of over 1,000 jokes. (entertain) 7. A cook book containing recipes for making cakes, cookies, and other desserts. (inform) 8. The Shakespearean tragedy Romeo and Juliet, where two young lovers are forbidden from seeing one another due to a centuries old blood feud between their two families. (entertain) 9. A young girl’s note to her parents giving reasons why they should buy a puppy. (persuade) 233 | P a g e

10. A booklet containing the school rules and the consequences for violating those rules. (inform) Source: https://www.ereadingworksheets.com

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 235 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to make decisions based on what is listened to (EN9LC- le- 8.6). Quarter: 1

II.

Week: 6

Day: 29

Date Conducted: _______________

Content: Subject Matter : Integration

:

Strategies

:

Materials

:

References

:

Making Decisions Based on What is Listened To

Collaborative/Learner-centered Activity

(print and non-print)

English 9 (Teachers’ Guide) English 9 (Learners’ Manual) 236 | P a g e

Grade 9 Simplified Module (Campomanes, Isobel PJ H.) https://www.conovercompany.com/teaching-decision-making-the-importance-ofgood-decisions/ https://image.slidesharecdn.com/reflectionpaperrubric-111002135137phpapp01/95/reflection-paper-rubric-1-728.jpg?cb=1317563773 https://www.youtube.com/watch?v=BcuifZJdyaY III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.29.1. Challenge in a Song The teacher will play a recorded OPM song three times. Here are some suggested songs: Sino si Pepe? Lupang Pinangako Kung Tama Siya NOYPI Pagbabalik Tagumpay Nating Lahat

(Radioactive Sago Project) (Aiza Seguerra ft. Radha) (Gloc 9 ft. Jaq Dionisio of KissJane) (Francisco “Bamboo” Manalac) (Gab ‘n Josh and Reese + Vica) (Lea Salonga)

Source: Grade 9 Simplified Module (Campomanes, Isobel PJ H.) The students will write down at least three challenging lines from the song and ask them to give a response towards the challenges. The teacher will randomly call students to read their output in the class. B. During the Lesson 1. Lesson Proper

Task 1.29.2.

The Importance of Good Decisions

The teacher will have a brief explanation about the importance of good decisions Teaching Decision Making: The Importance of Good Decisions

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There is a tremendous need for good decision makers in today’s world. People are needed who have the ability to make decisions quickly and responsibly. This is why it is so important for you to teach good decision making skills to your students. In order to do this, your students must understand the importance of decision making. While everyone has to make decisions, it is amazing how little is known about how to make a good decision. Most decisions are made without any idea of the decision-making principles covered in this unit. It is estimated that about onehalf of the decisions made in business are incorrect. With better decision-making skills, the percentage of correct decisions would undoubtedly rise. Here are three of the five topics we will cover in this section to teach the importance of good decisions: 1. Problem solving vs. decision making 2. Characteristics of good decision makers 3. The three most important criteria for good decision making Problem solving vs. decision making Problem solving means being forced to make a decision because of conditions beyond your control. Decision making means choosing to make a decision because you wish for something to occur that is not occurring at the present time. Decision making occurs because you want something to happen, while problem solving occurs when a problem arises. Characteristics of good decision makers The best decision makers are people who can combine logic, problem analysis, and intuition to come up with the correct decision. Teach your students these additional characteristics that most good decision makers have in common: Being a good listener. Good decision makers must be able to hear and take into account other people’s opinions when making decisions. Having a clear set of priorities. As we will discuss later on in this unit, decision makers must know their priorities or values in order to choose a good or “correct” path. Having an open mind. Good decision makers are open to other people’s views and ways of thinking rather than being stuck in one way of doing things. Being flexible and willing to change. A good decision maker is open to new or alternative ways of doing things that may work out better in the end. Being realistic. Good decision makers understand the realistic outcomes to which different paths will lead. The Three Most Important Criteria for Good Decision Making The three most important criteria for good decision making are values, experience and common sense: 238 | P a g e

1. Values - What your students value determines their behavior. Their beliefs produce attitudes, attitudes produce feelings and feelings lead to behavior. 2. Experience - We all learn to make decisions through experience. Time will tell if a decision is good or bad. 3. Common sense - Common sense, or what you know, is a key component in choosing one path versus another. Use what you know to help you make the best decision.

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Task 1.29.2. Decide the Scenes The teacher will divide the class into 5 groups, each group will be given a scenario/situation from where they are going to make a decision, and present it in the class. 1. You want to buy a new model of cellphone but you know that your phone is still functional. 2. Your friend invited you to join a party but you’re scared to ask permission from your parents. 3. You love to go swimming, however, you know that your family is overprotective. 4. You want to pass all your subjects but you kept on skipping classes. 5. You’re aiming to become healthy but you hate vegetables. C. After the Lesson

Task 1.29.3. Realize The teacher will play the excerpt of Martin Luther King Jr.’s Speech “Drum Major Instinct” and ask them to write a short reflection about the speech.

Source: https://www.youtube.com/watch?v=BcuifZJdyaY

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ 241 | P a g e

[ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to arrive at meaning of words through word formation (clipping, blending, acronym, compounding, etc.) (EN9VIf-11): Quarter: 1

II.

Week: 6

Day: 30

Date Conducted: _______________

Content: Subject Matter :

Word Formation

Integration

:

Values (Polite Conversation)

Strategies

:

Collaborative, Learner-centered Activity

Materials

:

Speaker and Pictures

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Grade 9 Simplified Module (Campomanes, Isobel PJ H.) English 9 (Teacher’s Guide) 243 | P a g e

English 9 (Learner’s Manual) III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.30.1. Fit me in! The students will be divided into four groups, each group will be given words (written in paper strips). Exam Sunshine BFP

DOH Doorknob Cyborg

Brunch Doc

The students will arrange the words based on its formation (words will be pasted in a manila paper) and a leader from each group will present their output. The teacher will give a feedback depending on the students’ output.

COMPOUNDING

BLENDING

CLIPPING

ACRONYM

Doorknob

Brunch

Exam

DOH

Sunshine

Cyborg

Doc

BFP

B. During the Lesson 1. Lesson Proper

Task 1.30.2.

Words, Words, Words

Each group (same group) will be assigned with a word formation and they will complete the table based on the words that they arranged earlier and think of 8 additional words that will complete the table. Group 1 will be assigned to clipping, second group for acronym, third is for blending and last group is compounding.

Task 1.30.2a

Clipping (Group 1)

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Clipping is the word formation process which consists in the reduction of a word to one of its parts (Marchand: 1969). Clippings are, also, known as “shortenings.” Word Formation: CLIPPING WORD

DEFINITION

SENTENCE

1

A test to show a person’s progress, knowledge, or ability

She passed the exam.

Exam

2 3 4 5

Task 1.30.2b

Acronym

Acronyms and initialisms are abbreviations, such as NATO, laser, and IBM, that are formed using the initial letters of words or word parts in a phrase or name. Acronyms and initialisms are usually pronounced in a way that is distinct from that of the full forms for which they stand: as the names of the individual letters (as in IBM), as a word (as in NATO), or as a combination (as in IUPAC). Another term, alphabetism, is sometimes used to describe abbreviations pronounced as the names of letters. Examples:  pronounced as a word, containing only initial letters: LASER: Light Amplification by the Stimulated Emission of Radiation NATO: North Atlantic Treaty Organization SCUBA: Self-Contained Underwater Breathing Apparatus  pronounced as a word, containing non-initial letters: Amphetamine: Alpha-methyl-phenethylamine Gestapo: Geheime Staatspolizei ("secret state police") Interpol: International Criminal Police Organization Radar: radio detection and ranging Word Formation: ACRONYM and INITIALISM WORD

DEFINITION

SENTENCE

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1

DOH

Department of Health

DOH assures that Filipino learners will receive healthcare services.

2 3 4 5

Task 1.30.2c

Blending

A blend is a word formed from parts of two other words. These parts are sometimes, but not always, morphemes. A blend is different from a portmanteau word in that a portmanteau refers strictly to a blending of two function words, similar to a contraction. Blending Formation Most blends are formed by one of the following methods:  The beginning of one word is added to the end of the other. For example, “brunch” is a blend of breakfast and lunch. This is the most common method of blending.  The beginnings of two words are combined. For example, “cyborg” is a blend of cybernetic and organism.  One complete word is combined with part of another word. For example, “guesstimate” is a blend of guess and estimate.

Word Formation: BLENDING WORD

DEFINITION

SENTENCE

1

breakfast and lunch

It’s 9:45 a.m. I’ll have first my brunch before heading to class.

brunch

2 3 4

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5

Task 1.30.2d

Compounding

Compounding is the process of combining two or more words (free morphemes) to create a new word. Compounding is also called composition, which is from the Latin for “put together.” Compounding is the most common type of word formation in English. Examples:

note + book - notebook sun + glasses  sunglasses student + teacher  student teacher life + threatening  life-threatening singer + songwriter  singer-songwriter

Word Formation: BLENDING WORD

DEFINITION

SENTENCE

1

The sun’s light or rays warmth and light from the sun

Let’s go out and enjoy the sunshine!

sunshine

2 3 4 5 C. After the Lesson

Task 1.30.3.

Conversation Writing

Write a polite conversation (dialogue) between a teacher and a learner utilizing words formed by clipping, blending, acronym and blending.

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 249 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 8. Illustrate… (Psychomotor) (LC Code); and 9. Explain… (Cognitive) (LC Code); and 10. Show awareness… (Affective) (LC Code). Quarter: 1

II.

Week: 7

Day: 31

Date Conducted: _______________

Content: Subject Matter :

Word Formation

Integration

:

English (Vocabulary)

Strategies

:

Collaborative, Learner-centered Activity

Materials

:

Speaker, Pictures

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ (2017). English Grade 9 Simplified Module. English 9 (Teacher’s Guide) 251 | P a g e

III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson The teacher will present the following words to class. Atty.

workshop

DSWD

smog

mangrove

Can you identify its word formation? 3. Motivation Task 1.31.1. Charade The students will be divided into five groups, each group will be given words. Every group member is given a chance to lead the game “charade” Charade- a game in which players try to guess a word or phrase from the actions of another player who is not allowed to speak. Group 1

Group 2

Group 3

Group 4

Group 5

Cupboard PNP Mangrove Smog Engr.

Sunburn OFW Mistletoe Camcorder Arch.

Seashore AFP Artichoke Hi-tech Dr.

Teapot OIC Mushroom Medicare Ms.

Armchair DOST Kitty corner Heliport Mr.

B. During the Lesson 1. Lesson Proper

Task 1.31.2. Guessing Game With the same group, identify the word formation of every word that they guessed on their Charade game and they will complete the table.

Group 1 Word

Word Formation

Cupboard PNP Mangrove Smog Engr.

___________________________ ___________________________ ___________________________ ___________________________

Group 2 Word

Word Formation

Sunburn OFW

___________________________ ___________________________ 252 | P a g e

Mistletoe Camcorder Arch.

___________________________ ___________________________

Group 3 Word

Word Formation

Cupboard

___________________________

PNP

___________________________

Mangrove

___________________________

Smog

___________________________

Engr.

Group 4 Word

Word Formation

Cupboard

___________________________

PNP

___________________________

Mangrove

___________________________

Smog

___________________________

Engr.

Group 5 Word

Word Formation

Cupboard

___________________________

PNP

___________________________

Mangrove

___________________________

Smog

___________________________

Engr. After completing the table, the presentation of output will follow. C. After the Lesson

Task 1.31.3.

Fill Me Up

Each group shall complete the graph below. (See attachment for printable worksheet; size: 8.5x13in, long bond paper)

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Synonym

Definition

___________________ Word

Draw

Sentence

Each word assigned to the group shall have one graph each; thus, there will be five (5) graphs in all for every group. IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ __________________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: 254 | P a g e

A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 1. Analyze literature as a means of discovering the self (EN9LT-If-14); and 2. Determine the tone and mood (EN9LT-Ifg-2.2.3) Quarter: 1

II.

Week: 6

Day: 32

Date Conducted: _______________

Content: Subject Matter :

Elements of Poetry (Review), Tone and Mood

Integration

:

Values Education (Philosophies of Life)

Strategies

:

Lecture/Discussion, Collaborative Learning

Materials

:

Activity Sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1, Lesson 4: Coping with Challenges.” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc., p. 70 Campomanes, IPJ. (2017). “Module 1, Lesson 4: Coping with Challenges.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program 256 | P a g e

(OHSP). A learning material submitted to the Division of Valencia City, pp. 6573 (Task 1.29) Hughes, Langston. (1994). “Mother to Son.” The Collected Poems of Langston Hughes. https://penandthepad.com/tone-vs-mood-poems-1883.html https://literary-devices.com III.

Learning Tasks/Procedure: A. Before the Lesson 1. Preliminaries (1min) a. Classroom Management b. Review of Previous Lesson (1mins) For the last couple of days, you have been learning how to arrive meaning at meaning of words through various ways, that even when you do have a dictionary at hand you can infer the meaning…Can anyone tell me what these ways are? (Possible answers of students: acronymy, blending, context clues, folk etymology, compounding, backformation, borrowing, clipping/truncation, coinage/invention, conversion, derivation, echoism/symbolism/onomatopoeia, reduplication) 2. Motivation (3min) If yesterday, you learned about getting meaning of words even without a dictionary, today you will learn how to determine meaning of poems by studying the tone, mood, techniques, and purpose employed by the poet himself. Take this text for example: There was a young schoolboy of Rye, Who was baked by mistake in a pie. To his mother’s disgust, He emerged through the crust, And exclaimed, with a yawn, Where am I? Did the limerick make you feel something? Did it make you frown, think, smile? Would you consider the poem playful, serious, or scolding? (Students may have other adjectives to describe the poem)

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Now, look at this movie poster.

Source: https://m.media-amazon.com/images/M/MV5BOWZiNmFhZjktZGE4Mi00MDk2LWJjNjQtOGI1MWVkZmY1NWQyXkEyXkFqcGdeQXVyMTMxODk2OTU@._V1_.jpg

Are you familiar with the movie? How did you feel after watching the movie? (Answers vary) B. During the Lesson 1. Lesson Proper a. Presentation/Introduction of Topic (1mins) Oftentimes we judge the worth of a piece of writing by the way it makes us feel. The more touching the writing is, the more impact it will have for us. Thus, it becomes a challenge for us to unfold and show appreciation for literature. Today, we will attempt to analyze literature through determining the tone and mood. Authors, poets and writers use literary devices to evoke feelings in the readers. Two of these literary elements are tone and mood. b. Activities/Tasks (45 mins) Directions: There are two ways of doing the activities: as a whole class or in groups. If done as a whole class, the class would be divided in groups but all the activities should be done by all groups. A representative group would then be called upon to present output from each activity. 258 | P a g e

If done in groups, the last four activities are assigned to groups and reported to class for feedback.

Task 1.32.1 Constant Recall (Literary Elements) Literary elements are the universal constituents of literature and thus can be found in any written or oral story. These are features are present in any piece of writing from every culture and time period. Literary techniques are not universal, or these may not be found in all literary works. For example, not all poems contain simile. Thus, simile is a literary technique rather than a literary element. The tone of a literary work is the perspective or attitude that the author adopts with regards to a specific character, place or development. Simply put, it is the style, manner or expression of writing. Through tone, the readers may ascertain the writer’s feelings towards a particular topic, thus, influencing the reader’s understanding of the literary piece. The tone of a poem may described using a variety of words such as serious/solemn/grave, humorous, formal, informal, angry, satirical, ironical or sad, or any other kind of appropriate adjective. The mood is the emotional feeling or atmosphere that a work of literature produces in a reader. All works of literature evokes emotional and psychological responses from the readers. Though readers may respond differently to a literary piece a similar type of mood is often produced. For instance, the readers feel fear or suspense when reading thrillers and horror stories, or feel sentimental when reading dramatic novels. To create mood, authors and poets use a variety of other factors like setting, theme, voice, and tone.

