TEACHER’S GUIDE

English 9

Third Quarter

Stage 1 Desired Result

PROGRAM STANDARD:
The learner demonstrates communicative competence through
his/her understanding of literature and other text types for a deeper
appreciation of Philippine Culture and those of other countries.

GRADE LEVEL STANDARD:

The learner demonstrates communicative competence through
his/her understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries.

CONTENT STANDARD:
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of connecting to the world;
also how to use ways of analyzing one-act play and different forms of
verbals for him/her to skilfully perform in a one-act play.

PERFORMANCE STANDARD:
The learner competently performs in a full-length play through
applying effective verbal and non-verbal strategies and ICT resources
based on the following criteria: Focus, Voice, Delivery and Dramatic
Conventions.

TRANSFER GOAL
Your goal in this section is to apply your learning to real life
situations. You will be given a practical task which will demonstrate your
understanding in performing a full-length play with the purpose of
preserving unchanging values in a changing world. As this is the last
phase of this lesson, keep in mind these essential questions:
  How do literary texts serve as instrument of connecting to the
world?

 What makes for a well-executed one-act play?

ESSENTIAL UNDERSTANDING

1. Students will understand that the themes and subjects in literary

texts unravel the significance of getting connected with the world
and with the people around us.

2. Students will understand that utilizing effective verbal and non-

verbal strategies makes up for an excellent performance of a one-
act play.

ESSENTIAL QUESTIONS

The students will keep considering the following questions:

1. How do literary texts serve as instrument of connecting to the

world?

2. What makes for a a well-executed one-act play?

COMPETENCIES

Lesson 1: Evaluating Literature

1. Analyze literature as a means of connecting to the world

2. Explain how a selection may be influenced by culture, history,
environment or other factors
3. Determine tone, mood, technique, and purpose of the author
4. Use verbals
5. Reflect on the ideas of the speaker
6. Share personal opinion about the ideas listened to
7. Interpret the message conveyed in a material viewed
8. Analyze the information contained in the material viewed
 9. Provide critical feedback to the idea presented in the material
viewed
10. Draw similarities and differences of the featured selections in
relation to the theme.

Lesson 2: Performing a One-Act Play

1. Analyze a one-act play

2. Identify the distinguishing features of Anglo-American one-act
plays
3. Get familiar with the technical vocabulary for drama and theatre
4. Use effective and appropriate non-verbal communication
strategies
5. Explain how the elements specific to a one-act play contribute to
the development of its theme
6. Produce the English sounds correctly and effectively when
delivering lines in a one-act play
7. Use the appropriate prosodic features of speech when delivering
lines in a one-act play
8. Employ varied verbal and non-verbal strategies while performing
in a one-act play
9. Identify types and features of a play synopsis
10. Use appropriate multimedia resources to accompany the oral
delivery of lines
 Stage 2 Assessment Evidence

Transfer of Performance Task

TRANSFER GOAL
Your goal in this section is to apply your learning to real life
situations. You will be given a practical task which will demonstrate your
understanding in writing a play synopsis and performing a well-executed
one-act play with the purpose of appreciating the significant roles played
by different people in your lives as you interact with each other in different
settings. As this is the last phase of this lesson, keep in mind these
essential questions:
 How do literary texts serve as instrument of connecting to the
world?

 What makes for a well-executed one-act play?

TRANSFER TASK
Your school is set to celebrate the English month. As part of the
celebration, the school has planned to conduct various contests to be
organized by the English club. Your class is tasked to present a play in
one-act as the intermission number during the awarding ceremony. You
have to compose your own script that will tackle the challenges faced by
today’s learners regarding the English language.

Performance Task: A PLAY IN ONE-ACT

GOAL - to tackle the challenges faced by today’s learners
regarding the English language
ROLE - student performers
AUDIENCE - students, school principal, faculty members, parents
SITUATION - perform an intermission number during the awarding
ceremony of the English month
PERFORMANCE – one-act play
STANDARDS – preparedness, content (script), acting/dialogue, audience
response, stage presence, and props and costume
 3 Learning Plan

LEARNING ACTIVITIES

(List of Day to Day Activities)

LESSON 1

Day 1
1. Introduce the transfer goal, differentiated tasks, and standards for
the 3rd Quarter.
2. Conduct a pre-test. Remind the students that this wishes to gauge
their prior knowledge about the topics to be discussed in the third
quarter.

3. Post the focus question for the lesson: How do literary texts serve as
instrument of connecting to the world?
4. Let the students answer Activity 1: How do I Establish Connection?
5. Let them answer the Process Questions as they check each other’s
work.

