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CURRICULUM GUIDE IN ENGLISH 9

S.Y 2014-2015
Program Standard: The learner demonstrates communicative competence through his/her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade Level Standard: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
QUARTER I

Topics

Content Standard

Performance Standard

Listening Comprehension
1. English- American Literature
as Means of discovering the self
2. Features of Anglo-American
Literature

The
learner
demonstrates understanding
of how Anglo-American
literature serves as a means
of enhancing the self through
using
strategies
in
summarizing, assessing, and
processing information in
texts listened to and viewed;
word
derivation
and
formation
strategies;
distinctions between
And among informative,
journalistic, and literary
writing; and appropriate and
creative use of word order,
punctuation marks, and
interjections.

The learner transfers

learning by composing and
delivering lines of poetry and
prose in a speech choir, jazz
chant or rap with appropriate
and creative use of word order,
punctuation
marks,
and
interjections and effective use
of verbal and non-verbal
strategies.

Literature and Viewing

Comprehension
3. Lord Randal, Bonny Barbara
Allan, Story of Beowulf and The
Death of King Arthur
Vocabulary Development
4. Idiomatic Expression
Grammar Awareness
5. Punctuations and
interjections
6. Subject-Verb Agreement

Competencies

Share prior knowledge about a text topic.(K)

Process information mentioned in the text listened to.(P)
Analyze literature as a means of discovering the self (P)
Identify the distinguishing features of notable AngloAmerican lyric poetry, epic and myth.
Use appropriate punctuation marks, capitalization and
interjections to convey meaning.(K)
Infer thoughts, feelings, and intentions in the material
viewed (P)
Determine tone, mood, technique, and purpose of author
(K)
Note types of context clue (restatement, definition,
synonyms, antonyms) used for a given word (K)
Provide words or expressions appropriate for a given
situation. (K, P)
Explain how the elements specific to a genre contribute
to the theme of a particular literary situation (P)

Topics
Reading Comprehension
7. Determining the purpose of
the author
8. Inferring thoughts and
feelings

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Content Standard

Performance Standard

Oral language and Fluency

9. Verbal and non-verbal
strategies
10. Jazz chant

Competencies
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 (K,P)
Use the appropriate gestures (hand, face, and body)
(K,P)
Use the appropriate and effective speech conventions
expected of jazz chant (K,P)
Use correct subject-verb agreement

Writing Composition and

Grammar
11. Literary writing
12.Subject and Verb Agreement

Big Ideas
Enhancing the self
Anglo-American
Literature
Punctuation marks, and
interjections

Big Ideas

Enduring
Understanding

Essential Question(s)

Verbal and non-Verbal Students will understand

1. What makes an outstanding Jazz Chant?
strategies
that:
2. Why should we study Anglo-American literature?
Expressive Skills
Jazz Chant
1.Exploring Anglo-American
literature
leads
to
enhancing of ones self
and appreciation of
different cultures

2.The effectiveness of a jazz

chants
depends
on
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appropriate
use
of
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expressive skills like
verbal and non-verbal
strategies.
Performance/Product
Students will on their own:
compose an original poem
and deliver it through a
creative jazz chant.

Other Evidences:
Brainstorming
IRF map
Question-and-Answer

Transfer Goal
You are a member of Philippine Theater Group and
you are invited to perform for the celebration of
Filipino-American Friendship Day. The performance
will be an original literary piece (poem) to be interpreted
through jazz chant and should reflect the theme
Breaking Boundaries through Friendship. The
presentation will be judged by the following: meaning
and originality, sensory details, form and grammar for
poem writing; and effective expressive skills like verbal
and non-verbal strategies.

Seat Work
Reflection Journal
Drills

Rubric for Writing a Poem:

Exceeding Standards
(4)

Meeting Standards
(3)

Approaching Standards
(2)

Beginning Standards
(1)

Meaning and
Originality

Poem is creative and original.

It is evident that the poet put
thought into their words and
uniquely conveyed their ideas
and emotions.

Poem is Santhoughtful
and 3106
Most of the poem is creative,
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/
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creative. A couple of phrases but appears to be rushed. This

Poems
appear
to
be
thoughtless or rushed. Work is
or ideas may be revisited, but is evident in the poet's very repetitive, and ideas are
the overall product is carefully redundancy or use of clichs.
unoriginal.
written.

Sensory Details

Vivid, detailed images and Clear sensory images are used Some use of image, idea, or Difficult to visualize image or
intensely felt emotion make to portray ideas or emotions
emotion
emotion
the poem come alive.

Form

The poem is complete and The poem is written in its The poem is somewhat The poem is not written in its
follows its intended form, in proper forms with a few written in its proper form.
proper form.
the style of Pablo Neruda.
mistakes.

Grammar
Proper use of English spelling
and
grammar
is
used
consistently throughout each
poem. Punctuation is utilized
when necessary.

A couple of spelling or
grammar mistakes are evident,
but do not diminish the
meaning of the poem.
Punctuation is utilized when
necessary.

The poet's intended meaning

is confusing by several
spelling or grammar errors.
Punctuation may be misused.

There are numerous spelling

or grammar errors, making the
poems difficult to understand.
Punctuation
is
used
incorrectly.

Exceeding Standards
(4)

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Standards
Approaching Standards
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(3)

(2)

Beginning Standards
(1)

Verbal Strategies

The speech choir performers

vividly used verbal strategies
like voice delivery, enunciation,
pronunciation, diction, and
clarity that led to an outstanding
performance

The speech choir performers

appropriately used verbal
strategies like voice delivery,
enunciation, pronunciation,
diction, and clarity that led to a
satisfactory performance

The speech choir performers

used verbal strategies like voice
delivery, enunciation,
pronunciation, diction and
clarity but incompletely or
inconsistently

The speech choir performers did

not use appropriate verbal
strategies

Non-verbal
Communication

The speech choir performers

used very expressive non-verbal
communication including facial
expression, gestures, eye contact,
and timing that led to an
outstanding performance

The speech choir performers

used appropriate non-verbal
communication including facial
expression, gestures, eye
contact, and timing that led to a
satisfactory performance

The speech choir performers

used appropriate non-verbal
communication including facial
expression, gestures, eye
contact, and timing but
incompletely or inconsistently

The speech choir performers did

not use effective non-verbal
communication