Task 1.32.2

Mother to Son by Langston Hughes

Poetry is the most condensed and concentrated form of literature, saying most in the fewest number of words. William Wordsworth define poetry as “the spontaneous overflow of powerful feelings, recollected in tranquility.” Poems can follow a strict structure, or none at all, but many different types of poems use poetic devices. Poetic devices are tools that a poet to create rhythm, enhance a poem’s meaning, or intensify a mood or feeling. Cognitive devices are poetic devices that affect the meaning and understanding of the poem. While more of literary elements rather than device, tone and mood are also oftentimes considered as such cognitive devices. 259 | P a g e

In this task, we will look at the poem written by Langston Hughes, entitled Mother to Son. Read the poem and find out how it helps you achieve insights about life.

Source: The Collected Poems of Langston Hughes (Vintage Books, 1994)

What do else do you know of Langston Hughes

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Task 1.32.3

Message for You (Devices that Intensify Mood)

Some devices are used solely to intensify the mood of the poem. An example is a hyperbole, an exaggeration that is used for dramatic effect. Onomatopoeia is another poetic device which uses words that resemble or imitate sounds. Personification, or giving a non-living thing qualities of something that is alive, can also magnify mood. If a poet describes the sun as “angrily beating down on the people below” negative feelings are heightened. But, if the poet says the “sun smiled down on the people, gently warming them,” then positive feelings of contentment are conveyed. Alliteration, or repeating consonant sounds at the beginning of words, shapes how the poem sounds when read aloud, and can add to the poem’s feeling because some consonants have harsher sounds, while others are more pleasing or calming to hear. For example, the [s] or the [ʃ] sounds are more pleasing while the sounds of [b] and [g] are often more sharp sounding. Consonance is the repetition of consonant sounds within and at the end of the words. Assonance is the repetition of vowel sounds within words. Denotation is the literal or dictionary meaning of the word. Connotation is the emotional meaning of the word.

Are these poetic devices present in the poem? POETIC DEVICE

SUPPORTING LINES FROM THE POEM

Alternate Strategy (5 minutes): This activity may be done by seven (7) groups. Each group will be assigned a poetic device. The poetic devices will be written on pieces of colored paper and the supporting lines will be written at the back of these papers. Each group will present their output at the end of 5 minutes.

Task 1.32.4

Message for You (Identifying the Mood) 261 | P a g e

Read the poem again. Did the poem make an impression on you? After reading it, how did it make you feel? How would you describe those feelings? (Answers may vary) Below are short poems and literary text excerpts. Your task is to identify the mood by describing how the text makes you feel after reading it. Use a oneword adjective that mop3st closely describes that feeling. POEM/TEXT

MOOD

Early to Bed by Mary Mapes Dodge

Amused, happy

Early to bed and early to rise: If that would make me healthy and wise I’d rise at daybreak, cold or hot, And go back to bed at once. Why not? Figure it out for yourself, my lad, You’ve all that the greatest of men have had, Two arms, two hands, two legs, two eyes, And a brain to use if you would be wise. With this equipment they all began, So start for the top and say, “I can.”

Inspired

(Excerpt from the poem, Equipment by Edgar Guest) Richard Cory by Edwin Arlington Robinson

Sad, pity for Richard Cory

Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim. And he was always quietly arrayed, And he was always human when he talked; But still he fluttered pulses when he said, "Good-morning," and he glittered when he walked. And he was rich - yes, richer than a king And admirably schooled in every grace: In fine, we thought that he was everything To make us wish that we were in his place. So on we worked, and waited for the light, And went without the meat, and cursed the bread; And Richard Cory, one calm summer night,

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POEM/TEXT

MOOD

Went home and put a bullet through his head. Source: https://www.familyfriendpoems.com/poem/richard-cory-by-edwin-arlington-robinson

Antigonish by Hughes Mearns

Scared, fearful, afraid

Yesterday, upon the stair, I met a man who wasn’t there He wasn’t there again today I wish, I wish he’d go away...

When I came home last night at three The man was waiting there for me But when I looked around the hall I couldn’t see him there at all! Go away, go away, don’t you come back any more! Go away, go away, and please don’t slam the door... (slam!)

Last night I saw upon the stair A little man who wasn’t there He wasn’t there again today Oh, how I wish he’d go away...

(Source: https://www.poets.org/poetsorg/poem/antigonish-i-met-man-who-wasntthere)

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POEM/TEXT

MOOD

Yesterday’s Bread – A Goodbye Note by Pip Walters

Angry

I’ve left you. I’ve gone. I won’t be coming back. I’ve dumped you. I’ve ditched you. I’ve given you the sack. You snubbed me, ignored me, I’ve had enough of that. I’ve done the washing up, Cleaned the car and fed the cat. You never take me out, buy me chocolates or gifts. You never pick me up from work – I have to beg for lifts. Anyway, it’s over now, water under the bridge. I’ve gone back to my mothers. There’s beer in the fridge.

When I met you, you were handsome, a tidy looking chap. Now you’re just an ugly, scruffy, lazy bag of crap. You rarely have a shower and you never comb your hair. I’ve vacuumed And plumped up all the cushions on your chair.

You never say you love me, or compliment my cooking. You never comment on my clothes or tell me I’m good looking. You don’t care if I get upset, you don’t notice if I’m hurt. I’ve put your socks and pants away And ironed your favourite shirt.

I wish I’d never met you. I’ve wasted half my life. I’m glad we never married. I’d hate to be your wife. I loathe and detest you. I wish that you were dead. You’ll have to have soup for lunch With yesterday’s bread.

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Task 1.32.5

Message for You (Identifying the Tone)

Read the poem again. What kind of language did the speaker/persona use? Why do you think the poet used this language? How do you think does the speaker/persona/poet feel towards the subject matter? (Answers may vary)

Select from the list below a word(s) that would identify the tone of the speaker/persona approving

admiring

critical

fearing

playful

serious

light

mimic

calm

mocking

polite

angry

persuasive

envious

anxious

afraid

mysterious

confused

triumphant

defeated

cynical

hopeful

defiant

hostile

sorrowful

happy doubtful forgiving inspiring Be sure to support your answer with lines taken from the poem. TONE critical, serious

SUPPORTING LINE(S) Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor-Bare

defiant

But all the time I’se been a climbin’ on, And reachin’ landin’s, And turnin’ corneres, And sometimes goin’ in the dark Where there ain’t been no light.

persuasive, inspiring

So boy, don’t you turn back. Don’t you set down on the steps ‘Cause you finds it’s kinder hard. Don’t you fall now-For I’se still goin’, honey, I’se still climbin’ And life for me ain’t been no crystal stair.

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Task 1.32.6

Message for You (Identifying the Tone Part II)

Using the same poems in Task 1.32.4, identify the attitude of the speaker/persona/poet towards the subject matter. Try to use one-word adjectives if you can. If not, just describe how you think the speaker/persona/poet felt. In identifying the tone, remember to ask yourself: what could have been the feelings of the author when he wrote this poem/lines? POEM/TEXT

MOOD

Early to Bed by Mary Mapes Dodge

Lackadaisical (lazy), lethargic, funny, carefree

Early to bed and early to rise: If that would make me healthy and wise I’d rise at daybreak, cold or hot, And go back to bed at once. Why not? Figure it out for yourself, my lad, You’ve all that the greatest of men have had, Two arms, two hands, two legs, two eyes, And a brain to use if you would be wise. With this equipment they all began, So start for the top and say, “I can.”

Determined, optimistic, inspirational

(Excerpt from the poem, Equipment by Edgar Guest)

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POEM/TEXT

MOOD

Richard Cory by Edwin Arlington Robinson

Gloomy, macabre, somber, tearful, agitated, pitiful

Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim. And he was always quietly arrayed, And he was always human when he talked; But still he fluttered pulses when he said, "Good-morning," and he glittered when he walked. And he was rich - yes, richer than a king And admirably schooled in every grace: In fine, we thought that he was everything To make us wish that we were in his place. So on we worked, and waited for the light, And went without the meat, and cursed the bread; And Richard Cory, one calm summer night, Went home and put a bullet through his head. Source: https://www.familyfriendpoems.com/poem/richard-cory-by-edwin-arlington-robinson

POEM/TEXT

MOOD

Antigonish by Hughes Mearns

Macabre, fearful, hysterical, horrific

Yesterday, upon the stair, I met a man who wasn’t there He wasn’t there again today I wish, I wish he’d go away...

When I came home last night at three The man was waiting there for me But when I looked around the hall I couldn’t see him there at all! Go away, go away, don’t you come back any more! Go away, go away, and please don’t slam the door... (slam!)

Last night I saw upon the stair A little man who wasn’t there

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POEM/TEXT

MOOD

He wasn’t there again today Oh, how I wish he’d go away...

(Source: https://www.poets.org/poetsorg/poem/antigonish-i-met-man-who-wasnt-there)

Yesterday’s Bread – A Goodbye Note by Pip Walters

Disgusted, disappointed, bitter, cynical

I’ve left you. I’ve gone. I won’t be coming back. I’ve dumped you. I’ve ditched you. I’ve given you the sack. You snubbed me, ignored me, I’ve had enough of that. I’ve done the washing up, Cleaned the car and fed the cat. You never take me out, buy me chocolates or gifts. You never pick me up from work – I have to beg for lifts. Anyway, it’s over now, water under the bridge. I’ve gone back to my mothers. There’s beer in the fridge.

When I met you, you were handsome, a tidy looking chap. Now you’re just an ugly, scruffy, lazy bag of crap. You rarely have a shower and you never comb your hair. I’ve vacuumed And plumped up all the cushions on your chair.

You never say you love me, or compliment my cooking. You never comment on my clothes or tell me I’m good looking. You don’t care if I get upset, you don’t notice if I’m hurt. I’ve put your socks and pants away And ironed your favourite shirt.

I wish I’d never met you. I’ve wasted half my life. I’m glad we never married. I’d hate to be your wife. I loathe and detest you. I wish that you were dead. You’ll have to have soup for lunch With yesterday’s bread.

NOTE: In a literary text, there might be more than one tone identified to create the overall mood. C. After the Lesson (10 mins)

1. Evaluation

A. Identification. Read each statement and identify what is asked for. 268 | P a g e

1. These are universal features of literature which can be found in any written or oral story. (literary elements) 2. It is that feeling created after reading a work of literature. (mood) 3. This describes how the author/writer feels towards the subject matter of his/her literary work that influences the reader’s understanding of the literary piece. (tone) 4. These refer to tools that poets use to create rhythm, enhance a poem’s meaning, or intensify a mood or feeling. (poetic devices) 5. It is the most condensed and concentrated form of literature saying most in the fewest number of words. (poetry, poems)

B. True or False. Write TF if the statement is true and FT if the statement is false.

1. The author/poet uses tone to create mood. (TF) 2. Tone and mood are cognitive poetic devices because these can affect the meaning and understanding of the poems. (TF) 3. Tone is that emotional feeling or atmosphere that a work of literature produces in a reader. (FT) 4. Literary techniques like metaphor is universal to all types of literature whether written or oral. (FT) 5. Tone and mood are literary/poetic elements. (TF)

C. Identify the tone and mood. Choose the best tone and mood which would describe the text in each item. Use the list of tone and mood words below:

WORDS TO DESCRIBE MOOD

WORDS TO DESCRIBE TONE

confused, amused, nostalgic, desolate, flirty

sentimental, bitter, speculative, anxious, romantic

TEXT 1 To be or not to be: that is the question: Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?...

MOOD confused

TONE speculative

(W. Shakespeare, Hamlet, Act III, Scene I)

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2 Yet come to me in dreams, that I may live My very life again though cold in death: Come back to me in dreams, that I may give Pulse for pulse, breath for breath: Speak low, lean low, As long ago, my love, how long ago!

IV.

nostalgic

sentimental

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to: 1.

Analyze literature as a means of discovering the self (EN9LT-If-14); and

2.

Determine the technique and author’s purpose (EN9LT-Ifg-2.2.3).

Quarter: 1 II.

Week: 6

Day: 33

Date Conducted: _______________

Content: Subject Matter :

Literary Techniques and Author’s Purpose

Integration

:

Values (Philosophies of Life)

Strategies

:

Lecture/Discussion, Collaborative Learning

Materials

:

Activity Sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1, Lesson 4: Coping with Challenges.” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc., pp. 70, Campomanes, IPJ. (2017). “Module 1, Lesson 4: Coping with Challenges.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School 272 | P a g e

Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 65-73 (Task 1.29) Hughes, Langston. (1994). “Mother to Son.” The Collected Poems of Langston Hughes. “Literary Devices.” Downloaded from https://ashford.instructure.com/courses/9438/files/1680488/download?ver ifier=nEBtXXVtHuOR7CRIUjmeAEQ94MppSqdnVDw7CTka&wrap=1 “Literary Devices, Techniques, and Elements – Pittsford Central School.” Downloaded from https://www.pittsfordschools.org/site/handlers/filedownload.ashx?modulei nstanceid=542&dataid=4672&FileName=Literary%20Devices.pdf “Literary Techniques.” Downloaded from https://www.bbc.com/bitesize/guides/zx7cmnb/revision/1 III.

Learning Tasks/Procedure A. Before the Lesson 3. Preliminaries (1min) c. Classroom Management (Greetings & Formalities, Checking of attendance, routine instructions i.e. arranging chairs, and settling down) 4. Review of Previous Lesson (2mins) Yesterday, we tackled two cognitive literary elements. Can anyone tell me what those elements are? (tone and mood) In your own words, can you define what tone refers to? (Possible answer: Tone is the attitude of the poet/writer/author towards the subject matter) How about mood? (Possible answer: Mood is that feeling you get after reading a literary piece) Now, read this text, which is the first paragraph of the first chapter of a famous young adult literature: When I wake up, the other side of the bed is cold. My fingers stretch out, seeking Prim’s warmth but finding only the rough canvas cover of the mattress. She must have had bad dreams and climbed in with our mother. Of course, she did. This is the day of the reaping. 273 | P a g e

What is the mood of the selection? How did you feel after you read the paragraph? (Possible answers, but may vary: worry, anticipation of what happens next, contemplative/thoughtful) Can you identify the tone taken by the author/persona? (Possible answers: grim/sad, melancholy) 3. Motivation Now let’s look closely and read again our selected text. Take note of the text and try to see which part struck you the most? Try to identify that part which strikes a chord in you, or that which you find interestingly written. (Answers of students may vary) B. During the Lesson 1. Introduction of the Lesson (1 min) The tone and mood of any literary piece is important in creating meaning and conveying meaning to the readers. However, there are more to literature than just tone and mood. And that is what we are going to learn today. What contributes to the meaning of any literature and brings about “life” in a poem is the orchestration of sounds, story, sense, and form. Through the words used by the poet, as expressed by the persona/speaker/author, the vivid images, clear sounds and exact feelings are clearly conveyed. 2. Lesson Proper

Task 1.33.1

Unboxing Some Literary Techniques

Literary techniques are not universal, or these may not be found in all literary works. For example, not all poems contain simile. Thus, simile is a literary technique rather than a literary element. You may also know literary technique by its other names, literary method, literary device, or literary motif. In general, literary techniques collectively comprise the art form’s components—the means authors use to create meaning though language, and that readers use to understand and appreciate their works.

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If you research the internet, you find many listed. However, for the sake of discussion let us just take on the most common ones. Below is an annotated list of some common literary techniques: TECHNIQUE

NOTES

EXAMPLES

Simile

A descriptive technique that compares one thing with another, usually using ‘as’ or ‘like’

The trees stood as tall as towers

Metaphor

A descriptive technique that names a person, thing or action as something else.

The circus was a magnet for the children.

Hyperbole

A use of obvious exaggeration for rhetorical effect

The sun scorched through the day.

Personification

A metaphor attributing human feelings to an object

The sun smiled at the hills, ready to begin a new day.

Onomatopoeia

Use of words that sound a little like what they mean

The autumn leaves and twigs cracked and crunched underfoot

Oxymoron

A phrase combining two or more contradictory words

There was a deafening silence

Irony

The use of the words in such a way in which the intended meaning is completely opposite to their literal meaning

The bread is soft as stone.

Flashback (or analeptic reference)

A technique a writer uses for altering the time sequences, taking characters back to the beginning of the tale

The Little Match Girl

Flashforward (a.k.a. prolepsis)

An interjected scene that temporarily jumps the narrative forward in time.

So nice of you to break my new phone.