Day 2
1. Validate the responses made by the students in sharing of insights
during Activity 1 by introducing Activity 1.1: Connecting with Others.
2. Lead socialized discussion as they share opinions and insights
posed by Process Questions.
3. Engage the students to do Activity 1.2: Revisiting My Connection.
Note: This can be a Journal Writing Activity

Days 3 - 4
1. Introduce the first grammar lesson for the quarter: Verbals
2. Activate students’ prior knowledge by reviewing key terms and
oncepts.
3. Discuss Gerund as one kind of verbals.
4. Let them do Let’s Practice: A, B and C.
5. Ask the students to provide their Initial Answer to the Focus
Question.
 Days 5 and 6
1. In introducing the next reading selection, ask motivating questions
about the story.
2. Introduce the vocabulary words on page 10.
3. Let them engage in silent reading activity.
Selection: Locomotive by William Saroyan
4. Assess the students’ understanding of the selection by letting them
answer Activity 4: Comprehension Check on page 22.
Assignment: Use vocabulary words in own sentences. (page 11)

Day 7
1. Check the assignment of the students by letting them share their own
examples of sentences using the vocabulary words.
2. Divide the class in a group of three or four.
3. Ask the students to choose a task from a list of differentiated task in
order for them to accomplish Activity 2: Literary Analysis.
4. Let them present their work before the class.

Day 8
1. Review literary terms: mode, tone and purpose.
2. Let them work on Activity 3 (A and B) individually.
3. Have a socialized discussion of their answers.
4. Prior to answering Part C, let them work in groups of three to four.
5. Let them share their answers by having a representative discuss
their answers in front.

Days 9 and 10
1. Review the concepts about Verbals.
2. Review salient points about Gerunds.
3. Introduce another kind of Verbals: Participle.
4. Discuss the features and functions of Participles and its differences
compared to Gerund.
5. Let the students do Let’s Practice (Exercise A and B).
6. Ask the students to provide their Revised Answer to the Focus
Question.
 Days 11 and 12
1. Discuss the students’ answers to the Revised Answer.
2. Present the Motivation Questions:
 Do you have family members or relatives who work or live
abroad?
 Given a chance, if there’s a country you might want to visit in
your lifetime, what would it be and why?
3. Have the students watch and listen to the speech: Blonde and Blue
Eyes.
4. Let them do Activity 4.
5. Have a socialized discussion about Filipino Diaspora.
6. In a group, let them do Activity 5.
Note: Activity 6: Literary Reflection (Journal Writing)

Day 13
1. Review the insights given by the class regarding Filipino diaspora.
2. Engage the students by asking whether they agree to this phenomenon
or not.
3. Involve the students in a viewing activity (Activity 7).
4. Let them share their answers.
Assignment: Activity 8

Days 14 to 16
1. Review the concepts on Verbals (Gerund and Participle).
2. Introduce the last kind of Verbals: Infinitive.
3. Let them do Let’s Practice: (Exercise A and B).
4. End the lesson with a Formative Assessment.
5. Ask them to provide their Final Answers to the Focus Question.

POST ASSESSMENT: Long Test – Lesson 1: Evaluating Literature

 LESSON 2

Day 17
1. Engage the students to topics on Lesson 2 through Activity 1.
2. Ask them to share their insights on questions posted under Process
Questions.
3. Introduce Lesson 2: Performing a one-act play.
2. Post the focus question for the lesson:
“What makes for a well-executed one-act play?

Days 18 and 19
1. Review the students’ knowledge and experience in reading a play.
2. Introduce an example of a play in one-act: The Beggar and the King.
3. Ask the students to answer Activity 2: Literary Reflection.
3. Let them share their answers through a socialized discussion.

Day 20
1. Discuss Play as a kind of literary form.
2. Let the students remember key terms and concepts through a
socialized discussion.
3. End the day with a formative assessment.

Days 21 to 23
1. Divide the class into three or four groups depending on class size.
Note: The same groupings will be used for the Transfer Task.
2. Review the discussion regarding play.
3. Underscore the importance of the role contributed by the playwright
in the production of a good play.
4. With the guidelines given by the Writeshop on page 45, brainstorm
about an exciting story that the students will be working on later of
the lesson.
Note: Check the first draft.
5.Ask them to give their Initial Response to the Focus Question.
 Day 24
1. Let the students appreciate the beauty of play as a literary form by
discussing the play-related vocabulary.
2. Let the students answer Activity 3.
Assignment: Ask the students to look for pictures or print-out from
old books or from the internet manifesting the different play-related
vocabularies.

Day 25 and 26
1. Introduce another example of a play in one-act from Philippine
Literature by letting the students read: New Yorker in Tondo.
2. Guide students in their independent reading activity by employing
different reading strategies.
3. Through a pair work, ask the students to do Activity 4: Literary
Analysis.
4. Let them present their work and share their insights on the
differentiated tasks.