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TECHNIQUE

NOTES

EXAMPLES

Foreshadowing

A technique a writer uses to hint or suggest what will occur later

Imagery

Forming mental images of a scene using descriptive words that appeals to the human senses

First person narration

A text presented from the POV of a character (esp. the protagonist) and written in the first person

Symbolism

Applied use of symbols: iconic representations that carry particular conventional meanings.

Backstory

Story that precedes events in the story being told—past events or background that add meaning to current circumstances

The Umbrella Academy

Cliffhanger

The narrative ends unresolved, to draw the audience back to a future episode for the resolution

Books in series

Deus ex machine (a machination or act of God)

Resolving the primary conflict by a means unrelated to the story (e.g. a god appears and solves everything). This device dates back to the ancient Greek theater, but can be a clumsy method that frustrates the audience. (Source: https://www.bbc.com/bitesize/guides/zx7cmnb/revision/1 https://www.pittsfordschools.org)

NOTE: To engage the students’ participation, you may discuss each element and guide students to give examples of text or movies, citing the specific parts where each element may be found. Which of these techniques were used in the short text presented? (Possible answers: First person narration, Foreshadowing, Imagery) 276 | P a g e

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Task 1.33.2

Desiderata

Desiderata (Latin for “desired things”) is a 1927 prose poem by American writer Max Ehrmann. Although unknown in the author’s lifetime, the text became widely known after its use in devotional and spoken word recordings in 1971 and 1972. YOUR TASK As your teacher reads the poem aloud, read along silently. Annotate, encircle key words, underline, highlight or just take down notes of words, lines, phrases, which you think are important, interestingly written or has in some way or another resonated with you. LINES THAT HOLD SPECIAL MEANING FOR ME

LITERARY TECHNIQUE USED

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DESIDERATA Go placidly amid the noise and haste, and remember what peace there may be in silence. As far as possible without surrender be on good terms with all persons. Speak your truth quietly and clearly; and listen to others, even the dull and the ignorant; they too have their story. Avoid loud and aggressive persons, they are vexations to the spirit. If you compare yourself with others, you may become vain and bitter; for always there will be greater and lesser persons than yourself. Enjoy your achievements as well as your plans. Keep interested in your own career, however humble; it is a real possession in the changing fortunes of time. Exercise caution in your business affairs; for the world is full of trickery. But let this not blind you to what virtue there is; many persons strive for high ideals; and everywhere life is full of heroism. Be yourself. Especially, do not feign affection. Neither be cynical about love; for in the face of all aridity and disenchantment it is as perennial as the grass. Take kindly the counsel of the years, gracefully surrendering the things of youth. Nurture strength of spirit to shield you in sudden misfortune. But do not distress yourself with dark imaginings. Many fears are born of fatigue and loneliness. Beyond a wholesome discipline, be gentle with yourself. You are a child of the universe, no less than the trees and the stars; you have a right to be here. And whether or not it is clear to you, no doubt the universe is unfolding as it should.

Therefore be at peace with God, whatever you conceive Him to be, and whatever your labors and aspirations, in the noisy confusion of life keep peace with your soul. With all its sham, drudgery, and broken dreams, it is still a beautiful world. Be cheerful. Strive to be happy. Max Ehrmann, Desiderata, Copyright 1952.

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Task 1.33.3

Author’s Purpose

An author, poet or playwright writes for a purpose. Whatever that purpose, it is reflected in their writing. What is the purpose of Suzanne Collins in writing The Hunger Games? How about Max Ehrmann? Look at the ad below. What do you think is its purpose?

Source: https://d9hhrg4mnvzow.cloudfront.net/seopages.adobeprojectm.com/make/posters/campaign-posters/ 6320b745-campaign-1_09w0fb09w0fb000000.jpeg

NOTE: Any ad showing purpose may do for this exercise.

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Task 1.33.3a

As Easy as a PIE

Source: https://ecdn.teacherspayteachers.com/thumbitem/Authors-Purpose-Poster-2053328-1500873715/original-2053328-1.jpg

NOTE: Teacher may present this poster for the students or may extract the information from the students using leading questions: What do you think is the purpose for writing: a. Debates? (persuade) b. Newspaper articles? (inform) c. Poetry? (entertain)

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Task 1.33.3b

The Mansion

The class will be divided into three groups. Each group will be given a secret task. There should be no peeking at the work of others. Just focus on your task because you will only be given at most 10 minutes to do this task. The group which finishes first shall be the last to present. You will be given about 2 minutes to present your output Group 1.

The Advertisers

You are an advertising company. Your client (the class) wants to sell their house (specifications of which shall be discussed by the group) and has asked you to make an ad. After 10 minutes present your output to your clients. Group 2.

Catching the Cat Burglars

You are a special security unit in the mansion. You have reliable information that a team of elite cat burglars will steal the family’s treasure (the type and location of which will have to be discussed in the group). To stop the heist, show the rest of the team the possible entry and exit points of the burglars and decide where security should station themselves. Group 3.

The Haunted Mansion

You are world famous authors of bestselling thrillers and horror novels. You are writing your next novel entitled, the working title of which is, The Haunted Mansion. Group 4.

Obituary

Write the obituary of the billionaire owner of the mansion who died recently. Discuss with your group the name, cause of death, date of death, birth date, internment and all other details. Group 5.

The Wards

You are the wards of the eccentric billionaire who owns the mansion. The immediate family wants to sell the house you grew up in. You do not want the house sold. Write out an appeal to the immediate family. During Group Presentation After each group presents their output, the class will be asked to identify the author’s purpose.

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C. After the Lesson 1. Evaluation (Summative)

Task 1.33.4.

Evaluate & Discern

Directions: Write the letter of the best answer. 1.

2.

3.

4.

5.

All of the following are three main reasons why an author writes a story, EXCEPT to a.

inform

b.

persuade

c.

entertain

d.

scare his audience

What is it called when the author expresses his opinions and views? a.

entertainment

b.

point of view

c.

climax

d.

characterization

If you read an editorial in the newspaper, the author’s purpose is to a.

entertain

b.

persuade

c.

inform

d.

create a mysterious mood

The day began like any other school day, except she really wanted to run and get to school. She had a feeling that she was going to be named homecoming queen. The author’s purpose is to a.

entertain

b.

persuade

c.

inform

d.

scare his audience

One of the most harmful creatures on earth is the fly. Flies spread harmful diseases. They pick up germs with their hair, spreading their germs everywhere. The author’s purpose is to a.

entertain 283 | P a g e

6.

7.

8.

b.

persuade

c.

inform

d.

scare his audience

Wouldn’t you like to feel safe in your neighborhood? Please join our watch group. We need good volunteers to protect our streets and report suspicious activity to the police. a.

entertain

b.

persuade

c.

inform

d.

scare his audience

The Andes Mountains are located down the west side of South America and are the longest chain of mountains in the world. The Andes start at the top of South America and go along the coast to the bottom of South America, which spans over 400 miles. There are a lot of volcanoes found in the mountains and many are active. Like California, earthquakes are a normal occurrence and have killed many people. The reason the author wrote the selection is a.

to inform the reader how dangerous California can be

b.

to show the similarities between South America and San Francisco

c.

to describe the Andes Mountains

d.

to inform the reader that earthquakes kill people

Do you ever go out and look at the stars? The stars fascinate many people, and some say that you can tell a lot about what will happen by studying them. The sky is divided into 88 known areas that scientists study. Inside these areas are many stars, which are called constellations. Many constellations were named as far back as the 1500s. Some named constellations are the zodiac signs; Aries, Pisces, and Taurus. Other constellations that might be familiar to you are the Little Dipper, Big Dipper, and the Great Bear. The author believes that a. the Little Dipper is the best constellation b. people don’t care about studying stars as much as they used to in the 1500’s c. the study of the stars has fascinated people for hundreds of years d. you cannot tell much by looking at the stars

9.

Some people believe that they can’t make a difference by voting, but you can. If you don’t vote, your voice cannot be heard. Show you care about your community, and exercise your right to vote. The author believes that 284 | P a g e

10.

a.

people should vote

b.

you can’t criticize the person in office if you don’t vote

c.

you should recycle in your community

d.

one person can’t make a difference

Doug knew that he had waited until the last minute to type his research paper, but he couldn’t think of what he wanted to write. As Doug was frantically typing away on his computer, the power went out. He hadn’t saved his documents. He screamed at the computer as it faded into blackness. Maybe it wouldn’t have been too bad if he had a rough draft in which to work from, but he was writing and typing at the same time. Doug swore to himself that this would never happen to him again. The author shows the importance of a.

buying a new computer

b.

not waiting until the last minute to do your assignments.

c.

going to the library to do your research

d.

making the honor roll

2. Enrichment Activity In 1/8 size cardboard, collect and paste text samples of each author’s purpose. In each of your text sample, also include tone, mood, technique.

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 286 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

287 | P a g e

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to identify types and features of poetry (EN9WC-If-9.1). Quarter: 1

II.

Week: 6

Day: 34

Date Conducted: _______________

Content: Subject Matter :

Types of Poetry

Integration

:

Strategies

:

Discussion, Collaborative Learning, Individual Activity

Materials

:

Manila paper, markers

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). A Simplified Learning Module for English Grade 9 BEC K12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City https://en.wikipedia.org/wiki/Narrative_poetry https://www2.anglistik.uni-freiburg.de/intranet/englishbasics/PoetryTypes01.htm 288 | P a g e

https://literarydevices.net/sonnet/ III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Yesterday, we tackled about determining the technique and purpose of the author in a particular selection. What do you think contributes to the meaning of any literature and brings about “life” in a poem? (Possible answers: orchestration of sounds, story, sense, and form) 3. Motivation LITERATURE

WRITTEN

ORAL

POETRY

PROSE

Fiction

VISUAL

Nonfiction

Narrative

Lyric

Drama

 Can anyone share what this chart is about? (Expected answer: It is about the major divisions and forms of literature) B. During the Lesson 1. Introduction of the Lesson Last time, we discussed the types of prose—specifically, fiction and nonfiction. Today, we will discuss the three main groups of poetry and examples of each.

Task 1.34.1.

Types of Poetry

Show the class excerpt and pictures through a slide presentation. (Please see attached slides. Teacher may use other images) 289 | P a g e

Source(s): 

https://ichef.bbci.co.uk/news/660/cpsprodpb/10EF1/production/_101116396_beowulfsbattle_rgb.jpg

 

https://i.ytimg.com/vi/E2Ni_HTTsoU/maxresdefault.jpg https://i.pinimg.com/236x/40/0c/ca/400cca59889ec2fbcde8f2b80ac46314--poem-ideasnarrative-poem.jpg

Have them identify the type of poetry each slide presents. 2. Lesson Proper (The sub-activities/tasks may be done Round-Robin, where the class will be divided into three groups. Each group will be given a sub-task. Each group will chose a representative who will share to them the assigned sub-task. Then he will pass the sub-task to another member of the group who will share it to another group. The cycle will be repeated until all sub-tasks have been shared to all groups. Sharing is time-pressured. Members of the group should also take down notes.)

Task 1.34.2.

The Three Poetry Groups

Poems can be classified into three main groups or directions: lyrical, narrative, and dramatic. Although all three were originally sung and chanted, the musical element has always been secondary to the latter two types. “Traditionally, the lyric expressed personal emotion, the narrative propelled characters through a plot, the dramatic presented an enactment. Lyrical poetry retains most prominently the elements which date back to its origins in musical expression—singing, chanting and repetition with musical accompaniment.” (New Princeton Encyclopedia of Poetry and Poetics, NPOPP). The Book of Forms by Lewis Turco suggests that the difference is a matter of voice. Lyrical poetry is the poet speaking to him or herself or nobody, narrative is the poet speaking through the narrator to an audience, and dramatic verse is the poet speaking through character interaction he/she has created. 290 | P a g e

Task 1.34.2a

Lyric Poetry

Lyric poetry, or lyrical verse usually revolves around emotions and perceptions of the poet. Lyric poem is generally short and may be sung or accompanied by music. Types of Lyric Poetry 1. Elegy – a formal lament for the death of a particular person. The term elegy is also used for solemn meditations, often on questions of death. Examples: In Memoriam A.H.H. by Lord Alfred Tennyson Elegy Written in a Country Churchyard by Sir Thomas Gray 2. Ode – a long lyric poem with serious subject written in an elevated style. Examples: Ode to Duty by William Wordsworth Ode to a Grecian Urn by John Keats 3. Sonnet – originally a love poem which dealt with the lover’s sufferings and hopes. However, the sonnet was later used for other topics like religious experience, reflections on art, or even the war experience.  Uses a single stanza with 14 lines in an intricate rhyme pattern a. Italian or Petrarchan Sonnet – introduced by the 14th century Italian poet Francesco Petrarch  Rhyme scheme: ABBA-ABBA-CDC-DCD  Composed of an octet (first eight lines) and a sestet (six lines) b. Shakespearean Sonnet – developed by William Shakespeare  Generally written in iambic pentameter, in which there are 10 syllables in each line  Rhyme scheme: ABAB-CDCD-EFEF-GG c. Spenserian Sonnet – developed by Sir Edmund Spenser who modified Petrarch’s form  Rhyme scheme – ABAB-BCBC-CDCD-EE 4. Dramatic Monologue – a self-conversation, speech or talks presented dramatically, in which a person, who is speaking to himself or someone else speaks to reveal specific intentions of his actions, his temperament or character. Examples: My Last Duchess by Robert Browning 5. Occasional Poetry – poetry written for specific occasion

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Examples: Epithalamion by Edmund Spenser (wedding) Annus Mirabilis by John Dryden (return of a king from exile) Lycidas by John Milton (death)

Task 1.34.2b.

Narrative Poetry

Narrative poetry or narrative verse simply tells a story and is most often found in epic form. It is often objective, distanced from the subject and usually written in the third person as an observer. It describes an event in time and place as it unfolds and is “rooted in local intention” or takes a particular point of view of the event. It often will dramatize the crisis or climax and can be narrative, dramatic and lyrical in presentation, such as the ballad. The storytelling can be a fact or fiction and is presented in verse to separate from other types of literature. Verse forms that can be considered narratives include epics, ballads, blank verse, and the French pastorale, and the Lai or Lay family of forms. Michael Bugeja, in his book the Art and Craft of Poetry, says that there are six elements to narrative poetry, namely: 1) topic, 2) theme, 3) voice, 4) viewpoint, 5) moment, and 6) ending. Types of Narrative Poetry 1. Epics – usually operate on a large scale, both in length and topic, such as the founding of a nation (Virgil’s Aenid) or the beginning of world history (John Milton’s Paradise Lost). Epics also tend to use an elevated style of language and supernatural beings take part in the action. 2. Mock-epic – makes use of epic conventions, like the elevated style and the assumption that the topic is of great importance, to deal with completely insignificant occurrences. Example:

The Rape of the Lock by Alexander Pope - tells the story of a young beauty whose suitor secretly cuts off a lock of her hair

3. Ballad – a song, originally transmitted orally, which tells a story. It is an important form of folk poetry.  Usually four-line stanza, alternating tetrameter and trimester 4. Pastoral poetry – presents an idealistic, almost Utopian, view of rural life. Some common topics were death, love, the mockery of politics, and the ideal life of the country. Examples: The Passionate Shepherd to His Love by Christopher Marlowe 5. Lai or virelay – a French syllabic verse poem of one or more stanza of nine short lines that include two rhymes. 292 | P a g e

 Rhyme Scheme: AABAABAAB  Lines ending with the “A” rhyme are five syllables long.  Lines ending with the “B” rhyme are two syllables long.

Task 1.34.2c.

Dramatic Poetry

Dramatic poetry, or dramatic verse is any drama that is written in verse that is meant to be recited. In short, a dramatic verse speaks through a character. Although it also got its beginnings from music and chant, just at the lyrical and narrative verse did, dramatic poetry characterizes the song or words. The dramatic poem, like the other two comes in all styles, shapes and sizes and can at the same time be dramatic, lyrical or narrative. What is distinguishable is that dramatic poems characterizes. The poem is told through one or more characters’ voice, perspective and language. It is the voice of the poet speaking through the parameters of one of more characters developed by the poet. Personality, motive and viewpoint are the focus. The poem is written through dialogue. The forms are those of drama itself: tragedy, comedy, tragicomedy, the monologue, dialogue, and soliloquy. Types of Dramatic Poetry 1. Tragedy – drama with a tragic ending Examples: Romeo and Juliet, Macbeth, Hamlet 2. Comedy – drama which seeks to amuse or entertain, whose purpose is “to make the audience laugh” Examples: As You Like It, A Midsummer Night’s Dream 3. Dramatic Monologue – one-sided conversation where the thought and emotions of the speaker are revealed through his action. In a monologue, a character usually makes a speech in the presence of other characters. 4. Soliloquy – In a soliloquy, the character or speaker speaks to himself and by doing so, the character keeps these thoughts secret from the other characters of the play. Dramatic Monologue vs. Soliloquy vs. Aside The difference between the monologue, soliloquy and aside lies in the purpose and presentation. In a dramatic monologue, the speaker engages in a one-sided conversation whether or not the one he is speaking to is present. 293 | P a g e

In a soliloquy the character speaks to himself, his thoughts known to the audience but kept secret from other characters. The aside, on the other hand, is a short comment by a character towards the audience, often for another character, but usually without his (the other character’s) knowledge.

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C. After the Lesson 1. Evaluation

Task 1.34.3.

Notes Check

Assuming that you have taken down notes about the types of poetry, answer the following questions to the best of your ability. (Teacher may add more items for the evaluation. If teacher also aims to make sure that the students have taken down notes, give the evaluation as an Open Notes Evaluation. Be strict with the guideline: NO SHARING OF NOTES) 1. This type of short poem describes the personal thoughts and inner feelings of the author and usually has musical quality. (lyric) 2. Which type of poem is usually serious and sorrowful- about a specific person who has died, or a poem that deals with death or other serious, somber objects? (elegy) 3. A poem that has 14 lines that uses rhyme in a set pattern or formal rhyme scheme (sonnet) 4. It is a long, often book-length, narrative in verse form that retells the heroic journey of a single person or group of persons. (epic) 5. This type of poetry uses a range of poetic techniques such as rhyme and meter. The poet presents a series of events, often including action and dialogue. (narrative) 2. Enrichment Activities

Task 1.34.4.

Poem Portfolio

 Class will be divided into five (5) groups.  Students will make a compilation of poems representing the types of poetry discussed.  The “Poem Portfolio” compilation should be placed in a 9x12in Drawing Book.  With poems which are too long, excerpts will suffice.  Remind the students to give due credit to the source.  Encourage the students to be creative with their output.

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 296 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

297 | P a g e

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to identify types and features of Poetry (EN9WC-Ig-9.1). Quarter: 1

II.

Week: 7

Day: 35

Date Conducted: _______________

Content: Subject Matter :

Features of Poetry

Integration

:

(Which learning area is integrated into the lesson?)

Strategies

:

Discussion, Collaborative Learning, Individual Activity

Materials

:

Worksheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). A Simplified Learning Module for English Grade 9 BEC K12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City. https://literarydevices.net/rhyme-scheme/ https://www.poets.org/poetsorg/poem/be-glad-your-nose-your-face http://writeshop.com/5-features-child-poetry-poetry/ https://www.aresearchguide.com/poetry-structure.html http://prism.scholarslab.org/prisms/4cfaf418-b1ed-11e7-8cdf005056b3784e/visualize?locale=en 298 | P a g e

299 | P a g e

III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson Any volunteers to recap what we have taken up yesterday? Can anyone tell me the three major types of poetry? 3. Motivation

Task 1.35.1.

Be Glad Your Nose Is On Your Face

(Teacher may use the attached PDF file)

Source: https://i.pinimg.com/originals/05/22/c1/0522c1f954d6b581ef41b476e5a31af4.png

Teacher will ask volunteers to talk about the poem and find the poetic tools used:  What emotions does the author feel?  How does the author use language in poem to make us feel the meaning? 300 | P a g e

 What poetic tools can you find in the poem? B. During the Lesson 1. Introduction of the Lesson A good poem features several poet. You might remember that some of these devices were discussed in passing previously. 2. Lesson Proper

Task 1.35.2.

Fabulous Features of Poetry

Task 1.35.2a.

Look for the Shape or Form

You can tell you are reading a poem right away based on the way it looks because poems are written in lines and stanzas. A stanza is a group of lines in a poem, similar to a paragraph. A couplet is a stanza with two lines. A tercet is a stanza with three lines. A quatrain is a stanza with four lines. A foot (plural feet) is the term used to describe a combination of both stressed and unstressed syllables in a single line of a poem. There are several combinations: iamb, trochee, spondee, anapest, and dactyl. A meter refers to the number of feet that are in a line of a poem. Thus, an iambic pentameter refers to a line with an iambic foot (combination of unstressed and stressed syllables) repeated five times (pentameter). Thus, an iambic pentameter is a line of a poem with 10 syllables.

Task 1.35.2b

Listen for Rhyme

Some poems use rhyming words to create a certain effect. However, not all poems are rhyming. Poetry that does not rhyme is called free verse poetry or blank verse. Rhyme scheme is the pattern of rhyme that comes at the end of each verse or line in poetry. Some other poems follow non-rhyming structures, paying attention only to the number of syllables. An example of this is the Japanese haiku.

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Poets, however, generally write poems in a specific type of rhyme scheme or rhyming pattern. There are several types of rhyme schemes as given below:

Types of Rhyme Scheme  Alternate rhyme is also known as ABAB rhyme. It rhymes as “ABAB-CDCD EFEF GHGH”  Ballade contains three stanzas with the rhyme scheme “ABABBCBC” followed by “BCBC”  Monorhyme is a poem in which every line uses the same rhyme scheme.  Couplet contains two line stanzas with the “AA” rhyme scheme, which often appears as “AA BB CC DD…” and so on.  Triplet often repeats like a couplet and uses rhyme scheme of “AAA”  Enclosed rhyme uses a rhyme scheme of “ABBA”  Terza rima uses tercets, or three-line stanzas. Its interlocking pattern on end words follows: ABA BCB CDC DED and so on.  Keats’ odes rhyme scheme specifically used “ABABCDECDE”  Limerick is a poem uses five lines with a rhyme scheme of “AABBA”  Villanelle is a 19-line poem consisting of five (5) tercets and a final quatrain. It uses a rhyme scheme of “A1bA2, abA1, abA2, abA1, abA2, abA1A2”

Task 1.35.2c

Listen for Rhythm

Sometimes poets use repetition of sounds or patters to create a musical effect in their poems. Rhythm can be created by using the same number of words or syllables in each line of a poem. Rhythm can be described as the beat of the poem. Some of the poetic devices that gives poem rhythm are repetition and alliteration. Repetition is pleasant to the ear, making it common occurrence in poems. Not only poems contain repeated sounds, they also contain repeated words. Alliteration on the other hand is the repetition of sounds at the beginning of words. The example below has both alliteration and repetition.

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Example:

Whether the weather be fine Or whether the weather be not Whether the weather be cold Or whether the weather be hot…

Consonance is the repetition of consonant sounds within and at the end of the words. Examples:

Pitter Patter, Pitter Patter

Assonance is the repetition of vowel sounds within words. Assonance can be found in many of the poems of Edgar Allan Poe, such as Anabel Lee and Eldorado. Example:

Task 1.35.2d

It was many and many 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.

Listen/Look for Figurative Language

Poetry leaves no room for dull, boring words. Figurative language contains images that compare one thing to something else. Onomatopoeia is a word that imitates a sound. Example:

Fishes’ Evening Song by Dahloy Ipcar Water falls Drop by drop, Plip plop Drip drop Plink plunk Splash splish.

Other figurative language that can be commonly found in poems are simile, metaphor, personification, and allusion.

Task 1.35.2e

Feel the Mood

The mood of a poem is the feeling that it has. A poem can be sad, gloomy, humorous, happy, and so on.

Task 1.35.3.

Feature Found

Class will be divided into five groups. Look for the features of poetry in the poem entitled, Leaves Poem. 303 | P a g e

Each group will draw lots on which feature to work on: o o o o o

Group 1: Shape/Form of Poetry Group 2: Rhyme Patterns/Scheme Group 3: Rhythm of the Poem Group 4: Figurative Language Group 5: Mood

Fill out the following table with your findings. (Teacher may provide worksheets for this activity) Share your output with the class POEM

DISTINCTIVE FEATURES

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Leaves Poem Unknown

Graceful as a dancer, Twirling through the sky. Turning, tumbling, twisting Gently floating by. Silent as a church mouse, Gliding on the breeze. Falling, floating, flying, Drifting through the trees Falling like a parachute, To sleep upon the eaves. Waiting, watching, whispering, The ever-falling leaves. Dancing off the rooftops, To rest upon the ground. Rusting, crunching, crackling, A joyous autumn sound.

Source: http://prism.scholarslab.org/prisms/4cfaf418-b1ed-11e7-8cdf-005056b3784e/visualize?locale=en

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C. After the Lesson

Task 1.35.4.

Rhyme Recognition

Write the rhyme scheme for each of the poems below. To do this, write the last word in the second column, then assign letters to similar/same sounds. When you have done that, write the rhyme scheme at the blank bottom row. Poem 1 Dust of Snow by Robert Frost

END WORD

The way a crow Shook down on me The dust of snow From a hemlock tree Has given my heart A change of mood And save some part Of a day I had rued.

______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________

Rhyme Scheme

______ ______ ______ ______ ______ ______ ______ ______

ABABBCDCD

Poem 2 Fairy Bread by Robert Louise Stevenson

Come up here, O dusty feet! Here is a fairy bread to eat. Here in my retiring room, Children, you may dine On the golden smell of broom And the shade of pine; And when you have eaten well, Fairy stories hear and tell.

END WORD

______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________

Rhyme Scheme

______ ______ ______ ______ ______ ______ ______ ______

AABCBCDD

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Poem 3 Sonnet XVIII by William Shakespeare

END WORD

Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date:

______________ ______________ ______________ ______________

______ ______ ______ ______

Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed, And every fair from fair sometime declines, By chance, or nature's changing course untrimmed:

______________ ______________ ______________ ______________

______ ______ ______ ______

But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st, Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st,

______________ ______________ ______________ ______________

______ ______ ______ ______

So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.

______________ ______________

______ ______

Rhyme Scheme

ABAB CDCD EFEF GG

Enrichment Task Write a two-stanza quatrain about whatever is most exciting to you. Use any of the features and other poetic devices discussed. Mount your poem in your Portfolio. You will be graded according the following rubric:

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ 308 | P a g e

F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards The learner actively participates in a speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use the appropriate gestures (hand, face, body) (EN9OL-Ifg-2.6.2). Quarter: 1

II.

Week: 8

Day: 36

Date Conducted: _______________

Content: Subject Matter :

Using Appropriate Gestures (hand, face, and body)

Integration

:

Physical Education

Strategies

:

Collaborative Learning

Materials

:

Presentation slides

References

:

(print and non-print)

https://www.fun-stuff-to-do.com/rules-playing-charades.html http://gamestreasury.blogspot.com/2009/11/paint-me-picture.html http://www.getcharadesideas.com/resources/a-list-of-120-easy-and-hard-charadesideas/ https://iedunote.com/nonverbal-communication

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.36.1.

Charade

Discuss the mechanics of the game “Charade” Have the class play the game for 5-10 minutes Objective of the Game: Charade is a game of pantomimes: you have to "act out" a phrase without speaking, your team members try to guess what the phrase is. Your team members must guess the phrase as quickly as possible before time runs out. What You Need    

Charades Cards or pieces of paper with written phrases Timer Container for each of the teams to place their cards in Pen and paper to keep score

Main Rules Playing Charades  Two teams divided into equal players  A time and score keeper is selected, usually a person not taking part or else one person from each team can take turns.  No words. No pointing at objects in a room. No lip movements.  Only "acting out" words or pantomiming similar sounding words.  Two teams play against each other and divide an equal amount of charades cards between them.  A charade card with a phrase of Team 1 is revealed to one person (the actor) of team 2 and kept secret from the rest of team 2, team 2 must guess their actor's act.  The team demonstrating the act choose their actor, no actor may act more than once until all team members had a chance to be the actor.  The actor has limited time (2-3 minutes) to act out the phrase to his own team.  Decide on a time frame within which actors must complete their tasks before play commence, this will stay the same throughout the game.  The actor can make any gestures to act out the word.  The teams alternate until each team member had a chance to be the actor. 311 | P a g e

When Playing Charades…    

Players divide into two teams and keep score. No clapping or whistling, no sound. The guessers may ask the actor questions. To which the actor may nod. The actor may make sounds other than speaking or whistling a recognizable tune. (eg.bark like a dog)

Charade Ideas EASY

MEDIUM/DIFFICULT



Cycling



Cycling a tricycle



Watching TV



Watching a Romantic Comedy



Swimming



Doing the Backstroke



Running



Running on a treadmill



Flying in a plane





Sleeping

Flying in a plane through turbulence



Flipping pancakes



Sleeping in a hammock



Listening to music



Cooking meat



Driving a car



Listening to classical music



Writing a letter



Driving a go kart



Skiing



Writing a letter of complaint



Giving a haircut



Skydiving



Drinking



Flying a drone



Typing



Winning an award



Eating



Gardening



Sailing

B. During the Lesson 1. Introduction of the Lesson “The most important thing in communication is hearing what isn’t said.” —Peter F. Drucker 2. Lesson Proper

Task 1.36.2.

Non-Verbal Communication

Importance of nonverbal communication  Nonverbal communication is important in expressing our emotions. Emotions such as happiness, satisfaction, confidence, surprise, eagerness, exhaustion, stress, and so on are all expressed through different body gestures and face. 312 | P a g e

 Nonverbal communication plays a vital role in communicating interpersonal relationships. Good interpersonal communication establishes trust in relationships and help determines a person’s fidelity.  Nonverbal communication is main supporter of verbal interaction. Verbal and nonverbal communication supplement each other and give full meaning.  Nonverbal communication reflects an individual’s personality.  Nonverbal communication plays greater role in performing rituals such as greetings and goodbyes.  Nonverbal cues of communication greatly help in communicating with the handicapped people. For instance, the deaf depends on the movements of the hands, fingers and eyeball. Types of Nonverbal Communication 1. Eye Contact signals interest in others. Eye contact with audiences increases the speaker’s credibility 2. Facial Expressions expresses types of emotions or feelings indicated through the mouth, eyelids, nose, cheeks and the forehead.

3. Gestures are movements of the arms, legs, hands, and head. Gestures are deliberate body movements to express specific and intentional meaning. 4. Posture and body orientation can communicate numerous messages. They way you walk, talk, stand and sit can tell a lot. 5. Body language, whether unconscious or unconscious movements, can also convey meanings and messages. 313 | P a g e

6. Space and distance are significant nonverbal tools. A spacious and welldecorated room indicates a person’s importance and authority. Distance, on the other hand, expresses the degree of intimacy and individual acceptance. 7. Proximity. Cultural norms dictate a comfortable distance for interaction. 8. Paralinguistic is that facet of nonverbal communication which includes vocal elements (tone, pitch, rhythm, timbre, loudness, inflection) 9. Touch is a widely used form of non-verbal communication. However, the accepted modes of touch vary depending on the gender, age, relative status, intimacy, and cultural background of the persons. 10. Silence is a powerful tool for communication but may have either positive or negative meaning. 11. Personal appearance is also an important non-verbal tool which includes dress, hair, jewelry, makeup, belt buckles, and so on. Appearance indicates the degree of importance or interest a person conveys to an occasion. 12. Symbol is something which represents an idea, a physical entity or a process but is distinct from it. The purpose of a symbol is to communicate meaning. Examples are the traffic signs. 13. Visual communication occurs by means of any visual aids.

Task 1.36.3.

Paint Me A Picture

Form groups of 6-10. The facilitator gives a certain situation (ex. delivery room). Using only their bodies and personal effects, the group illustrates the scene. At a given signal, everyone freezes. Points are given to the most creative or the most realistic scene. A more meaningful version of the activity is having the groups illustrate abstract concepts like “love,” “joy,” and so on. Source: http://gamestreasury.blogspot.com/2009/11/paint-me-picture.html

C. After the Lesson

Task 1.36.4.