Day 27
1. Review the theme of the two plays in one-act that the students have
read.
2. Let them watch a video adaptation of any of these plays.
3. Ask them to answer Activity 5.
4. Engage them in a socialized discussion as they share their answers.

Days 28 and 29
1. In preparation for the Transfer Task, engage the students to do
Activity 6.
2. Discuss the rubrics for grading.
3. They may read lines of parts of their choice.
4. After the performance, discuss with the students the do’s and dont’s
in reading aloud dialogues in a play.

Days 30 and 31
1. Guide the students in working continuously with the draft that they
already made.
 Note: Make sure that remarks and suggestions are implemented in
the revised version.
2. Discuss the rubrics to be followed.
3. Check students’ output and discuss to them your remarks. Provide
feedback immediately.

Day 32
1. Let the students understand the different strategies (verbal and
nonverbal) employ in executing a one-act play.
2. Ask them to do Activity 7.
3. Involve the entire class as much as possible by letting each student
have his/her turn.

Days 33 and 34
1. Let the students get ready for their Transfer Task as they do Activity
8 by pair.
2. Present the rubrics.
3. Discuss the Strengths and Weaknesses of the performance of each
group.

Days 35 and 36
1. Discuss play synopsis.
2. Guide the students as they do the Writeshop.
Note: Due to limited exposure of the students to plays, you can
substitute it with movies instead.
3. Discuss the rubrics.
4. POST ASSESSMENT: Long Test – Lesson 2: Performing a Full-
Length Play.

Day 37 to 39
Rehearsal and preparation for the transfer task: One-Act Play

Day 40
Review and recall Unit lessons for 3rd Quarter Examination.
UNIT 3 – ANSWER KEY
LESSON 1

Pre-Test
1. TRUE 6. FALSE 11. FALSE
2. FALSE 7. TRUE 12. TRUE
3. FALSE 8. TRUE 13. TRUE
4. FALSE 9. TRUE 14. FALSE
5. TRUE 10. TRUE 15. TRUE

Activity 1:
Answers may vary.

Activity 1.1:
Answers may vary.

Let’s Practice
Exercise A
1. Verbal
2. Verb
3. Verbal
4. Verb
5. Verbal

Exercise B
Gerund Function
1. Cancelling Appositive
2. Seeing Predicate Nominative
3. Watching Object of the Verb
4. Winning Subject
5. Leading Object of the preposition
6. Giving Object of the preposition
7. Doing Subject
8. Dancing Object of the Verb
9. Writing Appositive
Travelling Object of the preposition
 10. Believing Predicate Nominative

Exercise C
Answers may vary.

Building Vocabulary
1. E
2. H
3. A
4. G
5. B
6. J
7. F
8. C

Comprehension Check
(Possible Answers)
1. They met in a public library where the American boy used to
spend most of his time.
2. He wanted to buy an automobile because his animal died.
3. Because he was acting strange. His manners were a bit odd.
These made other people thought that he was crazy.
4. It means that it was a rare opportunity that the American boy
wanted to grab.
5. He was just having fun and enjoying the company of the
American boy.
6. It is not right for us to evaluate a person based on his/her
actuations or physical appearance.
7. Better treatment is given to rich people because their wealth
makes them powerful and influential.

Activity 3
Answers may vary.
Let’s Practice
Exercise A
Participle Kind Noun it Modifies
1. Relieved Past Woman
2. Swollen Past Knee
3. Pouring Present Rain
4. Barking Present Dog
5. Destroyed Past Bridge

Exercise B
Answers may vary.

Activity 4: Redefining My Connection

(Possible Answers)
1. The speech is all about the phenomenon of Filipinos going out
of the country either for work or leaving for good.
2. It means the dispersion of Filipinos to every part of the world.
3. Yes, she does. She makes pride of Filipinos who are part of the
global work force.
4. It means a world that defies boundaries and territorial limits.
5. The speaker’s idea of home is not bounded by geographical
location. What is more important according to the speaker is not
idea of leaving but it’s coming back that is.

Activity 7: Viewing
1. The movie is about the plight of Filipinos who chose to leave the
country to work abroad.
2. It was negatively depicted in the movie. It was trying to
represent the struggles faced by lots of overseas Filipino
workers who were maltreated by their foreign employers.
3-5. Answers may vary.

Activity 8
Answers may vary
Let’s Practice
Exercise A
Infinitive Function
1. To serve Noun: Subject
2. To work Adverb
3. To ask Adjective
4. To take Noun: Direct Object
5. To heed Adverb
6. To sleep Noun: Subject
7. To serve Noun: Direct Object
8. To become Adjective
9. To travel Adverb
10. To finish Noun: Direct Object

Lesson 2

Activity 2
Answers may vary.

Activity 3: Name It
1. Exposition
2. Stage directions
3. Characters
4. Dialogue
5. Scene

Activity 5
Answers may vary.