Dance Interpretation

Divide the class into four groups and have them choose their own music for dance interpretation. They will be graded according to the following criteria: Concept and interpretation (40%); Choreography and execution (30%); Stage Presence (20%), and Costume (10%) 314 | P a g e

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 316 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to make a connection between the present text and previously read texts (EN9RC-Ig-17) Quarter: 1

II.

Week: 8

Day: 37

Date Conducted: _______________

Content: Subject Matter :

A Psalm of Life by Henry Wadsworth Longfellow If by Rudyard Kipling

Integration

:

EsP (Meaning experiences, coping with challenges)

Strategies

:

Lecture/Discussion, Collaborative Learning/Inquiry

Materials

:

Teacher-made activity sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1.” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp 78-81, 87-91.

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.37.1.

Reflections

Reflect on the following quotes. (Teacher may write these quotes on the chalkboard or have a prepared visual aid) “Don’t let challenges stop you to take your best future.” —Anonymous “When virtue is in presence, all subordinate powers sleep.” —Ralph Waldo Emerson The students will take turn in answering these questions. 1. What does each of the quotations suggest? 2. Do you agree on what each quotation suggests? Why? Why not? 3. What does it take to face life’s challenges? B. During the Lesson 1. Introduction of the Lesson Today we will discuss two poems about how to cope with the challenges we meet in our lives. Poems are an exemplary literature where we could get lessons in life because aside from the orchestration of sounds, story, sense and form brings about “life” in a poem, it aims share with us thoughts and reflections in not so many words. Moreover, through the words used by the poet, as expressed by the persona/speaker, the vivid images, clear sounds, and exact feelings are conveyed.

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2. Lesson Proper

Task 1.37.2.

A Psalm of Life

As you read the poem silently while your teacher reads it aloud, highlight/take note of words, phrases, and lines that convey sound, feeling and meaning.

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A PSALM OF LIFE by Henry Wadsworth Longfellow WHAT THE HEART OF THE YOUNG MAN SAID TO THE PSALMIST TELL me not, in mournful numbers, Life is but an empty dream! — For the soul is dead that slumbers, And things are not what they seem. Life is real! Life is earnest! And the grave is not its goal; Dust thou art, to dust returnest, Was not spoken of the soul. Not enjoyment, and not sorrow, Is our destined end or way; But to act, that each to-morrow Find us farther than to-day. Art is long, and Time is fleeting, And our hearts, though stout and brave, Still, like muffled drums, are beating Funeral marches to the grave. In the world's broad field of battle, In the bivouac of Life, Be not like dumb, driven cattle! Be a hero in the strife! Trust no Future, howe'er pleasant! Let the dead Past bury its dead! Act,— act in the living Present! Heart within, and God o'erhead! Lives of great men all remind us We can make our lives sublime, And, departing, leave behind us Footprints on the sands of time; Footprints, that perhaps another, Sailing o'er life's solemn main, A forlorn and shipwrecked brother, Seeing, shall take heart again. Let us, then, be up and doing, With a heart for any fate; Still achieving, still pursuing, Learn to labor and to wait.

Task 1.37.2a

Small Groups Differentiated Work (SGDW)

GENERAL INSTRUCTIONS:  Work in five (5) small groups. 321 | P a g e

 With your group mates, read the poem again, and perform your assigned task. (Teacher may reproduce the attached PDF file for the students. It is suggested that every student should have a copy of all worksheets for taking down notes)

 Each group will share their output to the class. You are encouraged to make use of Powerpoint presentation. If not, you may use the traditional visual aids.  Teacher gives feedback and clarifications.

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Task 1.37.3.

If… You Can Connect the Dots

Poems being expressions oftentimes give you insights on how to make life better, if not the best. As you listen to your teacher read the poem If by Rudyard Kipling, read it silently and watch out for words which are difficult for you to understand. List these down in your notebook.

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Source: https://cdn.shopify.com/s/files/1/0166/0736/products/IFRDSelFA0_1024x1024.jpg?v=1498713457

Task 1.37.3a

Small Groups Differentiated Work (SGDW)

GENERAL INSTRUCTIONS:  Work in three (3) groups.

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 With your group mates, read the poem again, and perform your assigned task. (Teacher may reproduce the attached PDF file for the students. It is suggested that every student should have a copy of all worksheets for taking down notes)

 Each group will share their output to the class. You are encouraged to make use of Powerpoint presentation. If not, you may use the traditional visual aids.  Teacher gives feedback and clarifications. C. After the Lesson

Task 1.37.4.

Making Connections: One-paragraph response 325 | P a g e

Give brief and succinct responses to these questions that will enable you to make connections between the two poems. (This activity can be done through oral participation) 1. Are the two poems similar? Different? 2. What are the recurring themes present in the two poems? 3. What other literature have you read that have the same theme? 4. Which of these values 5. Which of the values, principles and philosophies of the persona are you willing to adapt? IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ 326 | P a g e

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V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to compare and contrast text listened to (EN9LC-Ih-8.8) Quarter: 1

II.

Week: 8

Day: 38

Date Conducted: _______________

Content: Subject Matter :

Comparison and Contrast of Text Listened To

Integration

:

Philosophies of Life

Strategies

:

Lecture/Discussion, Collaborative Learning/Inquiry

Materials

:

Teacher-made activity sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1.” A Journey Through Anglo-American Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School Program (OHSP). A learning material submitted to the Division of Valencia City, pp 78-81, 87-91. https://theheartysoul.com/15-spot-difference-pictures/

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation

Task 1.38.1.

Panda Craze!

According to psychologists, practicing your skills in spotting the difference can enhance your brain! Teacher presents slideshow (Please see attached slide presentation) Slides will turn every 7 seconds. Find the puppy among the pandas

Where’s the panda?

Not all these are mutts!

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Can you spot the panda? Look harder!

Stormtrooper Panda

B. During the Lesson 1. Introduction of the Lesson Finding similarities and recognizing differences can help you understand your reaction to different persons and information you listened to.

Task 1.38.2.

Mirror Poems

Watch and listen to the video clip. (See attached video)

Source: https://www.youtube.com/watch?v=i3C8ISxRRZ0

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Palindrome poetry, also called mirror poetry is a fun form of poetry which can be read forward as well as backward, or in reverse order. The perfect palindrome poetry would have the same effects and meanings.

Task 1.38.3.

Desiderata: The Song

Watch and listen to this video clip of Desiderata by Les Crane . (See attached video)

Source: https://www.youtube.com/watch?v=i2DoBy3TlGA

2. Lesson Proper

Task 1.38.4.

Comparison & Contrast

Tips in Writing a Comparison and Contrast Essay No matter what comparison and contrast topics you write on, you need to keep to the traditional structure of the academic paper. Intro (background) (First Paragraph) Start with a capturing and interesting hook. Outline what your topic is. Point to the main argument of your topic known as a thesis statement. This sentence or two usually come in the last sentence of your first paragraph. Developing your arguments (Second Paragraph) You need to research your topic to choose three claims. Include evidence with the supporting points next to each argument. There should be up to three supporting points in each body paragraphs. Refuting opponent's arguments (Third Paragraph) This time, you need to research the topic to view the facts that contradict your thesis. It is important to choose at least one example and develop a paragraph with the counter-argument as well. Write down maximum two opposing views followed by a couple of your refutations. Conclusion (Fourth Paragraph) Restate your thesis statement and stress why your side is right once again. 332 | P a g e

NOTE: Body paragraphs may be broken to several sub-paragraphs depending on the structure and organization of the essay. Source: https://pro-essay-writer.com/blog/compare-and-contrast-essay

(Teacher may just choose which of these tasks to do given the time)

Task 1.38.4a.

Poem Trio

For this activity, you are to:  Work in small groups of four-five (4-5) members each.  Compare the three poems Desiderata, A Psalm of Life and If  Compare the specific points that are similar enough to enable you to draw effective comparison (Teacher may reproduce the attached PDF file for the students. It is suggested that every student should have a copy of all worksheets for taking down notes)

 The teacher will call randomly 1-2 groups to share their outputs to class.  Teacher gives feedback and clarifications.

Task 1.38.4b.

Mother and Son

For this activity, you are to:  Work in small groups of four-five (4-5) members each.  Listen to the message of Mother to Son by Langston Hughes and Supermarket Flowers by Ed Sheeran  Compare and contrast the two literary pieces by completing the table.  Compare the specific points that are similar enough to enable you to draw effective comparison (Teacher may reproduce the attached PDF file for the students. It is suggested that every student should have a copy of all worksheets for taking down notes)

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C. After the Lesson

Task 1.38.5.

I Prefer…

You have both read and listened to the poem, Desiderata. Which do you prefer? Reading the poem or listening to the poem? Why? Write a 4-paragraph essay in one-whole sheet of paper. Alternate Questions (Teacher may create more)  Which do you think is more reliable, social media or mainstream media?  Which characteristics gives you an edge over others? IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ __________________________________________________________________ [ ] Other remarks, please specify A. B. C. D. E. F. G.

No. of learners achieve 80%: _____ No. of learners who require additional activities for remediation: _____ Did the remedial lessons work? _____ No. of learners who have caught up the lesson: _____ No. of learners who continue to require remediation: _____ Which of my teaching strategies worked well? Why did these work? _____ What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V.

Reflection: 334 | P a g e

A. Parts of the lesson that went well: __________________________________________________________________ __________________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ __________________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ __________________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to draw generalizations and conclusions from the material listened to (EN9LC-Ig-8.7) Quarter: 1

II.

Week: 8

Day: 39

Date Conducted: _______________

Content: Subject Matter :

Drawing Generalizations and Conclusions

Integration

:

EsP (Meaningful experiences in life and coping with challenges) Mathematics (Simple recall about triangles)

Strategies

:

Lecture/Discussion, Collaborative Learning/Inquiry

Materials

:

Activity Sheets, OHSP/LED TV, video clips

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. Campomanes, IPJ. (2017). “Module 1, Lesson 4: Coping with Challenges.” A Simplified Learning Module for English Grade 9 BEC K-12/Open High School

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Program (OHSP). A learning material submitted to the Division of Valencia City, pp. 65-73 (Task 1.29) Hughes, Langston. (1994). “Mother to Son.” The Collected Poems of Langston Hughes. “Generalization” Retrieved from https://youtu.be/RHQlVcqBsqU on May 9 2019. “Activity Drawing Conclusion” Retrieved from https://youtu.be/mtHxW6CgSSM on May 9, 2019. “Conclusion and Generalization” Retrieved from https://youtu.be/rjKVES1gdoE on May 9,2019. “Song We Draw Conclusion” https://youtu.be/MPLZ_HsnJTI on May 9,2019. III.

Learning Tasks/Procedure A. Before the Lesson 1. Classroom Management (Greetings, Prayer, Checking of Attendance) 2. Review of the Previous Lesson 3. Motivation Look at this picture:

 Describe what you see on the picture. What can you say about these figures? (Lead the students to the concept of generalization and conclusion)   

They are all three-sided figures. The are all triangles. Not all triangles have the same length in sides.

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B. During the Lesson

Task 1.39.1.

Understanding Generalization & Conclusion

Today, we will learn about conclusion and generalization. A while ago, you were able to conclude that not all triangles have the same sides and angles. You were able to give a broad statement- a generalization, that all the figures presented were triangles. Let us learn more about generalization and conclusion making.

Source: https://youtu.be/RHQlVcqBsqU

Look at the pictures below the definition. What general statement can you give?  They are trees.  They give us shade on a hot summer day. In making a generalization, you are talking about a statement that applies to everything that is in a set or group.

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Who wants to give a general statement on this picture? Now let us proceed with the conclusion

Source: https://youtu.be/mtHxW6CgSSM

To know more about drawing a conclusion, please pay attention to this short video clip. (Please see attached MP4 file for video clip)

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Source: https://youtu.be/MPLZ_HsnJTI

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Task 1.39.2.

Regrets of Dying: A Group Activity

Have the students listen as the teacher reads a feature article written by Bronnie Ware on The Top Five Regrets of the Dying--A Life Transformed by the Dearly Departing. Listen for details and clues and make connections between them to draw out a conclusion as to why these people had regrets. For many years I worked in palliative care. My patients were those who had gone home to die. Some incredibly special times were shared. I was with them for the last three to twelve weeks of their lives. People grow a lot when they are faced with their own mortality. I learnt never to underestimate someone’s capacity for growth. Some changes were phenomenal. Each experienced a variety of emotions, as expected, denial, fear, anger, remorse, more denial and eventually acceptance. Every single patient found their peace before they departed though, every one of them. When questioned about any regrets they had or anything they would do differently, common themes surfaced again and again. Here are the most common five: 1. I wish I’d had the courage to live a life true to myself, not the life others expected of me. This was the most common regret of all. When people realize that their life is almost over and look back clearly on it, it is easy to see how many dreams have gone unfulfilled. Most people had not honoured even a half of their dreams and had to die knowing that it was due to choices they had made, or not made. 341 | P a g e

It is very important to try and honour at least some of your dreams along the way. From the moment that you lose your health, it is too late. Health brings a freedom very few realize, until they no longer have it. 1. I wish I hadn’t worked so hard. This came from every male patient that I nursed. They missed their children’s youth and their partner’s companionship. Women also spoke of this regret. But as most were from an older generation, many of the female patients had not been breadwinners. All of the men I nursed deeply regretted spending so much of their lives on the treadmill of a work existence. By simplifying your lifestyle and making conscious choices along the way, it is possible to not need the income that you think you do. And by creating more space in your life, you become happier and more open to new opportunities, ones more suited to your new lifestyle. 3. I wish I’d had the courage to express my feelings. Many people suppressed their feelings in order to keep peace with others. As a result, they settled for a mediocre existence and never became who they were truly capable of becoming. Many developed illnesses relating to the bitterness and resentment they carried as a result. We cannot control the reactions of others. However, although people may initially react when you change the way you are by speaking honestly, in the end it raises the relationship to a whole new and healthier level. Either that or it releases the unhealthy relationship from your life. Either way, you win. 4. I wish I had stayed in touch with my friends. Often they would not truly realize the full benefits of old friends until their dying weeks and it was not always possible to track them down. Many had become so caught up in their own lives that they had let golden friendships slip by over the years. There were many deep regrets about not giving friendships the time and effort that they deserved. Everyone misses their friends when they are dying. It is common for anyone in a busy lifestyle to let friendships slip. But when you are faced with your approaching death, the physical details of life fall away. People do want to get their financial affairs in order if possible. But it is not money or status that holds the true importance for them. They want to get things in order more for the benefit of those they love. Usually though, they are too ill and weary to ever manage this task. It all comes down to love and relationships in the end. That is all that remains in the final weeks, love and relationships.

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5. I wish that I had let myself be happier. This is a surprisingly common one. Many did not realize until the end that happiness is a choice. They had stayed stuck in old patterns and habits. The so-called ‘comfort’ of familiarity overflowed into their emotions, as well as their physical lives. Fear of change had them pretending to others, and to their selves, that they were content. When deep within, they longed to laugh properly and have silliness in their life again. When you are on your deathbed, what others think of you is a long way from your mind. How wonderful to be able to let go and smile again, long before you are dying. Life is a choice. It is YOUR life. Choose consciously, choose wisely, choose honestly. Choose happiness. Source: https://bronnieware.com/blog/regrets-of-the-dying/

C. After the Lesson

Task 1.39.3

Generalize and Conclude

Group the students into small groups with at least 4 members each. Instruct them to meet their group and distribute worksheets to every group. Recall the audio and video clips on Mother to Son and Supermarket Flowers. (It is on the initiative of the students to have a written copy of the literary pieces) Title of the Poem: Part of the poem which shows… (Prevailing themes of the poem)

Supporting lines from the poem (Lines which talk about it)

Hardships

1-7

Responses to hardships

8-13

Mother’s advice to keep.

14-20

GENERALIZATIONS (What generalization can you draw in the poem?)

CONCLUSIONS (What conclusion can you draw in the poem)

Life is not easy. There are difficulties in life.

Therefore, we should get up when we stumble and fool.

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 344 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to note types of context clue (restatement/synonyms, definition, antonyms) used for a given word or expression. (EN9V-Ig-12.3). Quarter: 1

II.

Week: 8

Day: 40

Date Conducted: _______________

Content: Subject Matter :

Context Clues (Restatment/Synonyms)

Integration

:

Health (Emotions)

Strategies

:

Lecture/Discussion, Collaborative Learning

Materials

:

Laptop, projector, activity sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. English 9 textbook (Simplified Module for English grade 9:AJourney through AngloAmerican Literature) pp.59, 61, 68, 69, 87 downloaded from www.vbook.pub.com 346 | P a g e

“Teachers’ Workbook” downloaded from www.arttoday.com III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Review of the Previous Lesson Ask the learners on how they are going to arrive at meaning of words through word formation (clipping, blending, acronym, compounding, folk etymology, etc.) 3. Motivation Ask the learners to give other ways or different ways to give meaning to a given word/expression aside from word formation. The teacher will provide examples (Answers would be through: restatement, definition, synonyms, antonyms) B. During the Lesson 1. Introduction of the Lesson Invite the students to the key points of the topic.

Task 1.40.1.

The Context Clue

Context clues are hints that the author gives to help define a difficult or unusual word. The clue may appear within the same sentence as the word to which it refers, or it may follow in a preceding sentence (Source: http://www.ldsd.org/cms/lib/PA09000083/Centricity/Domain/18/5contextclues.pdf)

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The common types of context clues are: Restatement/Synonym Clues Sometimes a hard word or phrase is said in a simple way. Lou was sent to the haberdashery to find a new suit. He needed to wear one for his uncle’s wedding. Contrast/Antonym Clues Sometimes a word or phrase is clarified by the presentation of the opposite meaning somewhere close to its use. Look for signal words when applying context clues. Lou wanted to go to the haberdashery, but Ann wanted to shop at the boutique. The signal word but tells the reader that an opposite thought is going to be stated. Inference/General Context Clues Sometimes a word or phrase is not immediately clarified within the same sentence. Relationships, which are not directly apparent, are inferred or implied. The reader must look for clues within, before, and after the sentence in which the word is used. The haberdashery was Lou’s favorite place. He loved shopping for nice suits. The people who work there were so kind and helpful. 2. Lesson Proper 348 | P a g e

Task 1.40.2.

Word Treasure Hunt

The students will be grouped and each grouped will be assigned for a certain activity. Group I: Group II: Group III: Group IV:

Say It Again Make a Synonym Match Challenge Word Bank Vocabulary Plus

After the task let the students present their output to the class and process each of the output and provide supplement on the topic when necessary. Then, solicit ideas from the learner on the importance of the use of restatement/ synonyms in getting meaning of a word or phrase as part of the generalization. The teacher may provide more examples for clarity 1. Miguel was very loquacious. He really loved to talk. 2. The rambunctious kids ran out to the bus and climbed on board. They jumped and yelled and just couldn’t settle down. 3. It was a frigid winter night; even the lake was frozen solid. 4. We all lined up at the cafeteria. Thank goodness it was time to eat lunch.

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NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

Group I.

DATE:

Say it again

The sentences below are missing restatement clues. For each item, choose the clue from the list that restates the word in italics and write in the blank.

twist and squeeze

strange and unusual

soaked to the skin

the teeth of saw

dried grapes

1. My favorite cereal has lots of raisins, or ________________ in it. (dried grapes) 2. Beatrice had a dream that was weird as ___________, as any science fiction story. (strange and unusual) 3. The jagged mountain peaks looked like ______________. (the teeth of saw) 4. The class was drenched-thoroughly, __________ after the thunderstorm. (soaked to the skin) 5. They actually had wring, that is, __________ their clothes out. (twist and squeeze)

NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

Group II.

DATE:

Make a Synonym Match Challenge.

Fill each blank with a single letter to form these pairs of words into synonyms: Example:___ACTUAL ___RUE F ACTUAL T RUE___ 1. 2. 3. 4. 5.

___COLD ___EARNING ___ALLY ___AVER ___ROUND

___HIDE ___RAVING ___CORE ___ALTER ___OIL

6. 7. 8. 9. 10.

___ARROW ___TUMBLE ___LIMB ___INDICATE ___WELLING

___LENDER ___RIP ___SCENT ___LEAR ___BODE 350 | P a g e

351 | P a g e

NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

Group III.

DATE:

Word Bank. For this exercise, use the poem Desiderata by Max Ehrmann. Find ten (10) words that you find most difficult then use a context clue to find the synonyms of each word.

DIFFICULT WORD

SYNONYMS

1 2 3 4 5 6 7 8 9 10 NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

Group IV.

DATE:

Vocabulary Plus. For this exercise, use the poem If by Rudyard Kipling. Go over the poem once again and find out which of them are clearly described by following the definitions in Column 1.

MEANING/DEFINITION

UNKNOWN WORD

1. It means “misfortune” or “bad luck” 2. In other words, they are your “enemies” or “opponents” 3. It means “stack” or “bundle” 4. They are also called “pretenders” or “fakes” 5. These are also called the “playing cards” 6. It means “strength” 352 | P a g e

7. This means “to bow” or “to bend” 8. It is a “trick” or “setup” or “deception” 9. This calls for “good quality” or “morally good” 10. In other words, these are your “achievements,” “accomplishments,” or “successes” C. After the Lesson 1. Evaluation

Task 1.40.3.

In Other Words…

The students will be asked to answer the following paper pencil test activities Direction: Note the type of type of context clues and change the underlined words in the following passage leaving the same meaning of the statement. Choices are provided in the box. reverse

remorse

discernment

unpleasant

antithesis

regret

perceptions

undesirable

together

ability

result

special

entwined

potential

consequences

distinctive

complication discrimination Love, hate, courage, fear, joy, sadness, pleasure, and disgust can all be difficulty and physiological judgment described in both psychological terms. Emotion is the realm where thought and physiology are inextricably entwined, and where the “self” is inseparable from our individual perceptions of value and judgement toward ourselves and others. Emotion is sometimes regarded as the antithesis of reason; as is suggested by phrases such as appeals to the emotion or don’t let your emotions take over. It must be recognized that emotional reactions often produce internal states and cognitive streams undesirable to the individual feeling them, which he/she may wish to control but often cannot, or at least produce consequences which she/he may later regret with but during the emotional state, could not with his/her other principles. Thus, one of the most distinctive and perhaps challenging facts about human beings is the potential for both opposition and entanglement between will, emotion, and reason. 2. Graded Assignment 353 | P a g e

Ask the students to research more on the following types of context clues: a. Definition/Explanation Clues b. Punctuation Give points to students who did their research. IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ 354 | P a g e

B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

355 | P a g e

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to note types of context clue (restatement/synonyms, definition, antonyms) used for a given word or expression. (EN9V-Ig-12.3). Quarter: 1

II.

Week: 9

Day: 41

Date Conducted: _______________

Content: Subject Matter :

Context Clues (Definition)

Integration

:

Strategies

:

Lecture/Discussion, Collaborative Learning

Materials

:

Laptop, projector, activity sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. English 9 textbook (Simplified Module for English grade 9:AJourney through AngloAmerican Literature) pp.59, 61, 68, 69, 89 downloaded from www.vbook.pub.com 356 | P a g e

“Teachers’ Workbook” downloaded from www.arttoday.com III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Review of the Previous Lesson Yesterday we discussed about the Types of Context Clues. Who can recall what are those types? Do you have any clarifications about the topic? None? Very good, so let us proceed to the next type. Get ready 3. Motivation Checking of Assignment: Ask the learners the question: Where did you get the meaning of your assignment? Are these reliable sources?

Task 1.41.2.

Guessing Game

Using flash cards with words, call a volunteer to do the action and have another volunteer to guess the meaning of the action given. B. During the Lesson 1. Lesson Proper

Task 1.41.2.

More Context Clues

Definition/Explanation Clues Sometimes a word’s or phrase’s meaning is explained immediately after its use. Haberdashery, which is a store that sells men’s clothing, is becoming more common today.

Punctuation Readers can also use clues of punctuation and type style to infer meaning, such as quotation marks (showing the word has a special meaning), dashes, parentheses or brackets (enclosing a definition), and italics (showing the word will be defined). Tom’s father was a haberdasher, or men’s shop keeper, in the story. Tom’s father was a haberdasher (men’s shop keeper) in the story. 357 | P a g e

In the story, Tom’s father was a haberdasher—or men’s shop keeper. Tom’s father was a “haberdasher”. He had a clothing store for men.

358 | P a g e

NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

Task 1.41.3.

DATE:

Take it Contextually

A. Figure out the meaning of the underlined words without having to look at the dictionary just by looking at its context, or how it is used in the sentence. Then, explain what clues in the sentence helped you determine the word meaning. 1. Universal: Daniel wanted to befriend Ana, but he felt it a universally acknowledged truth that popular girls like her wouldn’t want to be friends with unpopular guys like him. Definition: ____________________________________________________________________ What clues in the sentence lead you to your definition?

2. Scrupulous: I wanted to just set the table and be done with it, but my mother scrupulously arranged each napkin, dish, and utensil until they were in perfect alignment. Definition: ____________________________________________________________________ What clues in the sentence lead you to your definition?

3. Tact: Jane could have easily hurt Brenda’s feelings when she told her that the dress did not fit her well, but Jane used tact and consideration when choosing her words, so Bertha understood without being offended. Definition: ____________________________________________________________________ What clues in the sentence lead you to your definition?

4. Amends: After Brian broke Dara’s heart this last time, he will have to make some serious amends if he ever wants to win her back. Definition: ____________________________________________________________________ What clues in the sentence lead you to your definition?

5. Conjecture: Stanley tried to determine the meaning of the vocabulary word, but there were so few clues in the sentence that all he could do was hopelessly conjecture as to what the word might mean. Definition: ____________________________________________________________________ 359 | P a g e

What clues in the sentence lead you to your definition?

B. Let’s Practice: Look for the meaning of the italicized word in each sentence below. Arrange the rambled letters for your answer. 1. Mano had such a longing for the horse that he knew he would never want anything so much again. (i n g c r a v ) 2. The burning of our home was a calamity, a real disaster. ( e p ho r t s a t a c) 3. We feared lightning would ignite the dry grass and burn up the field. ( k r a p s) 4. Unfortunately, this diamond has some flaws including a yellow color and a cloudy appearance. ( f e c t e d ) 5. The man was infuriated: he simply flew into a rage. (e r a n g ) C. After the Lesson

Task 1.42.4.

Evaluation

DIRECTION: In a ¼ sheet of paper, Note the type of context clue used, write the underlined word and choose its meaning from the choices and write the word of the correct answer 1. Tommy was a real avid stamp collector. He inherited the desire to collect stamps because his dad had a collection, too. a. eager b. careless c. apart d. fearful 2. Her Christmas bills added up. After the holidays, her extravagance was going to take several months to pay off. a. economy b. praise c. external d. overdoing 3. It was gratifying to see how she acted toward her grandmother because her grandmother was always kind to her. a. pleasing b. nervous c. aggravating d. unclear 4. The boy was caught stealing from the store. His larceny caught up with him when the owner showed him a CCTV footage. a. gift b. theft 360 | P a g e

c. lawless d. honor 5. The ideas she presented to the class were clearly an untested theory because there had never been any research done on it. a. magic b. brutal c. indictment d. belief 6. She did several backbends in a row to show how limber she was, so that she could be chosen for the gymnastics team. a. enthused b. responsive c. likely d. flexible 7. He climbed the mountain and stood looking over the tops of the trees on the mountain across from him. He was right on the precipice and could have fallen. a. edge b. stiff c. top d. under 8. The boy tried to justify his actions to his mother by explaining the reasons why he did what he did. a. depend b. prove c. strict d. concourse 9. He cut the paper precisely on the line, and it fit perfectly in the grooves of the picture frame. a. exactly b. embellish c. outer d. advance 10. His eternal Light would shine on the people even after His death. a. temporary b. ethical c. reformed d. endless 11. Although I was unable to understand all of the details of the presentation, I did get the gist of it. a. humor b. main point c. notes 12. Night is the time when many animals forage, or search, for food. a. come out at night b. sleep c. look for food 13. The store specializes in cutlery, such as forks and knives, that has unique designs. a. spices and seasonings b. plates, bowls, and cups 361 | P a g e

c. silverware; eating utensils IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

363 | P a g e

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to note types of context clue (restatement/synonyms, definition, antonyms) used for a given word or expression. (EN9V-Ig-12.3). Quarter: 1

II.

Week: 9

Day: 42

Date Conducted: _______________

Content: Subject Matter :

Context Clues (Antonyms)

Integration

:

MAPEH (Art)

Strategies

:

Lecture/Discussion, Collaborative Learning

Materials

:

Laptop, projector, activity sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. pp 81-82. “Teacher’s Workbook” downloaded from www.arttoday.com

364 | P a g e

III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Review of the Previous Lesson The teacher with the students will review the lesson focusing on the least understood part of the lesson. REMEMBER: Context clues are hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of new or unfamiliar words. Learning the meaning of a word through its use in a sentence or in a paragraph is the most practical way to build a vocabulary; since a dictionary is not always, available liable reader encounters an unknown word. 3. Motivation

Task 1.42.1.

Word Game

Call a student to pick a meta card. The metacard contains a text or a sentence. The student then will identify the meaning of the italicized word as it is used in the sentence, but before doing it, the student has to describe her/his answer by starting with the phrase “I believe…” and ends it with “I Thank You.” Example: The given text or sentence on the metacard is “They tortured him both physically and mentally but still couldn’t break him apart. He was an ironman.” Student:

“I believe that the antonym of the word ‘ironman’ is a 4-letter word. It begins with letter W and ends with letter K. The word is WEAK and I thank you.”

Teacher should choose sentences or text taken from the previous topics or integrated topics. B. During the Lesson 1. Lesson Proper

Task 1.42.2.

Small Group Differentiated Works

Divide class in small groups with 3-5 members Distribute worksheets and handouts to each group. After the activity, teacher calls volunteers to present their output. 365 | P a g e

366 | P a g e

.NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

Group I.

DATE:

The Opposites.

Read through the poem A Psalm of Life by Longfellow and look for words which are opposite in meaning of the following words: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

happy smart ignoble silly cheerful open success wakefulness insincere harmony permanent loud

.NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

Group II.

= = = = l= = = = = = = =

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ DATE:

Word Bank II. Reread the poem Desiderata by Max Ehrmann. Find ten (10) words that you find most difficult then use a context clue to find the antonyms of each word.

DIFFICULT WORD

SYNONYMS

1 2 3 4 5 6 7 8 9 367 | P a g e

10

C. After the Lesson

Task 1.42.3.

Evaluation

Direction: Read each sentence carefully and pay attention to the words in bold. Determine its meaning by encircling the answer from the choices given. 1. The lithe girl was successful in the basketball tryouts, unfortunately the chubby girl was unsuccessful. sick

lean

tall

2. The principal encourages the students to economize their weekly allowances rather than wasting it on junk foods. spend

invest

save

3. The lamb was very feeble whereas the lion was very strong. weak

small

tall

4. Nelson Mandela finally received his freedom after spending several years in captivity. Martinique

prison

hospital

5. The detective ruled the Mayor Parojinog’s death was unintentional. misunderstood

deliberate

accidental

6. The actor dies in a car accident, so the producers had to sign in a look alike. Doppelganger

duplicate

fake

7. The veterans fought for their country just be faded away in time? died

forgotten

martyred

8. They tortured him both physically and mentally but still couldn’t break him apart. He was an ironman. courageous

metal-body

strong

9. Harold was specially enthralled and fascinated by its unique taste as soon as it his life. disgusted

charmed

confused

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10. Nobody can beat his self-esteem when it comes to food preparation and cooking. His bravado and daring nature is at full blast whenever he lets us taste his prepared dishes. confidence

insecurity

influence

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 370 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use literary devices and techniques to craft poetic form (EN9WC-Ih-3.6) Quarter: 1

II.

Week: 9

Day: 43

Date Conducted: _______________

Content: Subject Matter :

Literary Devices and Techniques

Integration

:

Health (Emotions)

Strategies

:

Collaborative Learning, Cooperative Learning, Games, Question and Answers

Materials

:

Pieces of paper/metacards, markers, cartolina/manila paper

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. English 9 textbook (Simplified Module for English grade 9:AJourney through AngloAmerican Literature) p. 88 https://www.imaginelearning.com/blog/2016/04/rhyme-poetry-activities-kids-love https://www.teacherspayteachers.com/Product/Rhyme-Rhythm-and-RepetitionDaily Grade-2516923 372 | P a g e

http://www.literarydevices.com/rhythm/ III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Motivation

Task 1.43.1.

Sounds Like

The teacher will group the students into 4 groups. (Teachers may adjust their group numbers depending on the number of students) The teacher will be giving each group sets of words. The students will group the words which contains the same ending sounds. Plea Sea Power Flower Out Stout

Days Alack Hid

Decays Back Forbid

The students will paste their answers on the board. The first group to finish the task will get a reward from the teacher. B. During the Lesson 1. Lesson Proper

Task 1.43.2.

Working with Rhyme

Rhyme is a word agreeing with another in terminal sound. For instance, find is a rhyme for mind and womankind There are two kinds of rhyme according to its placement: 1. End rhyme – repetition of similar vowel sounds at the ends of the lines. Examples:

I don’t think I will ever see A sight as lovely as a tree. O, none, unless this miracle have might, That in black link my love may still shine bright.

2. Internal rhyme – repetition of similar vowel sounds within the line. Examples:

The cat in the hat sure got fat off mice and rice. She sells sea shells in the seashore.

The teacher may solicit examples from the students to have teacher student interaction 373 | P a g e

Task 1.43.2a.

Rhyme & Rhyme Scheme

The teacher will let the students identify the rhyme scheme of the following poem.

Task 1.43.2b.

Internal Rhyme Activities

Identify which words have internal rhyme: Highlight these words. LINES 1. I could spend hours walking amid flowers. 2. Oh, how I love to bake a scrumptious chocolate cake. 3. The sun through the branches dappled the ripe for harvest apples.

4. The story is very old, and many times has been told. 5. Once upon a midnight dreary while I pondered weak and weary. —Edgar Allan Poe, The Raven 6. The moon never beams without bringing me dreams… And the stars never rise but I feel the bright eyes. —Edgar Allan Poe, Annabel Lee 7. Double, double toil and trouble. Fire burn and cauldron bubble. —William Shakespeare, Macbeth

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8. He opens his mouth, but the words won’t come out. He’s choking how, everybody’s joking now. The clock’s run out, times up, over, plow. —Eminem

Task 1.43.3.

Working with Rhythm

Rhythm - is the musical quality of language produced by repetition, especially in poetry (also called “verse”). Many literary elements create rhythm, including alliteration, assonance, consonance, meter, repetition, and rhyme 1. Assonance - Repetition of vowel sounds. Examples: The cat in the hat sure got fat off mice and rice. She sells sea shells in the seashore. 2. Alliteration - repetition of initial consonant sounds. Examples: Peter Piper picked a peck of pickled paper. Betty Botta bought some butter. “But,” said she, “this butter’s bitter.” 3. Consonance - the repeating of final consonants after different vowel sounds in words that are close together. Examples:

East and west dug the dog…

4. Meter - English poetry employs five basic rhythms of varying stressed (/) and unstressed (x) syllables. a. Iamb - a group of two syllables (unstressed, stressed) Examples: beHOLD, aMUSE, conVINCE, inSPIRE b. Trochee - group of two syllables (stressed, unstressed) Examples: CLEver, DINner, HAPpy, BORrow c. Anapest - a group of three syllables (unstressed, unstressed, stressed) Examples: un-der-STAND, com-pre-HEND, con-tra-DICT d. Dactyl- a group of three syllables (stressed, unstressed, unstressed) Examples: AC-cu-rate, CARE-ful-ly, MER-ri-ly, NO-ta-ble e. Spondee - a group of two syllables (stressed, stressed) Examples: FAITH-FUL, WIG-WAM, SUN-SHINE, DOOR-WAY (Teachers can also ask examples from the students to elicit their ideas.) Task 1.43.4.

Working with Repetition

Repetition is just the simple repetition of a word within a sentence or a poetical line. Examples: “To the swing and the ringing of the bells, bells, bells— Of the bells, bells, bells, bells 375 | P a g e

Bells, bells, bells— To the rhyming and the chiming of the bells!” —Edgar Allan Poe, The Bells One common form of repetition is called a refrain. A refrain is a phrase or line repeated at intervals throughout a poem, usually at the end of stanzas. C. After the Lesson

Task 1.43.4. DIRECTIONS:

Check Your Understanding Read the lines of poetry. Slashes represent line breaks. Identify two or more poetic techniques being used in each example and write them on the line. There may be more than two techniques being used. In the boxes below, explain each of your answers.

1. Radiant raindrops couching in cool flowers; And flowers themselves, that sway through sunny hours, Dreaming of moths that drink them under the moon; Which techniques are being used (list two or more)? How do you figure? (Explain how you got your answer) 2. Over broad fields, a sound of thrushes’ wings Near sunset hour, a girl with lips apart, Wonder and laughter,—these have touched my heart And left their music lingering on its strings. Which techniques are being used (list two or more)? How do you figure? (Explain how you got your answer) 3. There are horses neighing on far-off hills Tossing their long white manes, And mountains flash in the rose-white dusk, Their shoulders black with rains… Which techniques are being used (list two or more)? How do you figure? (Explain how you got your answer) 4. Had I that glory on the vine, That splendor soft on tower and town, I’d forge a crown of that sunshine, And break before your feet the crown. Which techniques are being used (list two or more)?

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How do you figure? (Explain how you got your answer) 5. Lo, a gleam of gray, and the dark is done; Hark, a bird that trills a song of the light. Which techniques are being used (list two or more)? How do you figure? (Explain how you got your answer)

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ 377 | P a g e

________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to use literary devices and techniques to craft poetic form (EN9WC-Ih-3.6) Quarter: 1

II.

Week: 9

Day: 44

Date Conducted: _______________

Content: Subject Matter :

Context Clues (Restatement/Synonyms)

Integration

:

Health (Emotions)

Strategies

:

Lecture/Discussion, Collaborative Learning

Materials

:

Laptop, projector, activity sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. English 9 Learner’s Material and Teacher’s Guide

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Review of the Previous Lesson The teacher will review with the students the different literary devices which were tackled yesterday: rhyme, rhythm, repetition 3. Motivation Ask the students to recite a tongue twister and ask them what poetic devices are used (enumerate if identified more than one) “Peter piper picked a peck of pickled peppers A peck of pickled peppers, Peter piper picked If perter piper picked a peck of pickled peppers Where’s the peck of pickled pepper Peter piper picked?” B. During the Lesson

Task 1.44.1.

Poetic Devices Magnet

Divide the class into 5 groups and give each group a manila paper, pentel pen and two or three magnetic letters Have the group write a poem that includes any poetic devices beginning with the letters of the magnetic letters they received. For example, if the group got the letter “J” , they could include a line in the poem that says “ Jumping jackrabbits were just the beginning” When the groups are done, have them share their poems to the class. The teacher will then provide feedback after C. After the Lesson 1. Evaluation

Task 1.44.2.

Differentiated Activity

The class will be divided into four groups. The teacher will let the students go to their groups and form circles. The teacher may provide manila paper, markers, and construction/colored papers to the students

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Group 1 - ADVICE POEM  Write a poem that offers advice to a friend, relative, classmate, schoolmate, or someone else.  Use these words and phrases in any order. Remember Do Seek

Forget Do not Watch out for

 Remember to use rhyme, rhythm, and repetition in your poem.  Present your poem to other groups or to the class.

Group 2 - ADVICE COLUMN  Collect at least two poems form the book  Identify the different literary devices or techniques used by the authors/poets in their pieces.

Group 3 - LOOK UP THE HERO  Choose your most remembered poet/persona in your favorite poem and use him/her as your role model in life.  Write about his/her outstanding trait or attitude that is worthy to follow or praise.  Remember the lines conveying such trait or attitude and use them as possible words of wisdom.  Share your thoughts with the class.

Group 4 - MUSICAL BEAT  Choose a song (rap, pop, rock, ethnic, classical, country, religious, etc.).  Match it with your favorite poem.  Use rhymes, repetition, imagery, figures of speech, and rhythm.  Sing it for the class 381 | P a g e

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NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

DATE:

You will be graded according to the following rubric:

ORAL PRESENTATION RUBRIC (This can be Modified by the teacher) Criteria

Organization (20 points)

Topic Knowledge (20 points)

Audience Adaptation (20 points)

Emerging

Developing

Advanced

(0-12 points)

(13-16 points)

(17-20 points)

Ideas may not be focused or developed; the main purpose is not clear. The introduction is undeveloped. Main points are difficult to identify. Transitions may be needed. There is no conclusion or may not be clear the presentation has concluded. Conclusion does not tie back to the introduction. Audience cannot understand presentation because there is no sequence of information.

Main idea is evident, but the organizational structure many need to be strengthened; ideas may not clearly developed or always flow smoothly and the purpose is not clearly stated. The introduction may not be well developed. Main points are not clear. Transitions may be awkward. Supporting material may lack in development. The conclusion may need additional development. Audience has difficulty understanding the presentation because the sequence of information is unclear.

Ideas are clearly organized, developed, and supported to achieve a purpose; the purpose is clear. The introduction gets the attention of the audience and clearly states the specific purpose of the speech. Main points are clear and organized effectively. The conclusion is satisfying and relates back to introduction. (If the purpose of the presentation is to persuade, there is a clear action step identified and an overt call to action.)

Student does not have grasp of information; student cannot answer questions about the subject. Few, if any, sources are cited. Citations are attributed incorrectly. Inaccurate, generalized, or inappropriate supporting material may be used. Over dependence on notes may be observed.

Student has a partial grasp of the information. Supporting material may lack in originality. Citations are generally introduced and attributed appropriately. Student is at ease with expected answers to all questions but fails to elaborate. Over dependence on notes may be observed.

Student has a clear grasp of information. Citations are introduced and attributed appropriately and accurately. Supporting material is original, logical and relevant. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Speaking outline or note cards are used for reference only.

The presenter is not able to keep the audience engaged. The verbal or nonverbal feedback from the audience may suggest a lack of interest or confusion. Topic selection does not relate to audience needs and interests.

The presenter is able to keep the audience engaged most of the time. When feedback indicates a need for idea clarification, the speaker makes an attempt to clarify or restate ideas. Generally, the speaker

The presenter is able to effectively keep the audience engaged. Material is modified or clarified as needed given audience verbal and nonverbal feedback. Nonverbal behaviors are used to keep the audience

Score

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demonstrates audience awareness through nonverbal and verbal behaviors. Topic selection and examples are somewhat appropriate for the audience, occasion, or setting. Some effort to make the material relevant to audience needs and interests.

Emerging

Developing

Advanced

(0-12 points)

(13-16 points)

(17-20 points)

Language choices may be limited, peppered with slang or jargon, too complex, or too dull. Language is questionable or inappropriate for a particular audience, occasion, or setting. Some biased or unclear language may be used.

Language used is mostly respectful or inoffensive. Language is appropriate, but word choices are not particularly vivid or precise.

Language is familiar to the audience, appropriate for the setting, and free of bias; the presenter may “code-switch” (use a different language form) when appropriate. Language choices are vivid and precise.

The delivery detracts from the message; eye contact may be very limited; the presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read most of the speech; gestures and movements may be jerky or excessive. The delivery may appear inconsistent with the message. Nonfluencies (“ums”) are used excessively. Articulation and pronunciation tend to be sloppy. Poise of composure is lost during any distractions. Audience members have difficulty hearing the presentation.

The delivery generally seems effective – however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed. Vocal tone, facial expressions, clothing and other nonverbal expressions do not detract significantly from the message. The delivery style, tone of voice, and clothing choices do not seem out-ofplace or disrespectful to the audience or occasion. Some use of nonfluencies are observed. Generally, articulation and pronunciation are clear. Most audience members can hear the presentation.

The delivery is extemporaneous -- natural, confident, and enhances the message – posture, eye contact, smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and a willingness to communicate. The vocal tone, delivery style, and clothing are consistent with the message. Delivery style and clothing choices suggest an awareness of expectations and norms. Limited use of nonfluencies is observed. Articulation and pronunciation are clear. All audience members can hear the presentation.

Criteria

Language Use (Verbal Effectiveness) (20 points)

Delivery (Nonverbal Effectiveness) (20 points)

engaged. Delivery style is modified as needed. Topic selection and examples are interesting and relevant for the audience and occasion.

Score

TEACHER’S COMMENTS:

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 386 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to 1. Identify the appropriate and effective speech conventions expected of speech choir presentations (EN9F-Ih.3.14). Quarter: 1

II.

Week: 9

Day: 45

Date Conducted: _______________

Content: Subject Matter :

Literary Devices and Techniques

Integration

:

Values (Stating the importance of using appropriate and speech conventions)

Strategies

:

Collaborative Learning, Cooperative Learning, Games and Answer

Materials

:

Laptop, projector, activity sheets, metacards

References

:

(print and non-print)

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Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. https://www.youtube.com/watch?v=tuWOT4lpP4w

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Review of the Previous Lesson The teacher can have a paper and pencil review of the topics discussed last meetings. The sample test and answer key is attached in this lesson. 3. Motivation The teacher will let the students view a sample of a speech choir. The teacher can use the videos that the students have brought in the class which was their assignment from the previous topic. The teacher will ask the students the following:  What have you observed in the video?  Have you ever wanted to be on stage while you’re with a group reciting a poem? Here’s your chance. For you to have an outstanding performance, you must go through a process. Here are some grand ideas for the performance of your speech choir presentation. Look them over before you plunge into it. Keep these points in mind as you go through the process. B. During the Lesson

Task 1.45.1.

The Speech Choir Presentation

Your major task for the first quarter is a speech choir presentation. Here are some grand ideas for an impressive performance on stage. Look them over and keep these points in mind as you go through the process. A. Connect From the poems you have explored in class, choose one that interests the majority of the group members; is most like; you feel a close connection with; you want to read; and you enjoy reading in public

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B. A Working Script Have a copy of the poem and use it as a working script. A working script is were you will underline/highlight the parts you find most dramatic like words, phrases, images, sounds, and rhythm; mark the parts where you’ll go slowly, speak up or pause; make notes describing the speaker/persona and characters and consider his/her  age  feeling expressed in the poem (Is there a change in his/her feeling as the poem goes on?) clarify the tone (thoughtful, tender, serious, sarcastic, sad, happy..) you’ll convey; and decide  whether the poem should be read by: 1) alternating lines; 2) several voices; 3) single voice; or 4) combination  how you will use your voice to convey your tone; and  what single impression you want your audience to get from your reading. C. The Fair Plan Understand the text thoroughly before you memorize it. Plan your movements  Specify the posture and the movements that will be used including the entrance and exit.  Act out some parts especially the key parts of the poem. Decide on and be creative in your choice of props, costumes, scenery, sound effects, or other forms of musical background D. Rehearse, Rehearse, Rehearse! Practice reading aloud. Read according to punctuation. Don’t come to a full pause but read on to the next line to complete the thought. Read with expression. Change the tone of your voice to add meaning to the word. Use the tone of your voice, eye movement, facial experssions and minimal gestures to emphasize key words and phrases. Read aloud into the tape recorder and listen to it to note accuracy and expression. As you rehearse, you must be open for comments and suggestions for improving your performance. Have eye contact with your audience. What do you think is the importance of using appropriate and effective speech conventions in a speech choir? C. After the Lesson 390 | P a g e

Task 1.45.2.

Deliver Your Lines

The teacher will let the students perform a task using appropriate and effective speech conventions You will be graded according to the following rubrics: (See attached PDF file for reproducible copies of the rubrics for grading)

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: ________________________________________________________________________ ____________________________________________________________ __________________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ 392 | P a g e

________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to identify advance organizers, titles, illustrations, etc. given in text. (EN9RC-Ii-18) Quarter: 1

II.

Week: 10

Day: 46

Date Conducted: _______________

Content: Subject Matter :

Advanced Organizers, Titles, Illustrations

Integration

:

Values (Appreciating Self-worth)

Strategies

:

Lecture/Discussion, Collaborative Learning

Materials

:

Laptop, projector, activity sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. English 9 textbook (Simplified Module for English grade 9:AJourney through AngloAmerican Literature) downloaded from www.vbook.pub.com https://en.m.wikipedia.org/wiki/Graphic_Organizer 394 | P a g e

www.inspiration.com>visual-learning III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Motivation

Task 1.46.1. Picture It Out Take a good look at the picture and answer the questions that follow..

Let the students talk with their group about the picture. Use the following Guide questions: 1. What is your over-all impression of this drawing? 2. How does the picture make you feel? 3. What other visuals can you think of to illustrate your sense of selfworth?  Allow them to do this in (10) minutes and keep a record of their findings (in line with celebrating self-worth) and share their findings with the class.  Encourage them to find common grounds around their ideas. B. During the Lesson 1. Introduction of the Lesson Instructions and discussions:

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Ask students if they know about graphic organizers or advance organizers? (accept answers from the students) then proceed to the discussion. 2. Lesson Proper

Task 1.46.1.

Graphic Organizers

 Graphics- (n.) drawings, pictures, maps, graphs used to represent ideas.  Organizers- (n.) one that organizes.  Graphic Organizer, also known as a knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram. It is a pedagogical tool that uses symbols to express knowledge, concepts, thoughts, or ideas, and relationships between them. The main purpose of graphic organizers is to provide visual aid to facilitate learning and instruction. Also known as advance organizer. What are the Uses Of Advance Organizers?  used to visualize and organize information  used as prompts for students to fill the blanks  provide many benefits to students who use them including: helping them in the structuring of their writing project Invite the students to take a look at the sample graphic organizers for specific purpose. Let them brainstorm and name the graphic organizers presented and discuss its purpose. (The teacher may opt to use other examples)

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C. After the Lesson

Task 1.46.2.

One Step At a Time

The students will write a 10-year plan by accomplishing the graphic organizer below

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Rubrics in Rating the Group/ Individual Presentation

5 CRITERIA Excellent

4 Very Good

3

2

Good

Poor

1. Impact (catches the attention of the audience) 2. Voice and manner (loud, clear tone, timing and relaxed) 3. Composition (ideas are well organized) 4. Over-all presentation (roles were clearly performed)

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IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): 399 | P a g e

__________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to summarize information from the text listened to. (EN9LC-Ii-3.14). Quarter: 1

II.

Week: 10

Day: 47

Date Conducted: _______________

Content: Subject Matter :

Summarizing

Integration

:

Health (Emotions)

Strategies

:

Lecture/Discussion, Collaborative Learning

Materials

:

Laptop, projector, activity sheets, copies of the poem If by Rudyard Kipling

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, 400 | P a g e

G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. English 9 textbook (Simplified Module for English grade 9:AJourney through AngloAmerican Literature) downloaded from www.vbook.pub.com

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III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Motivation

Task 1.47.1. Throw It Back Let the students recall a news they have listened to from a TV station and let them share it to the class. Ask the students what strategy will be used when you are asked to recall, recap, or retell a story/event you have listened to. B. During the Lesson

Task 1.47.2.

7 Rules for Summarizing

Teacher will discuss the “7 Rules for Summarizing” 1. Make sure to include all information that is important. 2. Leave out information that might be interesting, but not important (extra supporting details or description). 3. Put the details in the same order in which they appear in the text. 4. Don’t repeat information, even if its repeated in the text. 5. Use key vocabulary from the text when you can. 6. Combine ideas or events that go together. 7. Use category words instead of lists of words (e.g. vegetables instead of carrots, beans, and corn).

Task 1.47.2.

Poem Review

Class will be divided into groups with four (4) members each. Each member will be assigned one (1) stanza For 10 minutes, practice dramatically reading the poem If by Rudyard Kipling employing appropriate gestures and speech conventions Point out to students to take note where their voices rise and fall, where it should be louder or softer, where rhythm is fast or slow, and ask guide them to the answers to this question: What is the meaning of the lines where they employ these speech conventions?

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C. After the Lesson

Task 1.47.3. Let’s have it in 3,2,1. Go! After the 10 minutes, the students will be regrouped into 5 and will be asked to do the 3,2, 1 Activity 3-2-1 Activity: Ask each group to summarize the text by listing down 3 things learned from the text 2 things interested about the text 1 question about the text to be thrown to other groups to answer. Teacher randomly calls a group to present their output. Feedback and peer evaluation takes place during presentation. Output of the 3-2-1 Activity will be collected beforehand by the teacher. IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ 403 | P a g e

G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

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V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to summarize information from the text listened to (EN9LC-Ii-3.14). Quarter: 1

II.

Week: 10

Day: 48

Date Conducted: _______________

Content: Subject Matter :

Context Clues (Restatment/Synonyms)

Integration

:

Health (Emotions)

Strategies

:

Collaborative Learning, Self-Discovery, Q&A

Materials

:

Laptop, projector, activity sheets, collection of songs, copies of the poem Desiderata by Max Ehrmann

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc.

406 | P a g e

III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Motivation Ask the learners to listen to the audio: (See attached file for playback)

What are the two things that the persona wanted to tell us about fear? B. During the Lesson 1. Introduction of the Lesson Summarizing refers to giving the summary of the points in a text you read or ideas you listened to. Summarizing helps to clarify your understanding of the key information in a reading or listening or literary piece. When you summarize, you condense the ideas you read or listened to. One way of summarizing is restating the main ideas and the most important details in a few words or sentences. 2. Lesson Proper

Task 1.48.1.

Summarizing

Read thoroughly once more Desiderata by Max Ehrmann. 1. What are your thoughts, views, and opinions on the subject of the poem? 2. Are there words you find difficult to understand? Why? 407 | P a g e

Summarize the key points in the poem using the guide questions. NAME/GROUP:

SECTION:

Name of Group Members Present During the Activity

Absent

Task 1.48.1a

DATE:

SUMMARIZING

GUIDE QUESTIONS

SUMMARY

1. What have you learned from the poem?

2. What approach to life do you think the poet intended to show and share in the poem?

3. What new and special way does the poem give you of enhancing yourself that can be celebrated?

408 | P a g e

4. How will it help you to become a better person?

IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____

V.

Reflection: A. Parts of the lesson that went well: __________________________________________________________________ 409 | P a g e

________________________________________________________________________ ____________________________________________________________ B. Parts of the lesson that were weak: __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ ________________________________________________________________________ ____________________________________________________________

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Lesson Plan in English 9

I.

Objectives: A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. B. Performance Standards 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. C. Learning Competency & Code: At the end of the lesson, 75% of the learners are expected to explain how a selection may be influenced by culture, history, environment, or other factors. (EN9LT-Ii3) Quarter: 1

II.

Week: 10

Day: 49

Date Conducted: _______________

Content: Subject Matter :

Influence of Culture, History, Environment, or other Factors

Integration

:

AP (Cultural Differences)

Strategies

:

Socratic Method

Materials

:

Laptop, projector, activity sheets

References

:

(print and non-print)

Almonte, L. R., Flandez, L. L., Lagustan, N., de Paz-Langutan, H, Malayo, D. R. O., Mangaluz, L. A., Miranda, E. R., Palomar, L. A., Chua-Soliaban, A. C., Soriano, G. A. B. (2014). “Module 1: Enhancing the Self.” A Journey Through AngloAmerican Literature Learner’s Material, English 9 (First Edition). Philippines: Vibal Group, Inc. English 9 textbook (Simplified Module for English grade 9:AJourney through AngloAmerican Literature) downloaded from www.vbook.pub.com

411 | P a g e

III.

Learning Tasks/Procedure A. Before the Lesson 1. Preliminaries (Greetings, Prayer, Checking of Attendance, Classroom Management) 2. Motivation

Task 1.49.1.

The Author & His Works

1. Teacher posts a list of famous authors. (See attached slide presentation. The teacher may add some more authors to the list. It would be best if teacher is also familiar with the author’s works) 2. Teacher asks: 1. Cite some of his/her works? 2. What literary genre is he/she most famous for? What type of stories does he usually write about? 3. Teacher asks: Do you have a favorite author? Which of his/her works have you read? Why do you like him/her? B. During the Lesson

Task 1.17.2.

4 Reasons Why You Should Know the Author’s Background

1. An author often writes from what he or she knows. To understand why an author takes the position he or she does, or sets a play where he or she does, it is helpful to know what influences shaped his or her beliefs and experiences. 2. Knowing when an author wrote and published his work will help you figure out the style of his writing. For example, Hawthorne writes lengthy compound sentences because it was the prevailing style of the day, whereas Hemmingway writes in a journalistic style, as he lived in a more modern era where that was the style of choice. 3. Tone can be more fully understood by understanding the personality of the author. 4. In researching the people that were important in the author’s life, the reader can often find the basis for the major characters in the book, which allows the reader insight into why the characters behave as they do. There is always something of the artist in his/her art. 412 | P a g e

C. After the Lesson

Task 1.17.3.

#readinggoals

Create a checklist of books or stories you would want to read for the rest of the year. List both title of book and author. BE CREATIVE. You will mount your list in your Portfolio. This will remind you of your reading goals. IV.

Remarks: [ ] Lesson is successfully conducted within the time frame allotted for the lesson. [ ] Objectives are not met; I need to reteach the topic. [ ] Insufficient time for the lesson due to the following factors: ________________________________________________________________________ ____________________________________________________________ [ ] Transfer of lessons to the following day as a result of class suspension. Reason for class suspension: __________________________________________________________________ __________________________________________________________________ [ ] Other remarks, please specify A. No. of learners achieve 80%: _____ B. No. of learners who require additional activities for remediation: _____ C. Did the remedial lessons work? _____ D. No. of learners who have caught up the lesson: _____ E. No. of learners who continue to require remediation: _____ F. Which of my teaching strategies worked well? Why did these work? _____ G. What difficulties did I encounter which my principal or supervisor help me solve? _____ H. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____ V. Reflection: A. Parts of the lesson that went well: __________________________________________________________________ __________________________________________________________________

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B. Parts of the lesson that were weak: __________________________________________________________________ __________________________________________________________________ C. Thoughts and feelings about the lesson (including things that were successfully implemented, needs improvement, or could be adjusted in the future): __________________________________________________________________ __________________________________________________________________

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ENGLISH 9 COMPETENCIES

DAY CODE

1

COMPETENCY

PAGE

Getting to Know You/Breaking the Ice/Profiling of Learners

1

2

EN9V-Iab-1

Provide words or expressions appropriate for a given situation

7

3

EN9LC-Ia-3.6

Perform a task by following directions

15

4

EN9VC-Iab-3.8

Infer thoughts, feelings, and intentions in the material viewed

22

EN9LT-Ia-14

Analyze literature as a means of discovering the self

EN9LT-Ia-14.1

Identify the distinguishing features of notable AngloAmerican lyric poetry, songs, poems, sermons, and allegories

5

Assigned DLP Writer

Liezyl Felisco VNHS 0948 313 3847 0926 356 6850

26

6

EN9WC-Ia-8

Distinguish between and among informative, journalistic, and literary writing

36

7

EN9WC-Ibc-8

Distinguish between and among informative, journalistic, and literary writing

45

8

EN9WC-Id-8.1

Examine sample texts representative of each type

53

9

EN9WC-Ie-9

Compose forms of literary writing

58

10

EN9OL-Ia-1.15

Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps

66

11

EN9OL-Ib-1.15

Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic

72

Evelyn Piasidad Lurugan NHS 0975 056 7734

Isobel PJ H. Campomanes VNHS 0977 807 8277

DAY CODE

COMPETENCY

PAGE

Assigned DLP Writer

79

Juvelyn Loking VNHS 0935 5865 364

features of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps Use normal and inverted word order in creative writing

12

EN9G-Ia-17

13

EN9G-Iae-1.6/1.7

Use appropriate punctuation marks and capitalization to convey meaning

84

14

EN9G-Ifi-1.6/1.7

Use appropriate punctuation marks and capitalization to convey meaning

90

15

EN9G-Iae-1.6/1.7

Use appropriate punctuation marks and capitalization to convey meaning

97

16

EN9G-Ifi-1.6/1.7

Use appropriate punctuation marks and capitalization to convey meaning

106

17

EN9G-Iai-18

Use interjections to convey meaning

115

18

EN9LT-Ib-14

Analyze literature as a means of discovering the self

119

19

EN9LT-Ib-14.2

Explain how the elements specific to a selection build its theme

125

20

EN9F-Ic-3.1

Produce the correct beat and rhythm in delivering jazz chants and raps

131

21

EN9RC-Ic-13.2

Take note of sequence signals or connectors to determine patterns of idea development given in a text

137

22

EN9LC-Ic-3.12

Paraphrase the text listened to

143

23

EN9V-Ic-15

Explain how words are derived from names of persons and places

151

EN9LC-Id-8.4

Agree or disagree with the ideas of the speaker

EN9LC-Id-8.5

Accept or reject ideas mentioned

EN9LT-Id-14

Analyze literature as a means of discovering self

EN9LT-Id-2.2.1

Express appreciation for sensory images used

EN9OL-Id-1.14

Use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection when

24

155

25

26

161

171

Diana Lith Pacapat Lurugan NHS 0997 476 1698

Glaiza Sioco Valencia NHS 0917 319 6781

M. S. Gonzales Batangan IS 0935 198 0417

Cherry Ann Ragmac Valencia NHS 0997 410 5429

DAY CODE

COMPETENCY

PAGE

Assigned DLP Writer

delivering lines of poetry and prose in dramatic and conventional speech choirs

27

EN9OL-Ie-1.14

Use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection when delivering lines of poetry and prose in dramatic and conventional speech choirs

28

EN9SS-If-1.5.1

Skim to determine key ideas and author’s purpose

182

29

EN9LC-Ie-8.6

Make decisions based on what is listened to

187

30

EN9V-Ie-11

Arrive at meaning of words through compounding, folk etymology, etc.

193

31

EN9V-If-11

Arrive at meaning of words through compounding, folk etymology, etc.

199

EN9LT-If-14

Analyze literature as a means of discovering the self

32

177

203

EN9LT-Ifg-2.2.3

Determine tone and mood

33

EN9LT-Ifg-2.2.3

Determine technique and purpose of the author

216

34

EN9WC-If-9.1

Identify types and features of poetry

229

35

EN9WC-Ig-9.1

Identify types and features of poetry

237

36

EN9OL-Ifg-2.6.2

Use the appropriate gestures (hand, face, and body)

246

37

EN9RC-Igh-17

Make a connection between the present text and previously read texts

39

EN9LC-Ih-8.8

EN9LC-Ig-8.7

Draw generalizations and conclusions from the material listened to

Ronette Claire Damacino Valencia NHS 0917 319 6832 0945 199 0832

Isobel PJ Campomanes Valencia NHS 0977 807 8277

Sendy Francisco Lourdes IS 0955 107 8966

252

Mary Joy Malongayon Concepcion NHS 0935 994 7166

260

Isobel PJ H. Campomanes VNHS 0977 807 8277

266

Mary Joy Malongayon Concepcion NHS 0935 994 7166

Compare and contrast information listened to 38

Larry Labay Valencia NHS

DAY CODE

COMPETENCY

PAGE

EN9V-Ig-12.3

Note types of context clue (restatement, definition, synonyms, antonyms) used for a given word or expression

274

EN9V-Igh-12.3

Note types of context clue (restatement, definition, synonyms, antonyms) used for a given word or expression

281

42

EN9V-Ih-12.3

Note types of context clue (restatement, definition, synonyms, antonyms) used for a given word or expression

287

43

EN9WC-Ih-3.6

Use literary devices and techniques to craft poetic forms

292

44

EN9WC-Ii-3.6

Use literary devices and techniques to craft poetic forms

298

45

EN9F-Ih-3.14

Use the appropriate and effective speech conventions expected of speech choir presentations

304

46

EN9RC-Ii-18

Identify advance organizers, titles, subtitles, illustrations, etc., given in a text

309

47

EN9LC-Ii-3.14

Summarize information from the text listened to

314

48

EN9LC-Ii-3.14

Summarize information from the text listened to

318

49

EN9LT-Ii-3

Explain how a selection may be influence by culture, history, environment, or other factors

322

40

41

50

Culminating Task

Assigned DLP Writer

Rebecca Zuniga Valencia NHS

Cindy Alere DKDIS 0956 748 8848

Mary Ann Pelenio Lilingayon NHS 0926 241 2231